Teacher Guide, Lesson 16: Body Parts

Lesson is using CLIL for biology/english. At the end of the lesson, students are able to: - Describe various mundane parts of their body. - Able to understand the concept of the gerund. - Better ask and answer questions. Activity A Simon Says starts with TPR (Total Physical Response). Students mimic non-verbally the verbal and non-verbal input the teacher gives them. This way, students can see what words belong to what part of the body and gives them a playful, affective way to learn new words. There is also a competitive element in the activity, because students compete to be the last one standing. This triggers their attention and motivates them to fully engage in the activity. For the teacher it is easy to monitor if students actually engage in the activity; students not engaging will not mimic the teacher. Activity B follows up to the input/output generated in activity A. The focus is partly on content (has the student understood what happened in activity A) and partly on form (new vocabulary). The student is also induced to the gerund in this exercise. They learn new gerunds which they need to match with the nouns of their body parts. This activity can freely be extended with other body parts the teacher deems necessary. I have purposely added some body parts that have a figurative meaning as well, like heart, so students are challenged to understand the concept of homonyms. Activity C again follows up to activity A and B. This time the focus is on reproducing what has been learned to generate meaningful output. Small speaking chunks are a useful and safe way to practice pronounciation, new vocabulary and the grammar of asking questions.