In this 3 sentence summary: This lesson plan is for a 1st grade English class with 26 students. The teacher will introduce vocabulary related to the jungle story "The Jungle Book" including parts of the body, colors, numbers and new words like palm tree and coconuts. Students will listen to and act out the story, answering questions about how many coconuts they can see. The lesson integrates speaking, listening and acting skills through songs, pictures and interactive activities to practice the target language.

1. Lesson Plan Three
Alumno Residente:Cintia Beramendi
Período de Práctica: 1, Nivel Inicial
Institución Educativa: Escuela de Educación Inicial y Primaria (UNS)
Dirección: 11 de Abril 445
Sala / Grado / Año - sección: 1er grado
Cantidad de alumnos: 26
Nivel lingüístico del curso: Inicial
Tipo de Planificación: clase
Unidad Temática: Partes del cuerpo
Clase Nº: 3
Fecha: 19 de Mayo de 2015
Hora: 8.40 a 9.10 hs
Duración de la clase: 30 minutos
Fecha de primera entrega: 14 de Mayo de 2015
Teaching points: Working with a story in English. (numbers, colours, parts of the body)
Aims or goals:
During this lesson, learners will be able to:

2.  Recognize simple questions such as “What’s your name? Who is he? “What colour
is it?”
 Follow simple commands such as “Listen to me”, “Stand up”.
 Recognize questions of quantity “How many coconuts can you see?” in a
meaningful context.
 Participate in different activities using the foreign language.
Language focus:
Lexis Function Structure Pronunciation
Revision Colours: blue,
green, brown,
red.
Numbers: one,
two, three, four,
five.
Parts of the
body: head.
Book
characters:
Mowgli, King
Louie, Baloo.
Extra: jungle.
Follow simple
commands:
stand up, sit
down, listen to
me, and listen
to a song.
Identify colours
and numbers
students know.
Recognition
and production
of Wh questions
in the simple
present: “what’s
your name?”
I’m ____”what
colour is it?”
It’s red!
“Who is he?”
Mowgli!
Production of
the /dʒ/ sound
through
repetition as in
Jungle.
New Vocabulary
related to the
jungle: palm
tree, coconuts.
Quantifying,
(identifying how
many coconuts
there are, and
count them)
Recognition of
Wh questions in
the simple
present: How
many coconuts
can you see?
Four!
Production of
the /k/ sound as
in coconut
through
repetition.
Teaching approach: Communicative Approach.
Integration of skills: Speaking and listening skills will be integrated in the lesson since
the teacher will model the word or phrase, and students will repeat. For instance when
trying for students to understand and recognize “How many coconuts can you see?” The
teacher will model the sentence and encourage them to answer. Besides, students will
listen to a story, and then perform that story.
Materials and resources: Pictures, a real coconut, 5 Styrofoam coconuts, worksheet,
DVD of the story, a computer, CD player.
Pedagogical use of ICT in class or at home: In this lesson, students will listen to a story
in the foreign language, so they’ll listen to authentic material, and the use of the language
in a real context. During the lesson, we will listen and watch the scenes of a story on the
computer.

3. In case the devices don’t work, I’ll record the songs on my cellphone and tell students the
story showing them the pictures from the coursebook.
Seating arrangement: students will be sitting in groups of 4 or 5 as always and standing
up when acting the story.
Possible problems / difficulties and their possible solutions during the class:
Students may become a bit excited when the teacher plays the story on the computer or
after telling the story, so she will try to keep them calm or ask them to sit down and pay
attention, telling them that later they’ll act at the front. Besides, students may resort to their
mother tongue when trying to participate, so if that happens the teacher will provide them
with the equivalent word in the foreign language for them to repeat.
Classroom management strategies:
The teacher will show students a real coconut so as to motivate them and get into the
lesson. Besides, she will encourage students to participate along the lesson so as to use
the language. And finally, she will give students several short activities in order to avoid
boredom.
Potential problems students may have with the language:
Students may have problems in understanding what “How many…” means, however I’ll
provide several examples letting them help me so as they can recognize the structure. For
instance I’ll say “How many coconuts can you see” and I’ll start counting taking the
coconuts with my hands and encouraging them to help me.
Assessment:
Students will be assessed individually when the teacher asks specific questions and in
groups when collaborating and participating along the activities.
Procedures:
Routine: 5 minutes
Purpose: To greet students and let them know that the lesson has started.
I’ll enter the classroom and say “Hello kids” and play our “Hello” song.
The song is from the course book they are working with “English Adventure” starter A.
Hello! Hello!
Hello! Hello!

4. Hello! Hello!
Hello to you.
(repeated twice)
Then, as another part of the routine, I’ll throw a soft ball to one of the students and say “I’m
Cintia, What’s your name?” and the student will say “I’m ____” I’ll do this with different
students.
Transition: Very good!! Now let’s work!
Warm up: 5 minutes
Purpose: to activate previous knowledge and set the context.
I’ll stick the pictures of the characters of “The Jungle Book” on the board (the ones I took to
the classroom last class, which are from the textbook “English Adventure” starter A), and
the two pictures of the jungle I also took last Tuesday, and ask students “Do you
remember our friends from the jungle?” Who is he? (pointing to one of the characters) SS:
Baloo! (and the same with the other two characters). Then, I’ll say.. and where do they
live? (pointing to the pictures of the jungle) and I’ll encourage students to say in the
Jungle! (I’ll help them saying..in..the..jun..gle) And what can we find in the jungle? Let’s
see!
Then, I’ll show my students a picture of a palm tree that contains coconuts and ask them
“What is it? Students may say “Palmera” so I’ll say “It’s a palm tree!! And look! It has
coconuts! (pointing to them) What colour are coconuts? SS: brown! Very good! And what
colour is it? (pointing to the leaves of the palm tree) SS: green! T: and this one? (pointing
to the trunk) SS: brown!
Transition: Very good!! Oh, look what I’ve got here! (looking into my bag) Mowgli gave it to
me! It’s a present from Mowgli! (miming) Do you want to see it? SS: yes!
Presentation:5 minutes
Purpose: To introduce new structures and vocabulary
I’ll take the coconut I’ll bring to the class from my bag and show it to students. I’ll go table
by table showing the coconut and saying to students for them to recognize it “It’s a
coconut, what is it?” SS: coconut. Very good!
And look! I’ve got some more here, these are from Baloo! I’ll open a box I’ll bring to the
class with 5 Styrofoam coconuts, take them out of it and ask “How many coconuts can you
see?” (I’ll start counting for students to understand the question) then, I’ll take only two

5. coconuts and ask again “and now, How many coconuts can you see? SS: two T: very
good! Again, I’ll take four coconuts and ask “How many coconuts can you see?” SS: four!
Transition: Excellent job kids!
Activity 1: 5 minutes
Purpose: to listen to a story so as to recognize the vocabulary and structures presented in
the lesson, while practicing vocabulary and structures previously learnt.
Now, kids! We’re going to watch and listen to a story about our friends from the jungle,
right? Pay attention! (I’ll play the story on the computer for students to see the different
scenes). First, I’ll play the story once for students to become familiar with it; then I’ll play it
again for students to repeat the dialogues.
The story is from the coursebook “English Aventure” starter A.
(picture 1)
Baloo Mmm, coconuts! How many coconuts
can you see?
(picture 2)
Mowgli One, two, three, four…five.
Five coconuts!
(picture 3)
Monkey No! four coconuts. One, two, three, four.
(picture 4)
Monkey Here!
(picture 5)
Baloo Ow! My head!
(picture 6)
Mowgli Now, how many coconuts can you see?
One, two, three coconuts!
Transition: Well done children!
Activity 2: 5 minutes
Purpose: to recognize and practice the structures and vocabulary we’ve been working with
along the lesson and to foster communicative interaction.

6. I’ll ask for two volunteers to come to the front and perform the story. (I’ll be one of the
characters and also, I’ll help students with the dialogue of the story by saying it secretly
near their ears, and I’ll let more than two students act the story, Besides, I’ll draw a big
palm tree on the board and stick the coconuts I’ll bring for students to use them when
acting) So, I’ll say “Now we are going to act the story, yes?; You and you come here
please (pointing to two students) you are Baloo, and you are Monkey, right? Then I’ll help
each student say each dialogue while I’ll be in Mowgli’s character. Besides, the rest of the
class will help each character counting the coconuts when it corresponds. (Then, we
change roles with other two students).
Transition: very good job!
Closure: 5 minutes
T: Now, it’s time to say goodbye!
And I’ll play our routine goodbye song that is from the same book “English Adventure,
starter A”.
Goodbye! Goodbye!
Goodbye! Goodbye!
Goodbye! Goodbye!
Goodbye, everyone!
Materials:
Pictures:

7. Coconuts:
The pictures of the story (form the coursebook, page 8)