ENGLISH TEACHING PROGRAM

PRÁCTICA PROFESIONAL DIRIGIDA / PRÁCTICA INTEGRAL

LESSON PLAN FORM
GENERAL UNIT INFORMATION
Pre-service teacher’s name MARIA FERNANDA RIVAS
Name of the school/institution INSTITUCION EDUCATIVA DIVINO NINO SAN JOSE
Cooperating teacher’s name SAYDA OBREGON
Number of
Grade(s) 4F 40
students
Unit # ____2___

Topic: THE HUMAN BODY

Established goals for the unit
1. Identify and Label Body Parts
2. Use Body Part Vocabulary in Simple Sentences
3. Engage in Interactive Activities Using Body Part Vocabulary
What is that I want my students to be able to do at the end of the unit?

At the end of the unit, students will know At the end of unit, students will be able to

● Body Parts: Students will have a strong ● Students will be able to confidently
understanding of common body parts, identify and name common body parts
including: (head, shoulders, knees, toes, etc.)
through visual aids, spoken instructions,
Head (hair, eyes, nose, mouth,
and physical prompts.
ears)
● By the end of the unit, students will be
Torso (chest, stomach, back) able to label these body parts on
Arms (hands, fingers) themselves or on an image with at least
80% accuracy.
Legs (feet, toes) ● Students will be able to construct and
Other (neck, shoulders, knees) use simple sentences to describe
people or actions related to body parts.
● Basic Functions: They will have basic (e.g., "She has brown hair." "He
 touches his nose.")
● They will be able to ask and answer
basic questions using body part
knowledge of the functions of some vocabulary. (e.g., "Where are your
body parts (e.g., eyes for seeing, mouth eyes?" "My eyes are blue.")
for speaking). ● Students will actively participate in
● Descriptive Language: Students will games, songs, and other classroom
be familiar with basic adjectives used to activities that reinforce body part
describe body parts (e.g., big, small, vocabulary in a fun and engaging way.
long, short, brown, blue, red, yellow). ● They will demonstrate comprehension
● Understand the difference between by following instructions, responding to
singular and plural forms of body part prompts, and interacting with peers
nouns. using the body part vocabulary learned.
● Recognize basic possessive pronouns
(e.g., my, your) used with body parts. What will students be able to do at the end of the
● Be aware of some simple body part- unit with the knowledge they acquired?
related verbs (e.g., touch, point, hold).
What will students know at the end of the unit?
In this part, include the English Basic Standards of
Competence and the Basic Learning Rights of
English (DBAs) if applicable.

Assessment/evaluation criteria

● Formative
● Summative
What kind of activities will be used in this unit for assessing and evaluating students’ knowledge?
When and how will students receive feedback?

LESSON 1
Date 22-25 april Lesson duration 3 classes (6 hours)
Established goals for the lesson
1. Identify and Label Body Parts
2. Engage in Interactive Activities Using Body Part Vocabulary
 Choose from the established goals of the units the one(s) this lesson will develop

At the end of the lesson, students will know At the end of lesson, students will be able to

● Students will be able to confidently

identify and name common body parts
● Body Parts: Students will have a strong (head, shoulders, knees, toes, etc.)
understanding of common body parts, through visual aids, spoken instructions,
including: and physical prompts.
● By the end of the unit, students will be
Head (hair, eyes, nose, mouth,
able to label these body parts on
ears)
themselves or on an image with at least
Torso (chest, stomach, back) 80% accuracy.
Arms (hands, fingers)
Legs (feet, toes) State what students will be able to do at the end of
the lesson based on the ones you indicated in the
Other (neck, shoulders, knees) unit.
● Be aware of some simple body part-
related verbs (e.g., touch, point, hold).

State the knowledge students will get at the end of Don’t forget to include the English Basic Standards
the lesson based on the ones you indicated in the of Competence and the Basic Learning Rights of
unit. English (DBAs) that you are aiming to have with this
lesson (if applicable).

Stages of the
Procedure Resources Time
lesson
Class 1: Song TPR
Warm-up activity Class 2: 5 minutes
Music-Videos(name)-
to engage No more than
Class 3: Pictures-Flashcards - toys
students. 10 minutes

Opening Class 1: (specific about the Music-Videos(name)- 5-10 minutes

activity development): Pictures-Flashcards - toys
Introducing the
lesson.
Briefly review the names of
body parts already learned
in class. Show the large
construction paper cutouts
and have students name
each body part.
Class 2:
 Class 3:

Class 1: Divide students into

pairs. Shuffle the cutouts
and distribute one cutout to
Development each student in each pair
In this part of the (ensure no pair has
lesson, students matching body parts).
will:
Students mingle around
1. Work on without talking, holding
activities to their cutouts in front of
practice the them.
language
(input). Students must find their
partner by identifying and
2. Use their
pointing to the matching
knowledge in 30 minutes
body part on their partner's
activities or
cutout. Encourage them to
situations that
use gestures and non-
require use of
verbal communication.
language
(output).
Once a pair finds each
3. Assessment and other, they stand together
evaluation of and hold up their matching
the activities; cutouts.
based on the
ones Assessment:
established in
the unit. Class 2:
Class 3:

Closure Class 1: Freeze Dance Fun: Music (song name) - 5 minutes

Videos(name)-Pictures-
Ending the lesson. Play music. Students move
Flashcards - toys
around the classroom
freely, wiggling, jumping,
State the and using their bodies in
homework that will different ways.
be assigned to the
students. Periodically, pause the
music and shout out a body
part (e.g., "Touch your
 nose!" or "Wiggle your
toes!").
Students must immediately
freeze in a position where
the called-out body part is
highlighted (touching their
nose, wiggling their toes,
etc.).
NOTE:
Class 2:
Class 3:

Bibliography (If applicable)

Include in this part where you take the resources, activities, or anything else from.

COMMENTS FROM THE TUTOR