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The Senses


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The Senses


Objective(s):

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

·     name the five senses

·     use their senses to differentiate between objects

Target Language:

Names of the five senses / adjectives related to the senses / parts of the body

Time needed for preparation:

10 minutes

Time needed in class:

25 minutes

Level:

Year 2

Language Focus:

Language Arts

Activity Use:

Review
Production

Pupil Task:

Group Work

Which learning institute:

School

Materials:

six different items: sugar, lime, soy sauce, cotton wool, ice and stone, for each group, as well as manila card, marker pens, example charts; one filled in, one blank

Procedure before class:

1.       Group the items you have chosen into sets for each group, make an example chart.

Procedure in class:

1.       Review the five senses: touch, taste, smell, sight, sound by asking the pupils which body part each sense is related to.
2.       Review the adjectives related to each sense, such as salty, sweet, sour and bitter for taste.
3.       Ask the pupils to get into their groups.
4.       Display the filled in chart on the board and explain it clearly to the pupils.
5.       Display the blank chart on the board.
6.       Give each group a piece of manila card and a marker and ask them to make a copy of the blank chart.
7.       Give each group a set of the items you prepared. Ask them to fill in the chart by tasting, touching, smelling, looking at and listening to each item.

 

Follow Up:

 

Ask each group to present their filled in chart to the rest of the group, explaining their findings and justifying their decisions. The other pupils in the class can ask them questions about their chart.

Variations:

Vary the items you give each group of pupils.

You could focus on a particular sense and do this activity multiple times or give each group one sense to focus on.

Tips:

Not all the items will be able to be tasted, so make sure you choose a range of items. That way the pupils can test each sense at least once.


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