- Teacher's Lesson Plan
- Classroom Poster
- Character Puppets in a Bag
- Flashcards from Levels A and B
- Song Tracks for Levels A and B
- Language Presenter Film Track
- Reward Stickers
- Pupil's Book, pencils
Extras: Plain piece of paper per pupil
New: eyes, nose, mouth, smile, ear, face, monkey, who’s that?
Main recycled: Picture, thank you
New classroom language: Stand where you can see the board, That’s better!
Hello, who’s that?
Bring the following character flashcards to the lesson plus the monkey card Tom, Keri, Cat, Dog.
Hold the cards one behind the other facing out. Cover the front card with another card facing inwards so that the picture cannot be seen.
Move the picture card so that the class can see just part of the image. Move it a little more so that the class can guess which character it is and name it in English. All repeat hello to the characters as they are revealed, say Hello, Tom!
Show the monkey card last. The class will probably not know what to call it in English so use that as the trigger to move to the screen for the Language Presentation film.
Ask Who’s that? Let’s watch and let’s listen!
Ask the class to move to the screen.
Ask the class to sit where they can see the screen easily.
Show the clip and invite the children to repeat the new words and phrases. Show the monkey flashcard and reinforce the new word, monkey, by repeating it together.
Show the clip again and encourage them to point to their ears, nose, eyes, mouth and face with the presenter. Perhaps they can push up the corners of their mouth with their fingers to repeat smile with a really big smile!
As there are more new words per film now, play the presenter track again and this time let them mime being a monkey at the end to relax after that hard work!
Wave goodbye to the presenter and say Goodbye! See you soon!
Use a transition action to move to the tables. Perhaps invite the class to mime being a monkey – or if this is too noisy, just to smile politely at each other as they walk to the tables!
Give each child the Pupil’s Book page and pencils.
See if anyone can remember the word in the story for the game pieces – puzzles
Explain that the puzzle pieces that are part of the same face should be linked with a line, so four pieces for Tom’s face and four for Keri’s face.
Count 1, 2, 3, 4 to revise the numbers together.
Check that the pupils have completed the sheet correctly. Hold up a sheet and point to each of the puzzle pieces.
Invite the class to call out what each facial feature is called in English and revise eyes, nose, mouth, ears.
Rhyme I am happy
I am happy when I smile,
I am happy and it shows,
In my eyes, on my mouth,
And even on my nose!
Invite the class to stand where they can see you. Follow the instructions as in the Standard lesson and then extend the activity.
Explain in the home language that we all feel happier when we smile and this rhyme is about how our happiness shows on our face.
Ask everyone to smile widely and to feel what happens to their face. Elicit, perhaps in the home language that the face wrinkles up around the eyes, ears and nose.
Play the rhyme and hold up the matching flashcards for each part of the face as you hear it said in the song (match the words to the language presenter film).
Explain that you would like to begin by asking them all to learn the gestures to match the words in the rhyme. Start by smiling for smile, then point to each part of your face as you hear the word in the rhyme: mouth, eyes, nose.
If it is helpful, demonstrate by pointing to the face flashcard to link all the parts in one unit – and repeat the words my face.
Extend the activity. Repeat the rhyme, all joining in the first part of the rhyme lines I am happy…
Divide the class into groups. Ask one class to say the I am happy phrases and give other groups the second halves of the lines… when I smile/and it shows.
All join together for the three face‑part lines, pointing to each face part as they speak: In my eyes, on my mouth and even on my nose!
Invite everyone to stand where they can see you. Lead a quick response game with the flashcards to check that the pupils are matching up the new words correctly.
Show the face part cards one at a time and ask them to point to their own matching face part as quickly as possible: eyes, nose, mouth, face, smile.
Extend the activity to include head, hands, foot, feet and mix them up so that the pupils have to hurry to find the right part!
Note: Ask them to use the whole palm to point to the eyes to avoid injuries!
Mini‑drama. Who’s that?
Hand out the four puppets to responsible volunteers.
Encourage each of them in turn to point to one of the other four puppets and to ask the class, Who’s that? and elicit the reply, e.g.It’s Keri!
Extend the activity to the whole class by inviting volunteers to point to another pupil and ask their neighbour? Who’s that? Elicit the reply It’s x!
Every now and again, introduce the monkey card suddenly into the activity.
Explain that every time they see the monkey, the whole class should join in and say It’s monkey!
Eyes or ears?
Invite everyone to sit in a circle.
Place a selection of flashcards face down in the circle. Include: bus, car, squirrel, puppet, dog, cat, monkey, pig, cow, duck, frog.
Invite a volunteer to pick up a card NOT show it to the class but either to mime the item or make a sound to show what it is. Before the pupil performs the item, lead the class in asking Eyes or ears? The pupil replies according to whether the action will be a mime or a sound and the class guesses what it is.
Extend the English practice by repeating a phrase in response to the acting, for example either I can see a… monkey or I can hear a car.
Repeat with as many volunteers as possible in the time available.
Make a face (pupil version)
Play the language presenter film with the unit vocabulary and ask the class to join in and repeat the words.
Move to the board and invite the class to gather round. Say Stand where you can see the board. Use gestures to explain this new instruction.
Draw a circle low down on the board and explain that it is a face. Repeat face together.
Explain that, like monkey in the story, you are going to make a face together. Invite a volunteer to call out in English what to draw next: eyes, mouth, ears, nose, smile.
Invite a child to come and draw the chosen face part. Say the instruction together: Please draw some eyes/some ears/a nose/ a mouth/a smile
Award the child a sticker for a correct response.
Extend this Standard activity by adding asking the pupils to guess Who’s that? Draw one of the following faces and let the class name the creature: teddy, dolly, squirrel, pig, cow, monkey.
Craft + rhyme
Invite the pupils to sit at the tables, using a transition action or song.
Hand out colouring pencils and a plain sheet of paper to each child.
Invite the pupils to draw and colour a happy face with a smile. Say Draw a picture of a face with a happy smile! Use gestures to support your words, pointing to your face and smile.
Encourage the pupils to include all facial features.
Walk around the room while they work and elicit the names for the face part each pupil is drawing, including eyes, nose, mouth, face and ears.
Play the rhyme I am happy in the background while they draw.
When the pictures are ready, ask the pupils to say whose face it is. Use the phrase It’s my face/It’s your face/It’s X’s face
You can stick the pictures on the wall to make a happy face frieze or allow the class to take the page home to show their parents eyes, nose, mouth, face, ears, smile.
Remind the class to listen to the home‑learning song at home.