Language Skills: Project

Work
 PROYECT WORK: Skills
TOPIC:
- Clothes
GROUP AGE:
- 3rd graders (8-9 years old)
LANGUAGE FOCUS:
Vocabulary:
- Item of clothing (t-shirt, shirt, trousers, skirt,
socks, scarf, shoes, dress, belt, hat, trainers,
shorts, coat, tie, sweater, jumper, jacket,
boots)
- Colours (red, green, blue, yellow, pink,
purple, white, black, grey)
- Numbers (one to twelve)
- Prepositions (on, in under)
Grammar:
- He/she is wearing.
- Is it a? Yes, it is / No, it isnt /Are they?
Yes, they are/ No, they arent.
- Have you got? Yes, I have got/ No, I
havent got.
- Is she/he wearing? Yes, she/he is - No,
she/he isnt.
Part 1: LISTENING AND
SPEAKING
LISTENIN
G
1. Listen, draw and colour (colour dictation)

In this activity, the teacher draws a boy and a girl on the board and writes their
names on the top of each picture.
She gives a copy of the pictures to each student. First the teacher checks if the
students have all the colours while checking their understanding of colours. If
students dont have some colours, she provides them with the material.
She gives the instructions in order to make them draw and colour the clothes on
the bodies.

- Instructions:

Show me your yellow/green/red/purple/blue/pink/orange/brown pencils.

Take these copies. Listen, draw and colour.
For example: Pam is wearing a red skirt and a pink t-shirt

- PURPOSES:

Listening to consolidate understanding of new vocabulary about clothes e.g. t-

shirt, shirt, skirt, trousers, shoes, scarf, etc.

Listening to physically 'settle' or calm pupils.

2. Listen and play

In this activity students have to identify each item of clothing and cross out the
clothes on their bingo cards if they are said by the teacher.

- Instruction

Lets play bingo. Listen and cross out what I say. The one who completes the
bingo card first is the winner.

Some examples:
- PURPOSES:

Listening to encourage mental activity and problem-solving.

Listening for detail to discriminate between the clothes they hear and the
clothes they have in the paper.

3. Listen and number the pictures

The teacher gives each student a sheet of paper with different pictures of
clothes. Each picture has a small space to put a number. The teacher says some
item of clothing in order and students have to listen and put the correct number to
each picture.

- Instruction

Teacher says: Listen and put the correct number to each picture like this and
the teacher shows them the example. Number 1: Skirt.
- PURPOSES:

Listening to improve memory and concentration span.

Listening to consolidate new vocabulary.-

Listening to physically settle pupils.

Listening to encourage mental activity and problem-solving

4. Listen and match

In this activity the teacher reads some sentences. For example: The trousers
are on the bed and students have to listen and draw a line. In this case, students
draw the line from the trousers to the bed. In the sheet of paper, there is an
example already done.

- Instruction

Listen to me carefully and match. The teacher shows them an example.

- PURPOSES:

Listening to consolidate new vocabulary and structures.

Listening to encourage mental activity and problem-solving.

Listening to settle pupils.

5. Listen and do

In this activity the teacher takes out different clothes from a bag. She shows an
item of clothing and she asks yes no questions (Is it a red dress?). If it is correct
students have to clap their hands and if it is wrong they have to stamp their feet.

- Instruction

Look at this (she shows them a red dress) and she asks Is it a red skirt?
students answer no. The teacher says Ok, stamp your feet (while showing).
Then, the teacher asks again Is it a red dress? and students answer yes and the
teacher says ok, clap your hands (while showing).
- PURPOSES:

Listening for enjoyment while improving their recognition of some items of clothing.

Listening to 'stir' pupils and make them more Iively.

6. Listen and discriminate

In this activity the teacher divides the class into two groups. Students have to
listen what the teacher says and choose the correct item of clothing (between
many items) to dress the shapes of the boys and the girls bodies. The teacher
provides each group a box with different cut out clothes. The one who sticks the
items first wins a point for her/his group.

- Instruction

Look, Group one and group two (showing them the division of the class).
Listen with your group choose the correct cloth and stick it there (showing them
the boy and the girl bodies).

- PURPOSES:

Listening for detail to discriminate between some clothes.

Listening to encourage mental activity and problem-solving.

SPEAKING

1. Draw, colour and ask

In this activity the students have to draw in their copybooks a washing line and
four items of clothes and paint them. Then, in pairs they sit opposite each other
and erect a visual barrier so that neither can see what the other has in their
copybooks. One of them has to ask the other what clothes she/he has in his/her
paper, asking yes-no questions (have you got a t-shirt?) and the other has to answer
yes/no. Then the first student asks the colour of the item.
When the first student has guessed all her/his partner clothes the second one
has to do the same.
Finally, they have to check comparing their productions and both have to have
the same.

- Instructions

Now draw and colour four clothes. Make pairs like this while showing.
Dont look, now ask questions like this: have you got a t-shirt? Pablo
answers yes, I have. Is it red?, No, it isnt.
Now you ask (while pointing one student) and you answer Then, you ask and
you answer while showing they have to change their roles.

- PURPOSES:

To give pupils a chance to work independently of the teacher.

To practise fluency.

Develop social skills of interaction and turn taking.

2. Say what the other is wearing

The teacher brings to the classroom a big bag with same clothes in it. She calls two
students to come to the front. One of them has to dress himself/herself with some
clothes. The other has to say what her/his partner is wearing. Then, the teacher
calls three more pairs.

- Instruction

Listen children, I need two volunteers. Juanita, take some clothes out of the bag
and get dressed while showing. And you, Pedro, tell us what she is wearing.
For example: She is wearing a red skirt.

- PURPOSES:

To provide fluency practice

To extend language use

3. Whats missing?

In this activity the teacher sticks on the board some cuts out clothes. The
teacher says one, two, three, everybody goes to sleep and students cover their
heads with their hands. The teacher unsticks two cut out clothes and she asks
whats missing? and students have to say what clothes are missing.

- Instruction

One, two, three everybody goes to sleep ok, whats missing? students
answer the blue trousers and the yellow dress. The teacher says very good
children and she goes on with the activity in the same way.

- PURPOSES:

Speaking to improve memory.

Speaking to practise pronunciation.

Speaking to improve concentration and Iistening skills.

4. Guessing

In this activity the teacher sticks a big poster on the board. In it there are many
people with different clothes. She calls one student to the front. She asks him/her
to describe what clothes is wearing one person that is on the poster. Once the
child has finished, their classmates have to guess who is the person his/her partner
has described. The pictures of the different people on the poster have numbers so
the children who guess say the number. The teacher provides the students an
example.

- Instructions
 Look at this! (Showing them the poster) He is wearing red trousers, a green t-
shirt and black shoes! Who is he? Student answer Number 3 and the teacher
says very good children Now, Romina come here, describe one and you guess
(pointing the other students).

- PURPOSES:

To provide a realistic context for practising the pronunciation of specific

structures.

5. Pass the ball

In this activity the teacher asks the students to sit in a round. She plays music.
She gives them a ball and they have to pass it to the partner who is next him/her.
When she stops the music, the child who has the ball has to mention an item of
clothing. The game continues in this way.

- Instructions

Listen children; sit down like this (showing them a circle). Now pass the ball
like this (and she shows them how to do it). When I stop the music (she does a
mime of stopping the music) you say a cloth. For example: shirt.

- PURPOSES:

Speaking to develop memory skills.

Speaking to extend language use.

6. Look, listen and repeat

In this activity the teacher brings cut outs clothes. She shows them while saying
their names. Students have to repeat the clothes in different ways and with
different voices.

- Instruction

The teacher shows the cut out t-shirt and says t-shirt. She repeats it several
times varying her voice. She goes on with the activity in the same way.

- PURPOSES:
 To introduce new vocabulary or structures.

To focus on pronunciation.

READING
1. Read, cut and glue

Students have to identify the written form of the items of clothing. Then they
have to read and cut the names and stick them on the correct picture.

- Instructions

Read, cut and glue the words on the correct picture.

- PURPOSES:

Reading to build up word recognition.

Reading for checking understanding at word level.

Reading to physically settle and calm pupils.

Reading to encourage mental activity.

2. Read and circle the correct option.

Students have to read the sentences and then they have to choose and circle
the correct option.

- Instruction

Read and circle the correct option like this The teacher shows them the example.
- PURPOSES:

Reading to consolidate spelling and comprehension.

Reading for checking understanding at sentence level.

Reading to physically settle and calm pupils.

Reading to encourage mental activity and problem-solving.

Reading to develop syntactic awareness.

3. Read and find the words

Students have to find out the names of some items of clothing. They have some
pictures below the letter soup. They should know the writing form of each cloth.

- Instructions

Find the name of these clothes (showing them the pictures).

- PURPOSES:

Reading to consolidate spelling and comprehension.

Reading for checking understanding at word level.

Reading to physically settle and calm pupils.

Reading to encourage mental activity and problem-solving.

4. Read and number the pictures

The teacher gives each student a sheet of paper with this activity. Students
have to read the names of the item of clothing (which are numbered) and then
they have to put the correct number to each picture.

- Instruction
 Teacher says: Look, read the names here (showing them) and put the correct
number to the picture.

- PURPOSES:

Reading for checking understanding at word level.

Reading to physically settle and calm pupils.

Reading to encourage mental activity and problem-solving.

5. Play domino

In this activity the teacher makes groups of four. She gives each student eight
cards (some with items of clothing and some with its respective names). Students
have to play domino joining the item of clothing with its respective name. The
teacher puts one card in the centre of the table and one student has to start the
game and the others have to go on. If the student has the card to join the cloth
with the name, he/she put them together, but if he/she doesnt has the necessary
card, he/she lose her/his time and the others partner have to play. Students have to
form a line or a square joining all the cards. The one who puts all the cards in the
table first, win the game.

- Instruction

Lets play domino. Make groups of four like this (and she shows a group of
four students). Look at this (and she shows them big cards to use as example).
Ana come here. Look (and she gives her some cards). The teacher sticks in the
board one card to start playing. I start and she sticks the name skirt next to the
picture of the skirt. Now you Ana and Ana do the same. Ok, now, I dont have
this name (and she shows the picture Ana sticks) you play again.

Now the teacher gives each student some cards (the same used in the example
but smaller ones) Now students, do the same in your groups

- PURPOSES:

Reading for checking understanding at sentence level.

Reading to encourage mental activity and problem-solving.

Reading to consolidate spelling and comprehension.

 Reading to physically settle and calm pupils.

6. Read and order the sentences

In this activity the teacher provides a sheet of paper to each student. On it,
there are some sentences. Students have to order them by putting numbers.

- Instructions

Look children, take this paper. Number the sentences like this and she
shows the example in the paper. Number 1 is PUT ON THE SHIRT.

___ put on the socks.

___ put on the coat

___ put on the trousers

1 Put on the t-shirt

___ put on the sweater

___ put on the shoes.

- PURPOSES:

Reading to consolidate spelling and comprehension.

Reading for checking understanding at sentence level.

Reading to physically settle and calm pupils.

Reading to encourage mental activity and problem-solving.

Reading to develop syntactic awareness.

7. Match

The teacher gives a sheet of paper to each student with this activity. Here,
students have to match each item of clothing with the correct name.

- Instruction

Look, Match each picture with the name like this (showing the example).
- PURPOSES:

Reading to encourage mental activity and problem-solving.

Reading to practice interpreting visual information.

Reading to physically settle and calm pupils.

Read to recognize the words.

8. Look and Match

Students have to match each item of clothing with the respective weather they
are used for.

- Instruction
 Look and match the clothes with the weather The teacher shows them the
example.

- PURPOSES:

Reading to encourage mental activity and problem-solving.

Reading to practice interpreting visual information.

Reading to physically settle and calm pupils.

Reading to recognize the words.

WRITING
1. Complete the crossword

Students have to complete the crossword with the names of some items of
clothing (the names of the pictures with are in the paper)

- Instruction
 There you have a crossword. Look, these are across and these are down (while
showing). Complete the squares like this while showing them an example.

- PURPOSES:

Writing to practice handwriting and spelling.

Writing to physically settle and calm pupils.

Writing to encourage mental activity and problem-solving.

Writing to practice interpreting visual information.

2. Look and write

In this activity, the teacher provides each student a sheet of paper with a boy
and a girl dressed in different colours. Students have to look, identify the clothes
and colours and write sentences. Below of each child is written the beginning of the
sentence (Pam is wearing .. and..) and they have to complete them. She
provides a model before starting with the activity.

- Instruction

The teacher gives each student a sheet of paper with this activity and she says
Here you are. Then, the teacher sticks the same pictures in the board and says
look, Juanita is wearing a red t-shirt Now, you do the same write the
sentences here while showing them where they have to write.

He is wearing .
... ..
..
and
..

She is wearing .....

..
and .

- PURPOSES:

Writing to practice handwriting and spelling.

Writing to encourage mental activity and problem-solving.

Writing to practice interpreting visual information.

Writing to physically settle and calm pupils.

Writing to use new vocabulary and grammar patterns.

3. Look and write

In this activity students have to fill in the gap with Is she or Is he to

complete the questions and then they have to answer them. If the girl or the boy
are using what in the question says students have to answer yes, she/he is but if
the girl and the boy are not using what in the question says, they have to answer
no, she/he isnt.
- Instructions

The teacher says: Look at the pictures! Complete the questions and the
answers about the girl and the boy

- PURPOSES:

Writing to encourage mental activity and problem-solving.

Writing to practice interpreting visual information.

Writing to physically settle and calm pupils.

Writing to use new vocabulary and grammar patterns.

Writing to practice handwriting and spelling.

4. Write the clothes

Students have to look and write the correct name of the clothes the girl and the
boy are wearing.

- Instruction

Look, write the names like here (showing the example)

- PURPOSES:

Writing to use new vocabulary.

Writing to practice handwriting and spelling.

Writing to practice interpreting visual information.

Writing to physically settle and calm pupils.

Writing to encourage mental activity and problem-solving.

5. Draw, colour and write.

Students have to draw themself in the white space of the paper. Then, they
have to draw, colour and write what they are wearing.

- Instruction
 Draw yourself here (showing them where they have to draw) colour your
clothes and then write what you are wearing like this. The teacher shows them an
example she had done.

- PURPOSES:

Writing to practice handwriting and spelling.

Writing to physically settle and calm pupils.

Writing to use new vocabulary and grammar patterns.

6. Complete

Students have to complete the gaps with the clothes which are in the pictures.

- Instruction

Complete the sentences with the clothes like this. Showing them the example.
- PURPOSES:

Writing to encourage mental activity and problem-solving.

Writing to use new vocabulary and grammar patterns.

Writing to practice handwriting and spelling.

Writing to practice interpreting visual information.

Writing to physically settle and calm pupils.

7. Look and complete

In this activity students have to look at the pictures and complete the
sentences.

- Instruction
 Look at the pictures and complete the sentences.

- PURPOSES:

Writing to encourage mental activity and problem-solving.

To practice interpreting visual information.

Writing to practice handwriting and spelling.

Writing to physically settle and calm pupils.

Writing to use new vocabulary and grammar patterns.

BIBLIOGRAP
-
HY
Halliwell, Susan. Teaching English in the Primary Classroom. Longman.

- Read, Carol. 500 activities for the Primary Classroom. Macmillan. 2008

- Slattery, Mary and Willis, Jane. English for Primary Teachers. O.U.P

- Seymour, David & Popova, Maria. 700 Classroom activities. Macmillan

- House, Susan. An Introduction to Teaching English to Children. Richmond House.

- http://learnenglish.britishcouncil.org/en/

- http://www.english-4kids.com/