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Numer: 5196
Dział: Języki obce

Parts of a human body - scenariusz zajęcia w języku angielskim

Klasy IV-VI

Parts of the human body

Age of students: 10
Number of students: 18
Level: Elementary
Time: 45 minutes
Main aims:
to present the vocabulary connected with the parts of the body: head, eye, ear, mouth, hand, finger, arm, leg, foot, toe by means of English definitions;
to practise new vocabulary through word games like Scrambled Words, Body Parts Square;
to practise the pronunciation of new words.
Subsidiary aims:
to present the irregular forms of nouns: foot – feet, tooth – teeth by writing them on the blackboard;
to revise how to create the plural forms of the following nouns: eye, ear, leg, finger, toe, hand;
to arouse students’ interest to participate in the lesson.
Assumed knowledge:
students should know the Present Simple Tense to talk about the parts of the body; they should be familiar with creating the plural form of nouns.

Anticipated problems:
1. Students may have problems with understanding the meaning of new words.
2. Students may have problems with using newly acquired words.
3. Students may find the pronunciation of new words difficult.
4. Students may not know how to create the plural form of a noun foot.
5. Students may not remember how to form the plural forms of nouns.
6. Students may not be willing to take part in the lesson.

1. The teacher points at different parts of the body to facilitate students’ understanding of new words.
2. The teacher helps students by asking additional questions concerning new vocabulary.
3. The teacher pronounces the words several times and asks students to repeat them, first chorally, then individually.
4. The teacher writes a singular and plural form of a word on the blackboard explaining that this noun has irregular plural form, then asks students whether they know other words with irregular plural forms.
5. The teacher writes the examples on the blackboard and highlights the endings used to form plurals.
6. The teacher introduces the elements of movement into the lesson.

poster representing a man with labelled parts of the body designed by the teacher; pictures of different parts of the body and sheets with their names designed by the teacher; copies of a vocabulary game – Scrambled Words adapted from McCallum (1980) and modified by the teacher; copies of a word game Body Parts Square adapted from McCallum (1980) and modified by the teacher; copies of a crossword puzzle taken from Howard-Williams and Herd (1994); blackboard; chalk; magnets.

I. Stage - Warm-up.
Procedure:T greets Ss, checks the register and writes the subject of the lesson on the blackboard – Parts of the body. T introduces the subject of the lesson by saying: Today we are going to talk about parts of the body. T revises vocabulary by saying: Look at me. This is my head, this is my neck, etc and at the same time she points at her head, neck, etc.
Aims:to introduce the subject of the lesson, to revise vocabulary connected with body parts.

II. Stage - Vocabulary presentation.
Procedure:T displays the picture of a man with labelled parts of the body. T presents new words and asks Ss to repeat them chorally and then individually.
Aims:to present new vocabulary, to practise the pronunciation of new words.

III.Stage - Vocabulary presentation; word matching.
Procedure:T stitches to the bb the pieces of paper with the names of different parts of the body and their pictures. Ss’ task is to match the words with pictures they present. Then Ss have to create the plural forms of the words. T helps with the irregular form of a noun foot – feet. T asks Ss if they know other words with irregular plural forms and writes them on the bb. By writing the examples and highlighting the endings T helps Ss revise forming regular plurals.
Aims:to present new vocabulary, to revise plural forms of nouns, to present irregular form of foot – feet.

IV.Stage - Vocabulary practice; Scrambled Words.
Procedure:T gives Ss copies of the vocabulary game concerning new words. Their task is to decode the words from the jumbled letters. Then Ss read their answers.
Aims:to practise new vocabulary.

V.Stage - Vocabulary practice; Body Parts Square.
Procedure:T gives Ss copies of a square where the names of body parts are hidden. Their task is to find and write down the newly acquired words. Then they read the words they have found.
Aims:to practise new vocabulary by means of a word game to arouse Ss’ interest to participate in the lesson.

VI.Stage - Consolidation-communicative vocabulary game.
Procedure:T checks Ss’ knowledge of vocabulary by giving the instructions and finding out if they react to them correctly; T says: Touch your feet; Touch your left ear.; etc. and Ss’ task is to react to the instructions.
Aims:to consolidate Ss’ knowledge of new words by involving them physically.

VII.Stage - Homework.
Procedure:T distributes copies of the crossword puzzle to solv.
Aims:to review new vocabulary by means of crossword puzzle.

The students found the lesson concerning the parts of the body very interesting and they eagerly participated in it. Students willingly took part in fulfilling the tasks, thus the lesson went smoothly without any serious difficulties.
The main aim of the lesson was to introduce and practise vocabular through different vocabulary games. Almost all of the aims were achieved. First of all, the students learned and practised names of parts of the body, then they practised the plural forms of nouns, especially the irregular plural form of the noun foot.
As far as the anticipated problems are concerned some of them occurred during the lesson. The students had some problems with understanding the instructions. In order to avoid any uncertainty and misunderstanding I translated most of the instructions into Polish. I did not translate those instructions that I thought should be clear to the students. However, to check the understanding of the instructions, I asked some of the students to explain in Polish what they were expected to do. The students had also problems with the pronunciation of some newly acquired words. It turned out that it was not enough to practise the pronunciation of the new words just at the beginning of the lesson when new vocabulary was presented to the students. I asked the whole class if they knew the correct pronunciation, if not I pronounced the word and asked the class to repeat it chorally, and then individually.
The staging of the lesson was balanced in terms of the exercises. The timing was carefully planned. As far as the exercises are concerned, my feeling is that they were correctly chosen since the students eagerly took part in the lesson, they were very active and even shy students, without any enhancement on my part, wanted to participate. During the first exercise, the students were presented with new vocabulary. During the second exercise they were expected to match the new words with the pictures presenting them. The next exercises helped students to practise vocabulary connected with the topic of the lesson. The last exercise was designed as a tool for consolidating the knowledge. It introduced the elements of movement. The students were to follow teacher’s instructions.
My role as a teacher was mainly of a facilitator and a controller. I assigned the tasks to students and helped them while doing the exercises.
Generally, I was quite satisfied with the lesson. The students did the exercises actively and the lesson went smoothly without any serious obstacles. However, if I were to conduct the lesson again I would provide some slight changes. I would ask students to write down in their notebooks some of the expressions which were used during the lesson, for example: “What is the English word for...?” and the plural forms of the nouns, especially the irregular form of the noun foot. What is more, I would also check the spelling after finishing Scrambled Words game.


As far as the variation is concerned, students may be asked to play Simon says game. It may employ the element of fun into the lesson and help students easily remember new words.

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