Lesson 1 Summer holidays are fun. The aim of the lesson

Activity 2a Work in groups of 4/5. Think. 7 min
What other body words do you know?
Objective: to understand an increasing number of body part names and develop vocabulary
STEP 1: Get the class into groups of 4/5. Say: “Look at each other carefully”.
Ask: “What other body parts can you see on your face?”
Possible answers: teeth, tongue, neck, lips
STEP 2: Ask: “What other body parts can you see?” Ask: “Who knows where your chest is?” Repeat with: stomach, wrist, thumb, ankle.
STEP 3: Ask: “Who knows the name of body parts you can’t see?” Accept any reasonable answer, e.g. blood, veins, muscles.
STEP 4: Ask: “Who knows where your heart is?” Praise any pupils who indicate where the heart is.
STEP 5: Play “Teacher says Show me your mouth”. Repeat with: teeth, tongue.
Teaching tip: try and keep the body parts in groups, e.g. arm, elbow, wrist, hand, fingers, thumb; leg, knee, ankle, foot, toe; head, eyes, ears, nose, mouth, neck.


Activity 2b Work in groups of 4/5 Think. 5 min
Have you ever been ill? What part of the body was not working well? What was wrong?
Objective: to understand that sometimes our bodies do not work well and we need to identify which part is not feeling right
STEP 1: Get the class into groups of 4/5. Ask: “Have you ever been ill? What was wrong?” Say: “Make a list”.
STEP 2: Say: “People get ill and we need to be able to tell our parents or doctor what does not feel right”. Accept any reasonable answer including sore head, broken bone, spots.


Activity 3a Work in pairs. Read and complete. 5 min
Objective: to understand how to tell someone what is wrong with them and how they know (problem and eff ect)
STEP 1: Say: “I have a pain in my ... . I can’t hear you” (mime that you can’t hear).
STEP 2: Ask: “What’s wrong? Where’s the pain? How do you know the problem is there?”
Answer: Ear is the problem and the eff ect is that you can’t hear.
STEP 3: Say: “Work with your partner. You have 5 minutes”.
STEP 4: Elicit feedback from the whole class. Invite different pupils to identify the problem and mime it.
STEP 5: Write the answers on the board.
STEP 6: Say: “Check and correct your work”.