LESSON PLAN: MOVE YOUR BODY
LESSON PLAN: “MOVE YOUR BODY”
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INTRODUCCIÓN. (Incluirá el curso al que se dirige y temporalización). |
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Health has been consider one of the most important aspects to study in primary education. One of the most important contents related with this is the body and the diet. We are going to try to explain the first concept in this unit.
The level chosen is 1st level of Primary Education (children between 6 and 7 years old)
The title of this unit is “Move your body”.
The didactic aspects are related to oral skills (listening, speaking), games, songs and active activities.
The classroom profile is a group of 24 students with not very significant differences in their levels. As for their anticipated problems, some students may have problems to coordinate their arms and legs in theis movements when dancing in a say or when playing twister. We can also have discipline problems when developing a game as in competition, because in these ages children don´t accept losing in games, so we have to be careful with this aspect. |
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OBJETIVOS DIDÁCTICOS. |
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The main objectives to achieve in this unit are: - To get familiar with the sounds, rhythm and intonation of the new language and to associate simple words to concepts. - To recognize and arise interest towards different cultures and realities from theirs. - To produce very simple speech with the use of isolated words by repeating songs and teacher´s talk. - To get familiar with their own body.
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CONTENIDOS. |
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COMPETENCIAS BÁSICAS. |
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The main competences that we are going to work with this unit are specially:
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METODOLOGÍA. |
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We are going to work with a dinamic metodology in which children could learn having good moments. The sessions and the activities are going to be placed are the followings:
SESSION I
1.WARMING-UP. A puppet and the teacher are talking about their bodies. The dialogue might be this: - Hello, have you got a head? - Yes, this is my head ( pointing at it), and yours?(to the class: yes or no) - And have you got hands? - Yes, these are my hands, and yours? - And have you got legs? - Yes, these are my legs, and yours? - And have you got arms? - Yes, these are my arms, and yours? All those parts form my body! (moving) and yours?
5 minutes LISTENING/SPEAKING TEACHER-STUDENTS CHORAL WORK
2. The teacher sticks on the board the different parts of the human body saying its name each time a piece is stuck and the students repeat the correct part of the body. Once the body is completed, the teacher can point again at the different parts so that the students repeat the names with the teacher.
5 minutes LISTENING/SPEAKING TEACHER-STUDENTS CHORAL WORK
3.SIMON SAYS. The teacher says statements with actions to do with the parts of the body (ex: Simon says: touch your nose) and they have to do it. We can also introduce some other vocabulary known by students (ex: Simon says jump). Some students can also say statements.
5 minutes LISTENING/SPEAKING TEACHER- STUDENTS / STUDENTS- STUDENTS GROUP WORK
4.The teacher gives to the students a worksheet with the picture of a child and they have to do a colour dictation following the teacher´s instructions to colour it. Example: one foot is red and one foot is blue.
10-15 minutes LISTENING TEACHER-STUDENTS GROUP WORK
5. SONG: “HEAD AND SHOULDERS”. The teacher plays the song on the radiocassette or CD player and the students listen to it to familiarize. Then, the teacher plays it again and doing the actions (touching each part on themselves) as the same time as the teacher does it, imitating him/her and singing the song. We can play it several times.
10 minutes LISTENING/SPEAKING TEACHER-STUDENTS/ STUDENTS- STUDENTS CHORAL WORK
SESSION II
1.WARMING-UP. Some students, by pairs, come in front of the class and the teacher says one part of the body, they have to choose one flashcard (the correct one) and stick it on the board so that at the end they form the whole body.
5 minutes LISTENING TEACHER- STUDENTS PAIR WORK
2.ROBOTS. The teacher gives an instruction, as in “Simon says”, but this time students move around the class as if they were robots (two students are chosen to show the action) and every new instruction/action is added to the previous one, so that at the end “the robot” is performing several actions at the same time. Example: touch your head, jump... In this way, the teacher encourages the students to give their own instructions to the robots and the two robots are changing or the rest of students do what a student says.
10 minutes LISTENING/SPEAKING TEACHER-STUDENTS/STUDENTS-STUDENTS GROUP WORK
3.TELLING THE TALE “ELMO GOES TO THE DOCTOR´S”. The teacher tells the students the tale while they are sitting down on the floor in a circle. The teacher will use flashcards with pictures of it to help comprehension, and a lot of body gestures.
5-10 minutes LISTENING TEACHER- STUDENTS GROUP WORK
4.PARROTS GAME. The teacher says a statement ( example: this is my arm) and points at it. If it´s true, the students repeat the statements and do the action, if the teacher tells a lie they have to remain silent and quiet. We can play several times without leaving anyone out and then leaving out those students who speak when it is false. They can also play in groups and give the sentences (example: “arms”).
15 minutes LISTENING/SPEAKING TEACHER-STUDENTS/ STUDENTS-STUDENTS GROUP WORK
SESSION III
1.RETELLING THE TALE. This time, the students are going to participate in the story telling showing the flashcards with pictures in groups each time they listen to that sequence. The teacher tells again the tale.
15 minutes LISTENING TEACHER- STUDENTS GROUP WORK
2. FISH GAME The students are in groups and the teacher gives an instruction with imperative forms to each group in such a way that if those students do the action correctly, they can move their fish, if not, they can´t and have to wait to the next turn. They can also show a flashcard instead of pointing at their bodies. The team which reaches the finish line, wins.
25 minutes LISTENING/SPEAKING TEACHER- STUDENTS GROUP WORK
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ATENCIÓN A ALUMNOS CON NECESIDADES ESPECIFICAS DE APOYO EDUCATIVO. |
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As for the attention to diversity, we should choose puppets and flashcards with different appearances (dark skins, different colours of eyes, hair...) and also showing both masculine and femenine puppets because the identification is easier with the materials and at the same time it´s going to promote motivation. We should also try to avoid references to the mother tongue completely and,therefore, try to use only the target language (English) in class. At the same time, we should also avoid differences about the original countries of the students (even those who can still speak Spanish or Valencian fluently will have the same opportunities and problems than the rest of students from different countries where English is not spoken). Further more we consider much more useful and interesting to associate words to pictures, actions to concepts rather than translating into mother tongue. Also, they can colour with the colours they want, without giving importance to the traditional colours. We will form mixed teams according not only to their abilities but also to the students nationalities, so that all of them are able to integrate in the whole group and to foster this feeling of belonging to the same class/group or forming part of the same “family”.
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CRITERIOS DE EVALUACIÓN |
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As for the evaluation of this unit, the teacher will evaluate taking notes about the students in all the activities aspects like: collaboration, interest, behaviour, phonetics, comprehension, etc.
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BIBLIOGRAFÍA Y WEBS DE REFERENCIA |
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Personally i made this unit and he just used the translator and information platform course
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MATERIALES NECESARIOS PARA PONER EN PRÁCTICA LA UD. |
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Session I, activity 5 Listening to a song
"Head, Shoulders, Knees and Toes"
Head, shoulders, knees and toes, Knees and toes. Head, shoulders, knees and toes, Knees and toes. Eyes, and ears, and mouth, and nose, Head, shoulders knees and toes. Knees and toes.
Session II, activity 3 Story telling (transcription)
"Elmo goes to the doctor"
1. Elmo doesn' t feel well. 2. His mummy is taking him to the doctor. 3. Elmo' s ear is making him feel bad. 4. Elmo wishes he didn' t have to see the doctor. 5. But the doctor can help Elmo get better. 6. In the doctor' s there are a lot of toys and Elmo likes playing with them. 7. But nurse Lisa comes in. The doctor is ready to see Elmo. 8. Elmo is waiting for the doctor in the examining room, when doctor Naomi comes in and says hello. 9. She gives Elmo a checkup to figure out what' s wrong. Doctor Naomi uses different things to examine Elmo. 10. Elmo' s heart beats like a race caro VROOM! Elmo wishes he were crossing the finish line! 11. Doctor Naomi tells Elmo and his mummy what they need to do to help Elmo get better. 12. Wow, being at the doctor' s wasn' t so bad. Wouldn' t it be funny to be a doctor some day?
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