LEARN NC

K–12 teaching and learning · from the UNC School of Education

Partes del cuerpo (Parts of the body)

Students learn Spanish vocabulary for parts of the body.

A lesson plan for grades 9–12 Second Languages

By Teresa Payne

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Learning outcomes

Students will be able to verbally identify the body parts in Spanish and be able to answer questions about them.

Teacher planning

Time required for lesson

90 minutes

Materials/resources

  • large plastic or cardboard skeleton
  • plastic or rubber body parts
  • handout with vocabulary list or picture of body with labeled body parts

Technology resources

computer with internet access (optional)

Pre-activities

Students must already understand basic classroom directions and question words.

Activities

  1. Students will repeat names of parts of body in unison as teacher points to those areas on the skeleton. Teacher will pause periodically to check for understanding and to ask questions such as: ¿Qué is esto?,” “¿Cuántos brazos tiene?, ¿Tiene orejas?, etc.
  2. Next, students will answer questions individually.
  3. Take out plastic body parts. Toss one to each student to identify in Spanish. After each student has at least one body part, teacher calls for all of the certain part: Necesito todas las orejas. All students with that part will toss it into a bucket or bag in the middle of the room. Repeat until all body parts have been returned.
  4. Give handout with vocabulary. Go over aloud with students repeating as they read words.
  5. Play “Simon Says” with vocabulary.

Assessment

  • Students will be able to identify body parts and answer questions about them during class activities. The teacher will give immediate verbal feedback.
  • There will be a vocabulary quiz later. This quiz will consist of a list of the body parts in English which is given to each student. Then, as the teacher calls out the word in Spanish the students match the Spanish word to the English word on the answer sheet.

Supplemental information

Comments

This lesson can be adapted to any language or other levels by limiting or expanding vocabulary, written work, difficulty of questions, etc.

North Carolina Curriculum Alignment

Second Languages (2005)

Grade 9–12 — High School Level I

  • Goal 1: INTERPERSONAL COMMUNICATION - The learner will engage in conversation and exchange information and opinions orally and in writing in the target language.
    • Objective 1.02: Use basic words and short learned phrases during interactions orally and in writing.
  • Goal 2: INTERPRETIVE COMMUNICATION - The learner will understand and interpret written and spoken language on a variety of topics in the target language
    • Objective 2.02: Demonstrate understanding of oral and written questions about familiar topics.