Final Project Outline for Teaching English for Young Learners Title:
Names of participants in group: Group A – Angeliki , Cristina, Anna, Narith Date: July 2013 – August 2013
1)
General Description of the Unit
Main theme of unit: My body Age of students: 6-8 Language level of students: Beginners Language skills focus: Integration of all four skills, speaking, reading, writing, listening/comprehension Core vocabulary to be learned: human body parts, animal body parts Lesson 1 :All About Mary (body, head, ear, eye, nose, mouth, shoulder, hand, hip, knee, toe, finger) Lesson 2: have got / has got grammar forms Lesson 3: It has got a long neck (Animal’s body: head, tail, neck, legs, body, ears, nose) Lesson 4: My own body chant (revision of core vocabulary and grammar forms taught) Main grammar points and/or sentence frames learned: Have got / has got How you will organize whole class and small-group work: Children work as a whole class, in pairs and/or groups of 4 Other relevant information: Time : 5 Lessons - 225 minutes ( 45 minutes per class) 2) What is your main purpose and general rationale for implementing this unit? How are you capturing student interests? •
•
3) • • • • • • • •
The main rationale behind the implementation of this unit is to teach young learners to depict body words, bring the human and animal body to life, a theme the young learners deal with every day. It is sometimes the starting point of the students’ interest towards biology and science. The student’s interest for the human and animal bodies will be engaged by the variety of activities, chants, songs and interesting material, colorful captivating pictures, carefully designed to match their age, interests, prior knowledge, learning styles. The activities aspire to motivate the learners highly, to take advantage of their natural inclinations and characteristics of their age to play, sing, use colors, draw, etc., and to address learners of multiple intelligences.
General Goals and Objectives of the Unit Students will be able to use appropriate vocabulary to describe their body Students will be able to use appropriate vocabulary to describe animals Students will be able to describe body movements Students will be able to use have got / has got Students will be able to sing action songs Students will be able to do body-percussion Students will be able to write a chant Students will be able to have a hands-on activities experience
4)
What do you anticipate as the challenges you’ll face in implementing this unit, and how will you address those challenges?
The challenges anticipated will be related to pronunciation difficulties, differentiating between names of body parts from animal body parts, associating vocabulary chunks to grammar structures, use of 3 rd person singular –s in verb, shift from input to output and production. However, since the content area is familiar to the students in L1, the learning of new concepts in L2 is not hindered until children become competent in L2 as well. The implementation of material becomes easier as the students have already acquired the knowledge in L1 so the new concepts are built on that. Another challenge, the teachers will have to face, is the time limitations for each activity as students tend to be bored easily and are unwilling to repeat tedious tasks, but if a task catches their attention they are enthusiastic and ask for multiple repetitions until they are content. 5)
How you will assess the learners’ progress both during and at the end of the unit? During the unit : -Indirect method - Word games, role plays, dialogues - use of classroom management techniques to monitor the process, any problems, the success of collaboration among students in groups - make self-assessment chart with students, what they consider good project - use of self evaluation techniques to encourage students or help them when they need it, give feedback At the end of the unit : - A final assessment in form of an indirect test - final products to assess the output of the unit - self-evaluation discussion on what the students feel confident to do
6)
Lesson Plans
Lesson Plan 1 Topic : All About Mary Lesson goals/objectives : o o o o o
Students will be able to read/pronounce the body words Students will be able to use the vocabulary in sentences of their own Students will be able to use the vocabulary and grammar structures taught in the previous lessons Students will be able to shift from imitation to language production Students will develop their writing skill by writing the words
List of materials needed : audio and video resources, authentic texts, songs, colorful pictures-flashcards, worksheets Methodology used : Scaffolding, giving input to get output, move from reception to production Skill developed: Reading, Listening and Writing Explanation of what/how will you measure the students’ success: self-assessment process, “This is my/his/her body.....”chart Steps/brief description of activities. Activity 1 : Warm - up (4 min) The teacher introduces Mary (a doll) to the classroom: Mary: ` Good morning! My name is Mary. Ls: ` Good morning, Mary, nice to meet you! Mary: ` Nice to meet you too! (Mary goes around the classroom and by shaking hands with each L she gets acquainted with all the Ls) Mary: Today I have come to you on a special mission! We are going to learn Body Vocabulary
Activity 2 : Introduction of the new vocabulary body, face, shoulder, head, knee, toe, finger, ear, eye, mouth, nose, neck, leg, hand
(4’ min)
The teacher introduces the new words with the help of pictures:
mouth
face
EYE(S) BODY HEAD EAR(S)
SHOULDER(S)
NOSE NECK HAND(S) HIP(S)
LEG(S) TOE(S) FINGER(S)
KNEE(S)
Whole class The teacher practices reading the new vocabulary. 1. Chorus reading 2. Practicing reading, individual reading of the vocabulary 3. Chorus reading Activity 3 : Practicing the vocabulary (10’ min) 1. Matching-multiple choice On the blackboard the teacher has stuck the words on one side of the board and the pictures on the other side of the board in advance. The learners are to match the pictures to the words (the words are to be displayed on the BB) 2. Miming The Ls come in front of the classroom and choose a card with a body part word that the teacher has prepared in advance, and mimes it. The Ls that are at the desks are to guess the word and pronounce it. 3. PP presentation, guess the word The pictures will be presented on slides, the learners are to name the body words
Activity 4 : Formative Assessment (2’ min) Individual work Learners will receive cards and will have to practice the exercise odd-one-out
a.
c.
Coffee, tea, water, eye, juice. b. Apple, banana, nose, orange, plum Leg, knee, shoulder, finger, tree d. Ear, car, truck, van, limo e. One, head, thirteen, twenty, seven f. Cold, warm, neck, sunny, rainy g. Cup, spoon, fork, toe, knife h. Chair, TV, mouth, desk, wardrobe i. Body, face, finger, hand, computer j. Red, hip, purple, green, black
Activity 5 : Break (8’’ min) The Ls will be introduced to the song “If you know the body words” (on a poster)
if you know the your
words then nod
if you know the body words then touch your if you know the ______ words, ______ and _______ you must show, if you know the body words, then this is great!
if you know the body words then blink your if you know the body words then touch your ears, if you know the ______ words, ______ and _______ you must show, if you know the body words, then this is great!
if you know the body words then rise your if you know the body words then touch your
if you know the ______ words, ______ and _______ you must show, if you know the body words, then this is great! if you know the body words then rise your if you know the body words then move your if you know the ______ words, ______ and _______ you must show, if you know the body words, then this is great!
if you know the body words then move your if you know the body words then touch your if you know the ______ words, ______ and _______ you must show, if you know the body words, then this is great!
if you know the body words then wave your if you know the body words then bend your
if you know the ______ words, ______ and _______ you must show, if you know the body words, then this is great!
The Learners will practice the song “If you know the body words” (the learners are supposed to be familiar with the original song) The Ls will substitute the pictures with words when practicing singing the song the 3 time Activity 6 : Writing (7’’ min) rd
1. Ls will receive an exercise with the body words that have some missing letters, the letters are to be filled in
B_d_
_o_
_ac_
_in_er
S_oul_er
_ _r
H_ _d
_y_
_n_e
_ou_h
N_ _e
_ _g
Ne_ _
Activity 7 : Setting the new vocabulary/ WRITING (3 min) a. The Ls will work in pairs – multiple choice exercise. The words will be listed in 5, and only one of them will be for the picture set, the Ls are to find the appropriate word to the illustration. Ls have to circle the correct word for the picture and then write in the space set b. The Ls will receive picture cards and they will have to write the word for the picture
EYE
HEAD
KNEE
EAR MOUTH
The word: _____________________
FACE
KNEE
HAND
SHOULDER
MOUTH
The word: _____________________
EYES
The word: _____________________
TOE
NECK
The word: _____________________
MOUTH LEGS
The word: _____________________
The word: _____________________
SHOULDER HAND
MOUTH
NECK
KNEE
The word: _____________________
NOSE FINGERS EYES
The word: _____________________
MOUTH FACE
The word: _____________________
The word: _____________________
The word: _____________________
The word: _____________________
The word: _____________________
The word: _____________________
The word: _____________________
Activity 8: Formative Assessment (2’ min) Individually The Ls will receive a Word Hunt chant and will have to find the studied vocabulary
E A S D G T J U N E C K G H J V F Y H J T Y C V T O E B H D F R G J E F I N G E R S S F Q A B R M N I V G G D F K N E E R G N N B O D Y I K T A G B N A D R G D I O U C Z N U L E G V B R N M F A C E T R Y M N U H Y T R S F D G T J N H I P G S H O U L D E R T H J N M R T I
Lesson Plan 2 Topic: Pepe’s Family
Lesson goals/objectives: At the end of this lesson, students will be able: o
To use ‘have/has got’ with different subject pronouns;
o
To utilize ‘have/has got’ to express possession;
o
To Speak complete sentences of ‘have/has got’;
o
To write complete sentences with ‘have/has got’;
o
To demonstrate human and animal body parts by using ‘have/has got’;
o
To correctly use ‘have/has got’ for their everyday communication.
List of materials needed: Audio and video resources, authentic texts, songs, chants, colorful pictures-flashcards, and worksheets. Methodology used: Scaffolding, giving input to get output, moving from reception to production. Skill developed: Listening, Speaking, Reading, and Writing Explanation of what/how will you measure the students’ success: Self-assessment process, “I have got…, you have got…, s/he has got…, it has got...” Steps/brief description of activities: Activity 1: Whole class – warm-up (6 mins)
Strategy: Cartoon Song ‘This Is Me’ A teacher will play a cartoon song entitled ‘This Is Me’ twice to review some vocabulary of body parts to each student from the previous lesson. And the teacher will encourage students to sing a song altogether, and they can act it out for fun when they see the cartoon song showed in the PowerPoint slide show. Activity 2: Group of 4 (7 mins)
Strategy: Building up prior knowledge Students will be encouraged to work in groups of four people, and then the teacher will contribute a short reading sheet using ‘have/has got’. The teacher will then assign each group to underline and write the complete sentences of ‘have/has got’ from the reading paper on the whiteboard with the group-space division.
Activity 3: Groups of 4 (17 mins)
Strategy: Flashcards and PowerPoint Slide Show A teacher will use flashcards and PowerPoint slide show to introduce the use of ‘have/has got’ with all subject pronouns after each student gets know them from the reading activity. The teacher will also give more examples of ‘have/has got’ so that students will be to clearly understand how to use ‘have/has go’ to express possession both with human and animal body parts and for authentic communication in general. Activity 4: Pair work (5 mins)
Strategy: worksheet A teacher will ask students to work in pair, and then a teacher will give each pair worksheet. Each pair can discuss with their partners to find out the correct answers in order to fill in the gap. This exercise will help students to critically understand how to use the noun subjects with the correct form of ‘have/has got’. Activity 5: Pair work (5 mins)
Strategy: Collaboration A teacher will let students remain working and collaborating with their partners, and then the teacher will assign each pair to write four complete sentences that they can think about by using ‘have/has got’. This task will help students develop their critical thinking and be able to apply ‘have/has got’ in their writing skill. Activity 6: Groups of 4 (5 mins)
Strategy: Personal sharing moments A teacher will let students work in groups of four people, and they all can enjoy sharing what they have got at home, so that each student can practice speaking by using ‘have/has got’ to express possession to their belongings at home. Note: Students will be given homework to practice doing how to use ‘have/has got’ in the worksheet.
Activity 1: Cartoon Song (6 mns)
A teacher will play a cartoon song entitled ‘This Is Me’ twice to review some vocabulary of body parts to each student from the previous lesson. And the teacher will encourage students to sing a song altogether, and they can act it out for fun when they see the cartoon song showed in the PowerPoint slide show.
Activity 2: Building up prior knowledge (7 mns)
Students will be encouraged to work in groups of four people, and then the teacher will contribute a short reading sheet using ‘have/has got’. The teacher will then assign each group to underline and write the complete sentences of ‘have/has got’ from the reading paper on the whiteboard with the group-space division.
Read the text Pepe Argento is 50 years old. He has got a new red car. Moni is 45. She has got a new blue jacket. They have got two children. Paola is 16. She has got a brother. She also has got a new grey camera. Coki is 17 years old. He has got new orange trainers. They are from Argentina.
-
He has got a new red car.
-
She has got a new blue jacket.
-
They have got two children.
-
She has got a brother.
-
She also has got a new grey camera.
-
He has got new orange trainers.
-
has got a new red car. -
has got a new blue jacket. -
They have got two children.
-
She has got a brother.
-
She also has got a new grey camera.
-
He has got new orange trainers.
He
She
Activity 3: Flashcards and PowerPoint Slide Show (17 mns)
A teacher will use flashcards and PowerPoint slide show to introduce the use of ‘have/has got’ with all subject pronouns after each student gets know them from the reading activity. The teacher will also give more examples of ‘have/has got’ so that students will be to clearly understand how to use ‘have/has go’ to express possession both with human and animal body parts and for authentic communication in general.
These are examples that will help students understand better the use of ‘have/has got’ in general, and they will be able to apply this grammar structure for their authentic communication when they need to express possession.
This is a classroom activity that one group member from each group will be selected to line up in front of the whiteboard, and then the teacher will contribute one picture for each one of them. Next, the teacher will ask another group member to go and pick up a sentence to match with his/her peer’s picture. This activity will help students to apply the use of ‘have/has got’ to express possession with human and animal body parts.
Lesson Plan 3
Activity 4: worksheet (5 mins)
A teacher will ask students to work in pair, and then a teacher will give each pair worksheet. Each pair can discuss with their partners to find out the correct answers in order to fill in the gap. This exercise will help students to critically understand how to use the noun subjects with the correct form of ‘have/has got’. .
Activity 5: Sentence writing (5 mns)
A teacher will let students remain working and collaborating with their partners, and then the teacher will assign each pair to write four complete sentences that they can think about by using ‘have/has got’. This task will help students develop their critical thinking and be able to apply ‘have/has got’ in their writing skill. 1. __________________________________________________________________ 2. __________________________________________________________________ 3. __________________________________________________________________ 4. __________________________________________________________________
Activity 6: Personal sharing moments (5 mns)
A teacher will let students work in groups of four people, and they all can enjoy sharing what they have got at home, so that each student can practice speaking by using ‘have/has got’ to express possession to their belongings at home.
Homework: Worksheet
A teacher will give each student worksheet, so that they all can practice, remember, and apply ‘have/has got’ to express possession in everyday life.
Lesson Plan 3 - Rough Draft Topic : It has got a long neck Lesson goals/objectives : o Students will be able to produce the human body vocabulary taught in the previous lesson o Students will be able to communicate and use language production o Students will be able to use appropriate vocabulary to describe animal’s body o Students will be able to describe and ask about features of animal’s body o Students will be able to use grammar structures taught in the previous lessons List of materials needed : audio resources, authentic texts, songs, chants, colourful pictures-flashcards, worksheets Methodology used : Scaffolding, giving input to get output, move from reception to production Vocabulary taught: Animal’s body: head, tail, neck, legs, body, ears, nose Skill developed: Speaking Explanation of what/how will you measure the students’ success: selfassessment chart, “Now I can.....” Steps/brief description of activities. Activity 1 : Warm - up Whole class -
(5 min)
Revision of the vocabulary previously learnt (parts of human body, animals) Showing flashcards and eliciting the name of the shown part of the body and animal
[Adapted from: shutterstock.com]
[Adapted from: word-art.pl and cartoon-birds.clipartonline.net] -
Give out each flashcard to chosen students and ask them to put their body part or animal up as they hear it being called by the teacher
Activity 2 : Introducing & practicing new vocabulary (10 min) Whole class -
Teacher puts the tags with the animal body words on the board and then places a picture of a hippo. Teacher asks children what animal is it and then points at its body parts and tells children their names. eyes
-
feet
nose
tail
ear
head
neck
leg
body
mouth
Teacher asks selected children to come to the board and place the tags in the correct place, providing them feedback Teacher encourages children to repeat the words after him to practice correct pronunciation. Teacher points at different parts of animal’s body and elicits correct answer from students. Children get a set of cut out pieces of animal’s body and their names. They have to match the name to the part of the animal’s body. Teacher puts on the board pictures of some animals with missing body parts, then elicits from the class which parts are missing.
Activity 3 : Speaking production (25 min) Whole class / Group work - Teacher shows children a zebra and a bird and puts them on the board. Then teacher writes on the board grammatical structures : Has it got...? it has got.. , Is it....? it is..., Can it...? it can..., it can’t....
- Teacher divides children into groups and gives them animal cards. Then he asks children to describe in groups their animals (body features, colour) LION
ELEPHANT GIRAFFE
HIPPO
RHINO ANTELOPE BIRD
- Teacher asks leaders of each group to say the description of an animal and the rest of groups have to find out what animal is it. - Teacher then asks children to draw an animal in their notebook and do not show it to the rest of their group. Then teacher asks volunteers to answer the questions of the class about their animal. Teacher encourages whole class to ask questions about animal’s appearance. - Teacher asks children to draw an unusual animal with mixed body parts. Then asks few volunteers to tell what body parts does his animal have. Activity 4: Vocabulary reinforcement (3 min) Whole class - Teacher asks children to divide into 2 teams to play “pass it on” race game. Teacher ask leaders of the teams to come up to him and tells them part of animal’s body very quietly. Children have to pass the correct word on to the person standing behind very quietly. The team that gets the correct word at the end first wins. Activity 5: Fill in the self-evaluation chart (2 min) Individually The students tick in the self-evaluation chart what they can do now
Now I can…
Hardly say the human body parts say the animal body parts describe animal’s body
Very well
Excellent!
communicate with my friends ask about animal’s body features
[pictures taken from Clipart Word Document]
Lesson Plan 4 Topic : My own body chant Lesson goals/objectives : o Students will be able to use an authentic text-chant to produce their own o Students will be able to move from implicit to explicit language o Students will be able to use the vocabulary and grammar structures taught in the previous lessons o Students will be able to shift from imitation to language production o Students will develop their writing skill by learning how to write a chant List of materials needed : songs, chants, colorful pictures-flashcards, crayons, envelopes, paper strips, Methodology used : TPR, Scaffolding, giving input to get output, move from reception to production, learning-by-doing Skill developed: Listening and Writing Explanation of what/how will you measure the students’ success: self-assessment process, “Now I am able to.....”chart Steps/brief description of activities. Activity 1 : Warm - up In groups of 4
(5 min)
Scramble game with flashcards and words Objective : to revise all the body vocabulary taught in previous lessons of the unit. Description of Activity: The teacher gives each group a flashcard of an animal or strange little monsters with mixed body parts and an envelope with 10 strips of paper containing the vocabulary taught in previous lessons and other irrelevant words. The students have to place on the envelope all the word strips related to the picture and the irrelevant ones away from the envelope. The pictures can be cut and laminated and handed out, one for each group of students :
P.1
P.2
P.3
P.4
P.5
And the word strips can be : For P.1 : eyes,
legs, mouth, nose, tail, toes, hands, fingers, feet, head For P.2 : ears, nose, fingers, tail, mouth, eyes, hands, wings, hip, shoulders For P.3 : wings, legs, hands, mouth, nose, beak, eyes, tail, finger, toes For P.4 : hands, fingers, teeth, mouth, toes, eyes, ears, nose, tail, fur For P.5 : head, shoulders, hip, nose, mouth, legs, tail, teeth, wings, knees An example of word strips, relevant words on envelope, more irrelevant strips further away from envelope
Activity 2 : Introduction of chant “Oh no, poor Joe” to children (10’’ min) Whole class The children repeat until they are confident enough to chant with the teacher Objective : to review body parts Description of Activity : First, I tell them I want them to meet a friend of mine. What do we do when we meet a friend? Eventually some student says, "Say Hello" or "What's your name." As they are guessing, I draw my friend on the board (you can draw a whole body for other body parts, or just the face as here):
My friend Joe Teacher: "Do we know his name?" Students: "Nooo" Teacher: "How do we ask?" Students: "Hi, What's your name" Teacher, "My name's Joe" Students, "How are you today?" Teacher: "I am not feeling well" Teacher "Repeat after me: Oh No!" Students "Oh No" Teacher "Poor Joe" Students "Poor Joe" Teacher "He has no" Students "He has no"
My friend missing something ***erase a body part**** Teacher: "What is Joe missing?" Students: "Ears!" Teacher: "Great, so all together: Students and Teacher: "Oh no, poor Joe he has no ears!" ***Draw the ears back on and repeat erasing a different body part*** When the students get the hang of the chant, they can get involved! Variation : They can come up in front of the class and "become" Joe. They will practice introductions again, (Hi, what's your name? My name is Joe. How are you? etc.) Then the student should turn AWAY from the rest of the class. The class starts, "Oh no! Poor Joe, he has no..." and then the student turns around, only this time the student is covering something (eyes, ears, mouth, elbows...),the students quickly pick out what is missing and finish the chant. Example of the activity at : Oh no! Poor Joe !
An example of Poor Joe flashcards :
Activity 3 : Illustrate , Controlled practice (5’ min) In groups of 4 Objective: Further practice on chant for consolidation Description of Activity : The teacher provides each group of the students with pictures/flashcards of body parts (preferably the cards used in Lesson 1 that students are familiar with) and asks them to show while chanting like illustrating the chant. One student in each group has to put up the pictures whenever they hear the corresponding word. Eg. Teacher: Oh no, poor Joe, he has no nose
Students: Oh no, poor Joe, he has no Teacher : Oh no, poor Joe, he has no mouth
Students: Oh no, poor Joe, he has no Activity 4 : Word Bubbles , From reception to production (10’ min) In groups of 4 Objective : to practice animal vocabulary and move to the stage of producing their own chant Description of Activity : The teacher places Word Bubbles on the board or the wall and writes the words that he/she wants the students to substitute inside them. Students are asked to choose words from the Scramble envelopes to substitute words from the chant they were taught and rewrite it with animal body parts. Each group has to write the words on post-its and stick them on the word bubbles. This way there can be combinations like :
Word Bubbles
hands Post-its wings mouth nose
jaws
beak
paws feet
shoulders feathers
Activity 5 : Drawing and writing the chant (7’’ min) In groups of 4 Objective: to visualize and consolidate animal body words, to write a new chant Description of Activity : The children draw 3 pictures of missing animal body parts to match the new chant words to create illustrations for their new chant by playing the Shape game, thus taking turns to add simple lines that do not require excellent skills but gives every learner the chance to participate and encourages less skillful students. (Example of Shape Game at : Shape Game by Emily Gravett) Eg. A student draws an abstract form like a cloud, and the rest of the students in the group have to contribute with the drawing of a body part to the shape, to make it look like an animal, for example a sheep. Then, they have to decide what body parts will be missing to write the chant. They go through the processes of Brainstorming – Drafting - Revising – Editing – Publishing. Eg. Group A : Oh no, Poor Sheep, he has no ears / Group B: Oh no, Poor Giraffe, she has no legs
And each group has to write the chant and draw the corresponding pictures. Activity 6 : Presentation of new chant (6’’ min) In groups of 4
Each group presents the new chant with their illustrations, to the rest of the class who act as the audience and peer-assessors. We ask the students to assess each chant by clapping. The more enthusiastic clapping, the more successful the chant is. Activity 7: Fill in the self-evaluation chart (2’ min) Individually The students decide along with the teacher what would make a successful lesson and the teacher writes down the criteria. Then the students tick in the self-evaluation chart what they are able to do now Now….
Sure I can !
I am not so sure…
It’s still difficult!
I can name body parts I can describe animals I can sing a chant I can write my own chant
Lesson Plan 5 Topic : Let me show you what I can do Lesson goals/objectives : o to assess students without they explicitly know in performance-based authentic tasks o to get feedback on the material taught o to see if teaching was successful o to allow the students more consolidation time o to assess individually o to assess in groups o to assess writing skills o to assess grammar skills o to assess listening skills o to assess speaking skills List of materials needed : chalk, crayons, colorful paper, animal flashcards, stopwatch, bell, clothespins, newspaper, bingo cards Methodology used : Performance-based assessment, TPR, problem-solving, hands-on-activities teaching, learning-by-doing, kinaesthetic approach, active learning Skill developed: listening, speaking, reading, writing, crafting Explanation of what/how will you measure the students’ success: activities to assess students’ consolidation of material
Steps/brief description of activities. Activity 1 : Drawing a bunny (10’ mins) Individually The teacher holds a card of a drawing that he/she does not show to students. The teacher hands out paper and crayons, describes the body parts and asks the students to draw accordingly. Teacher : It has got a round head and two long ears. The students draw what they hear
(example of that at: https://blackboard.uoregon.edu/courses/1/201204.AEI33285/db/_2040799_1/raz _la37_idrawbunny_clr.pdf ) The teacher then asks the students to go around in class, compare the drawings each one has, and try to find two identical pictures. Of course there will not be any because each child draws differently. Then the teacher shows his/her card of bunny and finds the drawings that look like bunnies. The students feel that it is only a fun activity where the aim is to find identical drawings whereas the real aim is to assess their level of understanding. Variation : What’s missing?
The teacher can have a mixed picture, for example mixed body parts, to make a person. One part may be missing and instead of eyes, for example, he/she can have only ears, or nose, and the learners have to correct the drawing by producing the vocabulary, grammar and speaking.
Activity 2 : Drawing myself (10’ mins) In groups of 4 Description of Activity: Children draw an outline of their bodies on the ground or paper and then draw, name the different body parts and decorate the figure (example of that at :
https://blackboard.uoregon.edu/courses/1/201204.AEI33285/db/_2040801_1/146 9.jpg )
Variation : Learners are divided into groups of 3. Two groups draw their body parts the other two groups draw an animal and its body parts Then they have peer assessment (Thus you combine activity 1 and 2) Activity 3 : Subtitling the song “If you know the body words” (15’ mins) In groups of 5 (example of that activity you can find at : http://www.youtube.com/watch?v=ACrK2MCoiQo ) or Silent monks singing Hallelujah The students write the words on cardboard and use them as subtitles while singing
Activity 4: Body Sumo Wrestlers(5’ mins) In pairs Description of Activity : The students work in pairs, and the teacher hangs a body part flashcard on each student’s back using clothespins. The students must not see the cards. They face each other, stand on a newspaper sheet and start moving like sumo wrestlers, without touching, to peek at their partner’s card. The student who finds out first his partner’s flashcard shouts the word and is the winner. The students change partners.
In groups of 5 Variation 1 : A teacher will allow each group to select one of their peers to go forward. Then the teacher will stick the flashcards of animal on his/her back one by one. So their group has to describe by using the animal body parts to make sense to him/her who is stuck with the flashcards. Lastly, let him/her say the word of such animals out loud when s/he’s got the clues of body parts described by their peers in a group. 3 minutes will be given to each group before the stopwatch stops and the teacher who keeps the time rings the bell . Activity 5 : Body bingo ( 5’ mins) Whole class Children receive bingo boards with human and animal body pictures. Teacher says the body part and children who have it circle/cross it on their board.
Bingo cards: