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: 4 Fecha: 30-05-1 Hora: 14 a 14. 30hs Duración de la clase : 30 minutos

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

� Aims: During this lesson, learners will be able to… � Review parts of the body. � Review wild animals. � Review colours � Give a brief description of an animal. � Develop their listening skills by listening to a song.

� Language focus:

LEXIS FUNCTION STRUCTURE PRONUNCIATION

REVISION eyes, ears, nose, legs, feet, head, elephant, giraffe, monkey, hippo yellow, brown,

grey

Naming and counting animals´ body parts.

.

NEW

Neck, long, short, big

Describing Elephants have two big ears.

/həv/

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

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

song and some images which were downloaded from Internet.

Comentario [A1]: You should add the

adjectives used to describe the animals.

Comentario [A2]: What about the verb

to be? For example, The giraffe is yellow.

Comentario [A3]: Weak form? It is the

main verb.

� Materials: Video of the songs, set of flashcards and an image of a jungle.

� Seating arrangement: During the presentation and the first activity, students will sit in their desks, in groups of 4, as they always do. Then, for the second activity, we will move to the “big” room.

� Cooperative work: During the listening students will work in groups. They have to decide which the correct order of the animals is.

� Possible problems / difficulties and their possible solutions during the class: Students may not understand what to do during the listening, so I will stop the song and show them which is the first animal and encourage them to listen which is the following animal.

� Potential problems students may have with the langu age: Students may find it difficult to answer full questions during the second activity, I will demonstrate how to do it, and encourage them to do it in the same way. Moreover, if they cannot, I will repeat the full sentence after them and ask them to repeat.

� Assessment: what will be assessed and how : In order to assess the listening comprehension, I will see whether they can put the animals in the correct order. Then in the second activity, I will focus on the way they answer my questions.

Comentario [A4]: Word order

Comentario [A5]: And identify

Comentario [A6]: Word order

Routine (4min)

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

Warm up (3min)

I will explain that, next week I will travel to a jungle and I will show them a photo of a jungle.

Then I will ask: “Do you know which animals I can find in a jungle?” As they have already learnt wild animals, I expect them to say: elephants, lions, monkeys. Then, I will add: that´s right, I will meet lions, elephants.”

Comentario [A7]: You may take some

binoculars so as to catch their attention.

Presentation (3 min)

After that, and in order to prepare them to practice the skill of listening, I will show them four animals: an elephant, a monkey, a giraffe and a hippo.

I will elicit their names by asking “what´s this?” I expect my students to say: “elephant”, So, I will add “Yes! It is an elephant. Can you repeat? It is an elephant” I will repeat the same questions with the rest of the animals.

Finally, I will give them a set of four flashcards (elephant, hippo, giraffe and monkey) to each of the groups. (I will print the pictures of the presentation)

Transition: Now, we are going to listen to a song of wild animals! Let´s discover which animals the song names.

Development

Activity 1: (5 min)

The students will listen to the song available at the following link, at this stage I won´t show them the video.

https://www.youtube.com/watch?v=9wAUxIVN_po

Before the song, I will explain: “These animals are in the jungle, while showing the flashcards. So, you have to listen to the song and put the animals in the correct order. So, let´s see which the first animal is?”

As they listen to the song, they will work in groups. They have to put the flashcards of the animals on their desks in the correct order.

Comentario [A8]: Will you download

the video?

Comentario [A9]: How will you check

understanding?

To make sure they have understood the task, I will stop the song after the first animal is

named (elephant), and I will ask: “So, which is the first animal?” And I will encourage them

to put the elephant on the desk. If they could not understand, I will repeat the lyrics myself.

Once all the groups have put the elephant on their desks, I will add: “Now, let´s go on

listening to see which animal follows.”

When the song finishes, I will say: “So, in the jungle there is an elephant, and then...?” I

expect the students to say the following animal. I will encourage students to repeat chunks

such as there is a....

Finally, I will invite my students to watch the video and discover if their answers are

correct.

Lyrics

There´s an animal, with big, big ears.

There´s an animal, with a long, long nose.

What is it? I know. What is it? I know

It´s an elephant. It´s an elephant.

It´s an elephant. Yes, it is.

There´s an animal, with long, long legs.

There´s an animal, with a long, long neck.

What is it? I know. What is it? I know

It´s a tall giraffe. It´s a tall giraffe.

It´s a tall giraffe. Yes, it is.

There´s an animal, with short, short legs

There´s an animal, with a big, big mouth

Comentario [A10]: You haven´t

included this as a teaching point.

What is it? I know. What is it? I know.

It´s a hippo. It´s a hippo.

It´s a hippo. Yes, it is.

There´s an animal, with big, big hands.

There´s an animal, with a long, long tail.

What is it? I know. What is it? I know.

It´s a monkey. It´s a monkey.

It´s a monkey. Yes, it is

Transition: Perfect! Now let´s play a game

Activity 2: (10 min)

In order to let students use the language, I will display the same four pictures on the wall. This time, pictures will be bigger. I will also prepare 15 cards with short phrases like the following ones:

I will explain: “Now, I will ask you and you have to answer. To demonstrate, I will take a card, and I will read it: “which animals have big ears?” I expect students to answer: Elephants!.So, I will go to the animal they named and say : “Elephants have big ears”, and I will stick the card next to the picture.

After demonstration, I will invite a student to take a card and give it to me. I will ask. To help them to understand, I will mime and touch the parts of my body. I will do the same with all the questions, focusing on adjectives and the word “neck” which has not been introduced yet.

The students have to think the question and walk towards the animal. Then, I will ask him/her to say the sentence: “Elephants have big ears”

HAVE BIG HANDS HAVE LONG LEGS HAVE LONG NECK IS YELLOW

HAVE BIG EARS IS BROWN

Comentario [A11]: Will you encourage

them to sing the song?

Comentario [A12]: Are they able to

read these phrases?

You should include some pictures instead

of the words.

Comentario [A13]: The picture

showed just one elephant. Thus, the

sentence would be grammatically

incorrect.

Anyway, we cannot see the point of using

long written sentences. You may use visual

aids as prompts for eliciting those

sentences.

Comentario [A14]: This was the first

example.

I will congratulate him/her and I will invite another student. I will repeat this activity with each of the students.

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

Stages and activities x

Teaching strategies x

Class. management

strategies

x

Language accuracy x

Observations Minimum score: 21 / 35

Score: __21__ /35 = 6

Dear Gisela,

Nice lesson. Please pay attention to our comments/suggestions. Reconsider the activity of the

short phrases and stick either to singular or plural form. Furthermore, encourage oral production

as much as possible.

Cecilia and Aurelia