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The Implementation of the Project Work “My Body” in Form 4
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4.2 The Implementation of the Project Work “My Body” in Form 4
In order to develop all language skills according to the students’ types of intelligence, to motivate students to learn the language a set of activities and tasks was worked out.
Having studied the advantages and disadvantages of the project work and work in big classes it was decided to organise the class into groups and pairs.
The cognitive aim of the topic “My Body” was to review the knowledge about the body in English and through activities gain understanding of new information. Pupils were also expected to substantially develop their co-operative skills while working in pairs and in groups.
Table 2 reflects the summary of the activities used for developing four language skills. This material was designed for young children.
TABLE 2. Activities for the Topic “My Body”
| Description of activity | Teacher’s Language | Language Skills Focus |
| 1.Sing song and do the actions | Nose, head, shoulders, etc. | Listening, speaking skills |
| 2.Drawing the parts of the body | “Show me…” “What is it?” | Speaking, writing, listening skills |
| 3.To listen to the dialogue | Helping with difficult words | Listening and speaking skills |
| 4. Mime-show | Introduce new words | Speaking, writing, reading, listening skills |
| 5. Measuring your body | Giving instructions | Speaking, listening, reading, writing skills |
| 6. English food | Giving key words. “What is different about English food?” | Reading, listening, speaking skills |
| 7. Game “Healthy Food for Healthy Body” | Questions about the text | Speaking, listening, writing |
| 9.“Table Manners” | Helping with new and difficult words | Reading, speaking, writing, listening |
| 10. Test | Read the first task | Listening, writing, reading, skills |
Before the first lesson of the project work the author prepared a large chart which was attached to one of the walls of the classroom. In this chart the pupils were supposed to show their opinion after each lesson by drawing an appropriate face:
I like the activities in the lesson
I partly like the lesson
I did not like the activities
The first project task was begun with the song “Head and Shoulders”. (Appendix 3) Children sang and touched the body parts mentioned in the song.
The next step was work in pairs. Pupils were showed the parts of the body each other, were drawing and writing the parts of the body in their notebooks. It was done in the form of game. (Appendix 4)
Further, the teacher asked the children to listen to the dialogue and try to understand what the children were talking about. They also were supposed to discuss the dialogue, explain the phrases and words pupils did not understand.
Then the teacher planned work in pairs:
they mimed having a headache/earache/backache;
the children tried to guess what was wrong with them by asking “Are you ill?” or “What is the matter?”
Later the children wrote the new words and expression in the notebooks. They read in pairs about little John – decided whether little John was really ill, practised the short answers [ Pupil’s book “Enjoy 2”]
Work in groups: the teacher used Worksheet 1 (Appendix 5) for each group to fill in, introduced new words: weight, height, length, width.
The teacher together with the nurse weighed the pupils and measured their height pupils in the medical room of the school.
When Worksheet 1 was completed in groups, the pupils could repeat their results to their classmates at the second project lesson.
Work in pairs: What is different about English food? – children read the text (Appendix 6) They consolidated the vocabulary about food/likes and dislikes; discussed on good and bad food, and clarified ideas about the “Pyramid of Food”. (Appendix 7)
Work in groups: in this activity was used Worksheet 3 for making group pictures “Healthy Food for Healthy Body”. (Appendix 8)
Finally, the learners were offered to write “Table Manners” using words: dirty, hands, mouth, do not, fork, spoon, knife, hear, etc. (Appendix 9)
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