Body Parts and Actions

Kindergarten Course for Teachers

Course 04

Rewards

Description

In this course students will be able to tell of their abilities. Help them to write the letter D, get them to work together, first in pairs and then in fun drama games.

Course Objectives

At the end of the session the student will be able to:

Describe parts of the body
Mime and show some actions
Identify words with /d/ sound.
Pronounce words with /d/ sound
Write letter /D/ and /d/
Benefit through learning from games and drama

Materials

MP3 player, flashcards, glove puppets

Tips

The teacher will need a lot of energy and a variety of approaches, as small children get very easily bored.

Meditation

Before you start you have the option to introduce your children to meditation.

Description

We believe it is important that even the smallest children learn to be still and not just to be quiet. Being still is very different from being quiet.

Meditation reduces stress and increases the children’s sense of well-being and harmony.
Meditation leads to an increase in their self-knowledge and self-acceptance.
Meditation increases their desire to build community with others.
It will help the children to reap the benefits of teamwork and getting along with others. Repeat the meditation exercise from earlier chapters. Today they can meditate for 4 minutes.

Beginning Meditation

Play some peaceful music.
Find a space for the children to lie down or sit. Explain in their own language and repeat in English that they can cross their legs or try and sit up nice and tall or they can sit on a chair. Take a moment to get settled.
Give them a little moment to fidget or wriggle a little bit, so they are happy to stay still and relaxed.
Ask them to notice their breathing. Get them to slow their breathing down, so that it is easier to follow…. the in-breathe … and the out-breathe…. in .. and .. out. Next time as they breathe out let their eyes softly close.
Perhaps have a soft chime or bell to start and stop the meditation. Meditate for just 3 minutes

Body Parts

Body Parts and Actions

Preparation and Song

Let the teacher/s improvise on the following: “OK, everybody. Reach up. Reach up to the ceiling. Come on. Up, up, up. Touch the ceiling Hands up, everyone. Hands up. Michael? Michael. Hands up. Hands up. Very good! Very good, Ethan! Good job. Very good.

Now touch the floor, everyone. Touch the floor. Touch the floor. Very good. job. Very good.

Now hands to your head. Hands to your head. Hands to your knees! Very good! To your knees. Hands to your toes! To your toes. (LAUGHTER) Very good.

Hands to your ears. Touch your ears, everyone. Good! Touch your nose. Nose. Touch your nose. Come on, Alex! Should we do Head, Shoulders, Knees And Toes? Head. Head. Shoulders! Knees. Nose. Head. Shoulders! Knees and toes.”

“Are you going to help me sing? Yes. Very good. OK. Ready? Head. (SINGING) 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.

Slow

Should we do it faster? Faster. Yes! Faster, faster, faster. Faster, faster? OK. (SINGING) 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

Fast

Faster. Do want to go even faster? Let’s go faster, faster. OK Ready? (SINGING) 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

Fastest

(SIGH FROM EXHAUSTION. LAUGHTER)

Another Action Song

Show a picture of a child dancing. Say “I can dance”. Prompt the students to repeat the sentence properly. Let them do the dancing. Repeat the procedure showing flashcards and using props for singing (a microphone or pretend microphone) riding a bike, reading a book, swimming, playing a guitar. Prompt the students to repeat the activity.. Then sing together:

How about you? How about you?
How about you? what can you do?
Dance, I can dance.Dance, I can dance.
Dance, dance, dance, dance, dance, dance, dance, dance. I can dance.
Swim. I can swim. Swim. I can swim.
Swim. Swim. Swim. Swim. Swim. Swim. Swim. I can swim.
Ride a bike. I can ride a bike. Ride a bike. I can ride a bike.
Ride. Ride a bike. I can ride a bike. Ride a bike.
I can ride a bike.
Ride. Ride. Ride. Ride. Ride. Ride. Ride. Ride a bike.
How about you? How about you?
How about you? what can you do?
Read. I can read. Read. I can read.Read. Read. Read. Read. Read. Read. Read. I can read.
Play guitar. I can play guitar. Play guitar. I can play guitar.
Play. Play. Play. Play. Play. Play. Play. play guitar.
Sing, a song. I can sing a song. Sing, a song. I can sing a song.
Sing. Sing. Sing. Sing. Sing. Sing. Sing. Sing. Sing a song. Hey!
How about you? How about you? How about you? What can you do?

Letters

Letter D

D Phonics

D, d for dog, D, d for door, D, d for dinosaur, D, d for duck, D, d for drum, D, d for dolphin, D, d for deer, D, d for desk, D, d for drive, D, d for draw, D, d daughter, D, d for down, D, d for difficult, D, d for dinner.

Flashcards

Show flashcards with /d/ sound: dog, door, dinosaur, duck, drum, dolphin, deer, dance, drive, draw, desk, daughter, down, difficult, dinner. Teacher says the words. Students repeat. As you show them the flashcards mime the movements to help inspire them for the game. Then divide the class into two teams. The teacher will show a /d/ flashcard to one student from each team – without other team members seeing the flashcard – then the student mimes the flashcard and the first team to guess the wins.

Letter D Song

The children can mimic beating a drum. Then sing together: “See me play on my drum. Playing drums is lots of fun d d d d d d d.

Writing

Get your students to practice writing the letter D

Colouring Sheet

Give the students the colouring sheet.

Games

Multiple Games

Poo Bear Game

Have a toy bear that two children have to find. Send two children out of the room and have the other children hide the bear. Then invite the two children back and have them search for the bear. If they are far away the other children can shout “freezing”, a bit closer they can shout “cold”, then as they get still closer they can shout, “warm”, “hot” and “very hot” until the two children find the bear. Then you can do the same with more pairs of children.

Of course, you can have any doll or toy to hide that you like. Miranda Legge of www.kidsenglishtheatre.com who invented this game had ‘Bob the Elf’ in a Santa Claus costume because it was nearly Christmas.

Incidentally did you know that the first Santa Claus was Saint Nicholas, who loved giving presents to poor people.

Listening Game

This can be applied to almost any subject!

The Teacher calls out a word or action and the students act it out.
Examples:
The teacher says: “let’s all “clap/jump/run/walk/swim” (to teach verbs to the students);
Or “let’s all be: trains/ cars/ taxi/airplanes” (to teach vehicles or any other nouns)”.
Or “let’s all be: happy/sad/ tired/ shy/ confused (to teach adjectives…).

Variations and extensions

A student can be the one to call out the words. This is a listening game so you can say a word with the wrong action to check that they are not just copying your actions but are really listening to your voice. You can also get the whole group to make the object or shape as a team, e.g. everyone makes an ‘airplane’ or a ‘triangle’. This game will get everyone involved.

Drama

Drama Games

Say and Repeat

Challenging ability for Confidence, Cooperation and Fun.

Teacher says: “I will show you the flashcards and you tell me what they are.”
Teacher: “Dance” and she/he does actions
Children: “Dance” and they do actions
Teacher: “Swim” and she/he does actions.
Children: “Swim” and they do actions, etc
Then Teacher: “Now I will ask you one by one what can you do?”
He/she prompts: “How about you?” “What can you do?”
1st Child: “Dance.” “I can dance” He/she does the actions.
Then 1st Child to 2nd Child: “How about you?” “What can you do?”
2nd Child comes forward. “Swim. I can swim” does actions.
Then to 3rd Child: “How about you?” “What can you do?” and so on.
The teacher prompts and encourages and demonstrates to them them and helps by showing the flashcards.
End up by getting the whole class to ask in unison:
“How about you?” “What can you do?
And get them together to say “I can ………..” and do the actions.

Rewards

Certificate for you to design?

Rewards and Homework

The teacher gives each of the student a sticker or an English through Drama certificate or something of your choice for doing so well in the competitions. Remind them to fill in their D colouring sheet by the next lesson or draw or paint any pictures with words beginning with D.