Gisela Restivo- Kindergaten- Lesson plan 2

1. 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: 2
Fecha: 16-05-1
Hora: 14 a 14. 30hs
Duración de la clase: 30 minutos
Teaching points: My body. Vocabulary: eyes, mouth, ears, nose
Aims: During this lesson, learners will be able to…
Identify and name different parts of the face.
Develop their listening skills by listening to a story and to the teacher.
Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Head, listen
Giving
commands
Naming parts
of the body
Listen!
Move/ touch
your head
NEW
Parts of the
face: eyes,
nose, ears,
mouth
Recognizing
parts of the
face
What´s is this? /aiz/
Teaching approach: The lesson is based on the communicative approach
Pedagogical use of ICT in class: Due to the importance of using audiovisual
materials, students will be exposed to an audiovisual story. The material has been
downloaded just in case there is no internet connection.
Comentario [A1]: Wrong phoneme

2. Materials: videos of the songs and of the
story, computer, photo of Jack the dog, photocopies of activity n° 1.
Seating arrangement: During the story and the presentation of the target
vocabulary, the students will be sitting on the floor, if possible in a semicircle. Then,
to do the activity, students will sit in their desks as they always do.
Cooperative work: In this lesson, students will work in small groups, during the
activity, they can cooperate each other.
Possible problems / difficulties and their possible solutions during the class:
As there is no projector, I will show them the video from my computer. Therefore,
they may not be so comfortable to watch the story. My computer will be positioned
on a chair and I will ask students to sit on the floor in a semi circle, so everybody is
able to listen and watch.
Potential problems students may have with the language: Students will find it
difficult to remember all the words. I will repeat them as many times as necessary.
Furthermore, I will use different tones of voice and the vocabulary will be revised
the following classes
Assessment: what will be assessed and how: I’ll check that students identify the
different parts of the face by watching them while they are doing the activity. I will
watch whether they repeat after me and I will also see if they can stick the parts of
the face.
Comentario [A2]: This abbreviation
corresponds to the Spanish “número”.

3. Routine (5min)
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 (5min)
I will show a picture of Little Red Riding Hood and the wolf. “Look. Who is she? And who is
here, behind the tree? I will ask whether they know them and elicit their prior knowledge of
the story.
Transition: Come here. Sit down on the floor. We will watch a video! Pay attention
Presentation (5 min)
I will show the students the following video.
https://www.youtube.com/watch?v=X6ls4zNDh30 (from minute 5 to minute 6)
Transition: Did you like the story? Do you know this story?
Comentario [A3]: As you won´t work
with the original version of the story, it
would be more sensible to show them a
picture taken from the story they will
watch on the video.
Comentario [A4]: They will answer in
Spanish. What`s the point of doing so
then?
Comentario [R5]: You must include the
story transcript and the pre-teaching
strategies you will apply in order to help SS
develop their listening comprehension
skills.
Revisit scaffolding.

4. When the video finishes, I will show them a photo of
Jack the dog, who is the wolf in the story, and while pointing to the parts of his face I will
repeat the target vocabulary, like this: “This is Jack’s mouth” Repeat:“ Jack´s mouth”
Transition: Look at this photo. Who is he? He is Jack the dog!
Development (10 minutes)
Activity 1:
I will give them the face of a wolf, without its parts. I will explain that he is the wolf of Little
Red Riding Hood.
After that, I will show them a pair of eyes, and ask them: “What are these?” I expect the
students to say “eyes”. If they do don’t remember, I will help them by telling the word and I
Comentario [R6]: This could be the
pre-watching stage.
Comentario [A7]: Again?
Comentario [A8]: Why don´t you give
them a picture of Jack´s face?
Comentario [A9]: They haven´t had
much practice. They will need a lot of
prompting.

5. will encourage them to repeat. I will do the same
with the rest of the vocabulary: nose, mouth and ears.
When they finish I will give them some minutes to paint and stick the copy on their
notebooks.
Photocopy of activity 1
Closure: (5 min)
To finish the class, we will sing the song they learnt the previous class.
Song:
Bye, bye, good bye.
Bye, bye, good bye.
I can clap my hands
I can stamp my feet
Bye, bye, good bye.
Comentario [A10]: What do they have
to do with the worksheet? Where are the
instructions? What will you tell them to
do?
It is not clear. Will they have to cut out the
different parts of the face and stick them
afterwards? Will you name the parts and
they have to show you?
Be precise, please.
Comentario [A11]: What will you do to
check understanding?
What will you do if there are students who
haven´t finished?

6. 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: _18___ /35 = 5
Dear Gisela,
Please have a look at the comments. There are certain changes you ought to make so as to
follow the thread smoothly. As well as this, you should be clearer as regards the “written”
activity you want children to do.
Please, rewrite the lesson plan below, with adjustments in a different colour, and resubmit it.
Try your best!
Cecilia and Aurelia

8. REDONE
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: 2
Fecha: 16-05-1
Hora: 14 a 14. 30hs
Duración de la clase: 30 minutos
Teaching points: My body. Vocabulary: eyes, teeth, ears, nose
Aims: During this lesson, learners will be able to…
Identify and name different parts of the face.
Develop their listening skills by listening to a story and to the teacher.
Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Listen, sit
down
Giving
commands
Naming parts
of the body
Listen!
NEW
Parts of the
face: eyes,
nose, ears,
teeth
Recognizing
parts of the
face
What´s is this? /aǺz/
Teaching approach: The lesson is based on the communicative approach
Pedagogical use of ICT in class: Due to the importance of using audiovisual
materials, students will be exposed to an audiovisual story. The material has been
downloaded just in case there is no internet connection.

9. Materials: videos of the songs and of the
story, computer, photo of Little Red Riding Hood and the wolf, photocopies of
activity number 1.
Seating arrangement: During the story, the students will be sitting on the floor, if
possible in a semicircle. Then, to do the activity, students will sit in their desks as
they always do.
Cooperative work: In this lesson, students will work in small groups, during the
activity, they can cooperate each other. Moreover, I will ask fast finishers to help
their classmates who have not finished.
Possible problems / difficulties and their possible solutions during the class:
As there is no projector, I will show them the video from my computer. Therefore,
they may not be so comfortable to watch the story. My computer will be positioned
on a chair and I will ask students to sit on the floor in a semi circle, so everybody is
able to listen and watch.
Potential problems students may have with the language: Students will find it
difficult to remember all the words. I will repeat them as many times as necessary.
Furthermore, I will use different tones of voice and the vocabulary will be revised
the following classes
Assessment: what will be assessed and how: I’ll check that students identify the
different parts of the face by watching them while they are doing the activity. I will
focus on whether they repeat after me and I will also see if they can stick the parts
of the face.

10. Routine (5min)
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 (5min)
I will show a picture of Little Red Riding Hood and the wolf. “Look. Who is she? And who is
here, next to her? I will say: “She is little Red Riding Hood and he is the wolf”, while
pointing to each of the characters. “Can you repeat? He is the wolf!” Then I will say: “Little
Red Riding Hood is going to visit her granny with a basket”, while pointing at it.
Comentario [A12]: Expected answers?

11. Transition: Now, Look at the wolf!
Presentation (5 min)
In order to introduce the target vocabulary, and before watching the story, I will show the
students a picture of the wolf and while pointing at his parts of the body, I will repeat:
These are the wolf´s ears”. Can you repeat? I will do the same with the rest of the target
vocabulary.
Transition: Now we are going to listen to a story!
http://learnenglishkids.britishcouncil.org/es/short-stories/little-red-riding-hood

12. Transcript:
Little Red Riding Hood lived in a wood with her mother. One day Little
Red Riding Hood went to visit her granny. She had a nice cake in her
basket. On her way Little Red Riding Hood met a wolf. “Hello!” said the
wolf. “Where are you going?”
“I’m going to see my grandmother. She lives in a house behind those
trees.” The wolf ran to Granny’s house and ate Granny up. He got into
Granny’s bed. A little later, Little Red Riding Hood reached the house.
She looked at the wolf. “Granny, what big eyes you have!”
“All the better to see you with!” said the wolf. “Granny, what big ears
you have!”
“All the better to hear you with!” said the wolf. “Granny, what a big nose
you have!”
“All the better to smell you with!” said the wolf. “Granny, what big teeth
you have!”
“All the better to eat you with!” shouted the wolf. A woodcutter was in
the wood. He heard a loud scream and ran to the house. The
woodcutter hit the wolf over the head. The wolf opened his mouth wide
and shouted and Granny jumped out. The wolf ran away and Little Red
Riding Hood never saw the wolf again.
I will stop the video before Little Red Riding Hood enters into the house (45 seconds), and I will
ask: “Who is there? Is the wolf there? I expect my students to say: yes! Then, the video continues.
Development (10 minutes)
Activity 1:
I will give them the face of a wolf, without its parts. I will explain that he is the wolf of Little
Red Riding Hood.
After that, I will show them a pair of eyes, and ask them: “What are these?” Probably, they
won´t remember as they need more practice, so I will help them by telling “the wolf´s eyes.
Can you repeat?” After they repeat the target vocabulary, I will give them the pair of eyes. I
will ash ask them to stick the eyes on the wolf´s face. Then, I will do the same with the
rest of the vocabulary: nose, teeth and ears.
When they finish with all parts the face, I will give them some minutes to paint and stick the
activity on their notebooks.
As they are sitting in groups, in case some students do not finish; I will ask another student
to help him/her. Moreover, I can also help them to stick if necessary.
Finally, in order to check understanding, I will check if all of them can repeat and whether
they can stick the parts in the correct place.

13. Photocopy of activity 1
(I will only give them the face. I will cut its parts and I will give them to the students one by
one, after they repeat the target vocabulary)
Closure: (5 min)
To finish the class, we will sing the song they learnt the previous class.
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.

14. 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: _22___ /35 = 6.50
Dear Gisela,
We appreciate your effort, and it shows! It`s important to follow a coherent order. Your lessons
should also be cohesive. From now on, try to follow a thread. Perhaps you can continue working
with the same characters, and recycle vocabulary from the previous classes.
Start thinking of different management strategies.
Cecilia and Aurelia