ALUMNO PRACTICANTE: Asencio Nadia

Período de Práctica: Segundo período Institución Educativa: Colegio Kurt Godel

Dirección postal: Quaglia 625, Bariloche Sala/Grado y sección: 4to grado Cantidad de alumnos: 20

Nivel lingüístico del curso: Elemental Tipo de Planificación: Clase

Unidad Temática: Partes del cuerpo Clase Nº3 Fecha: 11/06/2014

Hora: 11:20 hs Duración de la clase: 80 minutos

Fecha de primera entrega: 06/06/2014

Teaching points: Parts of the body – Parts of the face

Aims:

Ss will be able to identify the new vocabulary presented.

Ss will remember the vocabulary presented in the previous classes. Students will be able to develop their speaking and listening abilities through

motivating activities.

Ss will able to interview their peers.

Language focus:

Functions Lexis Structures Pronunciation

Revision Follow certain

commands.

Identifying parts

of the body.

Greetings,

actions, boy, girl,

fine, happy/sad,

monsters, big, small, numbers,

tummy, arms,

legs, head, long

short, fingers,

hand, foot/feet

Hello! What day

is today? How

are you today?

How many legs has it got? Are

the legs short or

long?

Is the tummy big

or small?

/b/ /s/ /l/ /t/

New Identifying parts

of the face.

eyes, mouth,

ear, nose

He hasn’t got....

She hasn’t got...

Has he/she

got...?

Have you got...?

/f/ /fingers/ /d/

Teaching approach: Communicative approach.

Materials and resources: flashcards, pictures, copies

Seating arrangement: We will work at the tables.

Potential problems students may have with the language: If students have any difficulty to understand the new vocabulary, the T will have flashcards to show them.

Assessment: The vocabulary and grammar structures will be assessed through a cooperative game and a certain worksheet.

Procedure:

Routine (5 minutes)

The T will greet the ss and ask them to stand up and we will sing and dance the

hello song. Then, she will show them a poster with the days of the week and we will say

the rhyme in order to know what day it is. The T will tell them: “I want to write the date on the board, Can you help me? Let’s spell the date please! And the teacher wi ll write the

date on the board (they already know the alphabet).

Hello song: “Get up on your feet and to everyone you meet, say hello, hello, hello. When

you meet somebody new, the first thing you should do, is say hello, hello, hello, hello. Say

hi, say hello, say hi, say hello”

Rhyme: “A week has seven days, seven days has a week! Monday, Tuesday, Wednesday,

Thursday, Friday, Saturday and Sunday! Monday! Tuesday! Wednesday! Thursday!

Friday! Saturday and saunday! What day is today? Today is...........”

-We need to finish the activities from the last class. (15 minutes)

1. First, we need to finish the game with instructions to complete the picture of

our Genie. So, the T will choose a student for the rest of the class ash him/her some questions about the Genie’s body parts but the T will day: “You have

only 1 minute to draw the legs”. She will monitor ss’ work too.

2. Then, the T will tell them: “Now, we need to know more about the incredible

Genie. What is his name? What is his favourite colour? And so on. So, now

we have to complete a short text about him” and she will hand out a copy for

each ss and we will read it all together while she elicits from them some

examples to complete it.

“He is a Genie and his name is ___________. His favourite colour is _______.

He has got _______ legs and they are short / long. He h___ got

______fingers and they are colour __________. He has g___ feet and they

are colour _________. He has got ______ hands and they are big / small.”

Then, the T will say: “Let’s share the texts! Read it to your peer and show

him/her the Genie picture too"

Warm – up (10 minutes)

On the board there will be a chart and the T will ask for the ss’ help to complete it.

She will tell them: “Look at the chart on the board, but it is incomplete and I need

your help, please. Let’s read the words!” and while we read them she will ask them to

touch those body parts. Then, she will say: “The pictures of the body parts are on my desk, we will dance a song and when it stops I will choose some ss to pick up the correct picture

card and stick it on the correct place” she will model the activity too. Then, we will check all

together by asking some questions, the T will point to the picture and ask to the ss: “Is this

a head?” and the ss will answer: “Yes, it is/No, it isn’t”.

The T will say: “You are excellent helpers! Now, sit down please”

Presentation (10 minutes)

The T will tell them: “Today I am not having a good day; I have lost a lot of things.

First, when I got here I lost my bag and I was in the kitchen looking for it and I found i t

under the table. Then, I lost my jacket, I looked for it and it was under the chair. And now, I

realized that I have lost 2 pictures. They were robots! Can you help me to look for them?”

and she will encourage ss to look for the pictures in the classroom. And while she is telling

them the short story she will mime the actions. Then, the T will stick both pictures on the board and she will encourage ss to name

their body parts for the T to write the names. She will tell them: “Look, pay attention to this

robot! What are these?-she will point to the legs-Are these its arms, are these its legs?”

she will encourage ss to answer: “Yes, they are/No, they aren’t” we will follow the same

procedure with: head – arms. Then, she will point to the parts of their faces and ask them:

“Look at this! Has he got 4 eyes? – While she points at them” The T will encourage ss to

answer: No, he hasn’t. T: Very good, and you? Touch your eyes. Have you got 3 eyes?

Ss: No, I haven’t. We will follow the same procedure with nose, mouth and ears. The T will

point at her body/face parts and encourage ss to answer and to copy her. She will also

write the names of the parts of the face next to the pictures.

The T will say: “Thanks for helping me to find the robot” Development

Activity 1 (15 minutes) – checking comprehension.

We will play a game to check ss’ comprehension. First, she will tell them: “Now, I

need to find the descriptions of these robots. They are my friends and they lose everything

like me! The descriptions are in this classroom, oh! Look! I found one and it says: He is

Shapi . We need to help him too.” I will read the note, it says: He is Shapi and he has got

two short legs. Where should I stick this piece of paper?” and she will elicit the answer from the ss. Then, the T will tell to the ss: “Now, it is your turn to look for the other

descriptions missing papers” and she will choose some ss to look for one description and

to stick it next to the correct robot. The T will say: “Fermin and Dulce look for one

description. Excellent! Please read it to your peers and stick it next to the correct robot”.

And the T will encourage to the rest of the class to say if it is correct or not.

Head Arms Legs Tummy Hand Feet Fingers

Activity 2 (10 minutes)

The T will say: “I have got one more robot friend, look at him!” and she will hand out

some worksheets. She will tell them: “He is my friend, Robert and he is very happy in this

picture. Pay attention to his body and let’s read the sentences. We have to decide if they

are true or false. Let’s complete the first one all together” and she will choose a student to

read the first sentence and all together we will decide if it is true or not. Then, the teacher

will encourage them to complete the activity. The teacher will monitor ss’ works and ask

them some questions to interact with them. She will ask some questions such as: How

many arms has he got? Has he got long or short legs? Has he got a big head or a small

head? The T will encourage ss to provide full answers.

Write: TRUE or FALSE.

1. He has got two arms. _______

2. He hasn’t got any ears. ______

3. He has got three feet. _______

4.

5. He has got two noses. _______

6. He hasn’t got three eyes. _____

7. He has got one mouth. _______

8. He has got four legs. _________

9. Ha has got hair. _________

We will check the activity all together, the T will choose and encourage some

students to read the sentences aloud. She will say: “Valentina, please read sentence

number 2. Good! Is that correct?” And the ss will say: “Yes, it is / No, it isn’t”.

Activity 3 (5 minutes)

The T will write some sentences on the board for ss to ask and answer some

questions about them. She will tell them: “Now, let’s imagine that you are a robot, that you

are Robert and that you want to ask questions to your peer about this/her body . Let’s think

about the questions please...” and she will encourage ss to brainstorm questions. The T

will also guide them with some examples and she will write the questions on the board and

the possible answers too: Have you got three arms? Have you got 4 ears? Yes, I have –

No, I haven’t. Then, she will encourage ss to ask and answer the questions, she will say:

“You have two minutes to ask the questions to your peer and then, he/she will have two

more minutes to ask the questions to you”

Activity 4 (8 minutes)-game

We will play a musical instructional game. First, the T will say: “Now, we are going to

play a fun game with your peer! We are going to dance and sing a song but when I stop it

you have to be like statues and I will tell you what you have to do. For example, I will say

touch your peer nose!” she will model the activity to help ss to understand.

Homework

Answer Robert’s questions with: Yes, I have / No, I haven’t.

Hello, I’m Robert!

-Have you got two eyes?..............................................................

-Have you got four ears?................................................ .............

-Have you got three noses?..........................................................

-Have you got a big tummy?........................................... ................

-Have you got two legs?.................................................................

The T will tell handout the copies and tell to the ss: “Look! This activity is homework

for next class. Do you remember him? He is my friend, what’s his name?” and she will elicit

the name from the ss. Then, she will say: “Yes! And now Robert is asking you some

questions and you have to answer them with: Yes, I have – No, I haven’t. Let’s do the first

one all together”

Closure (2 minutes)

The T will tell them: “Now, it is time to say goodbye” and she will encourage them to say

the goodbye rhyme (they know it). “Put, put, put, put your things away! See, you, you

another day, day, day!”