Lesson plan
Whilst formulating my lesson plan I have made assumptions that the children are at an early stage of their learning and that there is very little in the way of resources. I have taken into consideration that the motivations for learning are unclear, but despite this group are eager to learn. I have also considered that the group can be quite boisterous.
These assumptions and considerations have helped me shape my lesson plan.
I have structured the lesson in a logical way, which is particularly helpful for younger children who are beginning to learn English. I have included a number of different activities/games to maintain the interest and focus of the students who can become easily distracted.
I have started with an introduction and warmer. I welcome each student individually and introduce any newcomers. The warmer for the lesson is the song Heads, Shoulders, Knees and Toes. I have chosen this song to recap learning from the previous lesson and to focus the students on the forthcoming lesson.
Keeping the pace brisk to maintain the attention and focus of the students I present the vocabulary to be learned with the assistance of flashcards. I use the flashcards as a colourful visual aid as I introduce the vocabulary. Whilst doing this I also point to the corresponding body parts on my face.
Moving on to the practice stage I chorus the students as a group and individually, providing all with an opportunity to speak and pronounce the words. I elicit answers from the students individually, giving the younger and quieter students an opportunity to fully participate. I keep concept checking questions (CCQs) quite basic given my assumptions about learning. My questions relate to the student pointing to the part of their face I indicate by saying “Touch your….”
The production stage slightly overlaps the presentation stage. I have done this to link the activities with a degree of flexibility and to maintain a brisk pace to the lesson. The activities finish with a participative song which reinforces the learning and allows the students to identify the relevant body parts. You will see that during the production stage I am a little more hands on that may usually be the case. This is because the students are at an early stage of their learning and because they can be boisterous. I monitor to a greater degree to keep the focus on learning.
The last part of the structured lesson I read a story about parts of the face. This serves to recap and reinforce learning and to calm the students down before finishing.

In choosing the topic of body parts I refer to the assumption that the students are at an early stage of learning. I feel that introducing body parts vocabulary is appropriate to young learners and can be done in a fun and interesting way. My students have been learning about body parts and so during this lesson I introduce the parts of the face. This builds on prior learning around body parts by providing students with vocabulary, pronunciation and recognition of the relevant parts of the face.
The challenge of the topic is because the students are at such an early stage of learning; it’s difficult at this stage to contextualise the body parts. At this stage I can do little more than introduce the words and help identify where on the body they relate to. I am unable to describe the function of the various body parts to the students in English. This will be introduced during another lesson as the students’ progress. Therefore, it is quite difficult to build sentences regarding the function of the different body parts at this stage of learning. It could be quite a basic lesson if not managed correctly at the right pace and level to maintain focus.

The aims of the lesson are: To teach the students the vocabulary for body parts, specifically parts of the face.
For the students to practise using the words
For the students to relate the words to the correct part of the face
As previously stated I have assumed a basic level