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Shapes and Body Parts


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Shapes and Body Parts


Objective(s):

By the end of the activity pupils will be able to:

·     revised words for shapes and body parts

Target Language:

Shapes and body parts

Time needed for preparation:

5 minutes

Time needed in class:

45 minutes

Level:

Year 1
Year 2
Year 3

Language Focus:

Reading
Writing
Language Arts
Listening

Activity Use:

Review

Pupil Task:

Individual
Whole Class

Which learning institute:

School

Materials:

Worksheets 1 & 2

Procedure before class:

1.  Make one copy of each worksheet per pupil.

Procedure in class:

1.       Warm up: Sing a song connected to body parts or shapes, eg Heads, Shoulders, Knees and Toes.
2.       Review the names of shapes and body parts with pupils in whatever way is appropriate e.g. ask pupils to point to any circles/rectangles etc. they can see in the room; ask them to touch their feet, nose, ears etc..
3.       Distribute Worksheet 1 to all pupils.
4.       Teacher says a shape, ‘triangle’, ‘circle’, ‘rectangle’, ‘square’ and ask pupils to listen and point to the correct shape.
5.       Instruct children to look at number 2 on the sheet and write down the words under the shapes accordingly.
6.        Qu 3: Explain to the children that this is a picture of a monster. Tell the children to listen to you and then point to the correct body parts of the monster. They could also touch the corresponding parts on their own body.
7.     Instruct children to label the monster using the words provided.
8.     Now tell children that they are going to draw their own monster. Distribute Worksheet 2.

9.  Guide the children to follow instructions 1 to 4 on the worksheet. Remind the pupils to give their monster a name and write this in the allocated section.

Follow Up:

Year 1: Gallery Walk: Place pictures on the wall around the room. Give children 5 minutes to walk around and look at each other’s drawings. Teacher can ask questions to the whole class. For example: “Look here, everybody. What a great monster! How many legs does it have?”

Year 2: Teacher provides simple sentence structures for describing monsters. For example: “My monster’s name is Frightening Fred.   It has four square eyes.”

In pairs and with guidance children tell each other about their monsters.

Year 3: Teacher provides question and answer structure to pupils. Eg: What shape is the head? It is a circle. How many heads? It’s got 2 heads. What shape are the eyes? Triangles. How many eyes? It’s got four eyes. What shape is the body? Rectangle. How many bodies? One.

 

After practising these structures, children work in pairs asking and answering questions about their monsters. They must listen carefully to the answers and try and draw their partner’s monster. After all the questions have been asked, pupils compare their pictures.

Variations:

Provide pupils with a range of colourful pre-cut shapes for them to glue onto a piece of paper to make a monster. This could be done individually or in pairs.

Tips:

For Year 3 Follow Up activity, tell pupils not to show their monsters “Keep your monsters a secret!”.


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