Practice paper 3:
Subject: English
Students: 6-7
Time: class around 60 minutes
Topic: Parts of the Body
Participants: Cielo Sampietro,
Cavalotto Andrea, Haag Sofia, Rainhart Jesica, Tamagni Gala
Song: Head, shoulders,
knees and toes: www.youtube.com/watch?v=YBJ_-MyV2rU
Purposes:
Our purpose is to teach the vocabulary regarding
parts of the body. Not only to make the students identify the meaning of the
words but also to recognize every part on their own bodies through a song and
activities that involve body language, pictures and games. We attempt to engage
their curiosity and provoke participation in order to teach according to the student’s
specific needs and skills. As they are children we expect to take advantage of
their increased cognitive abilities at that age in order to teach new
vocabulary.
Objectives:
Students will be able to:
- Identify parts of the body, name and pronounce
using English.
- Make use of body enactment through TPR activities
to remember and activate the new lexis learnt.
- Engage in singing a song in order to make English
enjoyable.
- Play games in English to review, practise new
lexis and structures learnt.
Activities:
· First (and during
the whole class) we will use our flashcards to introduce the tasks, they will
be short, clear to the point and associated with icons. Firstly the children
will be ask to watch the video and of course hear the song “Head, shoulders,
knees and toes”. We believe this is a really useful tool as the video presents
the vocabulary (lyrics) while a boy sings the song and marks every part of his
body. This will be a great source to present them the vocabulary for the first
time, with explicit references, repetition and motivation to sing and dance.
· After the have
seen the video once, we will provide them with the written lyrics but
uncompleted. So, the video will be played a second time and stopped and
discussed after every line in order to make the students complete the missing
lines (most of them are key words presented on the video). We will check the
words on the board so as no one misses the corrections, and they will be able
to copy all the words.
· It is important to
say that we will be using all the time repetition and eye contact as well as
nominate the students to achieve a fruitful rapport. After the presentation on
the lyrics we will stick on the board a human silhouette named Simon, and next
to it some body parts (mouth, eyes, ears), some students will have to come to
the front, stick the correct body part on a suitable place and say it loud on
the microphone (and the whole class too), at the same time we will be writing
on the board the name for every part.
· After introducing
Simon and working with the vocabulary, we will use TPR by playing the song
again and repeating it. By repeating it, we do not only mean to sing it but to
make every student stand up and practice the choreography :).
· Then, the children
will be ask (through the flashcards) to draw
the missing parts on a mini silhouette
provided to each one of them, write their names and colour them; this will
sustain their motivation. We want to activate their senses, cognitive skills by
motivating them with different activities that will keep the children focused
and interested in order to achieve our aim as teachers, to make our students
learn. So is crucial for young learners to be provided with activities that
change throughout the class and with a balanced timing, they shouldn’t take too
long or too little time.
· Finally, we will
make a review and finish the class by using TPR again, this time not a song but
a game: Simon says. This will not be entirely new for the children, as Simon
had been introduced before. We will ask them to form a big circle, explain the
aim of the game and enjoy it together.
RESOURCES
NEEDED:
- Worksheets, photocopies, beamer, computer,
loudspeakers, microphone, video on youtube or the file, flashcards,
Simon’s silhouette and tape.
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