Lesson Plan Four

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: 4

Fecha: 26 de Mayo de 2015

Hora: 8.45 a 9.05 hs

Duración de la clase: 20 minutos

Fecha de primera entrega: 21 de Mayo de 2015

Teaching points: Parts of the body

Aims or goals:

During this lesson, learners will be able to:

Recognize simple questions such as “What’s your name?” “What colour is it?”

Follow simple commands such as “Stand up” and “touch your head”

Recognize questions of quantity “How many coconuts can you see?” in a meaningful context.

Use previously learnt vocabulary and structures by participating in different activities.

Language focus:

Lexis Function Structure Pronunciation

Revision Colours: blue, green, brown, red. Numbers: one, two, three, four, five. Parts of the body: head, body, feet, hands. Action verbs: touch your head, touch your body, stamp your feet. Book characters: Baloo. Extra: jungle, coconuts

Follow simple commands: stand up, sit down. Identifycolours and numbers students know. Identifyiaction verbs students know. Quantify (Identifying how many coconuts there are and count them)

Recognition and production of Wh questions in the simple present: “what’s your name?” I’m ____”what colour is it?” It’s red! How many coconuts can you see? Three! Ordering: touch your head!

Production of the /dʒ/ sound through repetition as in Jungle. Production of the / tʃ/ through repetition as in touch.

New Mood: fine Identifying states of mood

Recognition of Wh questions in the simple present: How are you? Are you fine? Yes, no.

Production of aspirated /h/ through repetition as in “How”.

(Note: in this lesson plan there are no new items to teach since the teacher asked me to do a revision lesson, playing the songs we’ve already sung and working with the vocabulary and structures we’ve been working with, the only new structure that I think I can introduce in the routine is “How are you” after asking students’ name.)

Teaching approach: Communicative Approach.

Integration of skills: Speaking and listening skills will be integrated in the lesson since as

it is a revision lesson students are familiar with the vocabulary and structures they’ve learnt in previous lessons, so they can participate confidently in different activities as well as participating orally when the teacher asks different questions. Besides, students will be

working with a chant and a song in which they have to recognize the vocabulary learnt and act out both songs, while singing.

Materials and resources: Pictures, 5 Styrofoam coconuts, worksheet, CD player.

Pedagogical use of ICT in class or at home: In this lesson, students will listen to

different songs and a story, so as to listen to the pronunciation of sounds as well as to the foreign language in a meaningful context.

In case the devices don’t work, I’ll record the songs and the story on a pen drive and take to the class a small speaker which has USB entry.

Seating arrangement: students will be sitting in groups of 4 or 5 as always and standing

up when acting out and singing the songs.

Possible problems / difficulties and their possible solutions during the class:

As students really enjoy TPR activities I think the possible problems could appear at the beginning of the lesson when working on the story trying to order it and sticking it on their notebooks. For that, I’ll try to make all of them participate ordering it and then, going table by table monitoring the class and maintaining them quiet.

Classroom management strategies:

The teacher will take to the class 5 styrofoam coconuts so as to motivate students and encourage them to participate. Besides, students will work with different songs acting them out, that is something they really enjoy to do, so as to maintain motivation while revising previously items.

Potential problems students may have with the language:

Students may not understand my instructions when speaking in English so I’ll try to help them miming what I want to say or as an ultimate resource, I’ll apply the sandwich technique (English-Spanish-English). (This is something the teacher also asked me to do because it is easier for students)

Assessment:

Students will be assessed in groups according to their collaboration and participation in 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 everyone” and play our “Hello” song.

The song is from the course book they are working with “English Adventure” starter A.

Hello! Hello!

Hello! Hello!

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 ____”, then I’ll say, “How are you”? Are you fine? (miming thumbs up) I’ll do this with different students.

Transition: Very good kids!

Warm up: 2 minutes

Purpose: to activate previous knowledge

I’ll show students the Styrofoam coconuts I took the previous class and ask them “Do you remember Baloo’s present?” (I’ll stick again the picture of Baloo on the board, and point to it) here they are! What are them? SS: cocos (I’ll encourage them to say coconuts). Very good! Where can we find coconuts? (I’ll stick the pictures of the jungle and the palm tree we used in previous lesson for students to understand the question and to encourage them to say “jungle”. T: yes! In the jungle, (pointing to it). And what colour is it? (this question will be asked several times while pointing to different pictures) and What colour are coconuts? SS: brown! T: yes! And how many coconuts can you see? (I’ll show them three coconuts) SS: three! And now, how many coconuts can you see? (showing them two coconuts, and so on).

Transition: Excellent!

Presentation: 2 minutes

These are the coconuts from the story we watched last class! (pointing to the coconuts) Do you remember? (I’ll give students a worksheet of the story we watched last class) “but I have a problem! I’ve mixed the pictures of it! Can you help me order the story?” So, first I’ll play a CD in which the story is told for students to listen and activate previous knowledge.

Transition: Ok, let’s continue working!

Activity 1: 5 minutes

Purpose: to revise previously learnt structures and vocabulary.

Then, I’ll stick one by one the same pictures students have in their worksheets on the board, while doing oral work, so as everybody can order the story. At the same time, I’ll play the CD in which the story is told again so as students can realize better which picture corresponds to what scene) So I’ll say “Listen” (playing the first scene of the story) “Who is speaking? Baloo! Look at the story! Where is Baloo? (I’ll guide students to realize which the right scene is and stick the right picture on the board) Once they’ve finished, I’ll write the date on the board for students to copy and stick the worksheet on their notebooks. (this is something the teacher asked me to do).

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!

Excellent job kids! At home you can paint the worksheet!

Activity 2: 5 minutes

Purpose: for students to recognize previously learnt structures and vocabulary and foster communicative interaction.

Now! We’re going to listen to a song that Baloo loves singing, but he told me you have to help him do what it says and sing it, are you ready? Please stand up! (I’ll play a chant for students to recognize numbers while singing and clapping their hands. As the chant is short, and students already know it; and the purpose of this lesson is only revision, I’ll play another song after the first one, which involves body movements students also know.) So, I’ll say after the first chant, “Now, listen! Baloo wants you to act out another song and sing it! Listen and do what it says!

The songs I’ll play are from the coursebook “English Adventure starter A)

The first one is:

One (clap)

Two (clap clap)

Three (clap, clap, clap)

Four (clap, clap, clap, clap)

Five (clap, clap, clap, clap, clap)

One, two, three, four, five.

The second one is:

1,2,3,4,5

Touch your head along with me

1,2,3,4,5

Touch your head along with me

1,2,3,4,5

Clap your hands along with me

1,2,3,4,5

Clap your hands along with me

1,2,3,4,5

Stamp your feet along with me

1,2,3,4,5

Stamp your feet along with me

Transition: Very good job kids!, Now, it’s time to say goodbye!

Closure: 1 minute

Purpose: To finish the lesson

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:

Coconuts:

story: (the worksheet students have, contain the same pictures in a different order)