Lesson 3 - Part 2
The parts of the body
Teachers: Konny Martínez and Orlando Gómez
Grammar structure: Does he/she/it have ....? "No, it doesn't'" "Yes, it does"
Vocabulary: Feet, fingers, toes, teeth and tail.

To start the class, teacher Konny sang a song called "Head, shoulders, knees and toes" which made the kids feel very energetic and enthusiastic. With this song, Konny reviewed some words from the previous lesson and introduced the word "toes" that was part of our lesson. Konny sang this song along with the students in several ways, fast, slow, and in one time I (Orlando) was asked to help her. I pretended to be unable to follow their pace and to touch my toes (in fact, I was ...) by doing that, students felt that they were better than the teacher because they were the ones teaching me how to follow Konny.
After that song, it was my turn to introduce the vocabulary of the lesson. To introduce it, I used some flashcards and two big drawings, one of a girl and one of a dog. First, I taught students the vocabulary and they repeated it several times. Then, I used the two big drawings to introduce the structure "Does the girl have feet?" and its answer "No, it doesn't" for that purpose, the image of the girl had no feet, fingers and toes; and the image of the dog had no tail and no teeth. Most of the students were able to overcome the noise produced by one girl who interfered the class a lot and to reply "yes" and "no" whenever I asked the question "Does she/it  have ...?"
To practice the vocabulary, Konny sang another song called "If you are happy and you know it" here, students were ask to move or touch some parts of their bodies (the parts that we were teaching) so students moved their feet, shook their tails, moved their fingers, etc... Students were enjoying the song a lot that a couple of them had started to sing it by themselves. However, Konny and I decided to shorten the lesson since some students were kind of tired and some others were not paying attention because of the girl doing a tantrum.
In the part of the production, I told the students a story called "The Lost Dog". In this story, students had to recognize some nouns like "dog" "tail" "teeth" and the other parts of the body from the lesson. To help them recognize the words, I produce some sounds like a dog, I showed them my teeth, Konny moved here toes, Konny and I moved our fingers and so on. In this part, I expected more participation from the students; however, the fact that they were really close to me hindered their production since they couldn't focus on my movements because of the distance (they were very very close) they were seeing the pictures more than the movements that Konny and I did in order to help them say the words that we were teaching. Nevertheless, I can say that the story worked because some students did get what they had to do so they said the words out loud.
In the wrap-up Konny and I gave the kids two pictures each of long arms, long legs, short arms, short legs, short tail, long tail and so on. Then, we said sentences like "show a long tail" so students had to look for the image and the ones that had it had to show it to the rest of the class. When the kids showed the image, we encouraged them to repeat the words. In this activity, kids were a little reluctant at the beginning, but when they saw that Génesis raised her image kids started to do the same, so they saw Génesis as their model. Right after that, class was dismissed and students enjoyed a delicious "nucita" and some fruit juice.
In general I can say that both lessons were a success since students were repeating the words that we taught. In addition, students showed that they could recognize the structure "Does it/she have ...?" by moving their head for yes and no. Besides, showed Isaac and Marleny the parts of the body that teachers were asking for. In the part of the story in my class some students guessed the words and in the part of raising the cards the students did it, too.
According to Charlie's opinion when he gave me feedback. He agreed that kids got to know the vocabulary because he saw that students were repeating all the words that Konny and I tried to teach. In addition, he also said that the songs motivated the students and that if the second class had been longer, kids would have enjoyed it more and produce more. However, on purpose, Konny and I decided to shorten it because of the facts previously mentioned.