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LEARNING SESSION N 4
I. GENERAL INFORMATION:

1. Educational Institution: E.E.P.M N 83005 La Recoleta

2. Area: English
3. Grade: Third
4. Section: C
5. Date: October 18th,2013
6. Time: 11:15 a.m. 12:00 p.m.
7. Class Duration: 45 minutes
8. Number of student: 35
9. Tutors name:
10. Trainees name:

THE BODY
II. DIDACTIC UNIT:

III. CLASS TITLE:

IV. EXPECTED LEARNING:

COMPETENCE
I have two
EXPECTED LEARNING

eyes!
Text production Write simple sentences to describe the parts of the body.

Education in moral values or ethical formation. It builds judgment in a reflexive

form with a positive attitude for the different culture such as ideological and
philosophical.
V. CROSSCURRICULAR CONTENT:
VI. ATTITUDES:

INDICATOR INSTRUMENT
Consider people
Demonstrate agreement and Observation
optimism in your own homework.

VI. METHOD:
ECLECTIC. The use of two methods: Total Physical Response and Natural
Approach will be considered.
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VIII. LEARNING ORGANIZATION

EXPECTED
INDICATORS EVALUATION
LEARNING
TEXT KNOWLEDGE SEQUENCE OF ACTIVITIES resources TEXT TIME
TECHNIQUES INSTRUMENTS
PRODUCTION PRODUCTION
WRITE simple INPUT
Vocabulary:
sentences to Parts of The teacher introduces 15
describe the the body. herself and establishes some Flash
parts of the behavior rules. cards
Pronunciatio
body. Teacher shows two
n: Observati
Expressio pictures of a girl and a boy, to on
ns students can guess what the topic Word o Observati
according is about. on guide.
cards
to the
context Students write the
that allow correct names for each part of the WRITE 20
improving body. simple
pronuncia sentences to
tion and PROCESS Wallpape describe the Inquiry
intonation rs
Students unscramble parts of the
.
some words to can write the body.
Non verbal correct part of the body according o Board.
resources: with each picture.
Gestures Markers
and body Students write some
languages sentences according with the Practice
. pictures using HAVE and DONT 10
exercis
HAVE. es
Grammar:
Verb CD audio
OUTPUT
tense:
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present Teacher checks their answers

simple with some volunteers.
have/don
t have. Students listen to a song and
fill the gaps with the correct part
of the body.

Then students sing the song

with some gestures and body
language.
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I have two eyes!

1. Write the parts of the body in the
correct place.
GIRL BOY
TOES EYES MOUTH - HEAD SHOULDERS EARS KNEES - NOSE

Head

2. Unscramble and write the correct word according

to the picture.

a. I dont have four (ekens) knees.

b. I have
one (soen) BOY .
ARM
c. I dont have three (seey)
. EAR

d. I have two (hsolurdes)

HAIR

LEG
.
NECK - NOSE

SHOULDER

TOOTH
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e. I dont have five (rase)

__________.
3. Count the parts of the body and write short sentences

I dont have two ears.I have one head.

with have or dont have.

1.

4. Listen to the song and write the correct word.

2.

Head, shoulders, knees and toes,

Knees and toes.
Head, shoulders, knees and ____,
_____ and toes.
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Oh eyes, and ears, and mouth,

And _____.
Head, __________, knees and toes,
Knees and toes.

Grammar
Numbers:
point One = 1
affirmative negative
Two = 2

ANSWER
I have one I dont have three
Three= 3
head. eyes. Four = 4
Five = 5

EARS
i. Label the parts of the body.
SHEET
HEAD

NOSE
EYES

MOUTH

SHOULDERS

KNEES TOES

2. Unscramble and write the correct word according to the

picture.

b.I have one (soen)

nose .
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c. I dont have three (seey)

eyes.

d. I have two (hsolurdes)

shoulders .

e. I dont have five

(rase) ears.
3. Count the parts of the body and write short sentences

I have a / one nose.I have five eyes.

with have or dont have.

3.

4. Listen to the song and write the correct word.

4.

BOY

ARM

EAR

HAIR

LEG

NECK - NOSE

SHOULDER

TOOTH
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Head, shoulders, knees and toes,

Knees and toes.
Head, shoulders, knees and toes,
knees and toes.
Oh eyes, and ears, and mouth,
And nose.
Head, shoulders, knees and toes,
Knees and toes.

IX. PHONETIC TRANSCRIPTION

1. Ears / (r)s/
2. Eyes / as/
3. Head / hed /
4. Knees / nis/
5. Mouth / ma/
6. Nose / nz/
7. Shoulders /ld(r)s/
8. Toes / ts/

X. BIBLIOGRAPHY AND WEB PAGES

Hiraki, M., Procter, Stanton, Graham Melanie, Gogo Love English 4
Teachers book. New Ediition, Pearson Education Asia Limited. Reprinted
in 2005. Page (14,15,5).
MINEDU- Per, Diseo Curricular Nacional, Lima, Ministerio de
Educacin, 2009.
Scott, Wendy A., Ytreberg, Lisbeth H. Teaching English to Children.
Longman Keys for Language Teaching. Page (68-77)
Sophie Loannou, Georgiou and Pavlos Pavlou, Assessing Young
Learners, New York 2003. Pages (4-8).
Spartt Mary, Pulverness Alan y Williams Melanie. The TKT Teaching
Knowledge Test Course. University of Cambridge ESOL Examinations.
Pruett Said Terry. A Kaleidoscope of Models and Strategies for Teaching
English to Speakers of other languages. Teacher ideas press, an imprint
of Libraries Unlimited Westport, Connecticut London.
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http://www.britishcouncil.fr/en/english/why-study/teaching-
methods-children
http://webarchive.nationalarchives.gov.uk/20130401151715/http
s://www.education.gov.uk/publications/eOrderingDownload/RR51
6.pdf
http://www.teachchildrenesl.com/filez8932/worksheets
http://www.allkidsnetwork.com/worksheets
http://en.islcollective.com/worksheets
http://www.saberingles.com.ar/exercises/255.html