Name of the Teacher Date Level of the class Length of lesson
Xxxxx Xxxxxxx 27 March 2023 A1 elementary 60 minutes
Lesson Type: Vocabulary
Lesson Topic: Parts of the body
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
Differentiate and pronounce the ten different body parts as presented to them during Identified and pronounced the targeted vocabulary. They will have also engaged in a
the lesson. Construct basic sentences using the target vocabulary. simple conversation with their partner and be able to sing a song utilizing the target
vocabulary. Students will have also learnt the plural form of each body part.
Target vocabulary: head, leg, foot, hand, back, ear, arm, eye, nose, mouth
Anticipated difficulties: Suggested solutions:
1. Due to the level of students been taught (A1 elementary), pronunciation of 1. Considering that all target vocabulary consists of one syllable, emphasis will
certain words could prove challenging. For example: the pronunciation of “e” have to be demonstrated on how I utilize my mouth movement. Once the
in the word “ear” and “eye”. students have the correct pronunciation, drilling techniques will be used to
chorus pronunciation.
2. Since the lesson topic covers only body part nouns, students may confuse
differentiating certain body parts with each other. For example: “leg” and 2. During the Presentation stage, I will clearly point out each target vocabulary
“foot” or “hand” and “arm”. word on my body with each student following me. Before moving onto the
next word, I will place a picture of the body part on the board with the spelling
located below.
1 Lesson Plan
, 3. Students struggle to understand what is required from them on a specific 3. I will ensure to ask many Concept Checking Questions (CCQ’s) at the end of
activity due to the nature of their L1. the Presentation stage. This will ensure that students are aligned with the task
at hand.
4. Run out of time due to the explanation and execution of the activities
planned. 4. Stick to the script and time management will be a key factor. Also, certain
actives can be reduced if the need arises. For example, cutting out a few
5. Students will be of different levels. Stronger students may dominate activities rounds of Simon Says.
during the Practice and Production stages.
5. I will carefully monitor and identify the weaker students and elicit the answers
from them during the Presentation and whilst asking the CCQ’s. I will also
group them with stronger students in the paired activities planned.
Language analysis:
Language Meaning of the How you will present Concept Checking Grammatical form Pronunciation
Item item meaning Questions
Point to my eye and instruct
1. Which body part allows us
the students to follow.
to see? (Eye)
Pronounce the word and
2. Is it easy or difficult to see
The body part that allows explain what this body part is
1. Eye us to see things. used for. Put a picture of an
in the dark? (Difficult) Noun /aɪ/
3. List some of the objects you
eye with the vocabulary
can see in the classroom.
word below it up on the
(Desk, chairs, boards, etc..)
board.
Point to my nose and instruct
the students to follow. 1. Which body part allows us
The body part that allows Pronounce the word and to smell? (Nose)
2. Nose us to smell things. explain what this body part is 2. Which body part do we use
Noun /nəʊz/
used for. Put a picture of a to sneeze? (Nose)
nose with the vocabulary
2 Lesson Plan
, word below it up on the
board.
Point to my mouth and
instruct the students to
1. Which body part allows us
follow. Pronounce the word
to speak to each other?
The body part that allows and explain what this body
3. Mouth us to talk, eat and drink. part is used for. Put a picture
(Mouth) Noun /maʊθ/
2. Which body part allows us
of a mouth with the
to chew our food? (Mouth)
vocabulary word below it up
on the board.
Point to my ear and instruct 1. Which body part allows us
the students to follow. to hear? (Ear)
The body part that allows Pronounce the word and 2. Would you whisper a secret
4. Ear us to hear each other explain what this body part is into your friend’s nose? Noun /ɪə(r)/
speak. used for. Put a picture of an (No, into their ear)
ear with the vocabulary word 3. Where do we connect our
below it up on the board. earphones to? (Ears)
Point to my head and 1. Where would you wear a
instruct the students to cap? (On your head)
follow. Pronounce the word 2. Where is our brain in our
Upper part of the human
and explain what this body body? (Head)
5. Head body. Consists of the eye,
part is used for. Put a picture 3. Where is our eye, nose,
Noun /hed/
nose, mouth and ears.
of a head with the mouth, and ear attached
vocabulary word below it up to? (Head)
on the board.
Point to my hand and
1. Which body part would you
instruct the students to
use to write? (Hand)
The body part that allows follow. Pronounce the word
6. Hand us to touch and feel. and explain what this body
2. Which body part will we Noun /hænd/
use to build sandcastles?
part is used for. Put a picture
(Hands)
of a hand with the
3 Lesson Plan
Xxxxx Xxxxxxx 27 March 2023 A1 elementary 60 minutes
Lesson Type: Vocabulary
Lesson Topic: Parts of the body
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…
Differentiate and pronounce the ten different body parts as presented to them during Identified and pronounced the targeted vocabulary. They will have also engaged in a
the lesson. Construct basic sentences using the target vocabulary. simple conversation with their partner and be able to sing a song utilizing the target
vocabulary. Students will have also learnt the plural form of each body part.
Target vocabulary: head, leg, foot, hand, back, ear, arm, eye, nose, mouth
Anticipated difficulties: Suggested solutions:
1. Due to the level of students been taught (A1 elementary), pronunciation of 1. Considering that all target vocabulary consists of one syllable, emphasis will
certain words could prove challenging. For example: the pronunciation of “e” have to be demonstrated on how I utilize my mouth movement. Once the
in the word “ear” and “eye”. students have the correct pronunciation, drilling techniques will be used to
chorus pronunciation.
2. Since the lesson topic covers only body part nouns, students may confuse
differentiating certain body parts with each other. For example: “leg” and 2. During the Presentation stage, I will clearly point out each target vocabulary
“foot” or “hand” and “arm”. word on my body with each student following me. Before moving onto the
next word, I will place a picture of the body part on the board with the spelling
located below.
1 Lesson Plan
, 3. Students struggle to understand what is required from them on a specific 3. I will ensure to ask many Concept Checking Questions (CCQ’s) at the end of
activity due to the nature of their L1. the Presentation stage. This will ensure that students are aligned with the task
at hand.
4. Run out of time due to the explanation and execution of the activities
planned. 4. Stick to the script and time management will be a key factor. Also, certain
actives can be reduced if the need arises. For example, cutting out a few
5. Students will be of different levels. Stronger students may dominate activities rounds of Simon Says.
during the Practice and Production stages.
5. I will carefully monitor and identify the weaker students and elicit the answers
from them during the Presentation and whilst asking the CCQ’s. I will also
group them with stronger students in the paired activities planned.
Language analysis:
Language Meaning of the How you will present Concept Checking Grammatical form Pronunciation
Item item meaning Questions
Point to my eye and instruct
1. Which body part allows us
the students to follow.
to see? (Eye)
Pronounce the word and
2. Is it easy or difficult to see
The body part that allows explain what this body part is
1. Eye us to see things. used for. Put a picture of an
in the dark? (Difficult) Noun /aɪ/
3. List some of the objects you
eye with the vocabulary
can see in the classroom.
word below it up on the
(Desk, chairs, boards, etc..)
board.
Point to my nose and instruct
the students to follow. 1. Which body part allows us
The body part that allows Pronounce the word and to smell? (Nose)
2. Nose us to smell things. explain what this body part is 2. Which body part do we use
Noun /nəʊz/
used for. Put a picture of a to sneeze? (Nose)
nose with the vocabulary
2 Lesson Plan
, word below it up on the
board.
Point to my mouth and
instruct the students to
1. Which body part allows us
follow. Pronounce the word
to speak to each other?
The body part that allows and explain what this body
3. Mouth us to talk, eat and drink. part is used for. Put a picture
(Mouth) Noun /maʊθ/
2. Which body part allows us
of a mouth with the
to chew our food? (Mouth)
vocabulary word below it up
on the board.
Point to my ear and instruct 1. Which body part allows us
the students to follow. to hear? (Ear)
The body part that allows Pronounce the word and 2. Would you whisper a secret
4. Ear us to hear each other explain what this body part is into your friend’s nose? Noun /ɪə(r)/
speak. used for. Put a picture of an (No, into their ear)
ear with the vocabulary word 3. Where do we connect our
below it up on the board. earphones to? (Ears)
Point to my head and 1. Where would you wear a
instruct the students to cap? (On your head)
follow. Pronounce the word 2. Where is our brain in our
Upper part of the human
and explain what this body body? (Head)
5. Head body. Consists of the eye,
part is used for. Put a picture 3. Where is our eye, nose,
Noun /hed/
nose, mouth and ears.
of a head with the mouth, and ear attached
vocabulary word below it up to? (Head)
on the board.
Point to my hand and
1. Which body part would you
instruct the students to
use to write? (Hand)
The body part that allows follow. Pronounce the word
6. Hand us to touch and feel. and explain what this body
2. Which body part will we Noun /hænd/
use to build sandcastles?
part is used for. Put a picture
(Hands)
of a hand with the
3 Lesson Plan
