FINAL EVAUATION

DIDACTICS OF ENGLISH
Individual Lesson Plan

PAOLA SARMIENTO LOZADA 1098.619.907

GROUP 551026A_224

TUTOR
EDWIN ANDRES LONDOO

UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA UNAD

LICENCIATURA EN INGLES COMO LENGUA EXTRANJERA
NOVEMBER 2015

LESSON PLAN

(Body Parts, Verb TO BE)

Level: 2nd grade
Characteristics of students:
Age: around 8 years old
Context:
kids from a rural school and with social and economic
vulnerability issues.
Previous Knowledge: Basic Vocabulary like colors, animals, numbers and
objects. No structures have been used other than simple phrases to start
the class.
Situations:
Number of students: 20
Classroom: Old and not completely suitable for ludic activities.
Materials: TV set, DVD, acrylic board, markers, construction paper, paint,
art supplies, Flash Cards.
Kinds of objectives:
General objective: Incorporate vocabulary through perception and

the association of text and image.

Grammar objectives: Learn how to use the Verb To Be conjugations

in real context phrases, learn body parts vocabulary.

Communicational objectives: Develop confidence in themselves,

through the Speaking part of the class.

Linguistic objectives: Respond to basic oral commands and Perform

simple oral descriptions.

Cultural objectives: Encourage team work, Appreciate the learning of
English as a component for progress
Contents:
Topic: BODY PARTS- VERB TO BE
Time: 60 minutes
Class organization and activities:
STE
P
1

TIME

TASK (Teacher)

10
mins

Opening: Introduction to the

topic through the Video The
Body Parts Song
https://www.youtube.com/wat
ch?v=ot4mJ_qUNMY
The teacher presents the

TASK
(Student)
Watch and
listen to the
video and then
repeat and sing
along.

Interact
ion

Purpose

Present
vocabulary
in an
interactive
way so
students

vocabulary by showing the

video and singing the song.

5
mins

Vocabulary repetition:
Using Flash Cards with the
body parts vocabulary, the
teacher pronounce the word
and make the students
repeat after him a. few times
each word in a random way

The students
repeat the
words on the
flash cards at
loud and show
the teacher the
indicated part
in their own
bodies.

T
S
T

20
mins

5
mins

The students
make a model
of their own
bodies and
identify the
vocabulary by
writing the
names on the
draw.
The students
listen to the
teacher and
team up in
pairs to repeat
to each other
the expressions
pointed by the
teacher.

T
S

10
mins

Art attack: In this activity

the teacher handle the arts
supplies to the students and
ask them to make their own
body with the different
materials and write down on
it the name of the body parts,
following the model on the
flash cards.
Expressions: Using THISTHESE IS-ARE-MY, the
teacher show the students
the right expressions to point
out the parts of the body. Ex:
This is my nose, These are
my feet etc. Then he make
them speak the phrases to
other classmate, pointing the
verb to be in ti.
Follow Up: In this final
activity, the teacher evaluate
the learning with two quick
activities:
The teacher says
different body parts
and asks the students
to point them in the
model they did before.
The teacher makes bad
pronunciation of the

The students
listen to the
teachers
commands and
respond to
them with the
write answer on
their recently
constructed
body models.
The students

T
S
S
T

T
S
S
S

can relate
the words
with image
and sounds.
To make
sure the
students
understand
the
meaning of
the words
and their
pronunciati
on.
Motivate
and
enhance
learning by
the
association
of words
with
figures.
Introduce
the basis of
the verb to
put it into
context and
practice
pronunciati
on.

Evaluate if
the
objectives
were
achieved
and if the
topic were
learned
correctly.

words on purpose and

asks the kids to correct
them.

Correct the
teachers
pronunciation
mistakes at
loud.

Language components: Grammar, sound, vocabulary communication,

Pronunciation.
Language skills: We use Listening (Opening activity, step 2, 4 and 5),
Speaking ( Opening, Step 2, 4 and Follow-Up) Reading (Step 2 flash
cards) Writing (Step 3 Body Model)
Evaluation: In this lesson the evaluation is only FORMATIVE (Follow-up
activity) and the purpose is only to evaluate how much the students
internalized the topic and how well can they use the knowledge with others .

BIBLIOGRAPHY

Universidad Nacional Abierta y a Distancia UNAD. Activity Guide Didactics of English. [on-line]. 2015 [Date: October 2015]. Available
in:
http://campus07.unad.edu.co/ecedu01/pluginfile.php/15720/mod_res

ource/content/2/DE_Integrated%20Guide%20August%202015.pdf
An Anthology of Current Practice. Chapter 3 - Lesson Planning pp.
30-39
Chapter DOI: http://dx.doi.org/10.1017/CBO9780511667190.006
Cambridge University Press