4

MY BODY
Lesson 1

Pairwork

Lesson aims
To present and practice new vocabulary.
Target language
arms, body, feet, hands, head, legs
Recycled language
Colors
Receptive language
Look at (the picture). What color is/are (Waldos head/hands)?
Materials
Multi-ROM, Flashcards (My Body), erasers or coins, CD
with music, A4 paper, colored pencils and markers, a
paper/soft ball

Starting the lesson

Play the song (T34) from Unit 3. Ask various students, How old
are you?
SB pages 28-29
Ask students (L1) to describe what is happening in the main
illustration (Vava, Millie and Zak are doing some painting and
getting very messy). Ask some questions about the picture:
Whos this? What is it? What color is it? Say, Point to Zak. Ask, Is
Waldo happy? (No, hes sad.) Ask students (L1) why they think
Waldo is sad.
Review colors using the main illustration. Call out various
colors, and students find them on the page. Alternatively, hold
up your book, point to a color and ask, Is it (blue)?

Presentation
Give students a few minutes to look through Unit 4 and ask
them (L1) what they think they will learn about (body parts).
Indicate your body and say, This is my body. Point to your head
and say, My head. Then show your hands and say, My hands.
Continue with arms, legs and feet. Now say the words and ask
students to point to the appropriate part of their own body.
Ask students to find Millie on the page. Point to her hands.
Ask, What color are Millies hands? (Yellow.) Ask, What color is
Waldos head? (Red.)
1

Listen and say.

Focus on the pictures of Zak at the bottom of the page and

identify the body parts.
Play T39, and students point to the pictures. Students supply
the missing word(s) in each line until at the end they are
saying all the words.
body head hands arms feet legs
body, head, hands, arms, feet, legs
Listen and say the missing words.
body, head, hands, arms, feet,
body, head, hands, arms, ,
body, head, hands, , ,
body, head, , , ,
body, , , , ,
Say it again!
, , , , ,

Students now play a game in pairs (see suggestions for

dividing students into pairs on pp. XII and XIII). Student A
turns away while Student B covers one picture with a coin or
an eraser. Student A says which word is covered. Students
take turns, covering more pictures each time to make it more
difficult.

Game
Call out a part of the body (e.g., legs). Students move their
legs. Continue with body, head, arms, hands and feet. You can
do this to music and turn the activity into a dance routine.
2

Listen and .

Play T40 once and allow students to identify the parts of the
body while they listen to the recording. Play it again. Students
listen and check each box in the main illustration when they
hear the corresponding body word. Check the activity by
saying the body words and asking students to point to them.
Play T40 again. Pause after each line, and students repeat.
Challenge them to call out the name of the character who
says each line.
Millie
Zak
Millie
Waldo

Oh, no! Look at my arms.

And my hands.
Ha, ha! Look at my feet. And my legs.
Vava! Look at your body!
Look at my head!

T40

Ending the lesson

Say some true or false statement about the body parts.
Students clap when you make correct statements. Touch your
arms and say, My arms! Students clap. Now touch your legs
and say, My feet. Students remain silent. Invite students to the
board to lead the class.
OPTIONAL ACTIVITIES
Drawing activity
Students draw an outline of their own bodies. Invite
some students to the board to describe their drawings
(e.g., my arms, etc.).
Flashcard game
Play Ball throw (see p. T83).

T39

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Lesson 2

Game

Lesson aims
To review vocabulary from Lesson 1 with a chant; to
present the new structure.
Target language
soap, tail, wings; I have a (red head).
Recycled language
Body parts, Colors
Receptive language
Touch your (feet).
Materials
Multi-ROM, Quest sticker, an A3 sheet of paper, colored
markers and pencils, Flashcards (My Body) A4 paper

Starting the lesson

Play a game to review the parts of the body. Say, for instance,
Touch your (feet). Students touch the correct part of their
bodies as you say the words. Do this slowly at first and then
quickly to make it more fun.
SB pages 28-29

Presentation
Show students your hands and say, I have hands. Continue
with other parts of your body, and students repeat.
Draw a make-believe creature on the board. You will need
to do this in color, so you may wish to stick a large sheet of
paper on the board and use colored markers to do this. Give
your creature a zany name (i.e., Zazaboo). Say, Im (Zazaboo).
Start by drawing a (blue head) and say, I have a (blue head).
Continue with various parts of the body. Describe each part in
first person as you draw it, saying, I have (yellow arms).
Now add wings and a tail and label them. Point to the words
and say them each several times. Ask students (L1) which
Family Island character has wings and a tail (Waldo).

Listen and circle. Then chant.

Tell students (L1) they are going to listen to a chant sung by

one of the characters. Play T41. Students listen and circle the
character who is singing the chant (Waldo).
Play the chant again. Students pretend they are Waldo; they
touch the parts of their bodies, point to an imaginary tail and
flap their imaginary wings as they listen. Play the chant a third
time. Students join in.
Waldo

I have green arms.

I have green hands.
I have green legs.
I have green feet.
I have green wings.
I have a green tail.
I have a green head.
But now its red!

T41

Say, Look at Zaks feet. What color are they? (Red). Say, Red feet.
Now say sentences about characters in the main illustration
and ask students to guess the correct character. Say, I have
yellow hands. Who am I?

Listen and number. Then say.

Students look at Waldo and name the parts of his body.

Play T42, and students number the body parts in the order
they hear them.
1
2
3
4
5

Waldo
Waldo
Waldo
Waldo
Waldo

I have pink wings

I have a yellow tail.
I have a red head.
I have orange hands.
I have purple feet.

T42

Quest song
Ask students to remember the Quest items they have found
so far. Ask them to show you the item they can collect on this
page (the soap). Play the Quest song (T43), then teach the
word soap.
Ask students to find the sticker in the back of their Student
Book. Follow the sticker ritual on p. T5 and have students stick
it over the greyscale soap (on the sink, on p. 29). Ask, What
is it? (Its soap.) Ask students (L1) why Waldo needs soap (to
wash himself).
Play T43 again, and students join in.
Come with us, come on a quest.
Come on a quest today.
Come with us, come on a quest.
Look for soap today!
An egg, a blanket, a book, a photo and soap!
Look for soap today.

T43

Ending the lesson

Say the word arms. Students touch their arms. Then flip
through the flashcards, and students touch their arms again
when they see the corresponding flashcard.
OPTIONAL ACTIVITIES
Drawing dictation
Students draw make-believe creatures on an A4 sheet
of paper. They have to color their creatures according
to your instructions. Say, I have (red) legs. Continue with
other parts of the body. This may also be done in pairs.
Students dictate the colors to a partner.
Flashcard game
Play Countdown (see p. T83).

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:20 PM

Lesson 3
Lesson aims
To extend the unit vocabulary; to practice the vocabulary
with a song.
Target language
fingers, toes, I have (eight toes); snap, wiggle
Recycled language
clap, feet, hands, stamp
Receptive language
How many (feet)?
Materials
Multi-ROM, Flashcards (My Body), spinner, a bag (for the
flashcards), A4 paper, colored pencils

Stamp your feet.

Stamp your feet.
Clap, stamp, clap, stamp.
Clap your hands and stamp your feet.
Clap your hands and stamp your feet.

I have eight toes.

Wiggle, wiggle, wiggle.
Wiggle your toes.
Wiggle your toes.

Play the chant from Lesson 2 (T41). Students point to their

bodies as they say the words.
Draw an outline of a/some monster(s) on the board, or use
the colored monster you created in Lesson 2. Students say
sentences using the monsters (e.g., I have red hands).

Snap, wiggle, snap, wiggle.

Snap your fingers and wiggle your toes.
Snap your fingers and wiggle your toes.

Presentation
Introduce the words finger(s) and toe(s). Show or move one
of your fingers and say, I have one finger. Now show or move
all ten fingers and say, I have ten fingers, emphasizing the /z/
sound at the end of the word. Now indicate your toes and say,
I have ten toes.
Continue with other parts of your body. Say, I have two (legs).
Students repeat and show or move their (legs).
Ask students questions about the monsters in the picture. How
many monsters? Point to individual monsters and ask, How
many (hands/fingers/toes/feet)? What color is it?
Do a TPR activity to remind students of the words clap and
stamp. Say, Clap your hands. Stamp your feet. Introduce the
words snap and wiggle by saying, Snap your fingers and Wiggle
your toes. Do the appropriate actions as you say them, and
students follow your lead.

Draw students attention to the monsters on the page. Elicit

colors, number of legs, arms, fingers, etc. Play the song (T44).
Students circle the parts of the body mentioned.
Play the song again. Pause after each verse and ask, Who is it?
Students point to the monster(s).
Students close their eyes or put their heads down on their
tables. Clap your hands, snap your fingers or stamp your feet.
Students listen and say the action. This could also be done in
pairs (see suggestions for dividing students into pairs on
pp. XII and XIII).
Play T44 once more. Students sing along and do the actions:
holding up the right parts of the body and clapping, stamping,
snapping and wiggling.
I have two hands.
Clap, clap, clap.
Clap your hands.
Clap your hands.

T44

(x2)

Match and count. Then say.

Students match the two halves of the monsters, writing the

correct numbers in the boxes.
Students practice in pairs. One student says a sentence, and
the other points to the correct monster; e.g., I have (eight
toes). They can include colors as well to continue practicing;
e.g., I have (orange toes).

Ending the lesson

Divide the class into groups (see ideas for group formation
on pp. XII and XIII). Show them how to fold an A4 sheet of
paper into four vertically. Students draw part of a creature
(e.g., the head), cover it and pass on to the next student, who
draws another part of the body. Students can use different
colored pencils. At the end, ask some students to describe
their monsters.
OPTIONAL ACTIVITY
Spinner game
One student chooses a flashcard from a bag without
looking (e.g., head). Choose another student to spin the
spinner. Students create sentences, using the flashcard
and the number in the spinner (I have six heads). Repeat
with other numbers/body parts. If necessary, explain
that we say one foot (not feet).

Listen and circle. Then sing.

(x2)

I have eight fingers.

Snap, snap, snap.
Snap your fingers.
Snap your fingers.

Starting the lesson

SB page 30

I have two feet.

Stamp, stamp, stamp.

WB pages 96
1

Number and color.

Students identify the parts of the body at the bottom of

the page and number them according to the main picture.
Students color the picture.

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Lesson 4
Lesson aims
To develop listening and speaking skills.
Recycled language
Body parts, Colors, Numbers; I have (one head).
Materials
Multi-ROM, colored pencils, Unit 4 cutouts, scissors,
Flashcards (Units 1-4)

Starting the lesson

Start the lesson by singing the song from Lesson 3 (T44)
and doing the actions of clapping, stamping, snapping and
wiggling.
Do a drawing dictation on the board. Say, I have (two) heads.
Invite some students to the board to draw the correct number
of body parts.
SB page 31

Listen and color.

Ask students to draw a scary monster at home, then

tell a relative about the monster; e.g., I have (three heads). Ask
students to bring in their monster pictures and describe them
to the class. Discuss (L1) which monster is the scariest.

Ending the lesson

Ask students, Who is she? (Millie.) Who is he? (Zak or Vava.) Ask
them (L1) what the characters are showing/pointing to (Millie
hands; Zak feet; Vava body).
Point to the words in the Word Box and say them aloud.
Students repeat the words several times. Then write the
words for the body parts on the board. Point to them and ask
students to point to the corresponding body part on the page.
Play T45 and ask students to identify the parts of the body
mentioned and their colors. Students pick their colored pencils
according to the recording. Play it again while students color
the specific parts, pausing the recording to give them some
time to color. Play it a third time, pausing after each sentence,
and students repeat.
Students finish coloring the drawings . You can divide them
into small groups (see suggestions for group formation on pp.
XII and XIII) and ask students to describe their artwork to
each other.
1 Millie I have yellow hands.
2 Zak I have red feet.
3 Vava I have a pink body.

Divide students into pairs (see ideas for dividing the class into
pairs on pp. XII and XIII). When you have their full attention,
explain the game. Tell students (L1) they will put together the
parts of the monster according to what you say. Then say,
I have one head, five arms and six legs. Students put together
the correct monster. Do this two or three times with different
descriptions. Once students have understood the activity, they
continue in pairs. Monitor them closely to help with language,
if necessary.
Students then practice in a different way. Each student
combines three of their cut-out pieces to make a monster,
without letting their partner see it (they can hold up a
notebook in front of their cutouts). Students then describe
their monsters to their partner (I have). Their partner has to
put the same monster together. They can also make comments
about the colors (I have green legs).

Divide the class into two teams. Choose a volunteer from each
team to come to the front of the class. Say, Arm! The student
who touches his/her friends arm first scores a point for the
group. Repeat the procedure with different parts of the body
and with different students.
OPTIONAL ACTIVITIES
Snap!
Students play Snap! (see p. T83) in pairs with the
cutouts from their books. Alternatively, you can gather
flashcards from Units 1-4 and lead the activity with the
whole group.
Tic-tac-toe
Play Tic-tac-toe (see p. T83) on the board with flashcards
from different units.

WB page 97

T45

Now go to page 75 and play.

Count and write.

Students count the monsters body parts and write the

corresponding numbers in the boxes on the right.

Direct students to the cutouts on p. 75. Students use scissors

to cut the three monsters into nine parts, as indicated by the
dotted lines.

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:20 PM

Lesson 5
Lesson aims
To consolidate the unit language with a story.
Values
Importance of personal hygiene
Target language
clean; ice cream; You have (yellow hands).
Recycled language
Body parts; Colors
Materials
Multi-ROM, A4 paper, finger paint, construction paper,
scissors

Starting the lesson

Ask students to remember (L1) what happened in the story in
Unit 3 (we met Vavas family and learned their occupations).
Ask students, Is Vavas dad a pilot? (No.) Is Vavas dad a doctor?
(Yes.) Is Vavas mom a pilot? (Yes.) Whos Vavas brother? (Zak.)
How old is he? (Hes six.) Whos Vavas sister? (Rita.) How old is
she? (Shes eight.)

Invite them to the front of the class to act out the story. Play
T45 while students act it out. Alternatively, say the lines, and
students repeat.
1

Mrs. Voom
Zak, Millie
2 Millie
Man
3 Mrs. Voom
Zak
4 Mrs. Voom
Waldo
5 Mrs. Voom
6 Mr. Voom

Children! Ice cream!

T46
Hooray! Ice cream!
Ice cream, please.
You have yellow hands!
Look at your feet!
Yes, theyre red!
Vava has blue feet and a pink body.
And I have a red head.
Hmm. I have an idea.
Now youre clean!

Values
Discuss (L1) the importance of personal hygiene. Think about
when we get dirty (playing sports, painting, cooking) and
why it is important to get clean. In preparation for the next
lesson. ask students to come up with some good examples of
cleanliness. When should you wash your hands? (before you
eat.) When should you brush your teeth? (after meals.) When
should you take a bath or shower? (at least once a day.)

SB page 32
Look at the story and talk about (L1) the characters, where
they are and what they are doing. Ask some questions about
the frames. Ask students to predict what happens in the story.

FOR THE NEXT LESSON

Presentation
Teach the word ice cream by pointing to the ice cream in frame
2 and asking, Whats this? Say, Its ice cream! Also teach the
word clean by pointing to Waldo in frame 4 and saying, He has
a red head. Then point to him in frame 6 and say, Hes clean.
8

Listen and look. Then act.

Before listening to the story, you can ask the following

questions for the corresponding frames. You can ask and
discuss them in L1:
1
2
3
4
5
6

Divide the class into six groups (see ideas for group formation
on pp. XII and XIII). Give each group a number from 1 to
6, corresponding to the frames in the story. Read the audio
script in mixed order. Students stand up and clap when the
audio script from their respective group is read.

Whos this? [Mom.]

Why is Waldo so thrilled? [He wants some ice cream.]
Whose feet are these? [Zaks.]
Whats Mrs. Voom saying to Vava? [Open discussion.]
What is Mrs. Voom thinking about? [Open discussion.]
Are the children happy? [Yes.]

Now play T46, and students follow along in their books.

Play the story again, pausing after each line. Encourage
students to repeat.
After listening to the story, you can check students
understanding by asking the following questions. You can ask
and discuss them in L1:
1
2
3
4
5
6

Ending the lesson

Whos Mrs. Voom calling? [The children.]

What does Millie want? [Ice cream.]
Are his feet clean? [No.]
Is Vava clean ? [No.]
What do you think Mrs. Vooms idea is? [Open discussion.]
Why do you think Waldo is sad? [Open discussion.]

Choose six of the less shy students in the group to act out the
roles of Mrs. Voom, Mr. Voom, Zak, Millie, the man and Waldo.

OPTIONAL ACTIVITY
Colorful hands
Students make colorful handprints using finger paint,
or trace their hands on construction paper and cut the
outlines out. Encourage students to say, I have (yellow)
hands.

WB page 98
3

Look and color.

Students color the characters according to the information in

the speech bubbles.
4

Draw and match.

Students draw the missing body parts in the pictures, then

match them to the words at the bottom.

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Lesson 6
Lesson aims
To integrate other areas of the curriculum into the English
class; to develop the cross-curricular topic through a short
project.
Cross-curricular focus
Social science personal hygiene
Target language
dirty, face; I have a (clean) face; Wash your (hands); Good
Recycled language
Colors; clean, feet, hands
Materials
Multi-ROM, pictures of children with clean/dirty hands,
feet, faces, students own pictures/items for personal
hygiene, Word Cards (clean and dirty), poster board,
colored pencils and markers, glue, a sponge

Starting the lesson

Start the lesson by reviewing the parts of the body. Say, I have
(eight hands). I have (two feet). And so on. Students wiggle that
body part when a sentence is incorrect, and clap when it is
correct.
Review the word clean. Focus on the story from Lesson 5. Ask
students to find whose hands/feet/faces are clean in the story.
SB page 33

Presentation
If students have brought pictures or objects for personal
hygiene, use them to talk about (L1) the topic. Discuss the
importance of brushing their teeth, keeping clean, etc. Ask
students when it is necessary to wash their hands (e.g.,
before/after dinner, after playing outside, after going to the
bathroom).
Teach the word dirty. Show a picture of a child with a dirty
face or dirty hands, and a picture of one with a clean face
or clean hands. Say, I have dirty (hands). I have clean (hands).
Mime washing your hands under a faucet and say, Wash your
hands.
9

Listen and number.

Students listen to T47 and look at the photos. Play T47 again.
Students listen and number the photos according to the
sentences.
1
2
3
4

10

Boy
I have dirty hands
T47
Boy
And I have a dirty face!
Woman Wash your hands! Wash your face!
Boy
I have clean hands. And I have a clean face!

Point and say. Then act.

Students look at the picture at the bottom of the page and say
(L1) what is happening (the children are cooking and getting
themselves and the kitchen dirty). Ask questions about the
picture. Then tell students to point to the parts of the children
that are dirty and say, I have a dirty (face).
Students choose a child from the picture and work in pairs to
act out a dialogue following the example in the recording from
Activity 9 (see suggestions for dividing the class into pairs on
pp. XII and XIII). Monitor pairs closely to help with language.

Mini project
Discuss (L1) things we use in our personal lives on a daily
basis relating to personal hygiene (e.g., soap, toothbrush, sink,
shower, etc.).
Students work in small groups to draw pictures about
personal hygiene on sheets of poster board (see ideas for
group formation on pp. XII and XIII). If they brought pictures
related to the topic, they can stick them on the poster.
Display the posters around the classroom or the school and
have students describe them: Clean hands! Clean faces! etc.

Ending the lesson

Use the pictures of children with clean/dirty hands, faces,
etc., and the word cards for clean and dirty. Divide the class
into two groups, and give each group the words clean and
dirty. Repeat the words with students several times. Show the
pictures and students hold up the correct word card. Point to
a group and elicit sentences (I have dirty hands).
OPTIONAL ACTIVITY
Play Sponge Throw (see p. T83).

Ask questions (L1) about the photos. Point to each photo in

turn, and students say whether the child is clean or dirty in
each.

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ODI-

:21 PM

Review
Lesson aims
To review the unit language with a game.
Recycled language
Actions; Body parts; clean, dirty; I have (dirty hands).
Receptive language
Do you have (a tail)? Wave goodbye.
Materials
Multi-ROM, spinner, Flashcards (My Body, Colors),
homemade numbers flashcards, A4 paper, colored pencils,
Worksheet 4

Starting the lesson

Play the song (T44) from Lesson 3. Encourage students to do
the actions and sing along with the song.
Recycle parts of the body by saying, Touch your (arms), wiggle
your (toes), etc. Ask, How many (hands) do you have? Ask, Do
you have a (tail)? (No.) Do you have a (wing)? (No.) Do you have
an arm? (Yes.) Ask Do you have? questions quickly to check
students attention.
SB page 34
1

Pairwork. Look and play.

Point to several of the illustrations along the path of the game

board and ask, Whos this? Whats this? Ask, Who has dirty feet?
Who has clean hands?
Divide students into pairs (see suggestions for dividing the
class into pairs on pp. XII and XIII). When you have their full
attention, give each pair a spinner.
Explain (L1) the game to the class. Students take turns using
the spinner to move along the board. When a student lands
on a square, he/she makes a sentence about it; e.g., I have
(dirty hands); I have (two hands); I have a (tail), etc. If the
sentence is incorrect, he/she goes back to the beginning
of the game Students have to land exactly on the FINISH
square to win the game. The winner is the first to land on the
final square of the game.
Demonstrate how to play the game with a student before
they start playing on their own. Monitor pairs to help with the
sentences and check pronunciation.

Listen and do.

Review actions from the unit: clap your hands, snap your fingers,
wiggle your toes, stamp your feet, touch (your head) and wash
your (hands). Also review actions from previous units (jump,
climb) and teach wave goodbye. Assign a different color to
each row of students in your class and make the activity more
challenging by calling out a color first and then the action: e.g.
Yellow. Clap your hands! The students in the yellow line clap
their hands, and so on.
Play T48 and tell students to listen and follow the instructions
with you. Then play the recording again, until students are
confident with the routine. In very confident groups, you could
then ask individual students to call out instructions for the rest
of the class to follow.
Clap your hands.
Touch your head.
Wiggle your toes.
Touch your legs.
Stamp your feet.
Snap your fingers.
Wash your hands.
Jump.
Wave goodbye.

T48

Students can now complete Worksheet 4

(www.pearson.com.br/ourdiscoveryisland).

Ending the lesson

Play a game of statues. Play the song (T44) from Lesson 3.
Ask students to stand up and dance. Stop the music, and
students stand completely still. Any student that moves has to
perform an action of your choice. He/she is out of the game if
the action is not performed correctly.
OPTIONAL ACTIVITIES
Action mime
Students play a miming game in pairs. One student says
an action, and his/her partner performs it.
Flashcard game
Play Tic-tac-toe (see p. T83).

Game
Give each student an A4 sheet of paper. Put the homemade
numbers flashcards and the flashcards for the parts of the
body and the colors in three separate piles.
Invite students to the board to choose one card from each pile
(e.g., four, legs and blue). Students draw four blue legs on their
monster. Then choose students to say sentences about the
part of the body they have just drawn (I have four legs. I have
blue legs). Continue until all the flashcards for the parts of the
body have been used. Ask students to show their monsters at
the end of the game.

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Review

Lesson aims
To personalize the unit language; to provide an opportunity
for self-evaluation.
Recycled language
Body parts; Numbers; I have (two) arms.
Materials
Multi-ROM, Flashcards (My Body), Word cards (My Body),
Unit 4 stickers, large sheets of kraft paper, paint and
brushes, colored markers, scissors, a bag

Starting the lesson

Hand out the flashcards to several students in different parts
of the classroom. Hold up the word cards one by one, and
students point to the corresponding flashcard.

Listen and say. Then stick.

Allow students some time to look at the picture. Play T49 and
students identify the body parts in the picture.
Play it again, pausing after each sentence so students can
repeat. Students then find the stickers in the back of their
Student Books. Follow the sticker ritual from Unit 1 (see p.
T11), then play T49 a third time, pausing after each sentence.
Students stick the stickers over the grayscale pictures.
1
2
3
4
5

I have a head.
I have two arms.
I have two hands.
I have two legs.
I have two feet.

Students draw their own bodies inside the frame. Students

may wish to draw dirty or clean hands/feet or color parts of
their body as if they have been painting.
In small groups of three or four (see ideas for group formation
on pp. XII and XIII), students describe their drawings. Model
the sentences with students first. They can say, I have (two
feet). I have (a dirty face). I have (red hands).
Students can now go online to Family Island and enjoy
the fun and games, at home or at the school computer
lab. Ask students to find the sink that Waldo is holding on
the Student Book (p. 34). Tell them they need to find the
sink on Family Island (it is inside the Toy Factory, near the
entrance). When students click on the sink, they are taken to
a supplementary language game based on the vocabulary in
Unit 4.

Ending the lesson

SB page 35
3

Draw and say.

Divide students into groups of six and hand out a large sheet
of kraft paper to each group. One student lies down on the
sheet, while the other students draw around his/her body.
They can color the outline with paint or markers. Then they
cut out the outline and stick it on the classroom wall. Ask
groups to describe their bodies.
OPTIONAL ACTIVITY
Pass the flashcards
Put the flashcards in a bag. Students pass it around.
Shout, Stop! The student with the bag takes out a
flashcard and says the part of the body on it, then does
and says an action using that part of the body.

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WB page 99

Pairwork
Divide students into pairs (see suggestions for dividing the
class into pairs on pp. XII and XIII). Ask students to look at
the pictures and try to remember the sentences. Then they
say the sentences, and touch their corresponding body parts.
Demonstrate the activity with two or three students before
they start working in pairs.

Game
Call two students to the board to draw two monsters that
you dictate. Say, I have three legs. I have a tail, and so on. Add
clean/dirty hands/feet if you wish. Invite students to give the
monsters a name and write them above their heads.
Now say sentences about the monsters, and students say
which monster you are describing by saying its name. Say, I
have (three) legs. I have (dirty) feet.
You can invite confident students to come to the front of the
class and take over as teacher.

Draw. Then look and count.

Students complete the other half of the monster, then count

its body parts and write the corresponding number in the
boxes on the right.
6

Find and stick. Then color.

Students find the I have a yellow body speech bubble sticker

in the back of their Student Books and stick it in the correct
place to complete the picture (follow the sticker ritual from
p.T11). Next they look at the sentence and color Millies body.
Ask students to color the stars at the bottom of the page
according to how well they think they completed the unit.
Discuss with students what they learned and which actvities
they liked best.

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