ASSIGNMENT 3

This is Post it on the Body, its used to introduce vocabulary and spelling for body
parts. It starts as a teacher-led activity then progresses to a more student-centred one
by following these instructions:
1.
2.
3.
4.
5.
6.
7.
8.

Divide the class into groups of three.

Distribute ten yellow post-it notes per group.
Nominate a writer in every group.
Point to a part of the body, then try to elicit the word.
Spell the word aloud whilst writing it on one piece of paper, then show the class.
Repeat with new parts of the body until all words have been introduced.
Nominate a student from each group as group dummy.
Shout out one word then get the students to write it down quickly on one post-it
note, then they stick it on the dummys body.

Students share almost an equal amount of VAK learning. We use visual examples by
pointing to ourselves, then by drilling the vocab orally and aurally. This part of the
activity should take no more than eight minutes, as anything longer will affect the
students attention.
Next, we switch to an aural and kinaesthetic activity to keep the students engaged,
and change the pace. Students focus on the vocabulary shouted by the teacher
without visual assistance, then they write it down and use their kinaesthetic skills to
place the post-it note on the students body.
Before class you need to prepare pens and divide the post-it notes into the correct
amount per group, otherwise, it eats into lesson time, and demotivates the students.
Some difficulties you may have would be using parts of the face like nose or ears,
although I have seen post-it notes being placed in nostrils and ears!
This is called Food Adjective Description, and shows adjective order when describing
food. It starts out as teacher-led then becomes more student-centred using these
instructions:
1. Pre-teach vocabulary using either realia or images.
2. Give clear, spoken examples of the structures then ask a student to write it on
the board, correcting the adjective order where necessary.
3. Give the students a bag of all necessary adjectives and nouns.
4. Hide all the realia then pull out one item at a time, the students will then put the
adjectives in the correct order to make a sentence, the first team to finish will
read aloud to the class.
Students will use their visual, aural and kinaesthetic skills when learning parts one
and two. In part four, students use their visual skills to analyse the food and decide
whether it is a big, hard, round, green crunchy apple or not. Once they have decided
they will use their kinaesthetic skills to select the structure of the sentence in groups,
in the final part they will check aurally by listening to the fastest teams answers.
This activity is suitable for (late) pre-teens or teenagers as it uses a lot of vocabulary.
Some words may have to be taught over a few lessons prior to this activity. Also, you
should not use obscure foods as the students may not know the texture of them.