BODY LESSON PLAN Advanced lesson VOCABULARY: (Beginner words): head, shoulders, knees, toes, eyes, ears, mouth, nose, ankles, elbows, hips, chin, cheek, face, arms, legs, hair, hands, fingers, foot/feet (visuals are in the beginner visuals) (intermediate words) throat, body, chest, lips, eyelashes, eyebrow, eyelid, thumb, eyeball, scalp, forehead, tongue, brain, wrist, stomach, neck, back, tooth/teeth (visuals are in the intermediate visuals) muscles, heart, skin, mind, heel, thigh, bottom, rear, butt, arm pit INTRODUCTION: Write the word BODY on the board. Tell the students that you are going to leave the room for 5 minutes. While you are gone they have to fill up the whole board with words connected to this theme. Nothing inappropriate. Nominate a student as the secretary; give them the board marker or chalk and leave. Come back after 5 minutes (or before if you think it s too long!) and go over what they have written. Lesson 1 INSTRUCT AND MODEL: Read a command and do command: Touch your head. (Students may do it along with you as they understand.) Shake your arm. Lift your leg. Tap your foot. Have a student come to the front of the room. Read a command and have the student do the command. Put your hand on your shoulder. Invite another student to come to the front. Read a command Put your hands on your knees. Go over the body parts they have written on the board. Add any that they missed that you would like to cover. Work on the pronunciation. Have body parts written on sticky notes. Have a student come up, pick a paper, read the word, and place it on your body. Do this with all the body parts. PRACTICE: Break into small groups. Each groups gets a pack of sticky notes with body parts written on each page. Students pick a paper, say the word and stick it on another student, INDEPENDENT: Play "Body Touch Race" Put students in pairs - you are going to say body vocab and students are going to race to be the first to touch that part on their partner's body. For example, Teacher says, "Touch your partner's arm!" and each pair must try to touch their partners arm before getting their arm touched. It is great fun and quite frantic - in order to work well, make sure the following rules are explained first: no slapping or hitting - only soft touches are allowed students cannot move more than one step away from each other teacher: do not include "eyes" in this game or you may end up with injuries!! Sing Head, Shoulders, Knees and Toes
Lesson 2 Vocabulary: INSTRUCT AND MODEL: Show pictures of people and describe the person: Height Tall, Short, Average Height Knee high to a grasshopper Body Obese Fat Large Skinny Skeleton Thin Lean Small Petite Muscular Athletic Well-Built Buff Average Normal At a healthy weight Coloring Dark Dusky Olive Light Fair Pale Rosy Ruddy Black White Shape Eyes Nose Mouth Round Oval Square Long Strong Jaw Weak Chin Chinless Large Round Small Beady Almond Long Straight Crooked Hooked Roman Thin Thick Wide Small Full Lips Face like it was hit By a truck Kind face Open face Honest eyes Kind eyes Lines under your eyes Crow s feet Nose like a pig Hair Face other Wavy Curly Straight bald Freckles Dimples High cheekbones Fat cheeks Moustache Goatee Beard 5 oclock shadow Clean shaven Peach fuzz Describe yourself Tell students that this is how we describe people.
PRACTICE: Invite a student to come to the front of the class or ask for volunteers. The student describes another student in the class and the students guess who it is. (REPEAT) INDEPENDENT: Students write a description of a class mate. They then share them and class tries to guess the person. Lesson 3 Vocabulary: Sick, head ache, tooth ache, stomach ache, ear ache, back ache, sore back, sore throat, cough, fever, broken, cold, flu, cramp, vomit, sneeze, hoarse, nausea, chills, rash INSTURCT AND MODEL: Review the word sore. Put the vocabulary on the board. Act the symptom out... Rub your back and say I have a sore back. I have a backache. (Point to the words on the board as you say them.) Rub your cheek and say I have a sore tooth. I have a toothache. (Point to the words on the board as you say them.) Rub your head and say I have a sore head. I have a headache. (Point to the words.) Teach students the following questions and responses: What s wrong? What s the matter? Has this ever happened to you? What did you do? I have a/an. I m sorry to hear that. I hope you feel better soon, I feel terrible I feel awful PRACTICE: Next you are going to teach "What's wrong?", "What's the matter with you?" and "I have a/an..." Take a card off the board and give it to a student. Say to the student "What's wrong?" or "What's the matter (with you)? Help the student to reply, e.g. "I have an earache". Then say, I m sorry to hear that. I hope you feel better soon. Next, take the next card from the board and give it to another student and ask the same question, eliciting the correct response. Do this for all of the cards. Now, tell your class you are going to close your eyes for 5 seconds. In that time they will all swap cards. Close your eyes while everyone swaps cards. Open your eyes and say to one student "What's wrong?" and s/he should reply according to the card s/he has. Again, ask all the students with cards. You can do this swapping activity a few times if everyone enjoys it.
Examples: Teacher and student do the following dialogues as examples for the class. #1 Patient: Doctor, please help me. My ankle hurts. Doctor: What happened? Patient: I twisted it when I was playing soccer. Doctor: Let me have a look. (pause) It is very swollen. You need an X-ray. (one hour later) Doctor: I have your X-rays back. Patient: What s the matter with my ankle? Doctor: It s broken. I m sorry. You will need to wear a cast for three months. Patient: That s too bad. I guess that means no more soccer this summer! #2 Doctor: Good afternoon. How can I help you today? Patient: I don t feel well. Doctor: That s too bad. What symptoms do you have? Patient: I have an earache and a fever. Doctor: Sit on the table please, so I can look in your ear. (pause) You have an ear infection. Patient: What do I need to do? Doctor: You need to put drops in your ear twice a day. Here is a prescription. Patient: Now maybe I can get some sleep again! Thank you, doctor. Doctor: You re welcome. After the presentation, ask the class these questions Question 1: What symptom does the patient have? Question 2: What health problem does the patient have? Question 3: What does the patient need to do? INDEPENDENT: Students write down five questions they want to ask and the different responses that could be given to their questions. The students are then divided into partners. They are to come up with a dialogue of a sick person visiting a doctor. Practice it and present to the class. After the presentation, ask the class these questions (if they fit the skit) Question 1: What symptom does the patient have? Question 2: What health problem does the patient have? Question 3: What does the patient need to do?
Read poem Sick Sick "I cannot go to school today," Said little Peggy Ann McKay. "I have the measles and the mumps, A gash, a rash and purple bumps. My mouth is wet, my throat is dry, I'm going blind in my right eye. My tonsils are as big as rocks, 'I've counted sixteen chicken pox And there's one more-- that's seventeen, And don't you think that my face looks green? My leg is cut, my eyes are blue-- It might be instamatic flu. I cough and sneeze and gasp and choke, I'm sure that my left leg is broke-- My hip hurts when I move my chin, My belly button's caving in, My back is wreched, my ankle's sprained, My 'pendix pains each time it rains. My nose is cold, my toes are numb, I have a sliver in my thumb. My neck is stiff, my spine is weak, I hardly whisper when I speak. My tongue is filling up my mouth, I think my hair is falling out. My elbow's bent, my spine ain't straight, My temperature is one-o-eight. My brain is shrunk, I cannot hear, There is a hole inside my ear. I have a hangnail, and my heart is--what? What's that? What's that you say? You say that today is... Saturday? G'bye, I'm going out to play!" Jazz Chant: Ouch! That Hurts Ouch! What's the matter? I stubbed my toe Oh, that hurts, that hurts I know that hurts. Ouch! What's the matter? I bit my tongue Oh, that hurts, that hurts. I know that hurts. Ouch! What's the matter? I got a cramp in my foot Oh, that hurts, that hurts I know that hurts. Ouch! Ouch!! What's the matter now? I bumped into the table Tripped on the stairs Slipped on the carpet Fell over the charis. Gee! You're clumsy today!
Lesson 4 INSTRUCT AND MODEL: Introduce the idioms by writing the idioms on the board for the whole class to see. Ask students if they are able to explain the idiom. Show students pictures or pantomime some and ask if they know what the idiom is and what it means. Give definitions for the idioms. Idioms: to pull someone's leg lump in my throat to be nosy be on someone's mind my is killing me weak stomach fit as a fiddle pain in the neck put your foot in your mouth use your head cross my heart brain dead drag one's heels/feet heart of gold in/out of shape head in the clouds keep your chin up shoulders keep someone at arm's length neck step on one's toes these walls have ears turn one's nose up be an old hand at something green thumb hold your tongue lend someone an ear keep an eye on roll your eyes eyes bigger than your stomach catch a cold to be/feel under the weather your nose is running keep your eyes out/open/peeled twist one's arm butterflies in your stomach health nut by the skin of your teeth brain is fried get on someone's nerves heart of stone jump down one's throat in the blink of an eye weight of the world on one's make the hair on the back of my stand on end tongue in cheek wet behind the ears apple of my eye put our heads together lend someone a hand PRACTICE: Break class into partners and hand each group one idiom. Each partner is to give the definition for the idiom and rephrase it. They are then to come up with 3 sentences using the idiom and then come up with one similar saying and an opposite saying. Let them share their phrases as a review of the idioms. OR List some of the idioms on the board. Select a student or ask for volunteers. Have them draw a slip of paper with an idiom on it (slips of paper need to have the same idioms that you have put on the board). Act out the idiom and have the class guess what the idiom is. INDEPENDENT: Divide students into groups. Assign an idiom to each. Create a story or skit using the idiom as the basis for the story. Students may draw pictures to go with their story. Have the group perform the skit or choose one or more members of the group to tell their story to the class, showing the class any pictures they have made to explain their idiom.
OR Divide students into teams. One member from each team comes to the front of the room and the teacher shows them an idiom. They are to go back to their team and act out the idiom. The first team to guess correctly wins. CLOSURE: Review the idioms that were discussed today in class. Ask if any student has thought of another idiom. Are there any Chinese sayings that are similar to English idioms? Additional Activities Face Race 1: Run and slap (or run and draw) a face. Divide the class into two equal teams. Give each team member a number, so that there are two students with the number 1, two students with the number 2, etc. Call out a part of the face and a number. The students with the number that you called out have to slap (or draw) and say the part of the face that you said. 10-15 minutes. Face Race 2: Write the numbers 1-6 on the board and assign one of these body parts to each of the numbers: eye, ear, mouth, nose, hair, and eye brow. Give the each student a piece of paper and tell them to write their name on one side and a face (an oval) on the other side. Divide the class into two teams. Each team takes turns at rolling the die. They get to draw the face part that corresponds to the number that was thrown. For example, if you assigned eyes to the number 1 and one team rolls a 1, then that team can draw eyes. They game keeps going until both teams have drawn a complete face. 10 15 minutes. Hokey-Pokey You put your right foot in: you put your right foot out, You put your right foot in and you shake it all about. You do the Hokey-Pokey, and you turn yourself around. That's what it's all about. Left foot, right hand, left hand, head, whole self. Sing: Father Abraham, He's Got the Whole World in His Hands Musical Chairs Body Parts Have everyone form a big circle of chairs with the chairs facing outward. Remove one chair. Have music ready. When the music starts everyone must walk around the chairs (again it's fun if you make them jog). When the music stops, a caller yells out a body part. Then everyone races to touch that body part to a chair, one person per chair only. If they touch a chair before the body part is called, they are out. The one person who doesn't get a chair is also out. To speed it up, you can remove more chairs. We usually start out simple - nose, hair, left elbow, etc. but towards the end we get more complicated - your bare feet, someone else's left hand (they must grab one of the people who are already out). The object is to be the last one left. "Funny Body" drawings: Give a piece of paper to each student and yourself. On your piece of paper, model drawing a head with eyes, nose, ears, mouth, teeth and hair. Make it a really funny picture. Then tell everyone to draw their funny head. Make sure they use colors for the
eyes and hair. Next show them how to fold the paper so only the neck shows (so the head is folded behind). Then get everyone to pass their paper to a different student. Now model drawing the body starting from the neck and going down to ankles make it either a really short or long body and make it as funny as you can. Now have your students draw their bodies. Again, show everyone how to fold the paper so only the ankles are showing and have everyone pass their paper to another student. Finally, model drawing funny feet and get everyone to draw feet on their pictures. Then get everyone to fold up their papers and return each piece to the person who drew the head. Let everyone open up their paper and have a good laugh at the pictures. Now ask everyone to "present" their person in the drawing to the rest of the class you model first (e.g. "This is Tom. He is short. He has pink hair) Body Part Madness: Classmates choose a partner. One set of partners stand in a circle. The other set of partners stand in another circle surrounding the first circle. Music starts and this indicates to the students to start walking in circles- Inside circle one way and outside circle the other way. Let the music play for maybe 30 seconds and then stop it. Teacher yells out "Hand to knee!" Students have to find their partner and put one hand to the partner's knee. The last set of partners to find each other and get in position is OUT. Students get back into the two circles. Music starts again and the process is repeated until only a few sets of partners are left. The last set of partners is the winner! Body Parts Connect: You will need to make a pretty good stack of cardboard cutout cards with the name of the common body parts written on both sides of them: Elbow, Knee, Forehead, Ear, Nose, Ankle, Etc. making the one side different from the other. Make enough for about 5-6 max per every two students, and make them about 5-6 inches square. How To Play: Split the students into pairs, boys with boys and girls with girls. Next, give each pair one card to start, and tell them they must put the card between the body parts that are written on each side. For example: "Knee and Foot" would have them trying to hold the card between the knee of one student and the foot of the other. Keep adding cards until they finally drop one - whoever drops a card is out. The last still holding the cards wins. Teacher Says: This is the game "Simon Says" but using the word "teacher", or your name, instead. Go straight into the game (no explanations necessary) by saying "Teacher says touch your (knees)". Do the action and make sure everyone else follows along. Do a few more "touch your eyes, touch your toes", etc. Then at some point give a command without the "Teacher says" part (e.g. "Touch your mouth"). First time round, everyone will touch their mouth, so make it very clear that they shouldn t do this when you don t say "Teacher says". After a while your students will get the hang of it. Play the game faster and faster. When a student makes a mistake they have to sit the rest of the game out. The last student standing is the winner. Run and draw game Divide the class in 2 or more groups. Assign a number for each student in every group. Divide the board into 4 sections. The teacher says a number and a body part. The students that are assigned with the number spoken by the teacher have to come to the board and draw the body part have been said. The student who draws fastest and more realistic gets a point for his team. Label Body: Draw two pictures of a body on the board. Split the class into 2 teams. Give each student a marker. Tell your students to help each other. Ask students to write as many body parts on the board in 5 minutes as they can.
Pictionary: Divide into two teams. The teacher will show one of the vocabulary words to the student representing their team. That student must draw a picture to help the team guess the word. The team will score a point if they guess correctly. If they guess incorrectly the other team gets an opportunity to guess, with no further drawing. If they guess correctly they score a point. Alternate teams when giving a new vocabulary word. Twister Magazine Scavenger Hunt: Divide class into teams. Give each student a magazine. Call out a body part for them to find. Be as specific as you would like. The first person to find a picture of it gets a point for his/her team. Symptom Pantomime: Students act out various aches and pains. The rest are doctors and try to guess. Doctor: Before class begins write down on little pieces of paper different ailments or problems for which someone might go to the doctor. Have students draw slips of paper. Split class in half. For the first round, group A will be the doctors and group B will be patients. For the second round, roles will reverse. The doctors can ask the patients any questions except "What is your problem? in order to guess the problem or ailment. Body Commands: Touch your nose, Touch your ear, Touch your knee, Your leg, your head, your neck, your foot, your hand, your fanny, hop on both feet, put both hands over your head, close your eyes, stand only on your left foot, hop on one foot, sit on your fanny, raise your right hand, hold your nose, put your hand, over your eyes, put your hands over your ears, get on your knees, touch your elbow to your stomach, touch your heel to your knee, touch your heel to your fanny, stand on one foot, Wiggle the little finger of your right hand, Raise your left eyebrow, Open your mouth wide, Shrug your shoulders, Wink your right eye, Raise our left knee, Step back with your right foot. Conversation Starters How many parts of your body can you name? What are some important things about your body? How do you take care of your body? Do you think your body is beautiful? Why? What can you do to help your body be healthier? What do we wear on our body? What can we do with our hands? o Ears? o Eyes? o Nose o Mouth? o Legs
Them Bones Them bones, them bones, them dry bones! connected to the back bone Them bones, them bones, them dry bones! bones Them bones, them bones, them dry bones! Sing ye about them bones, connected to the shoulder bone connected to the head bone The toe bone's connected to the foot bone connected to the head bone The foot bone's connected to the ankle bone bones The ankle bone's connected to the leg bone Sing ye about them bones bones, going to walk around! bones, going to walk around! The leg bone's connected to the thigh bone bones, going to walk around! The thigh bone's connected to the hip bone The hip bone's Sing ye about them The back bone's The shoulder bone's The neck bone's Sing ye about them Them bones, them Them bones, them Them bones, them