Creating cards / learning materials - verbs

In my last  few posts I want to show how I work closely with my students in creating learning materials together. The aim for this lesson was to revise verbs. These are third grade students and they are just starting to learn how to read and write,
The English Adventure book is used in this grade and I find it really interesting and useful. Especially useful are the cards in the back of the book. I use them for different activities which make learning English more amusing for the students.
I started the lesson by asking the students to cut the cards from the back of the book.
Then I asked them to make paper word cards.

Next, each student had to match the words with the pictures. 

In the end I asked the students to work in pairs and check each other's matching.

Creating a poster - revising body parts

I like to engage my students as much as possible both in the learning process and in the creation of the learning/ teaching materials.
On this lesson we did some revision and created a poster with parts of the body that can be used on other lessons in the future that deal with the same set of words.

1. Warm up:  To start the lesson I decided to do a quick TPR activity - listen and do. The teacher names the part of the body and the students point to it. Or the teacher can include some verbs together with the body parts and ask the students to move.

2. Main part: I prepared one poster big enough for a student to lie on. I gave the instructions to the students how to draw a boy on the poster. Then we colored it and decorated it.
2.1 I gave the students some pieces of paper with parts of the body vocabulary written on them. There was one letter missing in each word. The students had to guess the word on the piece of paper, complete the spelling, then put the word on the correct place on the poster and spell the word.

3. End of class activity - It's always good to finish the lesson on a positive note. Young learners love music and dancing. I played some music in the background but I asked the students to dance according to what I said. They had to follow the rhythm of the music but dance "head to head" or "arm to arm" with their partner. 

Time for revision (colours, numbers and shapes)

We've just came back to school after quite a long winter holiday. So, the first few lessons after a holiday are the best time to do some revision and get the students back on track. For this purpose I used some really nice ppt games. I downloaded mine from eslprintables.com. It is a lovely site rich in very useful handouts and other resources.
For my lesson with the first and the second grade students I used:
Colours revision : http://eslprintables.com/powerpoint.asp?id=12222#thetop
Numbers revision: http://www.eslprintables.com/powerpoint.asp?id=12194#thetop
Shapes revision: http://www.eslprintables.com/powerpoint.asp?id=24582#thetop

Presenting has got/ hasn't got

The lesson aim is presenting has got and hasn't got and their use in sentences. Also, revision of body parts. This is a lesson I did in the third grade.
1. As a warm-up activity and a revision from the previous lesson I did a body parts domino. I printed the pictures and words on pieces of paper and I asked the students to arrange the domino on the floor. I asked them to read the words and then perform some activities connected to the body parts ( shake your head, touch your toes etc.)

2. Then, to introduce the use of has got/ hasn't got I put drawings of monsters on the board and created a gallery in the classroom. I gave the instructions to the students and asked them to listen and stand next to the drawing/ monster being described. I recorded some of the students from the other grades describing the monsters and I asked them to make the drawings for me. Not all the work needs to be done by the teacher, students can help too.

3. I the next activity I distribute sentences to students and their task is to look at the pictures and match the sentences with the correct picture. Make sure that you help the students when necessary. Read and explain the sentences and elicit the use of has got/ hasn't got from the students. Ask them to copy one example in their notebooks and then ask them to draw a monster as a group and describe it using the target grammar points and vocabulary.