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Student Name: Claudia Walukouw Class: Teaching English to Young Learners

Date: June 3, 2018 Assignment: Body Parts Lesson

Instructor Name: Jennifer Coplea Standards/Format: PPP

CONTEXT
Level: Beginner

Teaching Context: Elementary school EFL students

Student Age: 5-6

Skill: Listening/Speaking

Topic: Body parts vocabulary (head, eyes, hands, knees)

Function: Performing basic actions for classroom activities

RATIONALE

As young learners begin their English education, it is important to introduce words that

are often used both inside and outside of the classroom. Within the classroom, learning

vocabulary for parts of the body may serve as the foundation for many other activities. For

example, songs that include clapping can be easily learned once students are familiar with the

word hand(s). Part of the rationale in creating this lesson is illustrated in David Nunan’s

statement that Total Physical Response (TPR) activities are “useful for maintaining motivation

and also help to cater to different learning styles: visual, auditory, and kinesthetic” (2011). This

lesson will serve as the first part of a body parts series.

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OBJECTIVES

1. Students will be able to identify and repeat the words for certain parts of the body.

2. Students will be able to match written vocabulary to their corresponding images or

actions, with 100 percent accuracy.

TARGET EXPRESSIONS OR MAIN TEACHING POINTS

1. Hands 3. Head

2. Knees 4. Eyes

SOURCES

Bubert. (n.d.). Cartoon body parts. Retrieved from VectorStock:

https://www.vectorstock.com/royalty-free-vector/cartoon-body-parts-vector-18718045

Heads, Shoulders, Knees, and Toes Flashcards. (2014). Retrieved from Super Simple Learning:

https://supersimpleonline.com/downloads/head-shoulders-knees-and-toes-flashcards.pdf

Karen. (2015, May 19). Body Parts Flashcards (Set A). Retrieved from ESL Flashcards:

https://www.eslflashcards.com/set/body-parts-flashcards-set-a/

Nunan, D. (2011). Teaching English to young learners. Anaheim: Anaheim University Press.

Retrieved from www.amazon.com.

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MATERIALS

Set of pictures for body parts (multiple printouts for each word: hands, knees, head, eyes)

Large poster of human body cartoon

Large flash cards of each vocabulary word for “Practice” activity

Optional tracing activity for lesson extension (See Figure 5)

Tape/velcro

Lesson Plan Phases:

Warm Up

2 minutes

1. The teacher (T) stands at the front of the classroom, and begins miming a series of

actions, such as:

a. Waving

b. Nodding/shaking head

c. Clapping

d. Shutting eyes tightly (may point to eyes to bring attention)

e. Bending knees

2. With each action, T motions for students (Ss) to follow along/copy movements

3. T remains silent throughout activity, repeating actions until all Ss participate

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Presentation

5 minutes

1. Once Ss are familiar with warm-up actions, T holds out hands, motioning for Ss to

also hold out their hands.

a. T says: “Hands. Hands.” [Ss: hands]

b. T shows a flash card with the word HAND and the corresponding image

printed on it. T: “Hands.” (See Figure 1a)

2. T bends knees, pointing or putting hands on them to bring attention

a. T: “Knees. Knees.” [Ss: knees]

b. T shows a flash card with the word KNEES and the corresponding image

printed on it. T: “Knees.” (See Figure 1b)

3. T shakes head/nods, putting hands on top of it to bring attention

a. T: “Head. Head.” [Ss: head]

b. T shows a flash card with the word HEAD and the corresponding image

printed on it. T: “Head.” (See Figure 1c)

4. T shuts eyes tightly/opens them widely, pointing to them to bring attention

a. T: “Eyes. Eyes.” [Ss: eyes]

b. T shows a flash card with the word EYES and the corresponding image printed

on it. T: “Eyes.” (See Figure 1d)

5. T: “Great job everyone!”. May repeat or review each word as necessary.

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Practice:

4 minutes

1. To introduce practice phase, T takes out separate flash cards with only the vocabulary

words. T holds up one card at a time and asks Ss to model which part of the body it is.

a. T, holding up “HAND” card, says: “Can you show me your hands?”

b. See Figures 2a-d.

2. T takes out poster of human body cartoon. (See Figure 3) Using the vocabulary word

flash cards, T holds up one card at a time and points to a body part on the poster that

is not the part on the card

a. T, pointing to feet/stomach/shoulders: “Is this your head?” [Ss: No!]

b. T: Where is your head? [Ss points to head]

c. T asks for volunteer to tape flash card near the head on poster

3. T repeats questions for remaining vocabulary words

4. Upon finishing, T finishes by clapping and introduces the action to Ss

a. T says: “Can you clap your hands? Clap your hands.” [Ss claps hands]

b. T: “Great job!”

Production

8-10 minutes

1. T puts away poster and takes out printed photos of each body part (multiple copies

per body part, without words typed out/visible). T tapes photos to board/wall, all

within reach of Ss. (See Figures 4a-d for images.)

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a. T may ask Ss to say corresponding word out loud for each picture going up

2. T introduces activity by asking Ss to get into two lines, and helping to arrange them

as needed

a. T: “We are going to play a game! Can everyone see the pictures?” [Ss:

“Yes!”] “Let’s review them one more time.”

b. T points to random pictures and Ss call out corresponding words

c. T: “Great job! Now that you know the words, let’s see how fast you can find

them!

3. T explains game rules: T will call out a body part, and Ss at the front of the line will

race up to the board to find the correct image for the word. (time for activity may vary

depending on how long it might take to help Ss understand rules of game)

Wrap Up

2 minutes

1. T: “All right! Great job everyone!”

a. T claps hands. T: “Let’s clap our hands for doing such a great job!” [Ss claps

hands]

b. T: “What about high-five’s? Can you give your neighbor a high-five?” (T

models ‘high-five’ with closest student) [Ss high-fives]

c. T: “Can you bend your knees?” [Ss bends knees] “Now bend your knees and

jump!” [Ss jump] “Great job!”

d. T: “Hands up! Let’s put our hands up and jump!” [Ss jump with hands up]

“Great job—you all did a great job today!”

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Figure 1a. Flash card for ‘Presentation’ phase. Size of image may be adjusted as needed.
(Karen, 2015)
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Figure 1b. “Knees” flash card for ‘Presentation’ phase. (Heads, Shoulders, Knees, and Toes
Flashcards, 2014)
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Figure 1c. “Head” flash card for ‘Presentation’ phase. (Karen, 2015)
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Figure 1d. “Eyes” flash card for ‘Presentation’ phase. (Heads, Shoulders, Knees, and Toes
Flashcards, 2014)
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Figure 2a. Vocabulary word flash card for ‘Practice’ phase.

Figure 2a. Vocabulary word flash card for ‘Practice’ phase. (Heads, Shoulders, Knees, and Toes
Flashcards, 2014)

Figure 2a. Vocabulary word flash card for ‘Practice’ phase.

Figure 2a. Vocabulary word flash card for ‘Practice’ phase. (Heads, Shoulders, Knees, and Toes
Flashcards, 2014)
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Figure 3. Full-body “poster” for ‘Practice’ phase. Size may be adjusted as needed. (Bubert, n.d.)
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Figure 4a. “Hand” image for ‘Production’ phase. (Karen, 2015)

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Figure 4a. “Knee” image for ‘Production’ phase. (Heads, Shoulders, Knees, and Toes
Flashcards, 2014)
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Figure 4a. “Head” image for ‘Production’ phase. (Karen, 2015)

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Figure 4a. “Eyes” image for ‘Production’ phase. (Heads, Shoulders, Knees, and Toes
Flashcards, 2014)
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Figure 5. Optional tracing activity if there is still time or if instructor needs to extend lesson.