Family and Friends 1 Unit 3: This Is My Nose! Lesson 1 Objectives

FAMILY AND FRIENDS 1
UNIT 3: THIS IS MY NOSE! LESSON 1
Objectives After the lesson, students will be able to:

• Identify different parts of the body including arms, nose, face, legs, ears.
• Point, say and write different parts of the body.
• Read and act out a short story.
Language outcomes • Core: arms, nose, face, legs, ears
• Extra: That’s right, put on
Teaching aids Whiteboard (using board management introduced by Academic Manager), PPT Presentation,
stickers
Time 35-45 minutes
Stage Activities Script

Warm up and Greet students Hi class! How are you? (I’m good. How are you?). I’m great.
lead in Introduce the names of some Everyone, look [point at the parts of the body]. What is it? [invite 3 students
5’ parts of the body. Ask students to answer, elicit “my body”]
to say what it is.
Play the “Head Shoulders Knees Everyone, stand up, come here. [model standing up]
& Toes” song in PPT We’ll listen, sing, and dance to the Head Shoulders Knees & Toes song
Presentation. together. I’ll give a sticker to the one with loudest voice. Are you ready? One,
Ask students to stand up, sing Two, Three, Action! [using gesture while explaining]
and dance. Encourage them You did a great job, everyone. Here is your sticker [give stickers to one or two
whenever needed. students having loudest voice] [talk to the other students] Let’s do it better
next time.
State the lesson objectives. Today, we’re learning about parts of the body. [write Unit 3: THIS IS MY
NOSE! LESSON 1: WORDS, MY BODY on the board as illustrated below]
Unit 3: THIS IS MY NOSE!
LESSON 1: WORDS
MY BODY
Say that 3 times with me: my body [gesture with fingers]
[invite 3 students to say the topic individually] [give constructive feedback and
correction]
Teaching Divide class into 2 teams. Class, we will work in two teams. This is team 1 [gesture] [write Team 1 on
vocabulary the whiteboard] And this is team 2 [gesture] [write Team 2 on the
10’ whiteboard]
Team 1, touch your nose [model] [give points if every member does it]
Team 2, wave your hand [model] [give points if every member does it]
Use body parts and audio in [point to the arms]. Everyone, look. These are …
PPT presentation to introduce Listen [gesture “listen”] [play the audio for “arms” in PPT, use teacher’s voice
vocabulary. when needed to support weaker students]
Have students read the word Now, the whole class, say, “my arms” (my arms). Team 1? (my arms). Team 2
chorally (my arms). The whole class [using gesture to indicate “the whole class”]
[encourage students whenever needed]
Have students read the word [call 3 students from each team to say “my arms”]
individually and correct any [give points and say “Good work!” or “Well done!” when correct] [give
pronunciation mistakes correction and say “Good try. Try again” when incorrect]
Repeat the activities and script with the other words.
Write singular nouns (nose, face) in the first column and plural nouns in the second column (arms, legs, ears)
with little grammar explanation.
Game time Everyone, do you want to play a game? [nod head, show thumbs up]
Let's play Simon says game. Listen to me, point to your body parts, and say
that out loud.
FF1 Lesson plan page 1
Have students listen, point to For example, I say “Simon says, touch your nose” [model]. So, let's touch your
the body parts, and say out nose and say “nose” (nose). Again, “Simon says, touch your nose” [wait for
loud. the whole class] [give constructive feedback]
You only do that when you hear “Simon says”. If you don’t hear “Simon says”
[gesture “no”], don’t do it.
Are you ready? [play the first round as an example]
“Simon says, touch your face.”
“Simon says, touch your ears.”
“Simon says, raise your left arm.”
“Simon says, raise your right leg.”
“Simon says, touch your friend's nose."
Ready to go faster?
Teaching the Stick story poster 3 on the Look at this story poster. How many pictures are there? (4)
story board or use the pictures in PPT Look at picture 1. Who’s this? [point at Rosy]
15’ Presentation. And who’s this? [point at Billy]
Elicit the story. Are they inside [gesture] or outside [gesture]? (outside)
What’s the weather like? (It’s sunny)
Great.
Have students practice saying Look at picture 1.
and identifying the parts of the What’s this? [point to the sun cream]. It’s “sun cream”. Say that with me,
body. “sun cream” [write sun cream on the whiteboard]
Give encouragement as What are these? [point to Billy’s arms] (arms).
needed. What does Billy say? (These are my arms). Say that again, please?
Look at picture 2.
What’s this? [point to Rosy’s nose] (nose).
What does Rosy say? (This is my nose). Say that one more time?
Look at Billy [point to picture 3] Billy says, “OK Rosy”. Then, [point to picture
4] Now, he’s got sun cream all over his [point to the face] and [point to the
nose].
Have students listen to the Now we will listen to the story. When you listen, use your finger like this
story [model] to point to the speech bubbles as you hear. For example, when you
hear “Let’s put on sun cream”, where will you point at? [model]
Teach extra language (That’s Everyone copy me, “That’s right” [gesture] [wait for students] One more
right, put on) time? [write That’s right on the whiteboard]
Next, “put on” [act putting on sun cream] Team 1? Team 2? One person?
[write put on on the whiteboard]
Group roleplay Now, everyone, we will roleplay. There are two characters in this story, they
Divide the class into 2 teams. are … [point to Rosy] and … [point to Billy]
Ask students to say out loud Team 1, you will be Rosy, and team 2 will be Billy. The team with the better
the text of their character. job will get more points. So where is Rosy? Clap your hand [model], and Billy,
where are you, let’s touch your face [model].
Now look at picture 1, Rosy will speak first. Where are you, Rosy? Let’s say …
[point to the first bubble in picture 1, correct any pronunciation mistakes,
encourage students to say it out loud]
And Billy [point to the second bubble in picture 1]
[do the same with the other pictures]
Individual roleplay Team 1, who wants to come here to be Rosy? [invite a strong student]
Invite 2 students to role play Team 2, who wants to be Billy? [invite a strong student]
the story in front of the class. The whole class, we will listen to Rosy [point to the student] and Billy [point to
the student]. When you listen to them, use your finger to follow the text.
Are you ready? One, two, three. Action.
Invite another pair to roleplay.
Give compliment and delayed
correction as needed.
Wrap up Grab students’ attention. Everyone, [use the attention getter to grab students’ attention]
5’ Help students retain what they
have learned. So, what did we learn? (body parts)
Give instructions and assign What is this? (nose, face)
homework. What are these? (arms, legs, ears)
Good job.
What does this mean? [model “put on” gesture] (put on)
And this? [model “that’s right” gesture] (That’s right)
Look. [show the Workbook page in PPT presentation] [point, explain the
instructions, model how to do the first question / the whole exercise]
Now, open your notebooks and write down these words [write 5 parts of the
body words on the board]. Remember to copy each word three times
[gesture] at home. Then, do the Workbook Unit 3 Lesson 1 [show relevant
page]. I will check your work next time.

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FAMILY AND FRIENDS 1

UNIT 3: THIS IS MY NOSE! LESSON 1

Objectives After the lesson, students will be able to:

Stage Activities Script

FF1 Lesson plan page 3

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