Body Vocabulary: Sentences, Conversations, and Presentations

1. Week 8 ELITE

2. Vocabulary of the Body

3. Sentences • Write down twenty sentences regarding the body. • Examples • 1. I can turn my head a lot. • 2. By body is strong. • 3. My stomach can hold a lot of food. • 4. His chest is thick. • 5. I can hear many things.

4. Conversation • Choose a partner and talk with each other about the body. Each group of two should talk at least about three different body parts. • Have the participants write down their conversations. • Example • First Person: I have really strong arms. • Second Person: So do I. I can lift heavy things. • First Person: When I lift heavy things, my arms are very tired. • Second Person: I have to rest my arms a lot. • First Person: When I grow older, I will have to continue to lift things or else my arms will become weak.

5. Give a Presentation • Have the participants each choose a body part to give a presentation on. • Example. • Participant choose the head. He draws a picture of the head, and then writes down three things the head does. A person uses the head to think, to hit things with, and to hold information.

6. Vocabulary of Animals

7. Sentences • Write down twenty sentences regarding the animals. • Examples • 1. The pig is very loud. • 2. The horse is wild. • 3. The dog chews his food. • 4. The cockroach crawls on the floor. • 5. The rabbit nibbles the carrots.

8. Conversation • Choose a partner and talk with each other about animals. Each group of two should talk at least about three different animals. • Have the participants write down their conversations. • Example • First Person: I have a dog. • Second Person: I don’t. I have a cat. • First Person: I like dogs because they are friendly and have energy. • Second Person: Cats are good because they never get lost. • First Person: I can hug my dog.

9. Give a Presentation • Have the participants each choose an animal to give a presentation on. • Example. • Participant chooses shrimp. • Shrimp are small animals and are very calm. When people catch them, shrimp are in large groups. The fresh shrimp is delicious.

10. Vocabulary of Stationery

11. Sentences • Write down twenty sentences regarding stationery. • Examples • 1. The pencil is new and sharp. • 2. The stapler is on the desk. • 3. I want to create a card for her birthday. • 4. The envelope is too small for the letter. • 5. The letter is old.

12. Conversation • Choose a partner and talk with each other about stationery. Each group of two should talk at least about three different types of stationery. • Have the participants write down their conversations. • Example • First Person: I have a lot of pencils. • Second Person: I like to use pens more than I like to use pencils. • First Person: With pencils you can erase. • Second Person: Pens are more professional. • First Person: Pencils are cheaper.

13. Give a Presentation • Have the participants each choose a type of stationery to give a presentation on. • Example. • Participant chooses notebook. • Notebooks are useful for writing down a lot of information. Notebooks can be large or small. A lot of people use them in school and a lot of people use them at work. Notebooks can be use for a long time.

14. Vocabulary of Plants

15. Sentences • Write down twenty sentences regarding plants. • Examples • 1. The flowers are colorful. • 2. The tree has a thick trunk. • 3. The soil is rich in nutrients. • 4. I water my wheat ever two hours. • 5. The corn is growing well.

16. Conversation • Choose a partner and talk with each other about plants. Each group of two should talk at least about three different topics of plants • Have the participants write down their conversations. • Example • First Person: I grow rice on a large farm. • Second Person: I live in the city. What is a farm like? • First Person: A farm is quiet. I work really hard each day. • Second Person: I do not think I am able to live on a farm. • First Person: You get used to it.

17. Give a Presentation • Have the participants each choose a topic of plants to give a presentation on. • Example. • Participant chooses rice. • Rice farms are large. There is a lot of water, and I do not have to worry about my crops dying. There is a lot of space to cover, and planting is a hard job.

18. More Verbs

19. Sentences • Write down ten new sentences with the new verbs. • Example • 1. No one hates respect. • 2. I need to contain my happiness. • 3. He needs to reduce his use of paper. • 4. Teachers support students in the classroom. • 5. Teachers do not restrict students’ freedom.

20. Teaching Children • Work with the children so that they really understand the new vocabulary and can remember the new along with the old. • Come up with interactive activities that children find interesting and will happily participate in, such as a play. • There is also the possibility of continuing the dictionary project, in which each child creates his own dictionary by writing down the terms as well as drawing pictures for those terms. • Participants can also hang up vocabulary posters around the classroom to provide a constant reminder.

21. Example • Come up with a play for the entire classroom focused on animals. • Assign each child an animal and ask the child to write down two facts about his or her animal. Have the children create costumes for themselves even as they come up with their own lines. • Have the children practice a march of animals during the play in which the children announce their parts and read their sentences.

22. Lessons • Come up with three lesson plans for teaching children vocabulary

23. Example Lesson for Teaching Children Vocabulary • Have each child pair up with another child. Ask each child to write down three nouns, three verbs, and three adjectives of his or her choosing. Then ask the children to exchange their papers. • Ask each child to use one noun, one verb, and on adjective from his or her partner’s list to create a sentence. • Then have the children read their sentences out loud to each other.

24. Lessons • Come up with three lesson plans for encouraging children to read, write, listen, and speak the new vocabulary

25. Example Lesson for Encouraging Children to Read, Write, Listen and Speak New Vocabulary • Have children read a short three sentence paragraph that a participant writes. The short paragraph is part of a story. Have the children draw a picture for three sentences and then continue the story by writing down three new sentences. • Read the participant’s three sentences to the children and then have the children read their own three sentences out loud to each other. • Repeat this activity as many times as it takes for the children to become familiar with an activity.