Slide_TPE_Barth_Planificación 4_Primer Período_Kindergarten

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Barth María Pía
Período de Práctica: Primer período
Institución Educativa: Colegio Castex
Dirección: Brown 99 (8400)
Sala / Grado / Año - sección: Sala de 5 años, turno mañana
Cantidad de alumnos: 14 (catorce)
Nivel lingüístico del curso: Principiantes
Tipo de Planificación: Clase
Unidad Temática: Partes del cuerpo
Clase Nº: 3
Fecha: Miércoles 13 de Mayo de 2015
Hora: 9:30 hs a 10:10 hs
Duración de la clase: 40 minutos
Fecha de primera entrega: 09/05/15
Teaching points: Body parts, head, toes, mouth, ears, arm, leg, nose,
finger, chin, eyes, neck and tummy.
Aims or goals:
During this lesson, learners will be able to:
 Identify the new vocabulary presented.
 Remember the vocabulary presented the previous classes.
 Develop and integrate speaking and listening skills by describing their
monsters.
 Feel motivated to learn the language and enjoy the target language
through games and songs.
Language Focus:
Functions Lexis Structures Pronunciation
Revision
Follow
commands
Talk about
and identify
different
body parts
Greetings,
actions (sit
down, stand
up, boy, girl,
numbers (1-
10), very
well, happy,
sad, scared,
angry
Sharp Teeth,
Hello, how
are you
today?
Fine, thank
you, and you?
Yes/no
Point your
finger up.
Point your
finger down.
Foot /f/
shoulders/ ʃ/
Teeth,
knees,
green/i:/
mouth/
θ/
chin /t ʃ/
Finger /ŋ/

2. hair, go away,
Chin, fingers,
arm, leg
New Identify new
body parts
Neck, tummy He’s got… Tummy /ʌ/
Teaching approach: “communicative approach”
Integration of skills: I’ll integrate the speaking and listening skills
through the use of a song, and different games.
Materials and resources: monsters created by students, monsters for the
presentation, flashcards, “one little finger” song, CD player, bingo
templates, beans, masking tape and pieces of chalk.
Seating arrangement: Students will perform some activities sitting down
on the floor, and they’ll be sitting down at the tables to play bingo.
Possible problems / difficulties and their possible solutions during the
class: Some boys may behave improperly while performing the
activities, so I’ll use some chants to help them to be quiet, such as “pay
attention…concentration” or “pa pa ra pa pa..pa pa”
Classroom management strategies: I’ll encourage students to behave
properly, I’ll create a comfortable atmosphere by changing my tone of
voice, singing and saying rhymes to call their attention. I’ll change
students’ places if they start playing or talking, asking them to sit down
next to me. If the songs, chants and rhymes do not work, as last class, I
will explain the rules in Spanish to bring them back to the class.
Potential problems students may have with the language:
If students have any difficulty to understand the new vocabulary, I will
have flashcards to show them.
Pedagogical use of ICT: I’ll send a note to the parents to watch “one little
finger” at home to encourage the use of ICT.
Assessment: I’ll assess students by showing flashcards and pointing to
the different body parts. I’ll provide them with positive feedback.

3. Procedure:
 Routine (5 minutes)
I’ll get into the classroom; students will be sitting down in a circle on the floor.
I’ll go to the circle and I’ll sit down with them. I’ll start singing the “hello song”
in order to start the lesson. (song adapted from a Barney’s song)
“Hello, hello, I say hello to you…
Hello, hello, how are you today?
Sing it la la, sing it la la…sing it la la!”
I’ll ask students “how are you today? Are you happy or sad?” I’ll
encourage them to answer me. I’ll have four flashcards to help them to
understand the question and to answer “happy, sad, scared or angry”
Finally, I’ll sing a circle on the floor song in order to get the students into the
mood for work.
“a circle on the floor, a circle on the floor,
1,2,3 and a circle on the floor”
 Warm-up (7 minutes)
In order to set the mood to engage students in learning the language, I’ll
show again my monster Frankie “Look who is here! …Frankie!...hello
children! Hello Frankie!...how are you today? Find, thank you and you? Do
you remember him? He’s my friend… What colour is Frankie? Yes, very
good! He’s purple. What colour are his eyes? Yes! They’re yellow…very
good! And…how many eyes has he got? Yes!...and, tell me… what colour are
his ears? Great! They’re green!” I’ll encourage them to repeat the chunks in
chorus all together. Then, I’ll raise one of their monsters, and I’ll say “look!
Whose is this beautiful monster? Nico is that your monster?” I’ll encourage
to describe the monster all together “ It has got (pointing to the eyes and

4. encouraging them to count) three eyes…what colour are them? They’re
green!” I’ll repeat the same procedure with all the monsters. I’ll ask Silvia,
their teacher, to display the monsters on the walls.
Transition: Awesome! Very well! Now…pay attention! Concentration!
 Presentation (5 minutes)
I’ll ask my students to sit down on the floor. I’ll say “do you remember
Frankie? Ok, yesterday he called me and said that he’ll come with a friend
but we have a problem…look! There are two different monsters here. But,
Frankie said to me that his friend is pink, ouch both of them are pink…he
also said that he’s got a very long neck (pointing to my neck) and a fat
tummy (pointing to my tummy) so…what do you think? Who is his friend?
Yes, excellent! Peta is his friend. How many eyes has he got? What colour
are they? How many legs has he got? How many legs has he got?”
Transition: excellent! This was great! Peta told me that Frankie brought a
game for us! Would you like to play bingo? Yes! Ok, so let’s sit down at the
tables”
 Development (25 minutes)
 Activity 1 (10 minutes) (we did not have time to do it last class)
“Look! Frankie brought some bingo templates and beans! We can play
bingo!” First I’ll ask students to sit down in pairs to play a game, and then
I’ll say: “if I name one body part and you have on your board you’ll have to
put a bean on it” I’ll demonstrate the activity to help them to understand it
better.

5. Transition: “super job kids! Why don’t we teach a song to Frankie and
Peta? Do you remember one little finger song? Yes! Well…let’s teach it to
them”
 Activity 2 (5 minutes)
I’ll play the CD in order to remind students the song and encourage
repetition. “Everybody! Stand up! Let’s dance!”
One little finger, one little finger, one little finger.
Tap tap tap.
Point your finger up.
Point your finger down.
Put it on your head. Head!
One little finger, one little finger, one little finger.
Tap tap tap.
Point your finger up.
Point your finger down.
Put it on your nose. Nose!
One little finger, one little finger, one little finger.
Tap tap tap.
Point your finger up.
Point your finger down.
Put it on your chin. Chin!
One little finger, one little finger, one little finger.
Tap tap tap.
Point your finger up.
Point your finger down.
Put it on your arm. Arm!
One little finger, one little finger, one little finger.
Tap tap tap.
Point your finger up.
Point your finger down.

6. Put it on your leg. Leg!
One little finger, one little finger, one little finger.
Tap tap tap.
Point your finger up.
Point your finger down.
Put it on your foot. Foot!
Put it on your leg. Leg!
Put it on your arm. Arm!
Put it on your chin. Chin!
Put it on your nose. Nose!
Put it on your head. Head!
Now let's wave goodbye. Goodbye!
*****
(Song: One Little Finger
CD: Super Simple Songs 1)
 Activity 3 (10 minutes)
I’ll ask my students to sit down in a circle on the floor in order to play a
new game. “Wow! Frankie said that he’ got another game too! Look! It’s a
dice! Let’s play” I’ll explain to them that they have to throw the dice in
order to create a monster. I’ll throw the dice and draw the correspondent
body part in order to demonstrate the activity, I will draw the monster on
the board.
Transition: “ouch! It’s time to say goodbye, Silvia is coming (pointing to the
door, and the clock) we’ve finished!
 Homework: I’ll send a note to the families to invite them to watch “one
little finger” video on Youtube.

7. Querida Familia ,
Durante las últimas clases de inglés hemos estado trabajando con un video
llamado “One little finger” sobre las partes del cuerpo. Los invitamos a ver el
video en Youtube con los chicos y cantar junto a los niños la canción en casa!
Cariños, Miss Pía
 Closure ( 3 minutes)
“I’ve got a surprise for you because today is my last class (making a sad
face) I’ll miss you a lot. Thank you for sharing these classes with me. Look!
Here I have your surprise. Do you like it?” I’ll give out some candies with a
card saying “I’ll miss you a lot”
Then, we will sing and mime the rhyme to say goodbye.
“ It’s time to say goodbye, it’s time to say goodbye,
see you next class…
bye, bye, bye, bye (we will blow some kisses)”