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10
My face
How to start
•
Point to the parts of your head and face and say the words.
Do this slowly at first and then repeat faster and faster.
•
Now repeat and say the colour of your hair and eyes. Ask
children to turn to their partner and do the same.
Activities: step-by-step guide
Activity 1
•
Play the
My face
chant, Track 6 and do the actions. Then
play the chant again and tell the children to listen, chant and
do the actions with you.
Activity 2
Assessment opportunity
•
Look at the two pictures and ask the childrenwhat is different
about them (one is a girl, Amy, and one is a boy, Ben).
•
Tell them that they are going to listen and colour the hair
and eyes.
•
Tell the children to take out black, brown, blue and green
crayons or pencils.
•
Play Track 7, pausing as you go along. Check by asking the
children to show their pictures to their partners.
•
Tell them to look at the pictures again and to tell you now
what is different
(Amy has green eyes but Ben has brown
eyes).
Activity 3
•
Ask the children to look at the photo. Play Track 8, and point
to the parts and face
•
Tell the children to trace the words.
•
As the children are tracing the words, walk around the
classroom and assess fine motor skills, taking note of any
child that might need help.
Extra ideas!
Revision
•
Review the colours of hair and eyes. Then ask for two
children to come to the front of the class. Tell them to look
at each other and then turn back to back. Give a description
of each child
She has brown hair and green eyes
and the
other one has to say true or false.
Extension
•
Draw two columns on the board. At the top of one column
draw a head with hair, and at the top of the other an eye.
Brainstorm additional hair colours (black, blonde, fair,
brown, red), style (long, short, curly, straight) and eye
colour (green, blue, brown). Describe a child in the class:
I’m
thinking of someone who has long brown hair and brown
eyes.
Children take turns guessing who the mystery child is.
•
Tell thechildren to turnback to theunit’sopening illustration.
In pairs, tell them to point to and describe different people:
She has blonde hair. She has straight hair. He has curly
brown hair.
Include descriptions of clothes, helping them
with vocabulary
(trousers, T-shirt, cap, glasses).
•
As a warm-up activity to the following lesson, use the
opening illustration and ask them to point to a teenager.
Then to a child. Then to an adult. Ask them how they are
different
(tall, short, old, young)
and how they are the same.
ADDITIONAL MATERIAL
●
Worksheet 1-3
Content objectives
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Identify the parts of our head and face.
Vocabulary
•
chin, ear, hair,
head,
nose, teeth
Structures
•
My face has two eyes, two ears, a nose and a mouth.
Materials
•
Audio CD Track 6
•
Audio CD Track 7
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Audio CD Track 8