Children will learn how to: ✦ Identify and name parts of the face and body

Children will learn how to:

✦ Identify and name parts of the face and body

✦ Describe what things look, sound, feel, smell and taste

✦ Follow simple written instructions

✦ Sight read these words: eye, ear, nose, tongue, arm,

hand, elbow, knee, leg, toes, feet, a cat, a duck, a circle,

a triangle, a rectangle, a square, an apple, an orange, a

banana, happy, sad, thin, fat, tall, short, clown chips,

cake, ice cream, drum, radio, flowers, rubbish, balloon,

car, bee, the sea, dog, mobile phone, beefburger,

lemonade I,can, thunder, hear, smell, taste, feel

✦ Read simple sentences

✦ Learn spelling

Main language

✦ I can see … [a clown].

✦ I can hear …[a car].

✦ I can feel …[a triangle].

✦ It smells like …[a banana].

✦ It tastes like …[an apple].

✦ It tastes sweet/sour/salty.

✦ My eyes can see. My tongue can taste.

Vocabulary

✦ Adjectives: happy, sad, short, tall, fat, thin, soft, hard,

rough, smooth, sweet, sour, salty

✦ Verbs: see, hear, feel, taste, smell

✦ Body parts: tongue, elbow, eye, ear, mouth, nose, hand,

foot, arm, leg, knee, toe, feet

✦ Animals: dog, bees, duck, cat

✦ Shapes: triangle, rectangle, circle, square

✦ Food and drink: beefburger, lemonade, lemon, lime,

chips, peanut, onion, sugar, salt, apple, orange, banana,

honey, cake, ice cream, chocolate, potato, carrot

✦ Nature: trees, flowers, sea, thunder,

✦other: clown, drum, radio, rubbish, telephone, car, ball,

balloon, teddy bear

Skills

✦ Recognise objects by touch, smell, sound, taste, sight

✦ Read whole sentences that have been learned orally

✦ Transfer information from spoken statements to a

chart

✦ Transfer information from a chart to spoken

statements

✦ Give simple descriptions in terms of feelings

✦ Give simple descriptions in terms of appearance and

texture

✦ Listen for detail

✦ Express an opinion

✦ Make associations

✦ Compare and contrast

✦ Apply prior knowledge

✦ Identify detail in pictures

✦ Match spoken words and pictures

✦ Match written words and pictures

✦ Identify a picture from aural information

✦ Identify a picture from written information

✦ Look for detail in pictures

✦ Follow simple procedures in experiments

✦ Recognise the rhythm of English through songs and

rhymes

Literacy

✦ Write parts of the body

✦ Complete sentences with adjectives

✦ Write opposites

✦ Classify words under different senses

✦ Join two parts of a word

✦ Practise reading and saying words with /f/ sound

✦ Complete sentences about senses

✦ Find words in a square

✦ Complete sentences using visual clues

✦ Categorize objects according to how they feel

Classroom language

✦ What colour is the clown’s hat?

✦ How many clowns can you see?

✦ What colour is the happy clown?

✦ What can you …[see/hear/feel[?

✦ Find things you can …[see/hear/smell/taste].

✦ Look at the bottom of …[page 27].

✦ Draw …[a triangle].

Activities

✦ Sing songs and do action rhymes

✦ Read, match and write

✦ Listen and match

✦ Read, look and colour

✦ Complete charts

✦ Do simple experiments

✦ Build simple sentences using word cards

✦ Do more complex TPR activities

✦ Find words in a square

✦ Listen to sounds, look at spelling

Unit 3 61

Five Senses Unit 3

62 Unit 3

Five Senses

Lesson 1

Task One (5 minutes)

✰ Do an alphabet chain around the class. Repeat

the alphabet two or three times and make sure

that every child is included in the chain.

✰ Tell children that you are going to play a song

they know. Ask them to listen to the song as

you do the actions.

✰ Play Head and Shoulders (Song CD 3.1). (Children

first learnt this in English for Me 1A) Some

children may be able to join in with the words

at this stage. Do the actions to the song and try

and elicit the words from the class as you touch

or point to each part of the body: head,

Children will:

• listen to and join in with a song

• revise the names of parts of the body

• correct wrongly spelled names of parts ,of

the body

• practise spelling with a partner

• take part in a group spelling competition

• label a picture using parts of the body

You will need:

• Poster: Biff’s Body

• Word cards: parts of the body

Song Transcript 3.1 [Track 12]

Head and Shoulders

Head, shoulders, knees and toes, knees and toes,

And eyes and ears and mouth and nose,

Head, shoulders, knees and toes, knees and toes.

Head, shoulders, knees and toes, knees and toes,

And eyes and ears and mouth and nose,

Head, shoulders, knees and toes, knees and toes.

shoulders, knees, toes, eyes, ears, mouth, nose.

Play Head and Shoulders twice.

Task Two (5 minutes)

✰ Do a quick TPR activity revising facial features

(eye, ear, nose, mouth), other parts of the body

(hand, finger, arm, leg, knee, toe, feet), left and

right. For example, Hold up your right hand,

Touch your nose, Close your eyes, etc.

Task Three (15 minutes)

Step one

✰ Put the poster of Biff as on page 22 of the

Classbook on the board. Ask children to look at

page 22 of their Classbooks. Give children a few

minutes to study the picture.

Unit 3 63

✰ Point to the various parts of Biff on the poster.

Elicit the names of all the parts of the body and

face. As you point to each part of the body, elicit

the name of the part, point to the word and get

children to repeat it with you. Elbow and tongue

are new words. Get children to identify and

repeat these several times.

Step two

✰ Tell the class that you are going to put a word

card with a name of one of the parts of the body

on the board. Encourage children to try and find

the matching word in their books, and then read

it aloud. Looking at the written word with the

visual reminder of the part of the body, and then

reproducing the word orally, will aid children’s

ability to memorise vocabulary. Make this a quick,

lively activity.

Step three

✰ Tell children that you are now going to write the

words on the board, but that they must watch

very carefully in case you make a mistake. Write

the first word eye correctly. Then write the word

nose, but incorrectly – noes. Wait and see if

children notice the mistake after they have

checked the word in their book. If they see the

mistake, ask them what’s wrong and encourage

the class to help you write the word correctly on

the board. Spell the word out using the letter

names as you write them on the board: n – o – s

– e. If children can’t see the mistake, point it out

to them.

✰ Point to the word nose and ask the class How do

you spell ‘nose’? Encourage the class to spell out

the word with you. Get the class to repeat the

question with you How do you spell ‘nose’? and

then spell the word.

✰ Write nee on the board. Ask children to read it

out. Ask them if you have written it correctly.

Highlight the fact that you missed out the letter

‘k’, because it is a silent letter. Let them give you

the correct spelling k-n-e-e. Do the same with

tose. Children often make these kinds of errors

and they need to be shown.

✰ Write the word tongue on the board. Point to

the word and help the class to ask the question

How do you spell ‘tongue’? Encourage the class

to spell the word with you.

✰ Identify the hard spot ‘ng’ and the following

letters ue. Show these to children and ask them

to be extra careful when using these letters.

✰ Write several more body part words on the

board and get the class to ask you the

appropriate question, using How do you spell …?

Spell out the words as the class ask you the

correct question.

✰ Write a body part word on the board and get a

confident child to ask another child the question.

Encourage the child who asked the question to

spell out the word. For example, write the word

elbow on the board. One child asks another How

do you spell ‘elbow’? and the other child spells

out the word e – l – b – o – w. Repeat this with

two or three more pairs of children.

Step four

✰ Remove the poster from the board. Tell children

to close their books and get into their groups.

Each group should have a piece of paper and

write the numbers 1-11 on it. Tell children that

you will dictate words and that they must discuss

in their groups how the word is spelt. The first

child that has the paper must then write the

word beside number 1. The other children in the

group should check the spelling and offer support.

The piece of paper is then passed on to the next

child in the group.

✰ Dictate a word for the first child to write down.

Members of the group should check what has

been written and offer help and support as

necessary. Do this for all the eleven words.

Quickly correct the pieces of papers after the

dictation and declare a winner. Retain the pieces

of paper so that you can analyse which words

children have problems with in order to give

further coaching.

Task Four (5 minutes)

✰ Ask children to open their Skills Books at page 13.

Children have consciously learned to spell parts of

the body using Biff’s body. Ask children to label

the body parts of the clown. It will be interesting

to see if children can transfer this knowledge and

information to a different picture. Ask children to

try to do the work without looking at their

Classbooks. Once they have completed the

exercise, they can consult their Classbooks to

check their spellings. Ask them to correct their

work.

Five Senses

Lesson 2

Task Two (10 minutes)

Step one

✰ Ask children to look at page 23 of their

Classbooks. Give children a few moments to

study the pictures.

✰ Hold up your Classbook, point to one of the

pictures and ask children to name the characters

in the picture. Elicit Sami and Biff. Explain that

Soot is giving the other characters instructions

and that they are trying to follow them.

✰ Read the first instruction to the class – Put your

hands on your head. Ask children to do this.

Now ask children to look at the written

instruction in their book. Write the instruction

on the board. Get the class to read the

instruction aloud with you. Make sure you track

under the words with your finger or a ruler as

the children read off the board with you. Ask

children to look at picture 1 again and ask them

who is following the instruction correctly. Elicit

Sami.

✰ Repeat this procedure with each picture until

children have followed all six instructions, read

them off the board and named the character in

each picture who is following them correctly.

Children will find instruction 6 amusing and will

enjoy trying to do it.

Step two

✰ Tell the class that they will hear Soot giving the

instructions on the CD. Ask them to listen and

match which instruction goes with which

sentence. Children will therefore be matching

the spoken word with the written word in this

activity.

✰ Play Listening CD 3.1. Pause after each

instruction and ask children What sentence?

Unit 3

Five Senses

Children will:

• listen to and join in with a song

• spell the names of parts of the body

• listen to and follow oral instructions

• read and follow written instructions

• read and match sentences to pictures

• read sentences and perform actions

Task One (10 minutes)

Step one

✰ Tell the class that you will play Head and

Shoulders (Song CD 3.1). Ask children to join in

with the words and actions where they can. Play

the song.

Step two

✰ Do a quick TPR activity revising facial features

(eye, ear, nose, mouth), parts of the body

(hand, finger, arm, leg, knee, toe, feet), and left

and right. For example, Hold up your right hand,

Put your hands on your ears, Touch your nose,

Close your eyes.

✰ Ask the class How do you spell ‘knee’? Ask the

whole class to spell three or four more body

part words and then ask a few individual

children.

Listening Transcript 3.1 [Track 17]

Soot Says

Soot: Put your hands on your head. [picture 1]

Put your elbows on your knees. [picture 5]

Touch your toes. [picture 4]

Put your foot on your head. [picture 6]

Put your nose on your knee. [picture 3]

Touch your knees. [picture 2]

Five Senses

Unit 3

✰ Play the listening again. This time, ask children to

listen and then do the actions. Pause after each

instruction and get children to follow it.

Task Three (10 minutes)

Step one

✰ Ask children to look at the four sentences at

the bottom of page 23 of their Classbooks. Ask

children to read the sentences silently, and to

match the sentences to the correct pictures.

✰ Ask the class to read the first sentence aloud

with you. Then ask What picture? Children

should match the first sentence with picture 2.

Get children to write number 1 in the box

provided beside picture 2. You may also want

to get them to draw a line from the sentence

to the picture. Repeat this procedure with the

remaining three sentences.

Step two

✰ Tell the class that you are going to say the

number of a sentence. Ask them to read the

sentence and then do the action.

66 Unit 3

Five Senses

Lesson 3

You will need:

• Flashcards: 173-179 (a clown, happy

clown, sad clown, thin clown, fat clown, tall

clown, short clown)

• Word cards: 148-153 (happy, sad, thin, fat,

tall, short )

Task One (5 minutes)

✰ Do a quick TPR activity revising facial features

(eye, ear, nose, mouth), parts of the body

(hand, finger, arm, leg, knee, toe, feet), and left

and right. For example, Hold up your right hand;

Touch your nose; Close your eyes; Put your

right hand on your left ear.

Children will:

• revise the names of parts of the body

• listen to and join in with a song

• read and answer questions orally about a

picture

• recycle colours

• understand the meanings of adjectives

(happy, sad, thin, fat, tall, short)

• read words and match them to pictures

• complete descriptions with the correct

adjectives

Unit 3 67

Five Senses

✰ Tell the class that you will play Head and

Shoulders (Song CD 3.1). Ask children to join in

with the words and actions where they can. Play

the song.

Task Two (5 minutes)

✰ Tell children to look at the four sentences at the

bottom of page 23 of their Classbooks. Ask

children to read the sentences to themselves.

Now ask the class to read the first sentence

aloud with you. Then ask What picture? Children

should look at the line they drew in their last

lesson and say picture two. Repeat this procedure

with the remaining three sentences.

✰ Tell the class that you are going to say the

number of a sentence. Ask them to read the

sentence and then do the action.

Task Three (10 minutes)

✰ Ask children to look at pages 24 and 25. Give the

class a few minutes to study the picture, then ask

children to name anything they recognise. Hold

up your Classbook and point to the items as they

are named by the class. After you have elicited as

much language as possible, point to one of the

clowns in the picture and say a clown. Point to

the other clowns and get children to repeat a

clown with you.

✰ Put the flashcard of the clown on the board. Get

the class to repeat a clown with you again. Point

to the clown’s hat and say Look at his hat. What

colour is it? Elicit black.

✰ Tell children to look at the picture on pages 24

and 25 again. Ask How many clowns can you

see? Give children time to search for the clowns,

and then elicit six. Ask children What colour are

the clowns’ hats? Elicit the colours of the different

hats.

✰ Put the happy clown and sad clown flashcards on

the board and teach the words happy and sad.

To check that children understand the meanings,

ask them to tell you what things make them

happy and what things make them sad. Allow

children to respond in L1 as well as English.

✰ Ask children to look at the picture again and find

and point to a happy clown. Give children time

to look, and then go round the class to check

that if they are pointing to the happy clown. Ask

What colour is the happy clown’s hat? Elicit the

colour – pink – as a further check for children to

know they have identified the correct clown.

Repeat this procedure for the sad clown.

✰ Put the thin, fat, tall and short clown flashcards on

the board. Point to each flashcard in turn and say

a thin clown, a fat clown, a tall clown, a short

clown. Get the class to repeat these descriptions

with you. Point to the flashcards in random order

and elicit the appropriate descriptions. Make sure

the class describes each flashcard at least twice.

✰ Ask children to look at the picture again and find

a thin clown. Give children time to look, and then

go round the class to check that children are

pointing to the thin clown. Ask What colour is the

thin clown’s hat? Elicit the colour – orange – as a

further check for children to know they have

identified the correct clown. Repeat this

procedure for the fat, tall and short clowns.

✰ Remove the clown flashcard from the board at

the end of this activity, but leave the other

flashcards (happy clown, sad clown, etc.) up.

Task Four (10 minutes)

✰ Hold up your Classbook and point to the mice at

the bottom of page 24. Point to the first mouse

and say a happy mouse while pointing to the

word happy in the book. This activity is just to

demonstrate that the words relate to the pictures.

Point to the other mice in turn and repeat this

procedure. Children can look at their own books.

✰ Tell children to look at the words and pictures at

the bottom of page 24 again. Ask What colour is

the happy mouse? Elicit the colour, and then ask

questions about the colours of the other mice.

✰ Ask children to look at the clown flashcards on

the board. Point to each flashcard and elicit happy,

sad, thin, fat, short, tall. Point to each flashcard

again in turn, and as you elicit the correct word,

put the corresponding word card beneath the

flashcard. Point to the word cards in random

order and get the class to read the words off the

board.

✰ Remove the flashcards and the word cards from

the board. Ask children to look at page 24 again.

Get them to read the first sentence and say what

they have to do. Children complete the sentence

by using one of the words under the mice at the

bottom of the page. Do the first sentence as an

example.

68 Unit 3

Five Senses

Lesson 4

You will need:

• Word cards: 148-153 (happy, sad, thin, fat,

tall, short )

Children will:

• listen to and perform the actions of a rhyme

• ask and answer questions about the mice

[what colour is the fat mouse?]

• make questions using adjectival clue words

• make sentences using [I can see a ...(fat)

mouse]

• choose the correct adjectives to describe

pictures orally

• complete sentences with the correct

adjectives

• understand the concept of opposites and

complete a chart using opposite words

Task One (5 minutes)

✰ Tell the class that you are going to play them a

rhyme. Ask them to listen to the rhyme and

watch your actions. Play My Eyes Can See (Song

CD 3.2) rhyme straight through. Perform the

actions as you say the words with the rhyme.

Unit 3 69

Five Senses

✰ The actions for the rhyme are as follows:

• My eyes can see

make glasses with hands and look around

• My mouth can talk

bring index finger down on thumb repeatedly

• My ears can hear

cup hand and put behind ear

• My feet can walk

walk fingers on desk

• My nose can smell

touch nose with fingertip and mime smelling

• My teeth can bite

put your palms together and move fingertips

together and back

• My tongue can taste

point to tongue

• My hands can write

pretend to hold a pencil and write

✰ Play the rhyme again. Ask the class to copy your

actions as they listen to it.

✰ Now play the rhyme line by line, and get children to

repeat the words and actions with you. Play the

rhyme once more. Encourage children to join in

with the words and actions.

Task Two (5 minutes)

✰ Tell children to look at the bottom of page 24 of

their Classbooks. Ask questions about the mice. For

example, What colour is the short mouse? Elicit the

colour of the mouse and then ask questions about

all the other mice.

✰ Now ask children to ask the questions and get

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