- The lesson plan aims to teach kindergarten students body parts vocabulary in English through songs, gestures, and an activity to create paper bag monsters. - Key points of the lesson include singing songs about body parts, introducing new vocabulary with flashcards and a picture of Sulley, and having students identify and name body parts on Mike Wazowski. - The lesson concludes with students working individually to draw and assemble paper bag monsters using cut out body parts and describing their monsters.

1. I.F.D.C.LENGUAS VIVAS
TALLER DE PRACTICA DOCENTE
ALUMNOPRACTICANTE: NataliaVaresio
Períodode Práctica: Nivel Inicial
InstituciónEducativa: I.C.E.B.L.E.
Dirección:Av.Koessler1820
Sala/Grado/Año-sección: salade 5 años
Cantidadde alumnos:23
Nivel lingüísticodel curso:Principiantes
Tipode Planificación:Clase
Unidadtemática:Partesdel cuerpo
Clase Nº : 4
Fecha:31/05/18
Hora: 10:45-11:15 hs
Duraciónde laclase:30’
Fechade primeraentrega: 27/05/18
 Teaching points:Bodyparts
 Aims: Duringthislesson,learnerswillbe able to:
-Identifyandname differentbodyparts
-Developtheirlisteningskillsbylisteningtoa song
-Developingtheirfine motorskillsbydrawingamonster.

2.  Language focus
Lexis Function Structure Pronunciation
Revision Look!
Listen!
Sitdown!
Standup!
Head,eyes,
mouth,hands,
feet
shoulders,
knees,toes,
ears,nose
Numbers:1-10
Following
instructions
Identifying
bodyparts
Let’smake a
circle
Touch your
(knees)
Theyare
(shoulders)
/i:/knees
New
Newbody
parts:
Arm,leg,
fingers
Identifyingand
namingbody
parts
He has (three
eyes)
/ɑː/ sound
arm
 Teaching approach: The lesson is based on the Natural Approach, and organized
through the PPP procedure (Harmer, 2010)
 Materials and resources: a song, a picture, Mike ‘s body parts made of cardboard,
paper bags, pencils, markers, glue.
 Pedagogical use of ICT in class: I’ll will only play a song during the warm-up session
using loudspeakers.
 Seatingarrangement: In the warm-upstage,students will remain standing to dance a
song.At the presentationstage andinactivity1theywill be sitting on the floor, while
in activity 2 they will work at their tables.
 Cooperative work: In activity 2, students will work individually making their own
monsters.

3.  Potential problems student may have with the language: Students may find the
production of a chunk of language very difficult, so I’ll encourage them to repeat it.
Students may not understand some words so I’ll make gestures or use visual aids to
help students understand the vocabulary.
 Assessment: what will be assessedand how: I’ll checkif students can name the parts
of the body by asking questions, eliciting answers, using gestures. In activity 2, I’ll
check if students can name and identify some body parts by asking questions about
their monsters.
Routine: 3’
I’ll getintothe classroom and greet students: “Hello! How are you today?” EA: “Hello!”
. I’ll chant: “Make a circle, big, big, big, small, small, small.....
T: “Kids,let’ssingthe hellosong! ok?” I’ll play the music on my computer and I’ll mime
the actions..
https://www.youtube.com/watch?v=fN1Cyr0ZK9M (until minute 1:16)
Hello, hello. Can you clap your hands?
Hello, hello. Can you clap your hands?
Can you stretch up high?
Can you touch your toes?
Can you turn around?
Can you say, "Hello"?
Hello, hello. Can you stamp your feet?
Hello, hello. Can you stamp your feet?
Can you stretch up high?
Can you touch your toes?
Can you turn around?
Can you say, "Hello"?
Hello, hello. Can you clap your hands?
Hello, hello. Can you stamp your feet?

4. Transition: “Very good! Now, listen to me, do you remember the song : “Head, shoulders,
knees and toes?”(Touching the body parts mentioned) Let’s sing and dance the song!
Warm up. : 3’
The students will remain standing to sing and dance the song.
T: I’ll play the song on my computer and I’ll perform the actions to aid comprehension.
Transcript:
“Head, shoulders, knees and toes,
knees and toes.
Head, shoulders, knees and toes,
knees and toes.
Eyes, ears , mouth and nose
Head, shoulders, knees and toes
knees and toes.
Head, shoulders, knees and toes,
knees and toes.
Head, shoulders, knees and toes,
knees and toes.
Eyes, ears , mouth and nose
Head, shoulders, knees and toes
knees and toes.”
Transition: “You dance verywell!.Now, sitdowninacircle,let’smeetamonster!
Presentation:6’
I’ll sticksome flashcardsaboutbodyparts on the board. Then, I’ll show studentsthe following
picture of Sulley.

5. T: “Look! Who ishe?”EA: Sulley! T:Yes,he’sSulleyandhe’samonster. And look, what’sSully
wearing?Ishe wearinga t-shirtora jacket?”EA: Jacket!T: “Excellent!Andlookat his body, he
has two arms, and two legs. Repeat with me, he has two arms. EA: He has two arms. T: Very
good!. Now repeat: he has two legs. EA: he has two legs. T: excellent! Look here (pointing to
the fingers). Theyare fingers. Howmanyfingersdoeshe have?”(I’ll encourage children to say
the number all together) One, two….T: “Perfect! And look here, how many toes does he
have?( Pointing to the named part. If necessary I’ll count with children) One, two, three! He
has three fingers!, perfect! And what are they? (Pointing to his shoulders) Are they knees or
shoulders? EA:shoulders!T:“Verygood!Repeat! Theyare shoulders.Lookathisface (pointing
to it) What’s this? (I’ll point to each part of his face) EA: Nose! T: Excellent, it’s a nose!
Transition: Very good, now look here, there is another monster!
Development: 15’
Activity 1: 5’
I’ll stick different body parts of Mike Wazowski on the board and I’ll ask students to put the
body parts in the correct place.

6. T: “Look! Who is he? Can you guess? EA: Mike! T: “Excellent!. Now, we have to stick his body
parts inthe correct place. Look at this.What’sthis?Is itan eye or a mouth”(I’ll elicit answer in
case students can ‘t respond the question) EA: Eye! T: “Fantastic! It’s an eye. Agos, come
here,stickthe eye onMike’shead. How many eyes does Mike have? One, two…?. EA: One! T:
Great!. Repeat with me he has one eye. And what’s this?” EA: mouth! T: “Very good! Come
here Benja, stick the mouth on Mike’s head. Well done!. Look at these, what are they?”. Are
they arms or legs? EA: Arms! T: “Fantastic! More, come here, stick the arms. How many arms
does Mike have? EA: two! T: Good! he has two arms. Repeat with me: he has two arms.
Transition: Great! Now kids listen, it’s time to make our monsters!. Go and sit down at your
tables.!
Activity 2: 10’

7. Make a monster
Once seatedontheirtables, I’ll showstudents a paper bag monster made by me, so that they
can make their own puppet. I’ll provide them with paper bags and pencils/markers, so that
theycan draw the face. In addition,I’ll give them ears, legs and arms cut in different shapes,
so that theycan paste themon theirmonsters.Then,I’ll encourage students to describe their
monsters by asking: “Ciro, tell me how many arms does your monster have? One, two…? EA:
two!T: Great!And howmanyeyesdoesyourmonsterhave? EA: four! T: He has got four eyes.
Very good!
T: “This is my monster, he’s Charlie. Look! He has three eyes, one nose and two
mouths.(Pointingtothem) Lookat hisarms!.How many armsdoesCharlie have?. (Pointingto
his arms)EA: four! T: Perfect!.
T: “ Now, I’ll give youthese paperbagsand draw your monsters with these pencils. And here
you have ears, arms and legs (showing them one by one) to paste them on your monsters.
I’ll walk around the tables or I’ll sit with children to observe their work and provide help if
necessary.Once theyhave finishedtheirmonsters,I’ll asksome questionssothatstudents can
tell me about their monsters. I’ll say:
T: “Now,showme yourmonsters!”(gesturingwithmyhandstoaid comprehension) “Theyare
beautiful!”Now,Josefina,how many eyes does your monster have?” EA: Three! T: Excellent!
He has three eyes!. Now Franco, how many noses does your monster have? EA: two!
Closure: 3’

8. T: “Oh! Now, it’s time to sing the goodbye song!” (Pointing to my watch)
I followed my teacher’s suggestion .
Bye,bye, everyone. Tra-la-la-la-la.
Bye, bye,everyone. Tra-la-la-la-la-la
Bye, bye, everyone. Tra-la-la-la-la.
Bye, bye, everyone.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization X
Coherence and
sequencing
X
Variety of resources
– Learning styles
X
Stages and activities X
Teaching strategies X
Language accuracy X
Observations Minimumscore:18 / 30
Score:_29___ /30
Excellentjob!  Enjoyyourlesson.