Alumno Residente : Restivo Gisela Período de Práctica: Nivel Inicial Institución: Jardín Chiquilandia Dirección: Urquiza 924- Comodoro Rivadavia Sala / Grado / Año - sección: Sala de 5 años Cantidad de alumnos : 15 Nivel lingüístico del curso: Principiantes Tipo de Planificación: clase Unidad Temática : Mi cuerpo Clase Nº: 3 Fecha: 23-05-1 Hora: 14 a 14. 30hs Duración de la clase : 30 minutos

� Teaching points: My body. Vocabulary: eyes, teeth, ears, nose, legs, arms, hands, feet, head

� Aims: During this lesson, learners will be able to… � Review all the parts of the body. � Review numbers. � Count how many parts of the body a monster has got.

� Language focus:

LEXIS FUNCTION STRUCTURE PRONUNCIATION

REVISION eyes, ears, nose, legs, arms, hands, feet, head, numbers

Naming and counting parts

of the body

One eye...

NEW

Describing It has got two... /hæz/

� Teaching approach: The lesson is based on the communicative approach

� Pedagogical use of ICT in class: In this lesson, students will be exposed to

photos which were downloaded from Internet. The hello and good bye songs were downloaded from the provided links to my computer.

Comentario [A1]: Throughout the

lesson plan, you used has instead of has

got.

Comentario [A2]: Strong form?

� Materials: images of the monsters, copies of the monster to be created, shapes and parts of the body of different colours, pencils/ crayons, scissors, glue.

� Seating arrangement: students will sit in their desks, in groups of 4, as they always do.

� Cooperative work: As students will work in small groups, during the activity, the students who finish first can cooperate with the rest of the group.

� Possible problems / difficulties and their possible solutions during the class: Students may not have enough time to complete their monsters. I will help them and encourage students who have finished to help the ones who haven´t.

� Potential problems students may have with the langu age: Students may find it difficult to describe monsters; therefore, I will help them by miming the numbers, repeating the parts of the body while pointing at them.

� Assessment: what will be assessed and how : I’ll check that students are able to repeat the target vocabulary. Then, during the presentation, I will see if they can count parts of the body and repeat the names.

Routine (5min)

I will get into the class and greet the students; we will sing the usual Hello song. As I sing, I will move my hands to greet them.

Song:

“Hello, Hello, we say hello to you.

Hello, Hello, how are you today?

Welcome friends, welcome friends.

It´s nice to see you again

Welcome friends, welcome friends.

It´s nice to see you again”

https://www.youtube.com/watch?v=_BmfySrvVKM

Comentario [A3]: They share the

tables, but they do not work in groups.

Comentario [A4]: Any problems as

regards language?

Comentario [A5]: Will you assess mere

repetition?

Código de campo cambiado

Warm up (4min)

I will show them some pictures of different monsters, and I will ask “Do you know him? What ´s his name?

I expect my students to say: Yes! Henry! Then, I will add: “very good! He is Henry, the monster! What colour is Henry?” As they have already learnt colours, I expect them to say: Yellow! Finally, I will say “Perfect! He is yellow!”

I will repeat the same questions with each of the monsters.

Transition: Ok. You know a lot about monsters! So Let´s see if you know Mike.

Presentation (4 min)

In order to review parts of the body, I will show them an image of Mike. ”This is Mike. Hello Mike!” I will encourage my students to greet Mike.

Then, as I point at him, I will say “Mike has one eye. Can you see? He has one eye!” As I point at the eye, I will show one finger and repeat: “One eye”

Then, I will say: “Mike has two arms. Look. He has two arms.” Again, I will show two fingers (to demonstrate number two), while pointing at the arms and repeating.

Then I will say: “How many legs has Mike got? Has he got one leg or two legs? Again, I will mime with my hands so they can understand. EA: Two legs. “Yes, he has two legs! Fantastic!”

Transition: Great! Now I am going to present MY monster.

Development (13 minutes)

Activity 1: (7 minutes)

Before starting the activity, I will show them a monster I have designed and I will say: “Look at him! He is my monster. He is called Steve. It has three eyes. It has two ears. It has one nose (I will say each of the sentences while pointing at the parts of the body named)

Comentario [A6]: And encourage ss to

repeat after you.

(Copy of the monster I have designed)

Then, after they have seen my monsters, I will say: Come on! You will create your own

monster!” I will give each student the shape of a monster and I will distribute some parts

of the body (eyes, noses, legs, hands, etc) in each group of students. I will also provide

them with glue, scissors and different crayons/pencils.

I will explain: “Now you are going to create your own monster! Use the parts of the body I gave you and your imagination! “

At this moment, I will be near them, providing help with the materials. I will sit near them, if necessary, and say “Can I help you? Here, there is a nose”

Comentario [A7]: How will you check

understanding?

(These are some of the monsters I will give them. I will provide them with figures of different shapes and colours.)

Transition; Well, I want to see your monsters!

Activity 2: (6 minutes)

Once they have finished creating their monsters, I will collect one monster and while showing it to the class I will say: Look! This is Juani´s monster.

Then, I will elicit some answers from students. In order to do this, I will ask: “How many

legs has this monster got? One? Two? I expect students to count parts of the body and

answer. After their responses, I will add “Good, this monster has...”

I will ask two questions for each monster. Then, I will congratulate the students and invite

another child to show his/ her monster and I will also ask two questions about it.

I always expect students to count and answer: It has..... If they do not say complete

sentences, I will repeat after them: “yes, it has...”

Comentario [A8]: Many of them will be

eager to show their productions. 6 minutes

might not be enough to accomplish this

“sharing”

Comentario [A9]: What will you do if

you do not have time for everyone to show

their monsters?

Please encourage them to use English.

Closure: (4 min)

To finish the class, we will sing the Goodbye song.

Song:

Bye, bye, good bye.

Bye, bye, good bye.

I can clap my hands

I can stamp my feet

Bye, bye, good bye.

Bye, bye, good bye.

https://www.youtube.com/watch?v=PraN5ZoSjiY&utm_source=youtube.com&utm_medium=short_domains&utm_campaign=ssyoutube.com

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

Querida familia:

En la clase de inglés seguimos trabajando las partes del cuerpo. Hoy los nenes crearon su

propio monstruo que llevan a casa.

Pueden ponerle un nombre y preguntarles que partes del cuerpo tiene. ¡Seguro los

sorprenderán!

Miss Gisela Restivo

Código de campo cambiado

Con formato: Inglés (Estados Unidos)

Stages and activities x

Teaching strategies x

Class. management

strategies

x

Language accuracy x

Observations Minimum score: 21 / 35

Score: __22__ /35 = 6

Dear Gisela,

You should encourage learners to use the language. Repetition is good but it is not enough to

assimilate the new words.

Cecilia and Aurelia