Lesson Plan Parts Body 3m391p

ESCUELA DE CIENCIAS DE LA EDUCACIÓN 551024– Pedagogical practicum 1 Unit 3 - Task 3: Design of a lesson plan and the materials to be used

Appendixes LESSON PLAN FORM Name: Nancy Sánchez Jaramillo

Institution: I.E Escuela Normal Superior Sagrado Corazón

City: Aranzazu

Date: 7th /09/2016

Time: 120 mins

Length: 120 mins

Grade: 0 Transition (preschool)

Level: Beg /Elem/Pre-int

CEF level: A0/ A1/ A2

Age: 5-6

Communicative purpose of the lesson: What will learners be better able to do by the end of the lesson?  The student will learn vocabulary related to some parts of the body. What skills: (speaking, listening, reading, writing) will you practice? What language (grammar, vocabulary, functional expressions) will you focus on?  To give students speaking answering each one to the question that corresponds to him.  Listening and sing songs related with some parts body..  Learning vocabulary related with some parts body.  Reply to functional expressions: please pay attention, how do you say ___ in English?, sit down, please.

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Standard(s): Copy here the appropriate standards from the National standards booklet (note the competence Nos.) Grados 1 a 3 de primaria, nivel principiante: 

Identifico palabras relacionadas entre sí sobre temas que me son familiares. 1,2



Comprendo canciones, rimas y rondas infantiles, y lo demuestro con gestos y movimientos. 2,3

Topic: What the lesson is about (e.g. Shopping) The parts body

Materials: worksheets:  Listening: encloses in each pair the part pronounced by the teacher.  Lottery  Puzzle

Class profile (50 - 75 words) Describe your students (For how long have your students been learning English? What are the things that interest them? etc.) The group of children have between 5 and 6 years old The students were in a Family Welfare nursery, it is a public entity, and there they did not have an English teacher. Students have been learning English this year with me, I teach them all subjects including English. The preschool group is a group show great interest in learning, they love the activities performed through games but also manual work. How this lesson will meet their needs? What do the students know in order to cope with your lesson? How is this lesson connected to the previous one and to the

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next? (50-75 words) The subject of the body parts in English is interesting for children because they are talking about their own parts, the parts that make up their body. They already know the parts of the face in English, because the subject of the parts of the face was a class earlier than this. And this class is related to the next, because colors are part of our life, everything has color, and children express joy through the movements and colors that gives life.

Personal aims: What aspects of your own teaching will you develop in this lesson?  To use varied strategies that students like so they can have a better learning.  Dynamizing the class  Stages in the process of learning a topic  Appropriation of the subject to teach students Connection to other subjects in the school curriculum (e.g. Social studies)  natural Sciences  Technology  Body expression Complete Sections A, B, C & D as appropriate, depending if you are focusing on grammar, function, vocabulary and/or skills in your lesson A. Skills lessons Complete this section if your lesson is to develop reading, listening, speaking or writing Skill to develop  Listening  Speaking

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Type of text (e.g. dialogue in a shop)  To listen to the songs  To listen and repeat the pronunciation of the vocabulary taught.  Speaking: Students will discover the matching pairs and pronounce the name that corresponds to the image. B. Vocabulary: Complete notes below on you will focus on Vocabulary item (note spelling and pronunciation)

How will you clarify meaning?

Head /hɛd/

Part of the body of each student- Flash cards

Ear /ɪə/


Eye /aɪ/


Nose /nəʊz/


Mouth /maʊθ/


Neck /nɛk/


Shoulder /ˈʃəʊldə/


Arm /ɑːm/


Hand /hænd/


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Hip /hɪp/


Leg /lɛɡ/


Knee /niː/


Foot /fʊt/


Toes /təʊ/


C. Language Analysis page: Complete this section if you are focusing on grammar or function



Not working the grammar functions with transition children

D. Anticipated problems. Complete this section for all lessons: Anticipated problems

Planned solutions

Include problems of: Meaning, Form, Pron, Management  Children are totally unaware of the name of the body parts in English.

 Through playful getting students to learn some body parts.

 The children will be confused about the instructions that will be given in English.

 To give clear and simple instructions on each activity.  To if students understand

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the given instruction.

SELF EVALUATION FORM (Please complete all parts of this form after teaching your lesson) 1. Were your lesson aims achieved? What evidence can I show to prove this?  The objectives of this lesson were achieved, the children were able to learn to differentiate some parts of the body in English. When I ask the children to point out a part of the body in English, they do, I find that children more than others were motivated by learning the body parts in English. 2. Were your personal aims achieved? What evidence can I show to prove this?  The aims that I proposed for this class were reached in 80%, I consider that some children were not motivated enough with the activities, because they expressed that they do not like the English because they do not understand. It can be seen that the majority of the children liked class activities for their participation. 3. Which stages and activities went well? Why did they go well?  Warm-Up: We sing and perform the movements of the song actively.

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Give evidence!


 Practice: Memory game: The children were motivated to find the same partners, they felt fear because they did not feel safe to say the name of the body part in English but with a little help they got it.

worksheets:

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4. Which stages and activities did not go as well as they could have? Why not? Give evidence! I considered that each of the stages achieved their goal, because with such small children were used various leisure activities that were pleasing to them. I think in some activities as in the memory game some children did not want to participate because they felt fear of being wrong. 5. What areas in your teaching would you like to work on in future lessons? I would like to read stories with children in English or teach them simple tongue twisters. 6. How can I learn about the areas which I want to improve?

I must continue practicing the pronunciation, so I attend English classes on Saturdays in Cambridge.

`

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Assignment 2: LESSON PLAN. PROCEDURE Stage, Timing, interaction e.g. T-SS, S-S, S

Procedure & Instructions

What the Teacher SAYS & DOES 

T-SS Warm-Up (20 mins)

 The children sang the song.

T-SS

The Aim of the Stage 

Let`s sing: TOUCH YOUR HEAD

To revise vocabulary worked

https://www.youtube.com/watch?v=Lo Su4FwFMwU

 Question: which parts does have the body? what part of the body you know? mentions some parts body? which parts do have in your face?

Presentation

What the Students SAY & DO

Stage aim

 To observe the flash cards with the body parts repeating the pronunciation, and each student touches the part of the body that is mentioned.

1. The children said the answers in Spanish. 2. Only one child knew other parts of the body like the shoulders. 3. They said the face has eyes, nose and ears, and they point them correctly.  The children touched the  body parts that were mentioned.

Learning the name of the body parts.


(30 mins)  let's dance: “the Hokey Pokey shake” https://www.youtube.com/watch? v=_rq--QeiPuA

 Let's play Simon says: Simon says that all the children are going to touch their knees ...

Practice:

T-SS (70 mins)

 Memory game: The students had to find the pairs that had the same image in a series of chips, and then they had to say the name of the body part in English.

 The students tried to say the  name of the body part in english and they did not their partners helping them. 

 Bingo: The students had to cover the part of the body that the teacher mentioned.

 The students listened to the parts of the body in english and they asked if the part they had covered was the one I had mentioned.

 In the worksheet: The students listened to the parts of the body in English and they had to mark in the worksheet the part that I had mentioned, they had to

 The students marked on the worksheets the part of the body that they believed I had pronounced, then we

To practice the pronunciation of the name of the body parts. To relate the image with the name in English.


choose between one of the two parts that they had in each exercise of the worksheet.

corrected the work.

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