Kevin O'Grady Kevin O'Grady

Lesson 8 - Body parts
Elementary level


In this lesson, students will focus on vocabulary of the body (finger, arm, ankle, head, knee, leg, shoulder) and injuries (cut, broke, twisted, hit, banged, bruised, popped) in the context of an emergency (first aid kit, help).


Abc Realia
Abc Whiteboard
Abc Handout 2 - Gap fill exercise

Main Aims

  • To provide clarification, review and practice of injuries to parts of the body in the context of emergency requiring a first-aid kit.

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in a dialogue in the context of explaining an injury of the body
  • To provide clarification of language used for on calling for help in an emergency and explaining the problem in the context of a simulated emergency
  • To provide brief introduction to words with onomatopoeia (bang, smash, pop)


Warmer/Lead-in (3-3 minutes) • To set lesson context and engage students

Teacher: Rush into the class moan in pain and have finger wrapped in a fake bloody paper towel. Shout: Help! Help! I cut my finger. I need a first aid kit! A first aid kit! Where is the first aid kit? Teacher 1 min T-S Teacher: Demonstrate that you are not in fact hurt, but ask what was I looking for? Elicit from students a first aid kit and CCQ - What is inside? Do you need to now or later in an hour? What shape is on the outside? Crescent or cross T-SSS-T 2 min Teacher: Today we are going to be discussing parts of the body and how your hurt yourself.

Exposure (8-10 minutes) • To provide context for the target language and review parts of the body

Teacher: Write Help! Help! in a cartoon dialogue voice bubble on the whiteboard. Draw a cartoon dialogue voice bubble from the other side that is empty? Elicit "what is wrong? Or What happened? Are you ok? Teacher - draw the responding thought bubble - Elicit from students - gesturing cutting motion over my finger. "I cut my finger" Draw final thought bubble: Write "Oh dear. I'll get the _ _ _ _ _/_ _ _/ _ _ _/. Elicit first aid kit as the response. Put the outline of a body on the whiteboard. Teacher: Elicit the parts of the body by gesturing to the parts and not speaking. Elicit hand - CCQ - how many hands do you have? 2 If it is cold, what do you wear on your hands? gloves (can show a glove if not clear) Elicit finger - CCQ? How many fingers do you have? 10 Elicit arm - by gesturing to the entire arm. Elicit elbow - by pointing the the joint in the arm Elicit shoulder - by pointing to the shoulder area or continue with Head, foot, leg, knee, ankle T-SSS-T 5 min If students are finding this easy then test them by asking them in pairs to write down as many parts of the body they can think of for two minutes. S-S 2 minutes and compare as a group 3 minutes (Ensure students avoid vulgarities of body parts) OR get students to give short instructions to their peers - Eg. Touch your head, your shoulders and your knees. S-S 3 minutes Teacher to monitor Teacher: Erase the words "I cut my finger" from the white board Now we are going to look at some pictures.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Teacher: Look at the picture Tell me what is the problem. Show picture and elicit the phrases from students (without speaking) as follows: cut your finger - gesture cutting motion Can you cut your hair? Does it hurt? No broke your arm - do snapping gesture or break a pencil twisted your ankle - twist the end of my shirt - gesture running and twist the ankle. Is rotating your ankle twisting? banged your head - bump head into whiteboard Can you bang your arm or your leg? Yes What sound does it make? smashed your knee - walk into the table or smash a peanut What sound does it make? Can you smash your car? Yes Break it into pieces bruised your leg - draw on whiteboard with black and blue Is a cut a bruise? No Is there blood? No popped your shoulder - make a popping sound and gesture dislocation. Pop is the sound. Listen. Make popping sound and then gesture shoulder and make popping sound. Does it hurt? Yes Does it happen in sports a lot? Yes Model the pronunciation, drill - chorally and individually, write the from on the board. See language analysis. SSS-T, T-SSS, S-T 8-10 minutes 1 minute per picture, some may take 2 minutes.

Controlled Practice (8-9 minutes) • To concept check and prepare students for more meaningful practice

Teacher: Look at this handout. See the pictures. Match the picture to the problem. Example. Which picture is "Cut my finger" Write the number beside "Cut my finger" Work on your own for 3 minutes. ICQ? Writing a letter or a number? How many minutes? 3 T-S 1 minute Students do matching exercise S 3 minutes. Teacher to monitor progress. Ok Now compare your answers with a partner (or as a group if 3). S-S Teacher: How did the problem happen? Look at the second handout. Match what you think happened to the man. Work in partners (or as a group) for 3 minutes. ICQ's - Work together? Yes How many minutes 3 min Students do matching exercise S-S 3 minutes. Teacher to monitor progress. Anticipated Problem: More than one answer is possible. Students can pick best one or more than one. Explain how the injury occurred in their example.

Semi-Controlled Practice (8-9 minutes) • To concept check further and prepare students for free practice

Teacher: Ok let's practice the dialogue in pairs. (if odd numbers, group 3 together as responders. Demonstrate with a stronger student to model the scenario. Teacher: Help help. Cue student to say - what's wrong? Teacher - pick up one of elicitation photo set. "I cut my finger" (whatever is in the card". Cue student to say "How did it happen?" Teacher responds with probably scenario. Cue student to say: Oh dear, I'll get the first aid kit" T-S 2 minutes Pair students in groups. Have students replicate discussion with a set of the elicitation cards. S-S 7 minutes (1 minute for 7 photos) Teacher to monitor interaction for accuracy.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Teacher: Have you ever broken a bone? Twisted your ankle? What happened? What did you do? Discuss with your partner. T-S 1 min Students discuss S-S Teacher to monitor from AFAR. 5 min Can you think of the last time you used your first aid kit? Do you have a first aid kit at home? Why or why not? Students discuss S-S Teacher to monitor from AFAR. 5 min Other topics: Do you watch TV shows about doctors and Emergencies? S-S Do you know what to do with the injuries - Put ice, don't move, lift above head, tourinquet etc? Feedback - Any delayed corrections required. Any feedback. T-SSS 1 min

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