| LESSON OVERVIEW
The main objectives of this beginner lesson on body parts are to:
- learn and practise vocabulary for parts of the body;
- discuss the functions of body parts;
- watch two animation videos and describe their characters.
With this lesson, students name body parts (e.g. hands, mouth, feet, ears), discuss what people use them for (reading, swimming, watching a film) and explore actions related to the body (e.g. brush your teeth, wash your hands, touch your head). They watch two videos and use parts of the body to describe characters. Students also work in pairs and discuss personal habits related to their bodies.
WARM-UP AND VIDEOS
This beginner lesson on body parts starts with a warm-up. Students look at pictures and say which body parts they can name in English. After that, they read sentences and match the body parts (e.g. eyes, teeth, head, nose) with the pictures. Then, students look at the body parts again and answer questions about them. Afterwards, they watch an animation where there are two monsters. Students choose body parts to complete statements and describe the characters. Following that, they use body parts to describe another cartoon character (Mickey Mouse). Students then watch a video and check their answers.
MORE VOCABULARY AND DISCUSSION
This beginner lesson on body parts continues with more vocabulary and practice. Students match actions depicted in pictures with phrases (e.g. open your mouth, close your eyes, touch your head). Next, they match verbs (e.g. brush, close, open) with the body parts (e.g. your head, your right foot, your left ear) to create phrases for each verb. Then, students tick the actions that they can do at the moment (e.g. close your mouth). Finally, they work with a partner and answer questions about body parts and personal habits (e.g. How many times a day do you wash your hands?).
HOMEWORK/REVISION
This lesson plan also includes an additional task that you can use as homework or revision. In the task, students look at pictures and choose body parts in sentences. They then write what other body parts they can see in the pictures. The task is available in the teacher’s version of the worksheet. You can print it and hand it out to your students. It’s also included in the e-lesson plan.
WORKSHEETS
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It’s a fun and useful lesson. I just wonder if using ‘have/do you have?’ instead of ‘have got/have you got?” would be better at this level?
Hi, thanks! I think A1 students are likely to understand both ‘Do you have…?’ and ‘Have you got…?’.
Hi, Sharon.
At the University we have studied that appearance, deseases, possesions and family + relationships we present with the construction have/has got. That is the rule for studying “high literature’ English.