Berna Berna



In this lesson, the ss will be introduced to the new lexis in the context of body parts and practice of the body parts.


Abc Answer Keys
Abc Blu tack
Abc Board marker
Abc Colored A4 paper
Abc Colored pencils
Abc Footprints 1 Activity Book
Abc Footprints 1 flashcards
Abc Footprints 1 Pupil's Book
Abc Footprints Word Cards
Abc Ipod
Abc Vocabulary Handout
Abc White Board
Abc A4 pieces of paper
Abc Teacher-made word cards
Abc Pip Poster
Abc Monster pictures

Main Aims

  • By the end of the lesson, the ss will have recognised and practiced the words related to body parts.

Subsidiary Aims

  • To practice listening for specific information in the context of body parts.
  • To use the target vocabulary in the controlled/semi controlled speaking activities in the context of body parts.


Lead in- (2-7 minutes) • To set the context to raise interest using a song, provide a context for the target language and engage the ss

T greets the ss and briefly asks the ss how they are feeling. (T plays the door knock sound effect and directs the ss at the door.) T asks -Where's this sound coming from? ( The door) So the T asks one of the ss to look at the door. (T puts Pinnochio puppet in front of the door before the lesson starts. ) T encourages the ss to show the puppet to the other ss. T asks the ss if they know his name and elicits the answers from the ss. -Who is he? Pinnochio T says -He will teach us a song today. Are you ready? T asks the ss to form a circle. T pre-teaches some of the actions -Everybody in ( T walks inwards) -Everybody out ( T walks outwards) -Everybody turn around ( T spins around) - Everybody shout ( T practices shouting 'Hey' - Let's do the pinocchio ( T makes pretends making a long nose with her hands) T asks the ss -Are you ready? ( YES) T puts on the song. The ss and the T sing and dance. The song finishes as "sit down. So the ss sit on the floor.

Presentation (2-7 minutes) • To introduce the new vocabulary

T and the ss sit on the floor. T takes out the body parts flashcards and shows the ss each card bit by bit and elicits the answers from the ss. head/ mouth/ nose/ ears/ eyes/ chin/ arms/ legs/ finders/ toes T drills the words the ss have difficulty in guessing or telling. T puts the each known card on the floor faces up.

Controlled practice 1 (2-7 minutes) • To practice the target vocabulary and clarify the meaning and understanding

T plays the snap game. T demoes the activity first. T chooses one s and says -There are two eyes. T pretends like snapping the card but doesn't. T encourages the s to snap the card before herself. Then T praises the s and gives a high five. T asks ICQ's - Will you snap quickly? ( YES) - Can you hit your friend? ( NO) T chooses two ss each time and repeats the procedure with all the ss. -There's one head. -There are two noses. -There's one mouth. - There are two eyes. T nominatesr the ss to tell the words. T sticks the target structure on the board so the ss can get a help from it. -There's one chin. -There are two ears. -There are two arms. -There are two legs. -There are ten toes. -There are ten fingers. T praises all the ss.

Controlled practice 2 (2-4 minutes) • To get ss to consolidate and use what they’ve learnt in the provided context with a controlled activity

T asks the ss to sit back to their chairs. T puts a big poster of Pip with some arrows indicating his body parts and also sticks the body part word cards on the right side of the board. T demoes the activity. T takes one Word card and matches the Word card with the Picture. Then T chooses volunteers to do the same procedure on the board. Each time one s comes and T asks the class if the answer is correct or not. T repeats the prodecure with other children until there are no Word cards left on the board.

Controlled practice 2 (2-8 minutes) • To provide recognition practice

T tells the ss -We're going to play a game. T puts the ss in 2 groups; Amazing and Wonderful. T demoes the activity. T chooses one strong s and shows the s all the flashcards. T chooses one card and shows the card to all of the class and holds the flashcard at the back facing up, first showing it on herself, T handing in the card to the volunteer s . Then T covers her eyes and asks the s to chose one card. and do the same. . T reminds the volunteer and the class not to show or shout out what the flashcard is. Then T makes sure that when T chooses the flashcard, the volunteer s shouldn't look at it. Then T says -You'll have 25 seconds and you'll try guessing what the other groups' picture is and shout it out. You can't hit each other, You need to move around so that the other s can't see yoıur flashcard. ICQs- 1) How many people can come to the board? (2) 2) Can you push each other? ( NO) 3) Are you going to sit down? ( NO) T choses one s from each group and repeats the activity until there are no ss left. T keeps the score at the same time.

Controlled practice 4 (2-7 minutes) • To review the target language and wrap up

T demoes the activity. T chooses one s and gives the s a board marker. T shows the monster paper to the other ss and starts describing and dictating "There's a circle body." The s on the board should draw what the T says. Then T nominates some ss to dictate. T scaffolds the task and sticks the sentence cards on the board. " There are three eyes." "It is very happy" "There are two arms" " There are 4 fingers on each arm." " There are two legs" "There are two toes on each foot." When the ss all dictate, T shows the original monster and the ss compare their pictures with the original one. Then T hands in blank pieces of A4 papers to the ss and repeats the same procedure.

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