Move your Body with me A0

Move your Body with me A0

Key Language:

Sports: do yoga, go jogging, play badminton, play tennis, go swimming, do gymnastics, do karate, take an aerobics class, play volleyball, go skiing, go ice-skating, play basketball, go cycling

Lisa asks Mandy how she stays healthy. Mandy says she exercises every day, doing yoga in the morning and jogging in the afternoon. On weekends, she goes to Boosty’s Fitness Club to play sports. Lisa wants to try it too, so they go together. They do a fun warm-up. Does Lisa like it? Watch the video to find out.

Transcript

Move your body_Transcript

Aim of Activity

5 - 15 minutes

To check learners’ understanding of the video. 

Steps for Students

Task 1. Flashcards

  1. Click here to start Task 1
  2. Guess the missing word. 

Task 2. Matching

  1. Click here to start Task 2
  2. Click on the “Matching” tab on the top
  3. Match the cards

Task 3. Practice

  1. Click here to start Task 3
  2. Click on the “Practice” tab on the top
  3. Write the missing word

There are 3 activities practising the same questions and answers in order to integrate skills. This also serves the purpose of spaced repetition and exposure to language. Students can do the same task in three or four different ways.  

All activities can be run individually, in small groups or as a whole class.   

The three tasks can also be run on different days as a follow up and revision (creating a sense of continuity for the video series) 

Task 1. Flashcards

  1. Click here to start Task 1
  2. Each card asks a post-watching comprehension question. The teacher can enable the audio function for students to listen to the questions and answers as well.  

Task 2. Matching

  1. Click here to start Task 2
  2. Click on the “Matching” tab on the top
  3. Students match two cards to make a correct statement about the video

Task 3. Practice

  1. Click here to start Task 3
  2. Click on the “Practice” tab on the top
  3. Students write the missing word in the box provided 

Provided on Flippity

Aim of Activity

15 minutes each task (there are 5 tasks)

To help learner to practice and learn vocabulary and grammar related to body parts and movements, as well as improve their pronunciation and ability to give instructions using the imperative form. 

Steps for Students

  1. Click this link to start the activity: ACTIVITY 2
  2. Fly into the correct answers and avoid the wrong answers.
  1. Click this link to start the activity: ACTIVITY 2
  2. Students match collocations (verb of movement + body part) by flying aeroplanes into the correct answers and avoiding wrong answers. 

TIP!

The Aeroplane activity can be done individually or in pairs (students take it in turns to fly the aeroplane and go through the maze respectively).

There are 3 extra activities exploiting the same target language, which can be done in groups or as a whole class. These can be done in the same lesson, or, alternatively, over a couple of lessons to review the target language. 

The quiz & Open the box activities offer an opportunity for the teacher to get students to demonstrate each correct and/or wrong answer, adding fun and a kinaesthetic element to the activity.  

n/a

Aim of Activity

30 minutes

To practice and review the names of sports and activities from the video, develop learner’s speaking and listening skills related to sports and activities they can and can’t do. 

Steps for Students

Conveyor belt

  1. Remember 7 things in the video.
  2. Tap the things you saw.
  3. What are the names of the 7 activities you saw?

Random wheel / Random cards / Open the box

  1. Spin the wheel (Open a card/box) and ask each of your partners if they can do the activity.
  2. Have a short conversation with each person in your group.  

The conveyor belt

  1. Click this link to start the activity: ACTIVITY 3
  2. Students play in pairs.
  3. Students remember 7 items on the conveyor belt.
  4. When the belt stops, students tap the 7 items they saw and provide names for the sports and activities they saw. 

 

Random wheel, Random cards & Open the box activities

  1. Click this link to start the activity: ACTIVITY 3
  2. Switch template to Random wheel / Random cards / Open the box
  3. Divide students into 3 groups and ask each group to play one of the 3 games (each group plays a different game but the language and the task is the same for all the groups- the presentation of the material is different)
  4. Students spin the wheel, open a card and/or a box and ask their partners if the can do the activity they selected
  5. Introduce short model dialogues on the board:
    A: Jessica, can you play football?
    B: Yes, I can
    A: Can you play well?
    B: Yes, I can play very well.

    A: Petr, can you do aerobics?
    B: Yes, I can.
    A: Are you good at aerobics?
    B: Yes, I am.
  6. Sensitise students to the week form of the verb Can in questions and short answers.
  7. Students take turns to spin the wheel and/or open a card/box. After 3-5 minutes change partners and games so students talk to as many partners as possible.  

TIP! 

The conveyor belt
This could be run as a competition with students frequently changing partners.  

n/a

Aim of Activity

10 minutes

This activity helps students practise pronunciation of different sports and activities. 

Steps for Students

  1. Play the video: ACTIVITY 4
  2. Listen and sing along. 
  1. Play the video: ACTIVITY 4
  2. Get students to repeat and drill the different sports and activities.

n/a

Aim of Activity

20 minutes

To helps learner review and practice the language they learned in the video and previous lessons, learn new vocabulary related to body parts and movements, work collaboratively with their classmates, and create their own “I can…” statements using the target language. 

Steps for Students

  1. Choose a category
  2. Choose a question (easiest- 100 points, most difficult- 500 points)
  3. You have 30 seconds to think how to demonstrate the ‘I can…’ movement.
  4. Now demonstrate the ‘I can..’ movement.

The game should be played as a whole class. It is very important that students understand that they work as a team, not individually.  

  1. Click this link to start the activity: ACTIVITY 5
  2. Put students in 4 or 3 teams and explain the rules of the game:
    Each team picks a category and then a question from 100 to 500 points. Make sure students understand that these are in order of difficulty (most difficult-500 points, easiest- 100 points). 
  3. You can add / remove teams by clicking on the + or – buttons under the team boxes, and change the teams’ names.
  4. The teacher reveals the question and the group has 30 seconds to discuss how to demonstrate the ‘I can…’ statement (g. Bend your leg at your knee).
  5. After 30 seconds, each student in the team must demonstrate the ‘I can…’ movement.  
  6. If the demonstration is incorrect, another team can score points by demonstrating the movement correctly.

As a follow-up, regroup students and ask the new teams to create their own instructions to continue playing the game.  

The teacher could quickly transfer students’ I can… statements on to Flippity and continue playing the game via flippity.   

 

The game introduces new vocabulary:  

lips, thumb, knee, ankle 

once, twice, three times 

hop, wiggle, cover, rub 

n/a