Unit 2
My Face!
Lesson 2 Language clown, ears, face, eyes, nose, mouth, hair, How are you? I’m fine thank you, I’m a clown, What’s this? What colour is his (face)? Point to the Clown’s (face)! Review: colours
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Objectives Talk about parts of the face Develop visual discrimination Complete some pictures following a model Develop fine motor skills
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Materials panda puppet, crayons, CD Audio, unit flashcards, coloured shapes poster, a large piece of poster paper Optional: finger paints and plastic plates
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Warm up
• Play the Hello Song (CD Track 04) and greet the • 24
children using Pandy. Use Pandy puppet to ask various children: How are you? Encourage the children to respond: I’m fine, thank you! Play the I’m a clown! chant (CD Track 12) and encourage the children to join in, by doing the actions.
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Lesson
• Play a TPR game using colours. Say: Touch (red)! •
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The children have to touch something red without moving from their seat. Do the same with the rest of the colours, include white and black, too. Show the children the flashcards of the unit. Place four of the flashcards face up on the coloured shapes poster. Say, for example: Face! Encourage the children to say the colour where the flashcard of the face is. Repeat with other words from the unit. Distribute the Class Books and show the children where page 13 is. Point to the first clown and ask: What’s this? (A clown.) Point to his face and ask: What’s this? Elicit: Face. Ask: What colour is his face? Elicit: White. Do the same with his hair, eyes, mouth, ears and nose. Then explain to the children that you are going to name a part of the clown’s face and they have to say its colour. Say: Face Elicit: White. Do the same with the rest of the parts: hair-blue; eyes-black; mouth-red; ears-white; nose-green. Then do the opposite: you say a colour and the children have to say the part of the face. For example: White. Elicit: Face and Ears. Finally ask the children to point and say: Point to the clown’s face! Point to his eyes! Do the same with the second clown and elicit the part of his face that is missing: His mouth. Then continue with the third clown and do the same. (His nose is
missing). Finally do the same with the fourth clown. (His hair is missing). Once the children have identified the missing parts, have them draw and colour them and complete the clowns. Encourage the children to name the part of the face they are drawing. Children compare the clown’s face, and complete them following a model. Walk around the class helping children who are struggling while, at the same time, monitoring progress. When they have finished they can compare their work and then put it away.
Panda pointer This activity is very good for developing observation skills.
Closing
• Collect the Class Books. • Play the Bye Bye Song (CD Track 06) and wave
good-bye to the children using Pandy at the end of the lesson.
Extension Place a large piece of poster paper on the wall. Draw a large simple clown’s face. Ask the children to colour the different parts of the clown’s face with finger paints. Put different colours on plastic plates and hand them out to the children.
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