This document provides a lesson plan for a 40-minute English class for 5-year-olds focusing on body parts. The lesson plan includes the following: 1. Warm-up activities like singing greeting and movement songs to review vocabulary from prior lessons. 2. A presentation using a video to introduce new vocabulary like "finger," "chin," "arm," and "leg" through singing and motions. 3. Development activities including creating monster drawings using body part cutouts and a bingo game to practice the new vocabulary. 4. Closure with singing a goodbye song and blowing kisses. The plan aims to help students identify, speak, and listen related to different body parts through

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Barth María Pía
Período de Práctica: Primer período
Institución Educativa: Colegio Castex
Dirección: Brown 99 (8400)
Sala / Grado / Año - sección: Sala de 5 años, turno mañana
Cantidad de alumnos: 14 (catorce)
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Partes del cuerpo
Clase Nº: 3
Fecha: Miércoles 6 de Mayo de 2015
Hora: 9:30 hs a 10:10 hs
Duración de la clase: 40 minutos
Fecha de primera entrega: 2/05/15
Teaching points: Body parts, head, toes, mouth, ears, arm, leg, nose,
finger, chin, and eyes.
Aims or goals:
During this lesson, learners will be able to:
 Identify the new vocabulary presented.
 Develop and integrate speaking and listening skills by singing and
listening to a song.
 Develop their gross motor skills by performing different activities.
Language focus:
Functions Lexis Structures Pronunciation
Revision
Follow
commands
Talk about
and identify
different
body parts
Greetings,
actions (sit
down, stand
up, boy, girl,
numbers
(1-10), very
well, happy,
sad, scared,
angry
Sharp
Teeth, hair,
go away
Hello, how
are you
today?
Fine, thank
you, and you?
Yes/no
Touch your
nose/mouth/
ears/eyes/
- Foot /f/
- shoulders/ ʃ/
- Teeth, knees,
green/i:/
- mouth/ θ/

2. New Identify new
body parts
Chin,
fingers,
arm, leg
Point your
finger up.
Point your
finger down.
-chin /t ʃ/
Finger /ŋ/
Teaching approach: “communicative approach”
Integration of skills: I’ll integrate the speaking and listening skills
through the use of a song called “ One little finger”
Materials and resources: Body templates, body parts items templates,
glue, markers, scissors, crayons, video (downloaded), computer,
flashcards, beans and bingo templates.
Seating arrangement: Students will perform some activities sitting down
on the floor, by the end they will work at the tables in groups of seven.
Possible problems / difficulties and their possible solutions during the
class: Some of them may behave improperly while watching the video,
I’ll remind them that they should be careful so that no one is hurt and we
can continue imitating the song. I’ll also use some chants to help them to
be quiet, such as “silence please, silence please, like a bee, like a
bee..shh…silence, silence please, like a bee…shhh”
Classroom management strategies: I’ll encourage students to behave
properly, I’ll create a comfortable atmosphere by changing my tone of
voice, singing and saying rhymes to call their attention when it’s
necessary. I’ll also change students’ places if they start playing or talking.
Potential problems students may have with the language:
Some students may have some troubles to understand the new target
items, for example finger and chin, in order to help them I’ll show some
flashcards and point to the different parts of the body.
Pedagogical use of ICT: I’ll download a video from you tube to share with
the students, this video will help me to integrate the listening and
speaking skills while using the language in a communicative activity.
Assessment: I’ll assess students by asking them to perform certain
actions to check they have understood everything, I’ll repeat some
commands to be sure they are following me.

3. Procedure:
 Routine (5 minutes)
I’ll get into the classroom; students will be sitting down in a circle on the floor.
I’ll go to the circle and I’ll sit down with them. I’ll start singing the “hello song”
in order to start the lesson. (song adapted from a Barney’s song)
“Hello, hello, I say hello to you…
Hello, hello, how are you today?
Sing it la la, sing it la la…sing it la la!”
I’ll ask students “how are you today? Are you happy or sad?” I’ll
encourage them to answer me. I’ll have four flashcards to help them to
understand the question and to answer “happy, sad, scared or angry”
Then, I’ll ask students to stand up and line up, we’ll sing a song in order to do it.
We’ll walk around the class doing a train to rehearse some vocabulary (train,
boys, and girls). I’ll also include some direct speech such as “boys! Clap your
hands” and “girls! Touch your mouth”
“A train of boys, and a train of girls…
Boys…boys…boys…
Girls…girls…girls”
Finally, I’ll sing a circle on the floor song in order to get the students into the
mood for work.
“a circle on the floor, a circle on the floor,
1,2,3 and a circle on the floor”

4.  Warm-up (5 minutes)
In order to set the mood to engage students in learning we’ll start the class
playing “Simon says”. I’ll explain to students that when I say “Simon says and
an action” they’ll have to perform it but if I don’t say Simon says they won’t
have to do it. I´ll demonstrate the activity to help them to understand better.
“Let’s play Simon says!” “Simon says: boys! Touch your nose!” “Simon says:
girls! Touch your eyes” “Simon says: touch your mouth”
Transition: Awesome! Very well! Now…pay attention! Concentration! I’ve
brought a video for you…I found it on internet, you’ll love it!
 Presentation (5 minutes)
I’ll ask my students to line up and sit down on the floor to watch a video. I’ll
say, “Yesterday, I was in my house and I found a video about a song, it’s
very funny. Do you want to watch it? Yes? Excellent!” Then, I’ll encourage
them to watch the video and imitate the friends that are on it. I’ll start
singing the song from the video remarking and pointing to the new
language items such as (finger, chin, arm and leg).
I’ll download the video to my computer.
https://www.youtube.com/watch?v=eBVqcTEC3zQ
One little finger, one little finger, one little finger.
Tap tap tap.
Point your finger up.
Point your finger down.
Put it on your head. Head!
One little finger, one little finger, one little finger.
Tap tap tap.
Point your finger up.
Point your finger down.
Put it on your nose. Nose!

5. One little finger, one little finger, one little finger.
Tap tap tap.
Point your finger up.
Point your finger down.
Put it on your chin. Chin!
One little finger, one little finger, one little finger.
Tap tap tap.
Point your finger up.
Point your finger down.
Put it on your arm. Arm!
One little finger, one little finger, one little finger.
Tap tap tap.
Point your finger up.
Point your finger down.
Put it on your leg. Leg!
One little finger, one little finger, one little finger.
Tap tap tap.
Point your finger up.
Point your finger down.
Put it on your foot. Foot!
Put it on your leg. Leg!
Put it on your arm. Arm!
Put it on your chin. Chin!
Put it on your nose. Nose!
Put it on your head. Head!
Now let's wave goodbye. Goodbye!
*****
(Song: One Little Finger
CD: Super Simple Songs 1)
 Development (25 minutes)
 Activity 1 (15 minutes)
In order to refresh and revise the vocabulary learnt this class and the
previous one (body parts, colours and numbers) I’ll ask students to create

6. their own monster. I’ll prepare my monster to model the activity. I’ll ask
students to sit down at the table to start working.
I’ll prepare two boxes with different body parts (to leave on the tables
since they are sitting down on groups of seven students) to colour and
stick them on cardboard body to design their monsters. I’ll also provide
them with crayons, markers and glitter to decorate them. I’ll say “Look,
he’s my monster Frankie! Frankie has got (…)
Would you like to make your own Frankie? Yes! Well, so let’s start. Here
you have different body parts for you to colour and stick them on the body.
You can put as much body parts as you wish! You can put five or six eyes!
Point your eyes! Excellent! You can put three or two mouths! Point your
mouth (I’ll repeat the same procedure naming different body parts)…are
you ready? Yes! …
I’ll walk around the class in order to check that students are working on
their monsters and they are not playing or talking. I’ll also play some music
on to create a nice atmosphere to work. Once students have finished their
monsters I’ll ask them to show it to the others encouraging them to count
and name the different body parts.
Transition: Excellent! That was awesome! Would you like to play a game?
Yes? Okay, let’s do a circle on the floor! We’re going to play!
 Activity 2 (12 minutes)
First I’ll ask students to sit down in pairs to play a game, then I’ll say: “Look
what I have here! I’ve got BINGO boards! Would you like to play? Yes?
Okay…here I have some beans too. You’ll have to pay attention and listen
to me… if I name one body part and you have on your board you’ll have to
put a bean on it”. I’ll demonstrate the activity to help them to understand
better.

7. Transition: “ouch! Miss Silvia is coming, we’ve finished for today. Let’s
make a circle on the floor”
 Closure ( 3 minutes)
We will sing and mime the rhyme to say goodbye. (I really don’t know the
source of the song, we use it in the school I work, and their teacher uses it
with these students)
“ It’s time to say goodbye, it’s time to say goodbye,
see you next class…
bye, bye, bye, bye (we will blow some kisses)”