lollipop 2 3.1a 3.1b this is my body! · lollipop 2 3.1a–3.1b this is my body! contents lesson...

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Lollipop 2 3.1A–3.1B This is my body!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 50–51 Phase: ESA (ENGAGE) Aim To identify parts of the body Skill Tag Vocabulary (familiar context) Vocabulary head, shoulders, knees, toes, fingers, hand, leg, foot Functional Language This is my head. Is this your hand? Yes. / No. What is this? My hand. Materials Flashcards no.: 44, 45, 46, 47, 48, 49, 50, 51 Homework Color pages 50–51.

WARM-UP Daily Routine:

Good Morning (song)

Ten Little Fingers (song)

Days of the Week (song) / What is the Date Today?

The Alphabet Song (song) LOLLISTEPS

❶❷❸❹

CLASS ACTIVITY Exercise 3.1A (page 50)

Ask students to point to or touch their head, shoulders, knees, or toes as you mention them. Repeat.

Get students to open the book to page 50.

Get them to point to Tony’s head and repeat: “Head.”

Do the same for shoulders, knees, and toes.

Exercise 3.1B (page 51)

Ask students to show or point to their fingers, hand, leg, or foot as you mention them. Repeat.

Direct students’ attention to page 51.

Get them to point to Paty’s hand and repeat: “Hand.”

Do the same for fingers, leg, and foot.

EXTENSION

Sing: Head, Shoulders, Knees and Toes Head, shoulders, knees and toes, knees and toes, }x2 Eyes and ears and mouth and nose, Head, shoulders, knees and toes, knees and toes.

Sing: One Finger, One Thumb

One finger, one thumb, keep moving, }x3 And we’ll all be happy today! ♪ One finger, one thumb, one hand, keep moving, }x3 And we’ll all be happy today! One finger, one thumb, one hand, two hands, keep moving, }x3 And we’ll all be happy today! One finger, one thumb, one hand, two hands, one leg… (Cont.)

WRAP-UP

Homework: Color pages 50–51.

Sing the good-bye song: Skidamarink


Can you show me your head?

Touch your shoulders!

Where are your knees?

Touch your toes!

Let’s do it again! (Repeat the above.)

Now open your book to page 50.

Look! Tony is at the doctor’s office for a check-up.

Where is his head? Point. Repeat after me: Head.

Where are his shoulders? Repeat: Shoulders.

Where are his knees? Repeat after me: Knees.

Can you show me his toes? Repeat after me: Toes. Exercise 3.1B (page 51)

Can you show me your fingers?

Where is your hand?

Show me your leg.

Point to your foot!

Let’s do it again! (Repeat the above.)

Look! Paty is at the doctor’s office too.

Point to her fingers. Repeat after me: Fingers.

Where is her hand? Repeat after me: Hand.

Point to her leg. Repeat after me: Leg.

Where is her foot? Repeat after me: Foot. EXTENSION

Let’s sing Head, Shoulders, Knees and Toes!

You have to touch the body part the song mentions.

Let’s sing again and faster this time!

Do you want to sing another song?

Let’s sing One Finger, One Thumb!

Follow the song and do the actions. (Demonstrate.) WRAP-UP

For homework, please color pages 50–51.

Please stand up!

Let’s sing Skidamarink!

Thank you! Sit down please!

Good-bye! See you next class!

Notes / Evaluation


Lollipop 2 3.1C–3.1D This is my body!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 52–53 Phase: ESA (STUDY) Aim To identify parts of the body Skill Tags Logical and critical thinking skills Vocabulary head, shoulders, knees, toes, fingers, hand, leg, foot Functional Language This is my head. Is this your hand? Yes. / No. What is this? It’s my foot. Materials Flashcards no.: 44, 45, 46, 47, 48, 49, 50, 51 Homework N.A.


Good Morning (song)




❹❺❻ Note It is more significant for students to work with realia, e.g. in this case, their own bodies. Hence we strongly recommend you to first work with their own bodies, then the flashcards, and then proceed to the book to consolidate the learning. CLASS ACTIVITY Exercise 3.1C (page 52)


Direct students’ attention to the center of the page.

Ask students to point to Tony’s head.

Tell students to match by tracing the dotted arrow.

Get them to trace the broken line to complete the head.

Then get students to repeat: “This is my head.”

Ask students to point to Tony’s shoulders.

Tell students to match by tracing the dotted arrow.

Get them to trace the missing parts of the shoulders.

Then get students to repeat: “These are my shoulders.”

Do the same for Tony’s knees and foot. Exercise 3.1D (page 53)

Direct students’ attention to Paty on page 53.

Continue with the same activity as above. WRAP-UP

Sing: Head, Shoulders, Knees and Toes



CLASS ACTIVITY

Let’s stand up! Show me your head!

Show me your shoulders.

Touch your knees. Touch your toes!

Where are your eyes? Where are your ears?

Where is your mouth? Where is your nose?

Raise one hand! Show me your fingers.

Touch your leg. Where are your toes?

Exercise 3.1C (page 52)

Open your book to page 52.

(Point to Tony.) Who’s this?

Tony! Can you point to his head?

Now trace the dotted line to match it to the head.

Finish the drawing of the head. Say: Head.

Repeat after me: This is my head.

Can you point to Tony’s shoulders?

Match them by tracing the dotted line.

Trace the missing parts of the shoulders.

Say: Shoulders. Repeat: These are my shoulders. (Repeat the above for “knees” and “foot.”)

Exercise 3.1D (page 53)

(Point to Paty.) Look! Who’s this?

Paty! Can you point to her hand?

Now trace the dotted line to match it to the hand.

Finish the drawing of the hand. Say: Hand.

Repeat after me: This is my hand.

Now can you point to Paty’s fingers?

Match them by tracing the dotted line.

Finish the drawing of the fingers. Say: Fingers.

Repeat after me: These are my fingers. (Repeat the above for “leg” and “toes.”) WRAP UP


Next let’s sing One Finger, One Thumb!

Please stand up!




Notes / Evaluation


Lollipop 2 3.1E–3.1F This is my body!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 54–55 Phase: ESA (ACTIVATE) Aim To identify parts of the body Skill Tags Problem-solving skills Exploring personal identity Vocabulary head, shoulders, knees, toes, fingers, hand, leg, foot Functional Language This is my head. Is this your hand? Yes. / No. What is this? My leg. Materials Flashcards no.: 44, 45, 46, 47, 48, 49, 50, 51 Homework N.A.


Good Morning (song)




❹❺❻❽ CLASS ACTIVITY Exercise 3.1E (page 54)


Explain that the puppet is missing some body parts.

Ask students which body parts are missing.

Get them to find the missing parts and match it to the puppet’s body with a crayon.

Tell students to color the puppet.

Get students to point to different parts of the puppet to review the body parts.

Exercise 3.1F (page 55)


Tell them that they are going to draw their hands.

Demonstrate by outlining your hands on the board.

Get students to do the same in the space provided.

Then get students to count their fingers.

Get them to say: I have ten fingers.

Tell students to color the drawings of their hands.

Invite individual students to the front to present their work. Encourage them to say: “These are my fingers. I have ten fingers.”

WRAP-UP




CLASS ACTIVITY Exercise 3.1E (page 54)


Look! We have a puppet here. But some of its body parts are missing. Which parts are missing?

Yes! The hand, the arm, the leg, and the foot!

Let’s find the missing parts and match them to the puppet’s body. Take a crayon. Ready?

Look for the hand. Match it to the body.

Look for the arm. Match it to the body.

Where is the foot? Match it to the body.

Can you find the missing leg? Match it to the body.

Great job. Now color the puppet.

(Point to the nose.) What is this?

(Point to the toes.) What are these?

Where are his ears? Where is his mouth? Exercise 3.1F (page 55)

Everyone show me your hands!

Now we are going to draw our hands.

Look at the board. See how I draw my hands.

First I draw my left hand, then I draw my right hand.

Now draw both your hands in the space provided.

How many fingers do you have? 1, 2, 3, 4, 5!

And the other hand … 6, 7, 8, 9, 10!

Ten! We have ten fingers.

Repeat after me: I have ten fingers.

Now color your drawing.

Who wants to come up and show us your work? WRAP-UP



Please stand up!




Notes / Evaluation


Lollipop 2 3.2A–3.2B Move your body!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 56–57 Phase: ESA (ENGAGE) Aim To follow simple commands Skill Tag Large motor skills Vocabulary shake, bend, clap, wiggle Functional Language Shake your head. Clap your hands. Wiggle your toes. Can you bend your knees? Materials Flashcards no.: 52, 53, 54, 55 Homework Color pages 56–57.


Good Morning (song)




❷❹❺❻ Note Remember that it is essential for students to first use their own bodies, then the flashcards, and then proceed to the book to consolidate the learning. For example:

Give simple commands and mime the actions so that students can follow you. Repeat several times.



Ask students to point to the character shaking his head.

Get students to repeat after you: “Shake.”

Ask students to point to the character bending his knees.

Get them to repeat after you: “Bend.” Exercise 3.2B (page 57)

Continue with the same presentation for clap and wiggle.

Point to any of the four characters randomly and get students to say and follow the actions.

EXTENSION

Sing: Reach for the Sky

Clap your hands, touch your toes, Turn around and put your finger on your nose. Flap your arms, jump up high, Wiggle your fingers and reach for the sky. ♪

WRAP-UP

Homework: color pages 56–57.




CLASS ACTIVITY

Let’s stand up! Repeat and follow me. Ready?

(Shake your head.) Shake your head!

(Bend your knees.) Bend your knees.

(Clap your hands.) Clap your hands!

(Wiggle your toes/fingers.) Wiggle your toes/fingers. Exercise 3.2A (page 56)

Now open your book to page 56.

Look! Tony and his friend are at the playground.

Who is shaking his head? Show me.

Repeat after me: Shake.

Let’s say together: Shake your head.

Who is bending his knees? Show me.

Repeat after me: Bend.

Let’s say together: Bend your knees. Exercise 3.2B (page 57)

Look! Paty and her friend are at the playground too.

Who is clapping her hands?

Repeat after me: Clap.

Let’s say together: Clap your hands.

Who is wiggling her toes?

Repeat after me: Wiggle.

Let’s say together: Wiggle your toes.

Now I will point and you will say and do the action. Ready? (Point to the characters randomly.)

EXTENSION

We’ll learn a new song today – Reach for the Sky!

Let’s sing and do the actions. WRAP-UP



Please stand up!




Notes / Evaluation


Lollipop 2 3.2C–3.2D Move your body!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 58–59 Phase: ESA (STUDY) Aim To follow simple commands Skill Tag Penmanship Vocabulary shake, bend, clap, wiggle Functional Language Shake your head. Clap your hands. Wiggle your toes. Can you bend your knees? Materials Flashcards no.: 52, 53, 54, 55 Homework N.A.


Good Morning (song)



The Alphabet Song (song)

LOLLISTEPS

❸❹❺❼ Note

❼: Can you shake your head?

CLASS ACTIVITY Exercise 3.2C (page 58)


Tell students to have their crayon or pencil ready.

Ask students to point to the character bending his knees.

Get students to trace the dotted arrow from left to right several times while repeating: “Bend.”

Then get students to say: “Bend your knees.”

Do the same for “Shake your head.”



Continue with the same activity for “Clap your hands” and “Wiggle your toes.”

Give a command and get students to point to the correct picture.

WRAP UP


Sing: Reach for the Sky




Have your crayon/pencil ready.

Show me who is bending his knees? Good!

Trace the dotted line from left to right. Say: Bend.

Let’s do it again.

Say with me: Bend your knees.

Now show me who is shaking his head? Tony!

Trace the dotted line and say: Shake.

Trace again and repeat.

Say with me: Shake your head. Exercise 3.2D (page 59)

Now show me who is clapping her hands?

Trace the dotted line and say: Clap.

Let’s do it again.

Say with me: Clap your hands.

What is the last one? Wiggle!

Trace the dotted line and say: Wiggle.

Trace again and repeat.

Say with me: Wiggle your toes.

Now listen and point to the correct picture.

Shake your head! / Bend your knees! / Wiggle your toes! / Clap your hands!

WRAP-UP


Next let’s sing Reach for the Sky!

Please stand up!




Notes / Evaluation


Lollipop 2 3.2E–3.2F Move your body!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 60–61 Phase: ESA (ACTIVATE) Aim To follow simple commands Skill Tags Language practice Leadership and social skills development Vocabulary shake, bend, clap, wiggle, toes, head, hands, knees Functional Language Shake your head. Clap your hands. Wiggle your toes. Can you bend your knees? Materials Flashcards no.: 52, 53, 54, 55; (Body parts) 44, 46, 49, 51 Homework N.A.


Good Morning (song)




LOLLISTEPS

❸❹❺❻ CLASS ACTIVITY Exercise 3.2E (page 60)


Point to Tony and ask students: What is Tony doing?

Ask students: Which part of the body is he moving?

Then get them to match it to the correct picture.

Tell students to trace the outline of the head.

Get them to repeat several times: “Shake your head.”

Do the same for “Bend your knees.”/ “Clap your hands.”/ “Wiggle your toes.”



Play “Follow the Leader.”

Invite a student to be the leader.

He/She must give the commands and do the action.

The rest of the class will follow the leader.

Allow different students to come up and be the leader. WRAP-UP




(Point to Tony.) Look! What is Tony doing?

He is shaking his head!

Which part of the body is he moving? (Ss: Head.)

Let’s match “shake” and “head.”

Then trace the head.

Repeat after me: Shake your head!

(Point to the boy.) What is he doing?

Let’s look for the knees. Match “bend” and “knees.”

Then trace the knees.

Repeat after me: Bend your knees. (Repeat the above for “Clap your hands.” and “Wiggle your toes.”)


Let’s play a game – Follow the Leader!

Follow me first! Ready?

Clap your hands! / Bend your knees! / Wiggle your toes! / Shake your head!

Who wants to be the next leader?

Tell and show the class what to do.

WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 2 3.3A–3.3B What can you do?

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 62–63 Phase: ESA (ENGAGE) Aim To express abilities Skill Tag Vocabulary (familiar context) Vocabulary see, hear, smell, speak Functional Language What can you do? I can see. Can you hear? Yes. / No. Materials Flashcards no.: 56, 57, 58, 59 Homework Color pages 62–63.


Good Morning (song)




LOLLISTEPS

❷❸❹❺

Note As with the earlier themes, it is essential here for students to first use their own bodies to learn the vocabulary, and then use the flashcards, and finally proceed to the book to consolidate the learning. CLASS ACTIVITY Exercise 3.3A (page 62)


Mime the action of seeing and say: I can see.

Get students to do the same.

Then point to “see” in the book and explain, if students know the words, that she can see the butterfly.

Get students to show you “see” in the book.

Get them to repeat several times: “I can see.”

Repeat the same presentation for hear.



Repeat the same presentation for smell and speak.

Point to any of the four pictures and get students to say the correct verb.

WRAP-UP




Today we are going to learn what we can do.


(Mime the action of seeing.) I can see.

Follow me. Do this and say: I can see.

(Point to “see.”) Look! She can see the butterfly.

Now point and repeat after me: See.

Let’s say together: I can see. Again.

(Mime the action of hearing.) I can hear.

Follow me and say: I can hear.

(Point to “hear.”) Look! He can hear the bird singing.

Now point and repeat after me: Hear.

Let’s say together: I can hear. Again.


(Mime the action of smelling.) I can smell.

Follow me. Do this and say: I can smell.

(Point to “smell.”) She can smell the smelly bin.

Now point and repeat after me: Smell.

Let’s say together: I can smell. Again.

(Mime the action of speaking.) I can speak.

Follow me and say: I can speak.

(Point to “speak.”) He can speak.

Now point and repeat after me: Speak.

Let’s say together: I can speak. Again. WRAP-UP:


Please stand up!




Notes / Evaluation


Lollipop 2 3.3C–3.3D What can you do?

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 64–65 Phase: ESA (STUDY) Aim To express abilities Skill Tags Language practice Penmanship Vocabulary see, hear, speak, smell Functional Language I can see. Can you smell? Yes. / No. What can you do? Hear. Materials Flashcards no.: 56, 57, 58, 59 Homework N.A.


Good Morning (song)




LOLLISTEPS

❸❹❺❻



Tell students to have their crayon or pencil ready.

Point to the first picture and say: I can see.

Get students to trace the dotted line as well as the broken line in the picture on the other side.

Get students to repeat several times: I can see.

Do the same with “I can smell”.



Continue with the same activity for “I can speak.” and “I can hear.”

WRAP-UP





(Point to “I can see.”) Look! What can you do?

Yes! I can see.

Trace the dotted line from left to right.

Let’s do it again! Repeat after me: I can see.

Can you see a butterfly? Trace this broken line too.

(Point to “I can smell.”) Look! What can you do?

Yes! I can smell.


Let’s trace again. Repeat after me: I can smell.

I can smell a smelly bin. Trace the broken line here. Exercise 3.3D (page 65)

(Point to “I can speak.”) Look! What can you do?

Yes! I can speak.


Let’s do it again! Repeat after me: I can speak.

I can say “Hi!” Trace this broken line too.

(Point to “I can hear.”) Look! What else can you do?

Yes! I can hear.


Let’s trace again. Repeat after me: I can hear.

I can hear a bird singing. Trace this broken line.

WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 2 3.3E–3.3F What can you do?

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 66–67 Phase: ESA (ACTIVATE) Aim To express abilities Skill Tags Language practice Cross-curricular links (Science) Art experiences Vocabulary see, hear, smell, speak Functional Language I can see, can you hear? Yes. / No. What can you do? I can smell with my nose. Materials Flashcards no.: 56, 57, 58, 59 Homework N.A.


Good Morning (song)




❹❺❻❼❽



Tell students to have their pencil or crayon ready.

Ask students what they can do with their ears.

Get students to look for “hear” and match it to the ears.

Get them to repeat: “I can hear with my ears.”

Next ask students what they can do with their nose.

Get students to look for “smell” and match it to the nose.

Get them to repeat: “I can smell with my nose.”

Continue with eyes/see, and then finally mouth/speak. Exercise 3.3F (page 67)

Direct students to page 209 at the back of the book to cut out the picture of the cat’s face (square).

Get students to fold the cutout according to instructions.

Direct students back to page 67.

Tell them to paste the cat’s face in the space provided.

Get students to color the pictures on the page.

Ask individual students what the cat can do.

Encourage them to point and say: “It can ….”

WRAP-UP





(Mime hearing.) What can you do with your ears? (Ss: I can hear.) Yes!

Let’s look for “hear” and match it to the ears.

Repeat after me: I can hear with my ears.

(Mime smelling.) What can you do with your nose? (Ss: I can smell.) Perfect!

Let’s look for “smell” and match it to the nose.

Repeat after me: I can smell with my nose.

(Mime seeing.) What can you do with your eyes? (Ss: I can see.) Yes!

Let’s look for “see” and match it to the eyes.

Repeat after me: I can see with my eyes.

(Mime speaking.) What can you do with your mouth? (Ss: I can speak.) Good!

Let’s look for “speak” and match it to the mouth.

Repeat after me: I can speak with my mouth. Exercise 3.3F (page 67)

Let’s turn to page 209 at the back of the book.

(Point to the cutout for 3.3F.) Cut this out along the black dotted line. You should cut out a square.

Now fold the corners like this. (Demonstrate.)

Look! It’s a cat. Let’s turn back to page 67.

Paste the cat’s face in the space here.

Color the pictures around the cat.

Done? What can the cat do? Who would like to answer? (S1: It can smell; S2: It can hear.)

WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 2 3.4A–3.4B Simon says …!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 68–69 Phase: ESA (ENGAGE) Aims To follow commands To play the game – Simon Says Skill Tag Large motor skills Vocabulary jump, run, touch, stand up, sit down, turn around Functional Language Simon says … turn around. Materials Flashcards no.: 60, 61, 62, 63, 64, 65 Homework Color pages 68–69.


Good Morning (song)




❶❷❸❹

CLASS ACTIVITY

Begin by explaining the rules of Simon Says.

Play a round of Simon Says using the verbs students will learn in this lesson.

Exercise 3.4A (page 68)


Ask students to show you who is jumping.

Get them to repeat: “Jump.”

Ask students to show you who is running.

Get them to repeat: Run.

Ask students to show you who is touching her head.

Get them to repeat: Touch.

Tell students to stand up and do the following on the spot: “Run! / Jump! / Touch your head/toes!”



Continue with the same presentation for “stand up,” “sit down,” and “turn around.”

WRAP-UP



CLASS ACTIVITY

Let’s play Simon Says!

If I say “Simon says… stand up,” you must stand up. But if I just say “Stand up,” do not do it, or you will be out of the game. Do it only if I say “Simon says” first. Any questions? Are you ready?

Simon says … jump! / run! / touch your head! / turn around! / sit down! / stand up!

Stand up! / Touch your head! / Jump! Exercise 3.4A (page 68)

Let’s open the book to page 68.

Can you show me who is jumping? Good!

Repeat after me: Jump.

Next, can you show me who is running?

Repeat after me: Run.

Now show me, who is touching her head?

Repeat after me: Touch.

Let’s stand up. Listen and do what I say.

Run! Jump! Touch your toes! Exercise 3.4B (page 69)

Now let’s look at the next page.

Show me, who is standing up? Good!

Repeat after me: Stand up.

Next, can you show me who is sitting down?

Repeat after me: Sit down.

Now show me, who is turning around?

Repeat after me: Turn around.

Let’s stand up. Listen and do what I say.

Sit down! Stand up! Turn around! WRAP-UP


Please stand up!




Notes / Evaluation


Lollipop 2 3.4C–3.4D Simon says …!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 70–71 Phase: ESA (STUDY) Aims To follow commands To play the game – Simon Says Skill Tags Listening skills Penmanship Vocabulary touch, run, jump, sit down, turn around, stand up Functional Language Simon says … jump. Materials Flashcards no.: 60, 61, 62, 63, 64, 65 Homework N.A.


Good Morning (song)




❺❻❼❽ CLASS ACTIVITY Exercise 3.4C (page 70)


Tell students to listen and point to the correct picture.

Go in random order to test students’ listening skills.

E.g., say: “Run.” Students should point accordingly.

Tell students to trace the broken lines and then color.

As they are coloring, get them to repeat: “Run.”

Do the same for “touch” and “jump.” Exercise 3.4D (page 71)


Continue with the same activity as above, but this time, ensure that students trace in the direction of the arrows.

When students have finished coloring, go to individual students, point and ask them to say the action.

Play: Simon Says

Allow students to take turns to be Simon. WRAP-UP

Sing the good-bye song Skidamarink.



Listen and point to the correct picture. Ready?

Run. Show me “run.”

Trace the broken lines and color.

Repeat after me: Run.

Next: Touch your head. Show me “touch.”


Repeat after me: Touch.

Next: Jump. Show me “jump.”


Repeat after me: Jump. Exercise 3.4D (page 71)

Let’s continue! Sit down. Show me “sit down.”

Trace the lines downwards and color Tony.

Repeat after me: Sit down.

Next: Stand up. Show me “stand up.”

Now trace the lines upwards and color Paty.

Repeat after me: Stand up.

Next: Turn around. Show me “turn around.”

Follow the arrow to trace the lines. Then color.

Repeat after me: Turn around.

Do you remember how to play Simon Says?

Let’s play! Who wants to be Simon? WRAP-UP

Please stand up!




Notes / Evaluation


Lollipop 2 3.4E–3.4F Simon says …!

CONTENTS LESSON PLAN TEACHER’S SCRIPT Pages: 72–73 Phase: ESA (ACTIVATE) Aims To follow commands To play the game – Simon Says Skill Tag Fine motor skills Vocabulary touch, run, jump, sit down, turn around, stand up Functional Language Simon says … sit down. Materials Flashcards no.: 60, 61, 62, 63, 64, 65 Scissors Glue Homework N.A.


Good Morning (song)




LOLLISTEPS

❹❺❻ CLASS ACTIVITY Exercise 3.4E (page 72)

Tell students what they are going to do today.

Direct students to page 211 at the back of the book.

Get students to cut out the pictures for this exercise.

When they are done, get them to turn to page 72.

Tell students to have their cutouts and glue ready.

Get students to paste the cutouts in the correct places by saying: “Simon says … jump/touch your head/run!”


Direct students to page 211 again to cut out the remaining pictures for this exercise.

When they are done, direct them back to page 73.

Tell students to have their cutouts and glue ready.

Get them to paste the cutouts in the correct places by saying: “Simon says … sit down/ stand up/ turn around.”

Invite individual students to the front to present their work. Get them to point and say the action.

Tell students to color the background on both pages. WRAP-UP



Today we are going to cut and paste some pictures.

Turn to page 211 at the back of your book.

Let’s look for “jump,” “touch,” and “run.”

Cut them out carefully.

Done? Let’s turn to page 72.

Have your cutouts and glue ready. (Guide students by pointing to the correct places.)

Simon says … jump! Paste the correct picture here.

Simon says … touch your head! Paste it here.

Simon says … run! Paste the last picture here. Exercise 3.4F (page 73)

Let’s go back to page 211 at the back of your book.

Cut out “sit down,” “stand up,” and “turn around.”

Done? Now turn back to page 73.

Let’s continue! Have your cutouts and glue ready. (Guide students by pointing to the correct places.)

Simon says … sit down! Paste the picture here.

Simon says … stand up! Paste the picture here.

And finally, Simon says …? Turn around! Paste the last picture here.

Who wants to come up and show us your work?

Point and tell us what Simon said. Good job!

Color the pictures on both pages. WRAP-UP

Please stand up!




Notes / Evaluation

lollipop 2 3.1a 3.1b this is my body! · lollipop 2 3.1a–3.1b this is my body! contents lesson...

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