This document provides details about an English lesson for 1st grade students on the five senses and the human body. The lesson has three main parts:
1) A warm up song to introduce vocabulary about the five senses.
2) Hands-on activities set up around the schoolyard to activate the senses of touch, sight, and smell.
3) Creation of a classroom poster where students match pictures to labels about each sense.
The goal is for students to learn and demonstrate understanding of vocabulary for the five senses and their connection to body parts.
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Clil class senses
1. MartinezAna Paula
PRACTICAL Nª 12 Practice II, Didactics of ELT
Prof .EstelaN. Braun (2018)
STUDENT’S NAMES:MorenoAna, MartinezPaula.
Human Body: Perception of the five senses
Teachers: Prof. Estela N. Braun, Prof. Vanesa Cabral.
Trainees: Ana Moreno and Paula Martinez.
School: Homeschool N° 114
Course: 1st grade
Mentor teacher: David Rodriguez Chaves
Textbooks: no. Material specifically prepared for children by trainee teachers.
Date: Tuesday September 20 th
Topic: Senses related to the human body.
Classes: n° 9 and 10 because there are two modules from 40 minutes each
Aim
Teachingthe five sensestoourstudentsisreallyimportant becausechildrenneedtohave an
understandingof the worldtheylivein.Understandingcomesthroughtheirexperiencesof this
worldthat theycan onlyhave throughtheirfive senses. Thistopicisdirectlyrelatedtothe
previousone “bodyparts”,andin thissense Englishlanguageareacan worktogetherwithNatural
Sciencesarea.
Content
The five senses.
Language
Lexis related to the five senses and human body. Example: I can SMELL with my NOSE.
Skills—speaking, listening comprehension and writing (only specific worksheets)
2. MartinezAna Paula
LEARNING OBJECTIVES
1. Recognize the five senses according to body parts they have already learnt: I can
SMELL with my NOSE. I can TASTE with my MOUTH. I can TOUCH with my HANDS. I
can SEE with my EYES. I can HEAR with my EARS, through some activities of total
physical response among others-
2. To acquire the new key vocabulary and to be able to produce it orally.
3. To be able to identify and use the new vocabulary in meaningful contexts, and
apply them in relation to what has been already learnt.
ROUTINE
Greeting.Hellosong.(5minutes)
https://www.youtube.com/watch?v=x23rTDl4AMs
sometimesitisnotpossible todoitbecause we donot have the projector.
WARM UP
The teacherwill presentthe song“The Five Senses”inordertomake studentsrecognize the new
vocabulary . Theyhave to recognize whatthe songsaysaccordingto what theyhave learntabout
the bodyparts. Teacherswill distribute the lyricsincapital lettersso thattheycan follow whatthe
songsays. Forexample:Ican SMELL withmyNOSE (anda nose drawinginorder tofocus onkey
vocabulary).
TYPE OF INTERACTION:teacher– students
MACRO-SKILLS:listening.
TIMING: 5-8 minutes
MATERIALS: song
https://www.youtube.com/watch?v=vXXiyIGqliE
Video(powerpoint presentation) aboutthe FIVE SENSES :
The teacherswill showappt of the five senseswithdifferentpicturesandstatementslike “Ican
TOUCH withmyHANDS”so as to show studentsthe relationshipwithbodypartsandthe senses.
3. MartinezAna Paula
DEVELOPMENT:
First Activity:
Procedure:
The teacherswill distributeinthe school’sbackyarddifferentsense’sstations(eachof themwill
consistof a containerfilledwithdifferentobjectsandmaterialsforthe studentstoexplore). In
orderto activate differentschemas, inall these stationsthere will be aquestionlike this:Whatcan
we do here?.We can…… TOUCH withmyHANDS. In thisway studentswillbe able toproduce
language orally.
TYPE OF INTERACTION:teacher– students
MACRO-SKILLS:listeningcomprehension(tothe instructions)
TIMING: 15/20 minutes
MATERIALS: containers,objects.
Activity 2:
Traffic light: thisgame isfor the sense of SIGHT. There are twocards. One GREEN that meansGO,
and the otherone RED that meansSTOP.The ideaisto make studentswalkorrun accordingto
whattheycan see inthe flashcards,andat the same time recognize whatthe coloursmeans,asif
theywere a trafficlight.
The teacherwill ask:Whichcolour can yousee?. whatdoesitmean:STOP or GO? Where do you
see these lights? Intrafficlights.
TPR activity.
TYPE OF INTERACTION:teacher– students,andstudentswithinthe group
MACRO-SKILLS: listeningtothe instructions.
TIMING: 10 minutes
MATERIALS: flashcards.
Activity 3
4. MartinezAna Paula
Poster: Once theyhave finishedthe activitiesinthe backyard,the teacherswillworkwithasenses
poster.The posterwill be stuckonthe wall withdifferentlabelssuchas:I CAN TOUCH WITH MY
HANDS.I CAN SMELL WITH MY NOSE for example,andineverysense,studentswill have tostick
differentpicturesrelatedtothe sensestoasto create a consolidationactivity.Theyshouldbe able
to recognize the relationshipbetweenthe specificsensetogetherwiththe pictures.
TYPE OFINTERACTION:teacher– students
MACRO-SKILLS: listening
TIMING: 10-15 minutes
MATERIALS: posteron the wall.
CLOSING UP:
While doingthe poster,teacherswill assess the little students sothattheycanrecognize
the newkeyvocabulary. Once itisready,the posterwill be stuckon the wall forthemto
guide students.
Teacherssay good-bye.
Methodology:CLIL project.
