# data[].attributes.attachment_link.title
Квест Основатель Панды

# data[].attributes.attachment_link.readable_text
In this lesson students will learn 12 words for jobs and the structure "What do you do?". The jobs in this lesson are familiar to kids of all ages, so this can be taught to even young kids.

Lesson Procedure:

Warm Up and Maintenance:

See our " Warm Up & Wrap Up" page.

New Learning and Practice:

1. Teach jobs vocab
Before class, print off the jobs flashcards for the jobs in the song (farmer, bus driver, doctor, teacher, dentist, police officer, chef, hair dresser, nurse, soldier, fire fighter, student). If your students are older and can handle more vocab feel free to add more jobs.

NOTE: You'll notice that one of the jobs is "student". Although not technically a job, it is perfectly appropriate to answer the question "What do you do?" with "I'm a student".

Now you are going to do actions for each job and your students will have to guess what job it is.

Start by looking at the first flashcard (don't show anyone) and do one of the below actions. Perhaps start with an easy one, like hairdresser, chef or bus driver. Encourage everyone to shout out their guesses - at this stage it is fine if students shout out the answers in their first language - you can correct and teach the new vocab as you go.

As each job is guessed, stick the flashcard onto the board and chorus the English word 3 times. Continue until all of the job flashcards are on the board.

Actions to do for jobs:

farmer: pretend to rake the soil, milk cows, pick vegetables from the ground and fruit from trees

bus driver: pretend to drive a bus, beeping the horn, collecting money and giving out tickets

doctor: pretend to give a student in injection in their arm, check their ears and inside mouth, and pretend to listen to their heart with a stethoscope

teacher: point to yourself, pretend to write on an imaginary board

dentist: demonstrate with a student: get him/her open their mouth whist you look inside and pretend to check, drill and even pull out teeth!

police officer: hold out hand in the "Halt" position and blow a pretend whistle, shoot a gun and drive a police car with sirens blaring (say "nee-naa, nee -naa!")

chef: pretend to chop food and cook (stir a pot of food)

hair dresser: pretend to cut hair and blow dry hair

nurse: take a student's pulse (two finders on inside of wrist) and check their temperature

soldier: march around and pretend to shoot a rifle

fire fighter: pretend to hold a hose and fire water at an imaginary fire

student: point to everyone, pretend to write in an imaginary notebook

2. Play "Missing Flashcards"
Now that you have all of the jobs flashcards on the board, tell everyone to close their eyes. Remove one of the flashcards. Then shout "Open your eyes" and point to the space where the flashcard was. Encourage everyone to shout out what it is, then reveal the card. The first person to shout out the correct answer can come to the board, say "Close your eyes" and remove a flashcard. Keep playing until every card has been guessed.

3. Play "Paper, Rock, Scissors" flashcards
If your students don't know how to play "Paper, rock, scissors" (known as jankan in Japan) start off by teaching and demonstrating the game.

Next, give everyone a job flashcard - make sure you have enough flashcards to give one to each student. Say to one student "What do you do?" and motion towards their card ... elicit "I'm a (soldier)" - whatever the flashcard is that s/he is holding. Write on the board:

Chorus each sentence three times. Then do a quick practice by asking some students "What do you do?" and have them say the job of the flashcard they are holding. Also, have students ask you and other students, until everyone is comfortable with the structures.

Now for the game. Get 2 students to stand up to model the game. Start by playing "Rock, Paper Scissors". The winner gets to ask the loser "What do you do?" and the loser must reply "I'm a ..." (saying the job on their card). Then the loser gives his/her card to the winner. Ask another student to come and model with the winner: now one student has 2 cards and the other 1. They play "Rock, paper, scissors", say the structure and the loser gives his/her card to the winner. The aim of the game is to collect as many cards as possible. If a student has no cards left, that is fine - s/he can still play: if they win a game, they get a card, if they lose they remain with no cards (and do not say the structures).

Once everyone has got the idea, have all students to stand up and hold their flashcards. Get everyone to pair up and play. As soon as they have finished they must find another person to play with. Everyone mingles around the classroom playing "Rock, paper, scissors", saying the structure and winning or losing cards. After 5 minutes stop the game. The winner is the student with the most cards. This is a really popular game with my classes!

4. Read classroom reader "The Jobs Bus"
Now that the vocabulary has been practiced we can move onto a fun, simple story which uses the target vocab. Before class, download and print off the reader "The Jobs Bus". As you go through each page, point to the different characters and ask for the students to tell you what job they have, for example:
Teacher: (pointing on page 2) Look, what does he do?
Students: Farmer!
Teacher: Yes, that's right! (reading) "I'm a farmer, Please take me to the farm". etc.
Continue through the reader, eliciting the jobs and ask lots of other questions, such as asking the students where each person works, what they are wearing, etc.

After reading the story, give out a reader worksheet to each student and read through the story one more time (without stopping for questions, etc.) as students draw the route the bus takes in the story. Then check through as a class.

---

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

5. Sing "What do you do? (The Jobs Song)"
The first time you play the song, put up the What do you do? (The Jobs Song) song poster on the board. Quickly elicit the vocab. Play the song and sing along doing the gestures, as described below in "Gestures and activities for "What do you do?". Play 2 or 3 times.
Lyrics for "What do you do?" Do - do - do - do!
Do - do - do - do - do - do! What do you do?
I am a farmer.
What do you do?
I'm a bus driver.
(What do you do?
I am a doctor.
What do you do?
I am a teacher. What do you do?
I am a dentist.
What do you do?
I'm a police officer.
What do you do?
I am a chef.
What do you do?
I'm a hair dresser. What do you do?
I am a nurse.
What do you do?
I'm a soldier.
What do you do?
I'm a fire fighter.
What do you do?
I'm a student.
Do - do - do - do - do - do - do!

( download MP3 here)
Gestures and activities for "What do you do?"
You can do either do gestures as you sing and dance along, or use flashcards for a listening activity.

farmer: pretend to rake the soil

bus driver: pretend to drive a bus

doctor: pretend to give yourself an injection in your arm

teacher: pretend to write on an imaginary board

dentist: open mouth and touch teeth

police officer: hold out hand in the "Halt" position and blow a pretend whistle

chef: pretend to cook (stir a pot of food)

hair dresser: pretend to cut hair

nurse: take your pulse (two finders on inside of wrist)

soldier: march on the spot

fire fighter: pretend to hold a hose

student: pretend to write in an imaginary notebook

We also have a video that you can stream in class to sing along with (Internet connection required):

6. Do the "My Dream Job" worksheet
On the board, at the top, write "My Dream Job". Chorus 3 times. Say "I am a teacher" and point to yourself. Then say "But ... I want to be a ... ". Don't say anything yet. Under the "My Dream Job" title draw a picture of a job (e.g a police officer) and have everyone try and guess what your dream job is. It doesn't have to be one of the jobs from the song - I always use "astronaut".

Then give out the worksheets and have everyone draw their dream job and write the word. As they are drawing, go around the room asking questions and giving lots of praise and encouragement. When everyone has finished, get each student in turn to hold up their picture and say "I want to be a/an ...". For higher level students you can ask them some questions, such as "Why do you want to be (a doctor)?"

: You can have everyone stick their worksheets to the wall or notice board under the title "Our Dream Jobs". You can then use the pictures in future classes to review the vocab.
Wrap Up:

1. Assign Homework: " Jobs Match 2" worksheet.
2. Wrap up the lesson with some ideas from our " Warm Up & Wrap Up" page.

# data[].attributes.attachment_link.description
In this lesson students will learn 12 words for jobs and the structure "What do you do?". The jobs in this lesson are familiar to kids of all ages, so this can be taught to even young kids. Lesson Procedure: Warm Up and Maintenance: See our " Warm Up & Wrap Up" page.

# data[].attributes.attachment_link.readable_text
Learning vocabulary and expressions about jobs and occupations is essential for ESL students, both young and old. Learning this topic will enable children to talk about what jobs their family members do.

They can also talk about their interests and what they want to be when they grow up. Older learners also need to learn this topic to talk about their place of work, or to prepare for job interviews.

Whichever kind of students you are teaching, Jobs and Occupations is an essential topic for ESL learners. The following ESL lesson plan on jobs and occupations includes games and activities to help you teach this topic in a fun and interesting way.

The games and activities in this lesson plan are mainly aimed at kids / beginner learners of English. All the PDF materials for this lesson can be downloaded below.

In addition, at the bottom of this page you can find activity videos, PowerPoint Games, and other printable lesson materials to teach jobs and occupations to ESL learners.

Materials for this lesson:

Beginner ESL Lesson Plan on Jobs and Occupations

Step 1: Introduce the Topic and Keywords

Most ESL students, even young kids, have some concept of jobs because their parents, teachers, and other family members around them have occupations.

Even so, it is important to put the lesson in context and introduce the concept of jobs to your students. One easy and effective way to do this is by listening to a jobs song and asking students to guess what they are going to study.

The People Song on YouTube is great for this as it features many different occupations. But, you can use any job song you like.

Ask students to listen to the song and guess what topic they are going to study. Then ask students what jobs they already know. This will activate their existing knowledge and will help them to understand what the lesson will be about.

Next, practice the names of occupations using these 8 jobs flashcards (or prepare your own).

Show students the flashcards one by one and ask them to repeat after you. Then, show them the flashcards again and ask students to say the words on their own.

After practicing a few times, practice more with a fun flashcard game.

Mix up the flashcards and choose one but don't show the students. Ask the students to raise their hands and guess what job flashcard you are holding.

This activity forces students to recall the keywords they just practiced. Next, allow the student who guessed correctly to come to the front and choose another flashcard.

That student then holds the card without showing the other students and asks them to guess what it is.

Elementary aged ESL students love this flashcard game as they get to come to the front and act like the teacher when they guess correctly.

Step 2: Teach The Key Expressions

Once students have practiced the keywords, it's time to practice some key sentences.

Before drilling the key expressions it is important to put the sentences in context so students can more easily understand the meaning of the sentences.

For example, when teaching 'What do you do? - I am a (doctor).', you can begin by asking students 'What is my job?'. Surely, they will know that you are a teacher.

Then you can ask students 'Are YOU a teacher?' to which they will reply 'No'. Then you can ask them 'What do you do?' and try to elicit from them 'I am a student'.

Next, ask students to ask you 'What do you do?' to which you can answer ' I am a teacher.'

Once you have put the key expressions in context and learners have grasped the basic meaning of the sentences, you can drill the target language using the flashcards.

The exact key expressions you teach will depend on the age and level of your students, and on your own curriculum goals.

Here are some example sentences you can teach while teaching the topic of jobs and occupations:

What do you do? - I am a (teacher).

What does he/she do? - He/She is a (doctor).

What does your father/mother do? - He/She is a (pilot).

What do you want to be? - I want to be a (police officer).

What is your dream job? - I've always wanted to be a fire fighter.

Step 3: Listening Activity - Line Bingo

This fun classroom game requires students to have their own set of mini flashcards. Print and cut these jobs student cards and give one set to each student or pair of students.

Next, ask them to put their cards in a horizontal line in any order they want. Once students have placed their cards in a line, the line bingo game can begin.

The aim of the game is for students to turn over all their cards.
Using the key expressions, the teacher should say the job names one by one.

For example, all the students would shout out 'What do you do?' and the teacher would answer, 'I am a (doctor).

The students then look at their line of cards, and if that job card is on the left or right end of the line, then they can turn that card over.

If the job that the teacher called out is in the middle of the line of cards, then students can not turn their card over.

Next, the students would ask again 'What do you do?' and the teacher would answer. The first student to turn over all their cards has bingo, and they are the winner.

After playing one time, you can play again. To make it more fun, allow the students to take turns coming to the front to choose the next card.

The other students would ask 'What do you do?' and the student at the front would answer ' I am a (police officer).

Step 4: Speaking Activity 1 - Board Game

This board game is a great way to get students speaking using the target language that you taught in step 1, 2, and 3.

For this activity, print out this jobs board game and give one to each pair of students. Provide each pair one dice, too.

Students also need one eraser each (or anything small to act as their game piece).

Students will take turns rolling the dice and moving their game piece. After moving their game piece, students should make a dialogue with their partner based on the occupation depicted in the square.

For example, if a student lands on the square with the 'pilot', their partner should ask 'What do you do?', and the student should answer 'I am a pilot.'

After making a dialogue, it's the other student's turn.

The aim of the game is to get to the 'center star' to get a point. The only way to get to the center star is to land on the middle squares where the arrows are.

If a student makes it to the center star, then they get one point, and then move back to the start.

The teacher can decide how long to play the game for. For example, for 5 minutes / first to 5 points, etc.

As with any activity, make sure you explain and model how to play before beginning this game.

Step 5: Speaking Activity 2 - Find Your Partner

This ESL speaking activity get's students up out of their seats and interacting with their class mates. For this game, you can re-use the student cards that were used in the line bingo game above.

In this game, students must walk around and talk with their friends to find someone with the same card as them.

To play this game, give each student a job card. Instruct students that they are not allowed to show the card to anybody. To find their partner, students must walk around and speak with their classmates using the target language.

For example, if you are teaching the question 'What do you do?' to talk about jobs, your students would walk around and ask each other 'What do you do?'.

Then, they would answer using the job on the card (e.g. I am a doctor.). Once students find their partner, they take the card to the teacher and then sit down.

Step 6: Review

At the end of the lesson, review the key words and expressions from the lesson. A great way to do this is to have students line up at the door, and ask them a question one by one before they leave.

For example, you can show them one of the flashcards and ask students 'What do you do?' / 'What does he do?', etc. This is a useful way to review with each student and check how much they learned from the lesson.

More Activities And Games to Teach Jobs and Occupations

# data[].attributes.attachment_link.title
ESL Lesson Plan On Jobs And Occupations | Games4esl

# data[].attributes.attachment_link.description
Learning vocabulary and expressions about jobs and occupations is essential for ESL students, both young and old. Learning this topic will enable children to talk about what jobs their family members do. They can also talk about their interests and what they want to be when they grow up.

# data[].attributes.attachment_link.title
Дизайн без названия (1)

# data[].attributes.attachment_link.title
Salamander Yoga - Now with A PUPPY! | 5-minute Yoga Break | Scratch Garden

# data[].attributes.attachment_link.title
Video Game 🕹️ Kids Yoga Freeze Dance Brain Break | GoNoodle Inspired

# data[].attributes.attachment_link.title
письмо в бутылке

# data[].attributes.attachment_link.provider_name
Игры Онлайн - ИгроУтка

# data[].attributes.attachment_link.readable_text
Здесь вы можете бесплатно поиграть в онлайн игру - Викторина Кто Хочет Стать Миллионером, оригинальное название - Millionaire Trivia Quiz. В эту игру сыграли 15454 раз(а) и она получила оценку 3.6 из 5, проголосовали 64 человек(а).

Как играть?

Играть в данную викторину довольно просто. Достаточно лишь внимательно прочитать вопрос и кликнуть левой кнопкой мышки по ответу. В начале игры, в настройках, можно выбрать ведущего. Можно поиграть со Снуп-Догом или Леонардо Ди Каприо. Если возникают сомнения по поводу ответа, то можно обратиться к подсказкам. Их традиционно три: звонок другу, помощь аудитории и 50/50, когда компьютер уберет пару ответов.

Дата релиза: Май 2022

Платформа: Веб браузер (ПК, мобильные телефоны и планшеты)

Технология: html5. Работает во всех современных браузерах

Возможность играть на весь экран

Возрастная категория: 3+

# data[].attributes.attachment_link.title
Игра Викторина Кто Хочет Стать Миллионером - Играть Онлайн!

# data[].attributes.attachment_link.description
Здесь вы можете бесплатно поиграть в онлайн игру - Викторина Кто Хочет Стать Миллионером, оригинальное название - Millionaire Trivia Quiz. В эту игру сыграли 15454 раз(а) и она получила оценку 3.6 из 5, проголосовали 64 человек(а). Играть в данную викторину довольно просто. Достаточно лишь внимательно прочитать вопрос и кликнуть левой кнопкой мышки по ответу.

# data[].attributes.headline
роли на 3 день

# data[].attributes.subject
роли на 3 день

# data[].attributes.attachment_link.provider_name
Wordwall - Быстрее создавайте лучшие уроки

# data[].attributes.attachment_link.description
Крутаните колесо, чтобы увидеть, какой элемент будет следующим.. парикмахер, дизайнер салона, визажист, стилист, мастер маникюра, менеджер, директор салона.

# data[].attributes.attachment_link.title
Teach Sea Animals Names Using Sea Animal Flashcards with this free ESL Lesson Plan

# data[].attributes.attachment_link.description
Ocean animals is a fun and engaging ESL topic that young learners enjoy. Creating an ESL lesson plan that captures your student’s attention

# data[].attributes.attachment_link.authors[].name
Капитан Краб

# data[].attributes.attachment_link.title
Капитан Краб: "Морядка" (зарядка для детей)

# data[].attributes.headline
праздничная 

# data[].attributes.subject
праздничная 

# data[].attributes.attachment_link.authors[].name
Капитан Краб

# data[].attributes.attachment_link.title
Капитан Краб: "Праздничная зарядка"

# data[].attributes.attachment_link.readable_text
Going to the funfair is an event that more and more children have experienced whether it be a day-trip to Disneyland or an hour at the travelling funfair and the large majority know and love the sweets, fast food, rides and balloons. For those children who haven't experienced a funfair it's important to help them understand the noises, the smells and the tastes that characterise a funfair atmosphere.

Introduce funfair lexical set (vocabulary group)

Raise awareness of American and English typical funfair foods

Give learners speaking practice

Provide a short project context for producing a creative poster

Introduce adjectives to describe funfair rides - exciting, big, scary, fun

Introduce /review comparatives
Vocabulary Materials

A set of flashcards per child

Paper and coloured pens for decorating the posters

Make flashcards
What's interesting about a funfair in an English classroom is how the rides and foods can be culturally specific. Remember as you introduce the vocabulary to ask the children to compare and make links to their own culture.

Make six flashcards of funfair rides and three of funfair foods so that everyone has their own set.

For each funfair ride flashcard have an element missing that the children have to complete. You could white out the horses on the merry-go-round or leave the mirrors empty ready for the children to draw their funny reflections. You could draw part of the ghost train and let them fill in the people sitting in the carriage.

Get them to complete each flashcard but progress from one card to the next together so that as they go along they are listening to the word and practising saying it, e.g. 'Finish the helter skelter.' 'Colour the helter skelter in green.'

When they have completed all six of the funfair rides then you can move onto the foods. Here you leave them blank and just keep the words for the older primary children. Here you will introduce the cultural differences. Ask them what they eat when they go to a funfair. In some countries they may not have ever been to a funfair so if you can show them actual photos of candy floss, corn dogs and toffee apples they can say whether they have similar foods in their country.

Then they can draw the pictures themselves.

Once they've got the completed cards you can play lots of different games with the flashcards such as pairs, snap, sticking them around the room and pointing or moving to them, to help them remember the words.

Design a funfair
Once they have activated the vocabulary and can remember most of it they can start putting it into a context.

Put the class into groups of four.

Give them a map of a funfair with the different rides missing. In their groups they have to decide what rides they would choose to have.

They are only allowed three rides and one food stall selling one food.

You will need to provide them with some language to be able to have a minimum of exchange. Teach them adjectives to describe the ride such as exciting, scary, etc and teach them regular and irregular comparatives such as such as bigger than, better than, more exciting than.

In groups this could be an 'I like/don't like, I prefer' exchange where they have to decide together which rides and which food to sell.

Or you could draw a simplified map with four circles drawn so that they can complete the missing pictures.

Make a poster
Still in their groups of four now that they have designed their funfair they can design a poster to advertise it. Keep it simple and give them enough structure to help them create a great poster they will want to display. In their groups allocate a drawing and writing task to each of them. Each poster should have four written elements:

Each poster should have four pictures of three funfair rides and one funfair food.

Do a class poster as a demonstration so that they all understand what task they have to do. Give them alternative titles, times, dates and places for them to choose from and leave them on the board. This could be when you introduce telling the time or review it if you've already taught it to them. As with the date you can bring it up in every class. 'What time is it?' 'Three o'clock.'

From the demonstration they should understand that there are four pictures and they allocate themselves who draws what.

They can draw their pictures onto separate pieces of paper and stick them onto the poster to display

Going to the fair
Using the posters that are now displayed around the room they can go in their groups to visit other funfairs. If you have four groups of four then you can do an exchange where group A visits group B's funfair and then vice versa, while group C and group D are doing the same role-play exchange.

The roles are three ride workers and one food seller.

The language they will use is 'Two tickets please.' 'One euro please.' 'Three toffee apples please.' etc.

Practise the language exchange before as a whole class before they split up into their groups.

Here is a chant which you can act out with your learners. You will need to explain with drawings that to go down a helter skelter you need a mat. So when you are singing and miming the song be sure to mime holding the mat as you climb the stairs and sitting on it as you slide down.
Helter Skelter up we climb,
Helter Skelter say the rhyme.
Helter Skelter down we slide,
We all love this funfair ride.
You could than produce a class chant providing them with a first sentence they have to find rhymes for, using one of the other funfair rides. For example;
The big wheel round we go
The big wheel...

# data[].attributes.attachment_link.description
Going to the funfair is an event that more and more children have experienced whether it be a day-trip to Disneyland or an hour at the travelling funfair and the large majority know and love the sweets, fast food, rides and balloons.

# data[].attributes.attachment_link.readable_text
What is the present continuous tense?

The present continuous tense (sometimes referred to as the present progessive tense) is often used to talk about a continuing action, something happening now (or at the moment of speaking). It is also used in other situations, such as for temporary events, however, this lesson focuses on the present situation.

The present continuing tense is formed from the present tense to be and the present participle (~ing form) of the main verb:

Notes:

This is a great energy burning lesson with lots of actions. It introduces the present continuous tense for actions taking place at the time of speaking.

Lesson Procedure:

Warm Up and Maintenance:

See our " Warm Up & Wrap Up" page.

New Learning and Practice:

1. Introduce the actions vocab: play "Slowly reveal the flashcard"
Your students should know some of these actions from previous lessons and possibly your warm-up routine (the "Exercise Routine" activity). This will be a good review and an introduction to some more common verbs.

Before class prepare the following flashcards: run, cook, eat, swim, walk, drink, draw, sleep. You can also add some more action flashcards to this list for more practice.

Start with the "run" flashcard - place it behind the pack of the other flashcards so your students can't see the picture. Slowly push the flashcard up, revealing a little of the picture. Encourage students to shout out what they think it is. Keep slowly revealing the image until someone shouts our the correct word (or for new words you will have to tell them the answer). Then chorus the word 3 times. Finally, shout "Ok, everyone run for 5 seconds ... 1 - 2 - 3 - 4 - 5 - Stop!" and have everyone run around as you count five seconds.

Then do the same routine with the other flashcards.

2. Play "Teacher Says"
This is the same as the game "Simon Says" but with the word "teacher" instead of "Simon". Line everyone up in front of you and say "Teacher says drink" and have everyone do the drinking action. Go through a few more verbs with everyone doing the actions. Then say "sleep" without the "Teacher says" part - anyone who does the action is out! First time, you can give a warning but after that any mistakes result in the student sitting out the round.

3. Introduce the structure - do "Marching Chant"
After playing "Teacher says", keep everyone standing in a line facing you. Place the flashcards on the board in the order of the song (or use the song poster). Model marching on the spot and clapping a slow rhythm and get everybody to copy you - marching on the spot and clapping at an easy pace. Then start the chant in time with the clapping: "What are you doing? - What are you doing? - What are you doing?, etc". Make it so that everyone echoes your chant:
Teacher (chanting): What are you doing?
Students (echoing): What are you doing?
Teacher (chanting): What are you doing?
Students (echoing): What are you doing?
etc.
Next, insert the first action into your chant and have everyone echo as they march and clap along:

Teacher (chanting): I am running.
Students (echoing): I am running.

Then add more actions into the chant:
Teacher (chanting): What are you doing?
Students (echoing): What are you doing? Teacher (chanting): I am running.
Students (echoing): I am running. Teacher (chanting): What are you doing?
Students (echoing): What are you doing? Teacher (chanting): I am cooking.
Students (echoing): I am cooking.
You can have some fun by going fast and slow, adjusting the pace of the marching and the chant.

4. Play "What are you doing?" actions
Start by modeling the activity. Get a volunteer to help you. Start running on the spot and have your volunteer say "What are you doing?" and reply "I am running!". Then start doing a cooking action and have the student ask again "What are you doing?". Reply "I am cooking!". Continue this for all of the verbs, in the order of the song, using the flashcards on the board (or the song poster) as prompts.

Next, pair up your students. Have one doing all of the actions and the other asking "What are you doing?". Once finished, students swap roles.

5. Sing the "What are you Doing?" song
By now, you will be ready for the song. Play it through one time and have everyone do the actions and encourage them to sing along (see Gestures for the "What are you doing?" song below). Use the flashcards on the board or the song poster for prompts.

Then play the song once more for fun.
Lyrics for the "What are you Doing?" song Chorus:
What are you doing?
What are you doing?
What are you doing right now?
( download MP3 here)
Gestures for the "What are you Doing?" song
Have everyone stand up for the song. We are going to do all of the actions as we sing, so it will be help to have the song poster or flashcards on the board so everyone can see what actions to do:

during the chorus have everyone march in time with the song (either on the spot or around the classroom, depending on how much space you have available)

during the verses do the actions of the song

We also have a video that you can stream in class to sing along with (Internet connection required):

6. Read classroom reader "What are you Doing?"
Let's follow the song with a reader which uses the structures from the song. Before class, download and print off the reader "What are you Doing?". As you go through each page, point to the pictures and ask your students what they think the people in each picture are doing, for example:
Teacher: (reading from page 1) "What are you doing, Sally?". What do you think Sally is doing?
Student A: Riding a bike?
Student B: Taking a bath?
Teacher: Hmm, well let's see ... (turning the page) ... She's running! (Reading) "I'm running".
Some of the pictures are quite straight forward and your students shouldn't have any trouble guessing but others are not so obvious. Get lots of predictions before checking the answers.

After reading the story, give out a reader worksheet to each student and have everyone write what each person in the story is doing. Then go through the answers as a class.

---

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

7. Do the "What are you Doing 1?" worksheet
Give out the worksheets and circulate as your students match the sentences to the pictures.

8. Teach "I am, He is, She is, They are"
Start by teaching the following structures on the board:

I am running (draw a stick man / woman running and write your name under the picture)

He is running (draw a stick man running)

She is running (draw a stick woman running)

They are running (draw some stick people running)

Chorus the sentences. Then ask students to come up to the board and draw stick men doing other actions (e.g. "She is drawing", "They are sleeping", "He is swimming", etc.).

9. Do "Magazine cut and paste activity"
Before class you will need to prepare some old magazines, catalogues or newspapers. Anything with pictures of people doing things which you can cut out. The more you can get the better. You'll also need some large sheets of construction paper.

Start by modeling: hold up a magazine and flick though some pages asking questions about what the people are doing E.g. "What is he doing?" and elicit "He is walking", etc. Feel free to choose pictures with other verbs your students might know (e.g. "She is talking"). For each picture you choose, cut it out and stick onto a large piece of construction paper with the following written in marker pen in the middle: "What is he doing? What is she doing? What are they doing?".

After demonstrating with a few pictures, split your class up into groups - the same number of groups as the number of magazines that you have (3-4 students per group is ideal). Give each group a large sheet of construction paper with the same text written in the middle ("What is he doing? What is she doing? What are they doing?"). Have the groups go through the magazines to cut out and paste pictures of people doing things onto their construction paper. As they are doing so encourage everybody to use the key structures.

When everyone has finished get one or two students from each group to join a new group. They will then ask questions about the people in the pictures (e.g. "What is she doing?") and the other members need to reply (e.g. "She is riding a bike".).

Finally, end this activity by asking questions to each group about their pictures.

Wrap Up:

1. Assign Homework: " What are you doing? 2" worksheet.
2. Wrap up the lesson with some ideas from our " Warm Up & Wrap Up" page.

# data[].attributes.attachment_link.title
Actions - Present Continuous Lesson Plan for ESL Kids Teachers

# data[].attributes.attachment_link.description
The present continuous tense (sometimes referred to as the present progessive tense) is often used to talk about a continuing action, something happening now (or at the moment of speaking). It is also used in other situations, such as for temporary events, however, this lesson focuses on the present situation.

# data[].attributes.headline
ленивая зарядка

# data[].attributes.subject
ленивая зарядка

# data[].attributes.attachment_link.authors[].name
Капитан Краб

# data[].attributes.attachment_link.title
Капитан Краб: "Лентядка"

# data[].attributes.attachment_link.readable_text
This is a lively lesson which introduces the phrases "What sports do you play" and "I play ~". During the lesson you'll have a lot of fun playing different sports.

Lesson Procedure:

Warm Up and Maintenance:

See our " Warm Up & Wrap Up" page.

New Learning and Practice:

1. Introduce and play sports
As the lesson is sports themed we are going to do lots of fun sports activities. Make sure all of the desks and chairs are moved to the side of the classroom.

You'll need the following sports flashcards: soccer/football, tennis, golf, basketball, baseball, volleyball, rugby, badminton

You'll also need lots of review flashcards from previous lessons

You'll need the following equipment: balloons, bean bag balls or small soft balls, a waste paper basket or a cardboard box, a length of rope

Start by dividing the class up into teams (for small classes make 2 teams, for larger classes make up to 4 teams). Get each team to come up with a team name and then elicit the team names and write across the top of the board (this will become the score board). During this part of the lesson students will compete in a number of sports and win points for their team.

Soccer/Football: First, stick the soccer/football flashcard onto the bottom of the board and say "What sport is this?". Elicit "Soccer" or "Football". Then say, "I like playing soccer (or football). Do you like playing soccer (or football)?". Hopefully this will elicit some positive responses. Then stand up and say "Ok, let's play soccer (or football)!".

Get everybody to stand up and form a line, each student behind the other, one line per team. At the other end of the classroom make a small goal (use two chairs or cushions for goal posts). Place a balloon a few meters in front of the goal - far enough so that when kicked makes it possible to score but not too easy. Hold up a review flashcard - the first student in the first team has to say the vocab correctly to have a shot. If correct, let them run up and kick the balloon. A goal earns a point (write on the score board). Play until at least each student has had a chance to shoot. Then get everyone to sit down and review the team scores (we are not finished yet!).

Tennis: Next, place the tennis flashcard on the board and elicit it. This time we are going to play "Head Tennis" with balloons. Pair up 2 students from opposing teams and have them stand facing each other. They then have to head the balloon between each other - the last player to head the balloon wins (for younger students, patting the balloon is fine). The winner has to then answer a question to win a point for their team (e.g. What's your name? How old are you?, etc.). Play until everyone has had a go, then sit everyone down and review the team scores.

Golf: Same as above with eliciting the flashcard. This time we are going to play "Pencil Golf". Put students in pairs from opposing teams and have them face up in the middle of the classroom with a pencil each. Give each pair a small bean bag ball or soft ball. Players take turns to hit the ball towards the opposite wall - therefore each student will compete to hit the ball in a different direction - however, as they are only using pencils the balls won't travel far each hit! Give a time limit of 2 minutes. After 2 minutes, the student from each pair who is closest to his/her wall is the winner. Now, the winner will have to say the correct vocab for a review flashcard to win a point for their team. Then sit everyone down and review the team scores.

Basketball: Same as above with eliciting the flashcard. This time we are going to play "Shoot the Basket". You'll need a waste paper basket or just a cardboard box. Also, take a piece of paper and screw it up into a ball. Get everybody to stand up and form a line, each student behind the other, one line per team. Put the basket at the other end of the classroom. Hold up a review flashcard - the first student in the first team has to say the vocab correctly to have a shot at the basket with the screwed up paper ball. If correct, let him/her take a shot. A successful shot earns a point (write on the score board). Play until at least each student has had a chance to shoot. Then get everyone to sit down and review the team scores.

Baseball: Same as above with eliciting the flashcard. This time we are going to play "Balloon Baseball". Have each team line up - everyone is a batter and the teacher is the pitcher. Stand in front of the first student in the line and ask a question (e.g. Where do you live?, What is your favorite food?, etc.). If the student answers correctly pat the balloon towards the student. S/he has to hold their hands together and swing and hit the balloon (like a baseball swing). A successful hit wins a point. Any hit that bounces against a classroom wall wins an extra point for a home run! Play until at least each student has had a chance to bat. Then get everyone to sit down and review the team scores.

Volleyball: Same as above with eliciting the flashcard. This time we are going to play "Balloon Volleyball". Put students in pairs from opposing teams and have them face up with a length of rope separating them (you can lie the rope right across the classroom and have students stand either side as they play). Give each pair a balloon. They pat the balloon to each other and try to stop it hitting the floor - whoever lets it drop loses a point. Let everyone play for a few minutes, then ask who the winner of each game is. To win a point for their team they must answer a review flashcard correctly. Then get everyone to sit down and review the team scores.

Rugby: Same as above with eliciting the flashcard. This time we are going to play "Rugby Balloon Pass". In rugby you have to pass the ball backwards, so we are going to play a game passing a balloon backwards. Get each team to line up, each student behind the other. Give the player at the front of each team's line a balloon. S/he must pass the balloon backwards to his team-mate over the head. The next player passes behind to his/her team-mate between the legs, and so on, over the head and between the legs. Each team must race against each other. The team that gets the balloon to the last player wins a point. You can play this game a few times. Then get everyone to sit down and review the team scores.

Badminton: Same as above with eliciting the flashcard. This time we are going to play "Badminton Keep Ups". Put students in pairs from opposing teams. Give each student a screwed up paper ball. Each student has to compete against his/her partner to pat the ball up the most times before the ball hits the ground. Allow everyone about 2 minutes and then find out who managed to keep the ball up the most from each pair. To win a point for their team they must answer a review flashcard correctly. Finally, get everyone to sit down and tally the final scores to find out which team is the winner. The winning team will get a special prize at the end (see point 7 below)!

2. Teach structures "What sports do you play?", "I play ~", "I don't play~"
You should now have 8 sports flashcards on the board. Model the structures: point at the first card and say "I play soccer/football" - while nodding your head. Then go to the next flashcard and say "I don't play tennis" shaking your head. Go through all the cards saying what you do and don't play.

Now model with some students. Ask one student "What sports do you play?" and help him/her go through the 8 sports saying what s/he does and doesn't play. Do this with a couple more students so everyone gets the idea. Now in pairs, students ask and answer the question. Change pairs a few times until everyone has had plenty of practice.

3. Sing "What Sports do you Play?"
Get everyone to stand up and sing along to the song whilst they do the gestures. Either use the flashcards on the board to prompt the order of the sports in the song or use our song poster. Sing the song through a couple of times.
Lyrics for "What Sports do you Play?" Chorus:
What sports do you play?
What sports do you play?
What sports do you play?
What sports do you play? Verse 1:
I play *soccer (soccer!),
I play tennis (tennis!),
I play golf (golf!),
I play basketball (basketball!). Verse 2:
I play baseball (baseball!),
I play volleyball (volleyball!),
I play rugby (rugby!),
I play badminton (badminton!). * In the British version of the song the word "football" is sung instead of "soccer".
( download MP3 here)
Gestures for "What Sports do you Play?"
The gestures revolve around the actions for the different sports in the song:

- During the chorus have everyone sing and clap along.
- For the verses have everyone do the actions as they sing:

soccer/football: kick an imaginary ball

tennis: hit an imaginary tennis ball with an imaginary racket

golf: swing an imaginary gold club

basketball: bounce an imaginary basketball

baseball: swing an imaginary baseball bat

volleyball: smash an imaginary ball with your hand

rugby: throw an imaginary rugby ball to the side

badminton: smash an imaginary shuttlecock with an imaginary racket

We also have a video that you can stream in class to sing along with (Internet connection required):

4. Teach sports verbs and equipment vocab
On the board write: "To play soccer (or football) you have to __________ a soccer ball (or football)". Elicit the missing verb and write "kick" in the blank.

Before class, cut out the words from the Sports vocab cut outs worksheet - enough for each group of students. In pairs, the students have to match the words (e.g. golf - hit - golf ball). As students are matching the words go around the class checking and asking questions.

5. Do the "Let's Play Sports!" worksheet
This worksheet practices the vocab from the last point. Give each student a worksheet and circulate as everyone fills in the blanks.

6. Read classroom reader "Alien Sports"
This story will tie everything together - you can practice talking about sports and sports equipment. Before class, download and print off the reader "Alien Sports". As you go through each page, point to the pictures and get each student to guess what sport each alien is playing - also elicit the sports equipment, for example:
Teacher: What sport do you think he is playing?
Students: Tennis?
Teacher: Let's see (turns over page) ... Yes, tennis! What is he hitting?
Students: A tennis ball!
Teacher: I play (or don't play tennis). How about you Marta?
Student (Marta): I play tennis (or I don't play tennis).
Get the students really involved in the reader by asking lots of questions (e.g. eliciting colors, clothes, body features with adjectives (e.g. the alien playing golf has a big eye) and other objects) and getting them to guess each sport. Encourage everyone to say which sports they do and don't play.

After reading the story, give out a reader worksheet to each student and read through the story one more time (without stopping for questions, etc.) as students match up the aliens to the sports. Then go through the answers as a class.

---

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

7. Special prize for the winning team
The winning team from the sports competition at the beginning of the lesson can end the class by choosing one of the 8 sports for everyone to play again (no review flashcards necessary this time!).

Wrap Up:

1. Assign Homework: " Sports Match up" or " Can you play ...?" worksheet.
2. Wrap up the lesson with some ideas from our " Warm Up & Wrap Up" page.

# data[].attributes.attachment_link.title
Sports Lesson Plan for ESL Kids Teachers

# data[].attributes.attachment_link.description
This is a lively lesson which introduces the phrases "What sports do you play" and "I play ~". During the lesson you'll have a lot of fun playing different sports. Lesson Procedure: Warm Up and Maintenance: See our " Warm Up & Wrap Up" page. New Learning and Practice: 1.

# data[].attributes.headline
зарядка йога

# data[].attributes.subject
зарядка йога

# data[].attributes.attachment_link.title
Детская зарядка | Йога для детей | Family is...

# data[].attributes.headline
танцевальная зарядка

# data[].attributes.subject
танцевальная зарядка

# data[].attributes.attachment_link.title
KIDZ BOP Kids - Shake It Off (Dance Along)

# data[].attributes.attachment_link.readable_text
This is a nice easy lesson which introduces students to different places in their town and uses the present continuous to ask and answer questions.

IMPORTANT: This lesson should be taught after the Transport & Travel lesson as it uses the transportation vocab from that lesson in the "Where are you Going?" board Game.

Lesson Procedure:

Warm Up and Maintenance:

See our " Warm Up & Wrap Up" page.

New Learning and Practice:

1. Play the "Snake Follow" game
This lesson starts in a really fun way. Get everyone to line up behind the teacher. Get everyone to shout "Where are you going?" and on that prompt the teacher shouts back "Over here!" - then start walking to a different part of the classroom, with everyone following in a line behind you (like a snake).

Keep doing this as you snake your way around the classroom at different speeds. Other students can also have a go at being the head of the snake.

2. Introduce the vocab
Before class prepare the flashcards for the different places in the song: school, the park, the shops, the beach, my friend's house, the station, the zoo, home.

Hold up each flashcard and elicit / teach the word. Have students pass each flashcard around the class with each student saying the word as s/he passes the card.

3. Play "Flashcard Slam" and "Missing Flashcard"
First play "Flashcard Slam" - lay all the flashcards, picture up, on the floor and get everyone to sit around the cards in a circle (for large groups, have a few sets of flashcards so you can do this in groups). Teacher says "Touch the station!" and everyone must quickly slam their hand down on the correct card. Play this until every card has been practiced.

Then play "Missing Flashcard" - with the cards all laid out on the floor, tell everyone to close their eyes. Then the teacher takes away one card. Say "Open your eyes!" and everyone must shout out the missing card. Continue to play with other missing cards until all vocab has been practiced.

4. "I'm going to..."
You'll need two sets of the places flashcards for this game, which practices the key structures "Where are you going?" and "I'm going to ...".

Get everyone to close their eyes as you place each card from the first set around the room (e.g. place the zoo card in the corner, the park card under a desk, etc.). Next, tell everyone to open their eyes. Give a card (e.g. zoo) from the second set to a student. Have the following conversation (model):
Teacher: "Where are you going?"
Student: "I'm going to the zoo"
Teacher: "Ok then. Goodbye"
Student: "Goodbye"
The student must then search for the zoo flashcard. When s/he finds it s/he can return to you for another card. As the first student is searching, give another card (e.g. the beach) to another student and have the same conversation. Eventually, you will have students searching all over the place and returning for another card - it'll be a bit hectic but great fun - plus the key structures are being practiced.
Extension to the "I'm going to..." game: If you have already taught the "Transport & Travel" lesson you can add an extra element to the short conversation as a review, as shown below: Teacher: "Where are you going?"
Student: "I'm going to the zoo"
Teacher: "How are you going there?"
Student: "I'm going (e.g. by bus, by car, by bicycle, by rocket, on foot, etc.)"
Teacher: "Ok then. Goodbye"
Student: "Goodbye" The student then searches for the card acting out the transport (e.g. steering the wheel of a car, zooming like a rocket, etc.). Each time the student searches s/he must use a new means of transport.
5. Sing the "Where are you Going?" song
Put the places flashcards on the board in the order of the song (or put up the song poster). Get everyone to stand up and show them the gestures (see below). Then run through the song a few times.
Lyrics for the "Where are you Going?" song Chorus:
Where are you going?
Where are you going?
Where are you going right now? Verse 1:
I'm going to school,
I'm going to the park,
I'm going to the shops,
I'm going to the beach. Chorus:
Where are you going?
Where are you going?
Where are you going right now?
Verse 2:
I'm going to my friend's house,
I'm going to the station,
I'm going to the zoo,
I'm going home.

( download MP3 here)
Gestures for the "Where are you Going?" song
The gestures are very simple and fun:

during the chorus everyone does the 'question gesture' (both palms up, looking quizzical) whilst swaying in time with the music.

during the verses everyone either walks around the classroom or walks on the spot - in time with the music.

We also have a video that you can stream in class to sing along with (Internet connection required):

6. Play the Where are you Going board game
This is a great board game to play in groups of 2-4 players. Put the class onto groups and give out the boards and game cards (you'll need to print and cut out before the lesson). If you can blow up the size of the game board to A3 when you copy (if not, A4 size is fine).

Each group needs a die and each player a small counter (pen tops, etc., will do.). Then explain the rules and model how to play the game (the rules are on the worksheet). Then let everyone play. As they are playing, walk around and help out and make sure the structures are being used.

7. Read classroom reader "Where's Mother?"
Let's finish the lesson with a nice story which uses the target vocab. Before class, download and print off the reader "Where's Mother?". As you read through the story, point to the pictures and elicit the different place the bird flies over. Ask questions about the features of each location, for example:

Teacher: (pointing to the picture on page 4) Where is Tessa flying over?
Students: A park!
Teacher: A park? Why do you think so? What can you see?
Students: Trees, grass and a pond.
Teacher: Ok, let's check .. (reading) .. "Tessa flies over the park". Yes, you are right! Good job!
etc.

Get the students really involved in the story by asking lots of questions about the features of each place. You can ask follow up questions about the features of the places in the students' neighborhoods, such as:
Teacher: (pointing to the picture on page 4) Does your park have trees, grass and a pond, Ken?
Student: It has trees and grass but not a pond.
Teacher: Good! What else does your park have in it, Ken?
Student: Swings and a cafe.
Teacher: That sounds like a nice park! How about your local park Mary? What does your park have in it? etc.
---

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

Wrap Up:

1. Assign Homework: " Where are you Going? Write" worksheet.
2. Wrap up the lesson with some ideas from our " Warm Up & Wrap Up" page.

# data[].attributes.attachment_link.title
Places in my Town Lesson Plan for ESL Kids Teachers

# data[].attributes.attachment_link.description
This is a nice easy lesson which introduces students to different places in their town and uses the present continuous to ask and answer questions. IMPORTANT: This lesson should be taught after the Transport & Travel lesson as it uses the transportation vocab from that lesson in the "Where are you Going?"

# data[].attributes.headline
зарядка на улице

# data[].attributes.subject
зарядка на улице

# data[].attributes.attachment_link.title
Утренняя зарядка 1 модуль 2022

# data[].attributes.attachment_link.title
GRAVIPADOVO (Gravity Falls Russian Parody Intro)

# data[].attributes.attachment_link.title
Gravity Falls in Tiles Hop EDM Rush! Bill Cipher vs. Uncle Stan vs Mabel vs Dipper Pines

# data[].attributes.attachment_link.title
Paper Monster Craft for Kids - Buggy and Buddy

# data[].attributes.attachment_link.description
Create your own paper monster craft for kids using these free monster templates. Children can mix and match ears, horns, antennae and teeth to create all kinds of unique monsters. This is an easy craft for Halloween or just about any time of year! This post contains affiliate links.

# data[].attributes.attachment_link.readable_text
One of the best things to do with kids during the fall season is non-spooky Halloween crafts for kids.

When children are toddlers, preschoolers, or kindergarten-aged often times Halloween can be too scary. In our home, we do everything we can to instead focus on the fun, silly, and light-hearted aspects of Halloween.

This year we're sharing this cute and cool paper plate monster craft for preschoolers! It's an easy Halloween craft for kids they'll love creating.

It's super simple to make and odds are, you probably already have everything you need waiting for you in the craft closet.

Read on below to learn how easy it is to make this monster craft with your kids or students.

Monster Paper Plate Craft For Preschoolers

Supplies

Directions

Download the monster template and print it out on the corresponding colored card stock.

Cut out the pieces of the monster template you want to use.

Cut out the center of the paper plate to leave it with a wreath shape.

Paint the paper plate wreath a fun, monster-y color. Let dry completely.

Glue on the horns/antennae and teeth.

Glue on as many googly eyes as you want!

That's all there is to it!

Want some more fun and educational Halloween printables for your kids? We've got you covered! Our Halloween printables bundle has a little bit of everything - from color by number pages to pattern block mats & more. Your kids will have a blast practicing their fine motor skills, counting, letter recognition, and more. It's packed with 77 pages of fun so there's lots of variety and learning potential. Your kids will never get bored!

Benefits To Children

This craft is not only fun but also offers kids an opportunity to work on developmental skills!

When kids are creating their own monster craft, they're getting tons of chances to develop their fine motor skills.

They'll be able to exercise their hand muscle strength as they cut out the monster's horns and teeth. Then, they'll work on hand-eye coordination when they glue those pieces onto the paper plate.

Painting also is another way they're able to work with their hands and increase their fine motor abilities.

All of these different aspects of this craft prepare young children for handwriting practice.

Another amazing benefit of this craft is the ability fo the children to work on their creativity!

At home, since we're developing crafts, we'll have a finished project for the kids to look at before they even start.

This can be useful when explaining how the finished product will look, but sometimes kids believe theirs must look just like the example.

This is the time when you want to tell your kids (or students) to use their imagination and create a monster that's unique, just like them!

Occasionally, children will need some direction on how to do this.

We suggest letting them pick out their own color (or colors) for the paper plate. They can also add more than two horns, change the color of the horns and mix up the way the monster's teeth look.

They can also change the number and variety of eyes they put on the monster. All of these combinations will get their young brains actively working to create a unique final project that's one of a kind!

Fun Ways To Use This Craft

Of course you can make and use this craft any way you'd like to, but if you're looking for some fresh ideas, we have some for you!

To make this craft into a personalized wreath, glue on some construction paper letters to spell out their name on the bottom.

Alternatively, you could have the kids write their name on the bottom with a marker.

Then, let the kids hang or tape it to their door during the month of October. Boom! You have a cute Halloween wreath for the kids.

Another option with this monster craft is to turn it into a mask puppet. Simply make the craft as the directions specify, then take a jumbo wooden craft stick and glue it to the bottom of the paper plate.

The kids can stick their faces through the middle and take goofy pictures all night long!

Share With Us

Did you make this monster paper plate craft with your kids or students? If, so we'd love to see how they turned out! Snap a picture and post it to our Facebook wall.

More Paper Plate Crafts For Kids

More Halloween Ideas For Kids

Monster Craft Template Pieces

# data[].attributes.attachment_link.title
Easy Paper Plate Monster Craft For Preschool [Free Template]

# data[].attributes.attachment_link.description
One of the best things to do with kids during the fall season is non-spooky Halloween crafts for kids. When children are toddlers, preschoolers, or kindergarten-aged often times Halloween can be too scary. In our home, we do everything we can to instead focus on the fun, silly, and light-hearted aspects of Halloween.

# data[].attributes.headline
фигурки из соленого теста

# data[].attributes.subject
фигурки из соленого теста

# data[].attributes.body
идеи

# data[].attributes.attachment_link.title
Тест: Какой вы морской обитатель?

# data[].attributes.attachment_link.description
В летнюю жару просто невозможно думать о чём-то, кроме отдыха в прохладной морской воде. А каким животным вы были бы, если бы жили в океане? Узнайте, пройдя тест от Лайфа.

# data[].attributes.attachment_link.title
"Морской" тест: Хотите узнать, какой вы обитатель подводного мира?

# data[].attributes.attachment_link.description
Мировой океан занимает почти 70% нашей планеты. А в его глубинах скрывается загадочный и невероятный мир, совершенно не похожий на земной. Красота подводной "архитектуры" поражает, а уникальные морские существа являются настоящими чудесами живой природы. А вам было бы интересно узнать, кто вы из морских обитателей? Тогда не теряем время и быстрее погружаемся под воду!

# data[].attributes.body
можно дополнить, чтоб было на каждого ребенка, либо использовать какую-то несколько раз