LESSON PLAN

Date: 17 January 2020

Grade: III Red

Subject area: English

Duration: 40 minutes

Types of students: 5 High-flyers, 25 average-learners and 5 slow-learners; Mixed-abilities.

Number of students: 35
Topic: Parts of the face and body
Sub-topic: Vocabulary
Prior-knowledge: Identification of vocabulary words „hand‟, „foot‟, and „head‟ (from Grade 1).

Pedagogy: Active learning

Learning resources: Chart, flashcards, worksheet (Page 7 of Book).

Aim: Develop awareness of the different face and body parts (head, foot, hand, arm, leg, eye, nose, mouth, finger and hair)

Learning Outcomes of the lesson:

1. Identify the different parts of the face and body.

2. Match the correct vocabulary word to the different body parts.

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 PROCEDURES

Time/ Steps / Students’ activities / Teaching strategies /

Remarks
mins Instructions of Teacher Assessment and Evaluation Techniques
1 Teacher will greet and calm students. Students will greet back.

2 Teacher will stick a chart of the cartoon Expository / Questioning

Dora with missing labels of her body
parts on the board and will stick
flashcards of the vocabulary words in a
random order on the board. She will Students will raise their arm and selected
then question as follows: students will voice out.
15 “Raise your hands before answering. Teacher will praise good responses.
Who knows this cartoon character?
How is she called? “Dora!” Teacher will
What is she doing in the picture? demonstrate how
Running? Walking? Standing? “Standing!” and where to stick
How do you know she is standing? the flashcard on
Yes, her feet are on the floor. Her hands Dora.
are on the side. Her body is straight.
So children, your feet and hands (pieds
et mains) are parts of your whole body.
We have several parts in our body and
face.
Today we will talk about the different Students will listen attentively.
parts of our body.
Do you recall some of the parts that you “Yes/No.”
encountered in Grade 1?
How do we call „la main‟? “Hand.”
Raise your hand, who can identify the
word „hand‟ on the board.
X, come and stick the flashcard „hand‟ X will stick the flashcard and spell the word.
on Dora. X spell „hand‟.
First group altogether, spell the word
„hand‟ 3 times. Students will repeat the words.
Now, 2nd group will spell.

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 3rd group.
4th group.
How is her hair? Is it well combed? “well combed!”
Which colour is it? “black” Questioning/
How do we call „cheveux‟? Repetition
Recognition of the word on the board
and spelling and repetition of „hair‟
word group-wise.
With which part of her face does Dora
see? How are her eyes? Which colour “blue”
are they?
How do we call „oeil‟? “eye”
Recognition and spelling and repetition
of „eye‟ word group-wise.

With which part of her body will Dora “nose”

smell a flower/perfume? How do we
call „nez‟?
Recognition and spelling and repetition
of „nose‟ word group-wise.

With which part of her body does Dora

eat? How do we call „bouche‟? “mouth”
Recognition of the word on the board
and spelling and repetition of „mouth‟
word group-wise.

With which part of her body does Dora

listen? How do we call „oreille‟? “ear”
Recognition of the word on the board
and spelling and repetition of „ear‟ word
group-wise.

In which part of the body does the eyes,

nose, ears and hair found?
How do we call „tete‟? “head”

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 Recognition of the word on the board
and spelling and repetition of „head‟
word group-wise. Questioning/
Repetition
Observe Dora‟s hand. Which body part “finger”
does it contained 5 times?
How do we call „doigt‟?
Recognition of the word on the board
and spelling and repetition of „finger‟
word group-wise.

If Dora holds the duster in her hand

with her fingers, which part of her body “arm”
will move when she erases the board?
How do we call „bras‟?
Recognition of the word on the board
and spelling and repetition of „arm‟
word group-wise.

Which body part does Dora use to

run/walk?
Similar to our hand and arm, the part
which contains the fingers is called the “foot”
foot and the upper part is called the leg. “leg”
Recognition of the word on the board
and spelling and repetition of „leg‟ and
„foot‟ words group-wise.

Now children, how many eyes do we

have? „Eye‟ is used when we are
referring to only one. That is, it is in the “s”
singular form. Who recall what should “eyes”
be added to the word „eye‟ to make it
plural?
Similarly, we have two arms, ears, legs,
hands. And we have many fingers. So “arms, ears, legs, hands, fingers”

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 we add „S‟to make them plural.

What else do we have two?

But here there is an exception! We will Explanatory
not add „s‟to make foot plural but it “feet”
changes it „feet‟. The two „o‟ become
„e‟.”
12 Teacher will now invite the students to Students will follow given instructions.
play a game and instruct as follows:
“All of you will stand up. Place your
chair beneath your table and stand in the Active learning
alert position.
I will show you the word of one part of
the body/face and you will have to show Teacher will demonstrate for one part first.
me with your that part of your body. I
will see who will take the most time to
perform. So you have to be quick
enough!”

Teacher will show a flashcard at
random and while everyone is pointing,
the teacher will instruct them to repeat
the word two times.
10 The teacher will instruct the children to
sit down and rest a few seconds.
Teacher will then instruct to remove the
English book and turn to page 7.
Teacher will read the instructions of
Activity 6a and explain to the students.
Students will point to the body parts. This
activity will serve as a formative assessment
and the teacher will guide those having
difficulties.
Explanatory
This worksheet will serve as a summative Self-activity
assessment. Teacher will give a sticker to
those having all the correct answers.

Teacher will correct the book of each

child individually for those who have
finished and walk through to monitor
their workings.

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