BODY PARTS. Activities

Transcription

1 BODY PARTS Activities 1.- Let s Make a Face - Warm up activity - Face with plasticine - Drawing faces - Dictation - Asking Questions - Consolidation Activity - Writing - Reading and Writing 2.- Games and Activities with Flashcards Memory game Listen and repeat Win the Race!! 3.- Hangman 4.- My Monster 5.- Healthy Habits

2 ACTIVITY 1 LET S MAKE A FACE 1.- Topic: Parts of the face 2.- Level: 2 nd and 3 rd year of Infant Education and 1 st of Primary Education. 3.- Aims: - Recognize and name the different parts of the face. - Read the different parts of the face - Give details of a person s face. - Use and recognize feelings - Use grammar structures to talk about one s face. 4.- Resources: pencils, crayons, rubber, pencil sharpener, worksheet Let s draw a face ( Template 1.2), flash cards ( Template 1.3), parts of the face cardboard game (template 1.1), plasticine. 5.- Procedure: - Students will play with the different parts of the face and will build different faces freely or following instructions. 6.- Reinforcement and extension activities: As a warm up activity when we start the unit, we can prepare both a set of flash cards and a face (template 1.1) with all its parts made with cardboard for the students to create different faces (both templates are included at the end of this activity). There will be green, blue, black and brown eyes, happy, sad and angry mouth, big and small nose, big and small ears and different colours and shapes hairs (black, brown, blond, curly, straight, long, short ) With this face students can play in many different ways: - Individually, in pairs or even in small groups - Inventing faces - Following instructions or doing it freely. - Also they can practice feelings by changing the expression with a different mouth. (see template at the end of the activity) One example for Infant Education could be: - Sit all the students forming a circle on the floor. All the parts of the face will be facing down also on the floor. The teacher will present the face to them and ask : What s this? Let them say what they think: circle, wheel, potatoe,. At the end, if they have not guessed it was a face, point to your face showing them it has the same shape.

3 The game consists on placing all the parts of the face correctly. Ask the students what s missing? and let them guess, look for the part and put it in the correct place in the face. As a variation, we can just say the parts of the face and tell students to look for it: Where is the eye? Can you give me one eye?. This game can be played in pairs, in small groups or even in big group during the circle time Make a face with plasticine. Give the students a piece of plasticine and ask them to model the plasticine and make noodles. With the noodles, they could then make a face as it s shown in the example Give the students a sheet of paper (template 1.2) and ask them to draw a face freely. Then ask them questions (according to their age) about the parts of his/her face. - How many eyes? - How many noses? - What colour is his hair? - What colour are his eyes? - Is his nose big or small? - Is he happy? Sad? The answers should have to be more or less complex according to the age of the students. Examples: - Two; Two eyes; My face has got two eyes (1 st and 2nd Primary) - Black;. He has got black hair.

4 6.4.- Another possibility is to make a dictation with the parts of a face. Students will have to draw as they listen. The English you can use in this activity should be as complete as you can, for the students to listen to correct models. Ex: - Draw a circle on your sheet of paper. The face you are going to draw has TWO BIG BLUE EYES. - The eyes are green. - Now draw a nose, a SMALL NOSE You can also ask students to produce some English by asking questions to you during the dictation. The important thing in this activity is they speaking in English and being understandable. Once he or she asked the question you can repeat it in a more correct way: Ex: - Pupil: EYES?. - Teacher: Do you mean: HOW MANY EYES? - Pupil: Yes - All right: The face has got THREE EYES As a consolidation activity (after drawing a face freely) we can ask students to come out to the blackboard and answer questions about the face they have drawn. The rest of the students will ask the questions WRITING. This is an activity that can be presented to the students to work any topic. In this case, we are going to use it to practice parts of the face. This activity has been thought for students of 1 st or 2 nd year of Primary who have had contact with the Written English. We will divide students in groups of four. Each group will be given an envelope with the letters necessary to write all the names of the parts of the face (template 1.3). They will also be given a big card with a circle drawn on it. They will have to stick the papers together forming the words of the parts of the face and stick them on the cardboard in the correct place (see the sample). Once they finished, they will be given a model for them to correct their errors if necessary. They will have to do a kind of self evaluation. Notice that the inclusion of the written English can be done from the moment we know they are able to do it. After doing the dictation, for example, and for fast finishers, we can ask them to write the names of the parts of the face they remember.

5 6.8.- READING AND WRITING. Every student will be given a card (body parts, parts of the face,spellings ) The card will have either a drawing or a word (depending on the age of the students). When the music starts, they will have to dance around the class, and when the music stops, they will have to look for their pairs. (See an example of cards in template 1.4) With this simple activity we will have divided the class in pairs. Once they are divided, we will give each student 5 blank stickers. They will have to write the name of five parts of the face and then stick them on his/her partner s body (or face). This activity could be used as an evaluation one. In this case, the teacher will make sure they do not copy from the others.

6 TEMPLATE 1.1 Examples

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8 TEMPLATE 1.3. FLASH CARDS BODY AND FACE PARTS

9 KNEE LEG LIPS MOUTH

10 NECK NOSE SHOULDER

11 FACE FINGER FOOT HAIR

12 HAND HEAD BODY

13 ARM BACK TUMMY

14 EAR ELBOW EYE

15 TEMPLATE 1.4 H A I R M O U T H E Y E S N O S E E A R S T E E T H L I P S T O N G U E

16 TEMPLATE 1.2 My name is My group is:. Today is

17 ACTIVITY 2 GAMES AND ACTIVITIES WITH FLASHCARDS Memory Game 1.- Topic: Parts of the body 2.- Level: 1 st, 2 nd and 3 rd year Infant Education / 1 st Cycle Primary Education 3.- Aims: - Identify and learn the names of the parts of the body. - Practice the pronunciation of new sounds. - Respect the rules established for the game. 4.- Resources: cards for the game: picture-picture or picture name (see templates 2.1 and 2.2 at the end of the activity) 5.- Procedure: - Photo-Photo: Students will have to find pairs among all the flash cards facing down on the floor. Consists on finding two cards with the same photo. We will ask the students the name of every card they turn over. If they do not know, we can help them but making them know that the rules say that they have to name the photos. - Photo-Name: In this second modality of the game, created for students of the first cycle of Primary Education, they will have to match a photo with its name. Before playing this game, we have to make sure students have learnt or at least have seen the words written. Listen and Repeat 1.- Topic: Parts of the body 2.- Level: Infant Education and 1 st and 2 nd year Primary Education 3.- Aims: - Identify and learn the names of the parts of the body. - Practice the pronunciation of new sounds. - Read parts of the body through a global method

18 4.- Resources: Flash cards (templates 2.1 and 2.2) 5.- Procedure: - With the aim of learning new vocabulary, improve pronunciation and practice choral repetition, students will listen to the teacher saying the words and they will repeat correctly. We can ask the students to repeat individually or in groups. This activity is one of those recommended to be done in the class when the native speaker conversador/a is with us in class. This way we will make sure the pronunciation is the correct. - Once students can manage with the pictures or simultaneously we can introduce the written words (template 2.2). Students will learn to read through a global method. Win the Race!! 1.- Topic: Parts of the body 2.- Level: Infant Education and 1 st and 2 nd year Primary Education 3.- Aims: - Identify and learn the names of the parts of the body. - Practice the pronunciation of new sounds. - Respect the rules established for the game. - Recognise the written words of the parts of the face and the body. 4.- Resources: A big dice (template 2.3), Flash cards and written words (templates 2.1 and 2.2) 5.- Procedure: - For this activity we will need a big space. If we do not have it in the classroom, it would be interesting to move the students to the gym or even to the play ground. - Explain the rules clearly and make sure everybody knows what to do. - We will display all the cards on the floor in the order we want making a curved line. At the beginning of the line we will put START and at the end FINISH (see template 2.4).

19 - Divide the class in groups of 5 people (you can use the game explained in activity 1 (6.8). - Each group will be assigned a colour and will have a cardboard circle that will move all over the flashcards. - Each team will have a person in charge of throwing the dice and guessing the number on the dice. To decide who starts, all the teams will throw the dice to see who got the highest number. - It is a simple game: throw the dice, move your cardboard circle as many flashcards as the dice says and guess the name of the flashcard you are on. If you guess, you can keep on playing, but if you do not guess, you will have to start again. - The winner team will be the one in getting the first to the FINISH.

20 TEMPLATE 2.1. FLASH CARDS BODY AND FACE PARTS

21 ACTIVITY 3 HANGMAN 1.- Topic: Parts of the body 2.- Level: 1 st and 2 nd year Primary Education 3.- Aims: - Recognize and name the different parts of the face. - Read the different parts of the face - Know the alphabet or manage with it. 4.- Resources: Blackboard, Chalk, Plasticine, Letters (paper, cardboard, plastic ) that can be stuck on the blackboard. 5.- Procedure: The game called Hangman is a very famous game every child could play. We can adapt the game to every topic or age once students are familiar with the written language. I am going to explain different activities I would do to work on body parts. - The classic game which consists on pupils saying letters in order to guess which is the word hidden under the lines. If the students say a letter which does not belong to the word they are looking for, they will get one part of the hangman. They will win if they guess the word before drawing the whole man. My particular suggestion if they do not know the alphabet yet is letting them say the letters in Spanish and reinforce them repeating them in English. Once you consider they should know the name, do not allow them to say them in Spanish. - The second one could be making a Hangman with plasticine. There would be two teams. One against the other and the teacher as a controller. The world to be guessed is the same for both teams, and they will take turns to say letters. When one of the teams says a letter which does not belong to the word, the other team will make a body part with the plasticine and label it with its name. At the end, the winner will be the team that guess the word. We can organise little championships and give the prize to the team who, for example, first guess five words. 6.- Variations: if we can we can make letters with cardboard, paper or buy them. Students will have to say the letter and find it among the rest in the box.

22 ACTIVITY 4 MY MONSTER 1.- Topic: Parts of the body 2.- Level: 2 nd and 3 rd year Infant Education and 1 st and 2 nd of P. Education. 3.- Aims: - Recognize and name the different parts of the face and the body. - Read the different parts of the face - Give details of a person s face. - Use and recognize feelings - Use grammar structures to talk about one s or other s face and body. - Understand and draw pictures following descriptions. - Elaborate a book about monsters. 4.- Resources: Sheets of paper, pencils, markers or crayons. 5.- Procedure: After a motivation and once students have seen different monsters created in advance, they will be asked to draw a monster on the paper. The monster should have to have as many arms, eyes, ears, legs, fingers,.. as they want. Once it is finished, they will have to colour it. One by one will come out to the blackboard and describe the monster. The use of grammatical expressions depends on the age of the students. For example, Infant Educations ones will only say four ears and that will be enough. But, talking about first cycle of Primary Education, they will have to use the expression: My monster has got (one) head. The rest of the students will have to draw the monster as if it were a dictation. Then, we will compare and see which monster looks the same as the one described. We will make a book with all the monsters and their descriptions.

23 6.- Reinforcement and Extension Activities As a variation, we can introduce the students questions. Students will ask to the one at the blackboard. For example: How many ears?. To finish the activity, students could write the sentences on their sheets of paper, next to the monster.

24 ACTIVITY 5 HEALTHY HABITS Healthy habits Brush, brush, brush your teeth After every meal. Brush, brush, brush your teeth They must be very clean. Wash, wash, wash your hands Comb, comb, comb your hair Eat fruit, meat and fish And healthy you will be. Brush, brush, brush your teeth After every meal. Brush, brush, brush your teeth They must be very clean. 1.- Topic: Healthy Habits 2.- Level: 2 nd and 3 rd year Infant Education and 1 st Primary Education 3.- Aims: - Mime actions: healthy habits - Recognise healthy habits and difference them from unhealthy ones. - Learn, act and sing a song. Brush Your Teeth - Healthy habits: o Brush your teeth o Sleep for unless 8 hours a day o Wash your hands o Comb your hair o Eat fruit, fish and vegetables 4.- Resources: - Song poster (template 5.1) - Song worksheet (template 5.2) - A big tooth brush and paste (made with cardboard) (templates 5.3, 5.4) - A Towel - Soap and water (made with cardboard) - A comb (template 5.5) 5.- Procedure: 1.- Mime actions and guess. 2.- Classify photos: healthy and unhealthy habits 3.- Classify photos: healthy and unhealthy food. 4.- Sing the song and mime it.

25 5.- The healthy habit of the week. Each week, the students will decide which is the healthy habit they want to emphasize at home. They will tell us their experiences, take photos,.. In some place in the class, where students can see properly, we will display a bulleting board where we will put the photo and the name of the healthy habit of the week. Students will add their own photos, experiences and information during the week. 6.- Let s make a book with our healthy photos. Students will make a book with the photos of the healthy habits or the tools necessary to be healthy (tooth brush, towel, water, ). This book will be made little by little, as the healthy habit of the week goes on. 7.- Worksheet: As an individual work, students will have to fill in the blanks on the sheet with the song once they have learnt it. As a warm up, the teacher will work on the song previously: students will be divided into teams of four or five. Then, they will be given the different sentences of the song and they will have to put them together on a paper in the correct order. Once they have finished, we can do the same activity by just with some missing words. As a consolidation, and to test if they individually manage with the song, we will give them the worksheet.

26 TEMPLATE 5.2 My name is. My group is: Today is.. Fill in the blanks with the words in the box. Healthy habits Brush, brush, brush your.. After every meal. Brush, brush, brush your teeth They must be very... Wash, wash, wash your Comb, comb, comb your hair Eat fruit, meat and fish And. you will be. Brush,, brush your teeth After every meal. Brush, brush, brush your teeth They must be clean. teeth clean hands healthy brush very

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28 TEMPLATE 5.5