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2.1 LESSON PLAN 1, written by Beata Harasim
Subject: Parts of the body
Level: beginners
Age of Ss: 10 (class 4)
Number of Ss: 16
Aims:
 to teach the vocabulary for parts of the body;
 to revise colours, numbers and sports;
 to practise reading for gist;
 to practise listening both for gist and for detail;
 to practise answering about words (What’s the English word for?)
 to enable students to grade their work.
Lexical items: body, hand, leg, back, head, arm, finger, thumb, toe, chest, foot, face,
hair, ear, eye, nose, lips, mouth, teeth, left, right.
Assumed knowledge: The students had already been taught the verb have got ,
colours, numbers. They were familiar with some names of parts of the body in
different context.
Aids: CD/cassette player, dictionaries, some listening exercises from SB Open Doors
1
(Unit
7c),
dominoes
with
parts
of
the
body (pictures
and
words),
a poster (with a picture of a boy) which presents the parts of the body, word cards,
pictures of parts of the body and parts of the face on the sheets of brown paper,
envelopes containing sticky sheets with words for parts of the body, envelopes
containing sticky sheets with words for parts of the
face, envelopes containing
pictures of monsters, envelopes containing slips of paper with parts of
describing monsters, pictures of patients, Xeroxes of targets.
Time: 45 - 50 minutes
PROCEDURE
sentences
Stage
Activity/aids
Interactions
Procedure
Time
Warm-up
 Greetings.
 Word game (to revise
colours, numbers and
sports)
T↔C, T↔ S
S↔C, S↔S Ss take it in turns to say a number, a
colour or sports. They must say
three in row of one word group, and
then change to a different word
group. For example, if student 1 say
“green”, students 2 and 3 must say
the names of colours. Then student 4
has to change to numbers or sports.
4’
Presentation
and practise
 Listening and
repeating the parts of
the body
(the poster with parts
of the body, word
cards, cassette/CD
player)
 Speaking
(the poster with parts
of the body, word
cards)
 Group work – a
competition game
(naming parts of the
body)
(envelopes with sticky
sheets with words for
parts of the body,
pictures of parts of the
body on sheets of
brown paper)
T→C, T→ S T. asks Ss to look at the poster, Can
S,S,S
you name these parts of the body?
Ss listen to the recording and repeat
words for parts of the body. Ss do it
in chorus, then individually.
3’
 Speaking
T→C, T→ S The exercise is checked with the
whole class. T. asks What’s the
number 1?
2’
 Group work – a
competition game
(naming parts of the
body)
(envelopes with sticky
sheets with words for
parts of the face,
pictures of parts of the
face on the sheets of
brown paper)
GG
5’
T→C, T→ S T. points to different parts of the
2’
body and asks What is it? What’s the
English word for this?
GG
T. divides the class into small
5’
groups (of 4). T. gives each group an
envelope containing sticky sheets
with words for parts of the body, and
a sheet of brown paper with pictures
of parts of the body. Ss have to stick
sheets in the correct place (match
words to the pictures). A winner is a
group which do it first and correctly.
Ss can use dictionaries.
Ss work in the same groups. T. gives
each group an envelope containing
sticky sheets with words for parts of
the face, and a sheet of brown paper
with pictures of parts of the face. Ss
have to stick sheets in the correct
place (match words to the pictures).
A winner is a group which do it first
and correctly. Ss can use
dictionaries.
2’
 Listening and
repeating the parts of
the body
(the poster with parts
of the body, word
cards, cassette/CD
player)
 Speaking
Practise
T→C, T→ S Ss check their answers listening to
S,S,S
the recording and repeating new
words. First, they repeat in chorus,
then individually.
1’
T→C, T→ S T. points to different parts of the
face and asks What is it? What’s the
English word for this?
 TPR activity – a game T→C
“Simon says”
T. introduces words left, right. T.
gives commands Point to your
(left/right) …? Ss should only do it
if T. says Simon says … at the start.
If anyone does the action that Simon
doesn’t say they are out and have to
watch for the mistakes of the other
students.
5’
 Group work (listening GG, S,S,S
for gist)
(pictures of monsters)
Ss work in the same groups. T. gives
each group an envelope containing
pictures of six monsters. T.
describes one of the monsters. SS
have to choose described picture and
pick it up.
2’
T. gives each group an envelope
containing slips of paper with parts
of sentences describing monsters.
They have to match sentences and
put them in the correct order – they
make a description of a monster. Ss
read it and choose the appropriate
picture. T. goes round the classroom
and monitors children’s work. A
winner is a group which do it first
and correctly.
5’
 Group work (listening GG, S,S,S
for gist)
GG↔GG
(pictures of monsters)
One student from each group read a
description of their monster. Other
groups have to pick up the picture of
a monster which is described.
4’
 Listening for detail
(CD/cassette player,
pictures of patients)
T. introduces the words: doctor,
patient. T. explains that Ss will hear
four patients phoning the doctor. T.
asks Ss to look at the pictures of
patients and their names. T. puts
them on the BB. T. tells Ss to write
4’
WORKSHEETS 1 TO 3
GG
 Group work – a
competition game
(reading, making a
description of a
monster)
(envelopes containing
slips of paper with
parts of
sentences
describing monsters,
pictures of monsters)
WORKSHEET 4
WORKSHEET 5
S,S,S
numbers 1 to 4 in their notebooks
before they listen. Ss listen and write
down the names of the patients. T.
checks the answers with the whole
class.
Close-up
 Domino
(domino cards)
S↔S
Ss work in pairs. Each pair has a set 5’
of dominoes. Ss place the dominoes
face down on the table. The players
take four dominoes each (not
looking at what they are taking). The
remaining dominoes stay in a pile on
the table. They must make pairs
(picture+word) by placing their
domino in front or after another. If
they cannot match pairs, they have
to pick up another domino from the
spare pile. The winner is the first
person to have put down all of
his/her dominoes.
S,S,S
T. asks Ss to grade the lesson and
their work within the lesson. They
should mark it at the target.
Every time a members of a winning
group receive points (“pluses”)
WORKSHEET 6
Evaluation
 Xeroxes of targets
WORKSHEET 7
Homework
Xeroxes with exercises WORKSHEET 8
T = teacher
S = student
Ss = students
T→C = the teacher working with the whole class
T→S = the teacher working with an individual student
S,S,S = students working on their own
S↔S = students working in pairs
GG = students working in groups
1’
1/--страниц
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