Shapes lesson plan

Stand-alone lesson ESL kids lesson plan

Lesson plans for ESL kids teachers

Shapes

In this lesson students practice saying some simple shapes as well as face vocabulary. Students play lots of fun games and activities, sing a song, read a funny story and do a wonderful shape craft.

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Age: 3-7 years
Time: 40 mins – 1 hour
Objectives: Saying different shapes and face vocabulary.
Structures: “What is it?”, “How are you this morning?”
Target vocabulary: square, circle, triangle, rectangle, head, eyes, ears, nose, mouth, hair.

Lesson materials

Printables:

Mr. & Mrs. Shape Head craft sheet
Mr. Shape Head worksheet
Reader worksheet
Mr. Shape Head song poster

Songs:

Mr. Shape Head

Readers:

Mr. Shape Head

Additional materials:

Shapes vocab crossword
Shapes vocab word search
How many can you find? worksheet

Supplies:

[hide_on_uk]colored[/hide_on_uk][hide_on_us]coloured[/hide_on_us] crayons / pencils
glue
play-doh
Blu-Tack or tape
blindfold
small white / black board with marker / chalk
device to play the song on

Notes:

This is a really fun, interactive lesson for learning shapes and it has some great activities. If possible, teach this lesson after you have taught the Parts of the body lesson (as you will be recycling vocabulary from that lesson).

Lesson procedure:

Warm up and maintenance:

The beginning of your lesson is extremely important: this is where you set the tone of your lesson and get everyone in the right frame of mind for learning English. It is also an opportunity to check homework and review previous lessons.

Click for warm up suggestions for the start of your lessons

Print this warm up and maintenance section

These activities can be done in the following order at the start of your lesson:

1. Welcoming
Greet the students by name as they enter the classroom and gesture for them to sit down. If you have space on the floor, it’s a good idea to have a cushion for each student as this makes sitting arrangements easy to [hide_on_uk]organize[/hide_on_uk][hide_on_us]organise[/hide_on_us]. Try and arrange the cushions beforehand spaced out in a fan-shape around you.

2. Name tags
Before class prepare some name tags (stickers or pin-on tags) with each student’s name written in lower case letters. Sit down with your students and lay out the name tags in front of you. Pick up each tag and call out the name. Try and encourage each student to put their hand up and say “yes”. Hand over the tags and help to pin / stick on. Later on as your students recognize their written names you can have each student in turn pick out their own name tag.

3. Greetings
Use a glove puppet (such as a Sesame Street puppet) to greet the students. Keep him in a cloth bag. Bring out the bag, open it enough to see in and shout into the bag the puppet’s name (e.g. “Cookie Monster!”). Then move your ear to the opening to listen – nothing. Go to each student and encourage them to shout the puppet’s name into the bag – each time nothing happens. Finally, get all the students together to shout the name at the same time. This time the puppet wakes up and jumps out of the bag! The puppet then chats to each student:

Puppet (teacher): Hello, What’s your name?
Student Hello. My name is….
Puppet: Goodbye / See you!
Student: Goodbye / See you!

As your students learn more phrases, you can include them in the conversation, such as “How old are you? Do you like …?, Can you …?, etc.

Finally, the puppet goes back into the bag and back to sleep.

4. Sing the “Hello song” or a review song
Sit in a circle and sing along to the song. Encourage students to clap along or pat their laps in time with the music. The Hello song is a good song to start the lesson with, especially as it has an accompanying Goodbye song to sing at the end of the lesson.

Lyrics for the “Hello song”

Hello, hello, Hello, hello,
How are you? How are you?
I’m fine, thank you, I’m fine, thank you,
We’re ok, We’re ok.

Lyrics for “The Hello Song”

Hello, hello,
How are you today?
Hello, hello,
How are you today?

I’m fine, thank you,
I’m fine, thank you,
I’m fine, thank you,
And how about you?

Hello, hello,
How are you today?
I’m fine, thank you,
And how about you?

Gestures for the “Hello song”

These are quite straight forward. First time you play the song do the gestures and encourage everyone to do them with you.

Wave as you sing the “Hello, hello” parts.
Gesture to others as you sing, “How are you today?”
Point to yourself as you sing, “I’m fine, thank you”
Hand gesture towards another student as you sing, “And how about you?”.

[hide_on_uk]Short sample (members get full-length song):
 [/hide_on_uk]

[hide_on_us]Short sample (members get full-length song):
 [/hide_on_us]

5. Read a classroom reader again
As you progress through the lessons you will start to build up a catalog of classroom readers. Kids love going back to old stories and reading through them again. Invite a student to pick a classroom reader and read through it as a class. Make the story as interactive as possible by asking questions (e.g. what [hide_on_uk]colors[/hide_on_uk][hide_on_us]colours[/hide_on_us] there are, the names of different objects, etc.) and getting students to speculate what is going to happen next in the story.

6. Homework check
Check each student’s homework set in the last lesson. Ask each student some questions about their homework worksheet (e.g. “what [hide_on_uk]color[/hide_on_uk][hide_on_us]colour[/hide_on_us] is it?”), give lots of praise, and then put some kind of mark on the homework sheet (e.g. a sticker, a stamp or draw a smiley face). Finally, tell your students to put their homework back into their bags.

7. Do “Exercise routine” activity
Say the following and have your students follow your lead: “Stand up (teacher stands and so does everyone else), “Hands up / hands down” (x 3-5), “Jump” (x3-5), “Run! / Stop!” (x3-5), “Turn around! / Stop!” (x3-5), finally “Sit down”.

Throughout the course you can introduce other commands, such as “Hop”, “Star Jump”, “Wiggle”, “Crouch” and so on.

Extra activity: Once your students have got to know these exercises you can play “Teacher says” using these actions.

How to play … Teacher says:

This is basically the game ‘Simon says’ but using the words “Teacher says” instead. The teacher tells the students to do an action and they do as asked (e.g. “Teacher says … jump 3 times”). The teacher keeps on giving instructions with different actions using “Teacher says …”. At some point the teacher gives a command without using the phrase “Teacher says” (e.g. “Hop 5 times”) and the students must not do that action – they have to stay still. Any students that do the action have to sit out for the rest of the game. The last student standing is the winner.

8. Name writing practice
If your students cannot write their names yet, this is a great activity. For really young ones, don’t worry if their effort is a scrawly mess – always encourage and praise.

You will need to prepare a writing sheet for each student before class with their name written in dots for them to practice tracing their names (also prepare one for yourself so you can model the task). You can either make these yourself (hand draw the dots for each name) or use a font typed into a Word document – we like to use the “National First Font Dotted” font (you can download it for free here: http://www.fontspace.com/roger-white/national-first-font-dotted).

Prepare the sheets something like this:

Tip:

Make a few extra copies of each student’s name writing sheet so you can use them in future lesson or for homework.

When everyone has finished writing their names, get each student to hold up their sheet so you and everyone can see. Give lots of praise to each student.

9. Review past lessons
Reviewing past lessons is very important – students need constant practice of new vocab, structures, songs, games and so on. Always review parts of your last lesson as well as some parts from other previous lessons. You can spend 5-10 minutes reviewing – it’s fine to recycle games and activities from your past lessons to review as kids enjoy playing familiar games (although be careful not to play a game to death!).

Note: You can also include review activities in the main body of your lesson. Kids can have short attention spans so it’s good to be able to pull out lots of activities during different stages of the lesson.

Other ideas to include in your warm up:

What’s in the bag?
This is a great activity to do at the beginning of your lessons. Fill a large cloth bag with items from your previous lessons (e.g. plastic fruit, animals, etc.). You can also throw in a few other objects (e.g. a pencil, a plastic bottle, a plastic cup – anything lying around (and safe!)). Show the bag to your students and shake it to rattle the objects inside. Pull out different objects, teach/elicit their names, have students hold and pass the objects around. You can even have students pull objects out of the bag. Pull out 1 or 2 objects per student. Finally, place the objects around the classroom and have each student retrieve each object as you call out its name and put it back in the bag.

Knock-knock
This can be used at the beginning of each class. Teach the students to knock on the door before entering the classroom. There are 2 variations for the next step:

When the student knocks, teacher says, “Who’s there?”. The student replies, “It’s (Koji)” and then the teacher says, “Come in (Koji)”.
When the student knocks the teacher must guess who it is, “Is that (Koji)?”. The student replies yes or no – if no, the teacher continues guessing. Having your students develop their own knocking styles makes this even more fun.

Spin the bottle
Sit students in a circle with a bottle in the middle. Teacher spins the bottle. When it stops spinning the student it is pointing at has to answer a question. If the answer is correct then that student can spin the bottle. For example, How are you? What’s your name? What is this? (show an object or flashcard) Do you like _?, etc.

Talk about the weather (do after you have taught the weather lesson plan).

Prepare a weather board. Before the first class prepare a piece of cardboard and cover it with felt – you are going to pin this to the wall. If you can, try and get blue felt (to represent the sky). Write at the top in large letters, “How’s the weather today?”. Below the write “Today it’s”. Cut out weather pictures (such as our weather flashcards) and stick some velcro on the back. Arrange the weather pictures around the edge of the board and then put the board on the wall of your classroom. You can now use this weather board at the beginning of every lesson.
Sing “The weather song”. Sing the song together doing all of the gestures.
Look outside. Get everyone to look outside by saying, “How’s the weather? Look outside”. Elicit the weather for that day.
Put the weather pictures on the weather board. Invite some students to come up and put the weather pictures on the board. Make sure these students say the word as they put the card on the board.

New learning and practice:

1. Teach the shapes vocabulary
Before class, prepare the shapes from the shape craft sheet. Cut out the shapes from the sheet for yourself and also enough for each pair of students (these will be used in a pair work activity later on).

Idea

Print the shapes on card or even laminate the shapes so you can reuse them.

Start off by showing the large square and teaching / chorusing “square”. Hand the square to a student who says, “square” and passes it on to another, each student saying, “square” as they pass it around. Do this for all the shapes. You can also elicit [hide_on_uk]colors[/hide_on_uk][hide_on_us]colours[/hide_on_us] and sizes (e.g. a “big, yellow, square”, “a small, blue square”, etc.).

2. Play missing shapes
Spread the shapes out on the floor and gather everyone around. Tell everyone to close their eyes. Take away one shape and say, “Open your eyes”. Everyone must guess which shape is missing.

3. Play shape touch
With the shapes still spread out on the floor, say, “Hands up in the air” – once all hands are up say, “Touch a (green) circle” – and have everyone quickly touch (not slam!) a green circle. Do this for all of the shapes.

4. Do “Play-doh” shapes
Put your students in small groups and give each group some pots of play-doh. Have some play-doh for yourself. Everyone is going to make play-doh shapes. Start with a shape and model how to make it with the play-doh and have everyone make the shape. Do this for all four shapes.

5. Show the Mr. Shape Face craft
Everyone will be unaware that the cut-out shapes actually make up a face picture. Bring everyone’s attention to the board. Make sure each of your shapes has some sticky plastic or blu-tack on the back.

Hold up the large square and elicit the shape. Stick it to the board. Then hold up the large triangle, elicit that shape and stick it to the nose position. Keep doing this with all of the shapes until you have a complete head. Everyone will enjoy watching a face grow out of the shapes they have been playing with. Elicit / teach the face vocabulary for each face shape (e.g. a triangle nose, a rectangle mouth, etc.).

6. Play “teacher says” for face vocabulary
With the shapes still on the board, get everyone to stand up. Say, “Teacher says touch your (nose)”. Everyone should touch their nose. Do this for all of the face vocabulary. Then say, “Touch your hair” without the “Teacher says” part and indicate that they shouldn’t touch when “Teacher says” is omitted. As everyone gets the hang of it go faster and faster.

7. Sing the “Mr. Shape Head” song
Keep Mr. Shape Head on the board and use it with the song. The song poster is also helpful as it shows the order of the shapes as they are sung in the song – so you can put this on the board as well. Play the song through one time, pointing at the shapes on the board as they are sung. Next, get everyone to stand up – teach the gestures (see below) and then play the song again and sing along doing all of the gestures.

Lyrics for “Mr. Shape Head”

Chorus:
Mr. Shape Head, how are you?
Mr. Shape Head, how are you?
Mr. Shape Head, how are you?
How are you this morning?

Verse 1:
My eyes are square, but I’m okay
My ears are circles, but I’m okay
My nose is a triangle, but I’m okay
For I am Mr. Shape Head

Chorus

Verse 2:
My head is square, but I’m okay
My mouth is a rectangle, but I’m okay
My hair is a triangle, but I’m okay
For I am Mr. Shape Head

Chorus

Gestures for “Mr. Shape Head”

Some simple actions can be used with this song:

For the chorus, touch your head for the “Mr. Shape Head” parts and then do the question gesture (palms up, looking puzzled) for the “How are you?” parts.
For the verses, make shapes with your fingers for each shape and place on the part of the face as it is sung (e.g. “My eyes are square” – make two square shapes with your fingers and place over your eyes; for “My ears are circles” make two circle shapes with your fingers and place over your ears; etc.).
For the part of the verse “but I’m okay”, do a thumbs up with both hands.
For the end of each verse “For I am Mr. Shape Head”, move your already thumbs up gesture to point your thumbs inwards to your body.

[hide_on_uk]Short sample (members get full-length song):
 [/hide_on_uk]

[hide_on_us]Short sample (members get full-length song):
 [/hide_on_us]

8. Read classroom reader “Mr. Shape Head”
Let’s follow the song with a reader which uses the structures from the song. Before class, download and print off the reader “Mr. Shape Head” and its corresponding reader worksheet from our website. Give the worksheets to your students to [hide_on_uk]color[/hide_on_uk][hide_on_us]colour[/hide_on_us] as you read through the story. As you go through each page, point to the shapes in each picture and elicit the shapes, [hide_on_uk]colors[/hide_on_uk][hide_on_us]colours[/hide_on_us] and face parts, for example:

Teacher: (reading from page 4) “Let’s put your head back on. Where is your square head?” … Ok, what shape is his head?
Students: Square!
Teacher: (pointing at a square eye) … Is this his head?
Students: No!
Teacher: (pointing at a circle) … Is this his head?
Students: No!
Teacher: Where is his square head? (invite a student to touch the picture)
Student: Here.
Teacher: Ok, let’s check (turns over to page 5) … Yes, good job! What [hide_on_uk]color[/hide_on_uk][hide_on_us]colour[/hide_on_us] is his square head?
Students: Yellow!
Teacher: Yes, that’s right! Ok, [hide_on_uk]color[/hide_on_uk][hide_on_us]colour[/hide_on_us]the yellow square on your worksheets.
etc.

Get the students really involved in the story by asking lots of questions and getting them to touch their face parts along with the story.

Alternatively, watch our video version of the reader (Internet connection required).

9. Do the Mr. Shape Head craft
Put students in pairs and give each pair the shapes. Together they can make Mr. Shape Head. Circulate as everyone is doing the activity and ask questions (e.g. “What is this shape?”, “What is this?”). You can play the Mr. Shape Head song in the background as everyone is doing this activity.

We also have a Mrs. Shape Head craft sheet!

Extension activity

An optional, fun game is to play a version of “Pin the tail to the donkey”. Blindfold one student and give him a shape to put on the yellow square. Then get another blindfolded student to add another shape. Keep going until all the shapes are used up. The final head will be all over the place but it will have been great fun!

Wrap up:

Assign homework: “Mr. Shape Head” worksheet

Click for wrap up suggestions for the end of your lessons

Print this wrap up section

1. Assign homework
Each week give out a homework worksheet for your students to take home. Hold up the homework worksheet and model how to do it. Give out the worksheets and say, “Put your homework in your bags” and help them to do so – this is important as they will probably want to start [hide_on_uk]coloring[/hide_on_uk][hide_on_us]colouring[/hide_on_us] them right away.

Note:

If possible, encourage the parents to help out as much as possible with their child’s homework – it is a great way to have your students practice the target language outside of class.

2. Say goodbye to glove puppet
Take out the bag again and get everyone to wake up the glove puppet by shouting its name into the bag (e.g. “Cookie Monster!”). Bring out the puppet and go through the same routine – go to each student and say hello, ask their name and the say goodbye / see you. Then put the puppet back in the bag (back to sleep).

3. Sing the “Goodbye song”
The “Goodbye song” is a great way to sign off the class. Sit together in a circle and sing and clap along. You can also use a different song, especially if your students love a particular song.

Lyrics for the “Goodbye song”

Goodbye, goodbye,
See you again.
Goodbye, goodbye,
See you again.

It’s time to go,
It’s time to go,
It’s time to go,
See you next time.

Goodbye, goodbye,
See you again.
It’s time to go,
See you next time.

Gestures for the “Goodbye song”

These are quite straight forward. First time you play the song do the gestures and encourage everyone to do them with you.

Wave as you sing the “Goodbye, goodbye” parts.
Hold your hand above your eyes (as you would when you are looking into the distance and keeping the sun out of your eyes) and look at another student as you sing, “See you again”.
Tap watch (or imaginary watch) and then point to the door as you sing, “It’s time to go”.
Point towards another student as you sing, “See you next time”.

[hide_on_uk]Short sample (members get full-length song):
 [/hide_on_uk]

[hide_on_us]Short sample (members get full-length song):
 [/hide_on_us]

4. Do “Quick check” and say goodbye
Time to leave the class. Make sure everything is put away and the students have gathered their belongings. Have them line up at the door and place yourself between the door and the students. For each student check one new word or phrase, for example:

hold up an object or flashcard (such as a [hide_on_uk]color[/hide_on_uk][hide_on_us]colour[/hide_on_us] or fruit) and ask, “What’s this?”
say an action for the student to do (e.g. “Roar like a lion”, “Jump 5 times”, etc.)
ask a question from the lesson (e.g. “How old are you?”, “Do you like bananas?”, “Can you play chess?”, etc.).
for very young students you can hold up one of the worksheets you did in the lesson and ask them to touch an object (e.g. “Touch the melon”).

When they give you the correct answer say goodbye and let them leave. If their answer is wrong, have them go back to the end of the line – they will have to try again once they reach the front!