LESSON TOPIC: Our Body

NOTES TO THE INSTRUCTOR:

Our activities focus on teaching students about the parts of the body. Our goal is to
teach students vocabulary and provide many opportunities to practice using vocabulary
related to body parts. There is a wide range of English vocabulary closely related to the
human body. We focused on a very small selection of words because we didnt want to
overwhelm students. But the great thing about these activities is all of the vocabulary is
interchangeable. So as a teacher you can use these lessons by plugging in the
vocabulary you want to teach your students about body parts. All of these activities are
adaptable to meet your students instructional needs.
Vocabulary List:
head, shoulders, knees, toes, eyes, ears, mouth, nose, feet, stomach, arm, legs, hands,
fingers

TIPS RELATED TO STUDENT FACTORS:

It is important to think about your students educational background. Their
previous education shapes how they will currently learn. It is important to provide
support for students with a variety of educational experiences. (picture support,
levels of vocabulary, class structure...etc.)
Cultural background is another thing to keep in mind. Education structure varies
from culture to culture. It is essential that teachers understand, encourage, and
support students in the ways they learn best.
When teaching new vocabulary to students it is important to think about their
language distance(how far their language patterns, structure, and grammar is
from English). Some languages dont have a similar structure to English and it
may take these students longer to learn the patterns and vocabulary.

Content Objectives:
Students will be able to name the parts of a body through oral speech and activities.

Language Objectives:
Student will use speech and listening to gain English body vocabulary.
Students will practice vocabulary through role play with a partner.

Lesson Sequence:
Practice Activity #1: Vocabulary

Beginning Level

Intermediate Level

Objective: Introduce ELLs to vocabulary Objective: Introduce ELLs to vocabulary

needed to describe body parts. ELLs
needed to describe body parts. ELLs will
will practice vocabulary and be able to
practice vocabulary and be able to use
use the new words in the other activities. the new words in the other activities.
They will focus on using the vocabulary
Procedure:
words in sentence.
(Teacher) I am going to hold up a card
with a picture of a body part on it.
Procedure:
Please repeat and copy me. Teacher
(Teacher) I am going to hold up a card
then holds up a card with an hand on it.
with a picture of a body part on it. Please
Reads the card and points to the body
repeat and copy me. Teacher then
part. Hand. This is my hand. Repeat
holds up a card with an hand on it.
and point. Hand.
Reads the card and points to the body
part. Hand. This is my hand. Repeat
(Students) Hand.
and point. Hand.
(Teacher) repeat action with all of the
vocabulary words. Every couple cards
hold up a card you have previously
defined to practice the new vocabulary.
(Teacher) After you make it through
modeling all of the picture cards. Cycle
through the cards again having students
look at the pictures, say the word, and
point to the body part.
Word List:
head, shoulders, knees, toes, eyes,
ears, mouth, nose, feet, belly, arm, leg,
hands, fingers

(Students) Hand. This is my hand.

(Teacher) repeat action with all of the
vocabulary words. Every couple cards
hold up a card you have previously
defined to practice the new vocabulary.
(Teacher) After you make it through
modeling all of the picture cards. Cycle
through the cards again having students
look at the pictures, say the word, and
point to the body part.
Word List:
head, shoulders, knees, toes, eyes, ears,
mouth, nose, feet, belly, arm, leg, hands,
fingers

Practice Activity #2: Hokey Pokey & Head Shoulder Knees and Toes
Beginning Level

Intermediate Level

Objective:
-To familiarize beginning ELLs with the
most basic body parts.
Procedure:
(Teacher) Teach each new vocabulary
word to the students while pointing to the
body part.
-Head
-Shoulder
-Knee
-Toes
- Eyes
-Ears
- Mouth
- Nose
(Teacher) Sings the song Head,
Shoulders, Knees and Toes to the
students. While singing use the your
hands to point to each body part as its
sung. Using both hands for each body
part (two hands on the head, one hand
on each shoulder, one hand on each
knee and one hand touching (as best
you can) each set of toes. Sing the song
slowly.
Song Lyrics: Head, shoulders knees and
toes; knees and toes.
Head, shoulders, knees and toes; knees
and toes.
Eyes and ears and mouth and a nose.
Head, shoulders, knees and toes; knees
and toes.
(Students) Watch as the teacher
demonstrates.
(Teacher) Sings song with the students
at the same slow pace doing the hand
motions for each body part as explained

Objective:
- To familiarize intermediate ELLs with
more advanced and specific body parts.
To teach right and left.
Procedure:
(Teacher) We are going to sing a song
that will teach us the different body parts
that we learned earlier. I need everyone
to form a circle in the center of the room
and watch and listen as I demonstrate
how to participate.
Teacher uses the vocabulary from above
to teach different body parts using the
hokey pokey as a method. Teacher
explains how the hokey pokey works and
explains right and left sides,
demonstrating them. Teacher
demonstrates how to do the hokey pokey
by singing an example verse and
following the commandments (placing
right arm in the circle, taking it back out,
shaking it all about, turning around, etc.
Example below:
Hokey Pokey:
- You put your right arm in
you put your right arm out
you put your right arm in and you shake it
all about
you do the hokey pokey and you turn
yourself around
Thats what its all about.
(Teacher) Sings the hokey pokey using
each word from the vocabulary list. The
teacher should start with the body parts
that are easiest to place into the circle
first (right and left arm, right and left leg

above.
(Students) sing song with the teacher
doing the hand motions for each body
part as explained above. Their goal is to
keep up with the same rhythm and
cadence as the teacher.
(Teacher) We are now going to sing the
song faster, try to follow along keeping
up with the speed and rhythm of the
song Teacher sings the song at a faster
pace, continue with hand motions.
(Students) Follow along continueing with
hand motions.

until the students become more

comfortable with the game, then move
onto more difficult body parts, such as
the eyes or cheek.
(Students) Follow along and place the
called out body part in the circle.

(Teacher) Continues with song until the

last word, then says:
you put your whole self in, you put your
whole self out, you put your whole self in
and you shake it all about. you do the
Hokey Pokey and you turn yourself
around, thats what its all about!

(Teacher) Continue to sing the song with

(Students) Place their entire body in the
the motions and increase the speed
circle and follow the commands.
each time until the students are all over
the place and it has turned into chaos.
List of body parts:
head, shoulders, knees, toes, eyes, ears,
mouth, nose, feet, stomach, arm, legs,
hands, fingers.

Practice Activity #3: Operation Game (Body Parts)

Beginning Level

Intermediate Level

Procedure
(Teacher)
the body. (use masking tape). After
modeling with two cards. Students
associate word with Models how to play
the game parts of the body. Place the
board game of part of the body (visual
support) on the wall or a place where
everyone can see it. Teacher reads a
word at loud. Students repeat in chorus

Procedure
Models how to play the game parts of
the body. Place the board game of part
of the body (visual support) on the wall or
a place where everyone can see it.
Teacher reads a word at loud. Students
repeat in chorus respond. The teacher
place the card in the corresponding part
of the body. (use masking tape). After
modeling with two cards. Students

respond. The teacher place the card in

the corresponding part of part of the
body. Give students a couple of seconds
to think and then share in pairs,
confirming their answers. Give them the
opportunity to come to the board to
place the word. Teacher use thumb up
or down strategies to check students
understanding after the student place a
card. Teacher confirm answer at loud,
ex. eye, this is an eye, thats correct! or
are you sure this is an eye? Ill give
you a hint, it is a part of the body located
somewhere here (point out the head).
After they have place the card in the
correct place students repeat and touch
the part of the body corresponding to the
word. teacher

associate word with part of the body.

Give students by them self a couple of
seconds to think. Give them the
opportunity to come to the board to place
the word. Teacher use thumb up or down
strategies to check students
understanding after the student place a
card. Teacher confirm answer at loud,
ex. eye, this is an eye, thats correct! or
are you sure this is an eye? (if the
students do not answer in complete
sentence, repeat their respond in
complete sentence) Teacher correct
grammar, this is a eyes? or is it AN
EYE?, ask other students to give a hint if
the answer is wrong or decide if the
answer is right. This way they can repeat
many times the word and become more
familiar. After they have place the card in
the correct place students respond eye,
this is an eye. Students play the game in
small groups or pairs, checking each
others answers. This way they can try to
read the word as a group and practice
word recognition. Students take turns to
participate.

Practice Activity #4: Dice Game (Body Parts)

Beginning Level
Procedure:
(Teacher) Model the dice game. Each
group is give a person template. The
will roll the dice and it will tell them the
body part to place on their person. The
person who completes/finishes their
person first wins the game. Students
must say the word before the put the

Intermediate Level
Procedure:
(Teacher) Model the dice game. Each
group is give a person template. The will
roll the dice and it will tell them the body
part to place on their person. The person
who completes/finishes their person first
wins the game. Students must say the
word before the put the part on their

part on their person. If they need help

their peers can assist them. Break
students into small groups(3-4). Hand
out the materials needed to play the
game.

person. If they need help their peers can

assist them. Break students into small
groups(3-4). Hand out the materials
needed to play the game.

(Teacher) We are going to play a game.

(Teacher) We are going to play a
We will be rolling the dice to create a
game. We will be rolling the dice to
person. The person who completes their
create a person. The person who
person with the correct body parts first
completes their person with the correct
wins. I will show you. First you roll the
body parts first wins. I will show you.
dice. Teacher rolls. Arm. I got an arm.
First you roll the dice. Teacher rolls.
I am going to place the arm on my
Arm. I got an arm. I am going to place
person. Then I will pass the dice. We will
the arm on my person and pass the dice. take turns until one of the people in our
We will take turns until one of the people group has finished their person.
in our group has finished their person.
The intermediate student will be
responsible for attaching labels to the
Word List:
body parts to their person.
head, arm, leg, foot, hands, stomach

Word List:
head, arm, leg, foot, hands, stomach

Culminating Assessment Activity: Simon Says

Beginning Level

Intermediate Level

(Teacher) Shows picture of a part of the

body and says Simon says to touch
your leg.
(Student) This is my leg.

(Teacher) Shows picture of a part of the

body and says Simon says to touch
your leg.
(Student) This is my leg.

Repeat for all of the vocabulary words.

Repeat for all of the vocabulary words.

(Teacher) If students master the skills

with the pictures play using words only
or you can use a mix.

(Teacher) Break intermediate students

into groups of 4-5. Have students lead
Simon Says.

Materials List:
See Attached Activity Material Sheets(each activity has a list of
printable materials)