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Body Parts Lesson for Young Learners
- 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.