Parts of the Body, English Template Novice Low

Created Feb. 7, 2024 by Amber Hoye, Camille Daw, Mimi Fahnstrom

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

Looking for the Spanish Version of this activity to adapt for your language? CLICK HERE

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact pathwaysproject@boisestate.edu.

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials for your classroom, follow the instructions below:

  • Google Slideshows:
    • To begin, go to File -> Copy to create an editable version of the slideshow.
    • Once finished with your changes, please complete the following steps to share:
    • Click on Share
    • Who Has Access
    • Ensure link sharing is on and allow external access.
  • Materials Saved as PDF: Please email pathwaysproject@boisestate.edu and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

Parts of the Body

Description:

In this activity, students will review and practice naming their body parts in (target language). They will also use the vocabulary they already know to give clues to their classmates to describe a body part. Students will practice asking and answering questions relating to the body and come up with solutions for illnesses. 

Proficiency Level:

Novice Low

Keywords:

body, doctor, patient, medicine

NCSSFL-ACTFL World Readiness Standards:

  • Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.2 Students understand and interpret spoken and written (target language) on a variety of topics.
  • Standard 1.3 Students present information, concepts, and ideas in (target language) to an audience of listeners or readers on a variety of topics.

Idaho State World Language Standards:

  • COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • COMM 2.1 - Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • COMM 3.1 - Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
  • CONN 1.2 - Relate information studied in other subjects to the target language and culture.

NCSSFL-ACTFL Can-Do Statements:

  • I can identify and describe parts of the body.
  • I can listen and understand commands.
  • I can use clues to help others understand.

Materials Needed:

Warm-up

1. Begin by opening the Google Slideshow and introduce the Can-Do statements. 

2.  Start with the Head's Up cards in a deck, facing towards the middle of the table.

“Start with the Head's Up cards in a deck, facing towards the middle of the table.”

3. The students are going to play in a big group. One student will choose a card from the deck without looking. The student will put the card on their forehead so that the rest of the group can see.

"The students are going to play in a big group. One student is going to choose a card from the deck without looking. The student is going to put a card on their forehead so that the rest of the group can see.”

4. The rest of the group will give hints to the person who has the card on their forehead in only the target language without pointing or showing what part of the body it is.  

“The rest of the group is going to give hints to the person who has the card on their forehead. You all will give the hints in the target language only and can't point to the part of the body it is. They can't show the part of the body, they can only give hints.”

5. All of the students will start with 10 points for the game.

“All of the students will start with 10 points for the game.”

6. If a students uses English, they lose a point.

“If a student uses English, they lose a point.”

7. If a student doesn't know what hint to give to the person guessing, they can pass their turn (maximum of 2 times) but they will lose a point for every time they pass

“If a student doesn't know a hint to give to the person guessing, they can pass their turn (maximum of 2 times) but they will lose a point for every time they pass.”

8. If the student who is guessing can't name the body part after everyone has given a hint and they don't have more hints, the student guessing can ask what the body part is. However, they will lose a point.

“If the student who is guessing can't name the body part after everyone has given a hint and they don't have more hints, the student guessing can ask what the body part is. However, they will lose a point.”

Main Activity

1. The students will be divided evenly into two groups. The doctors and the patients.

“You all will be divided evenly into two groups. The doctors and the patients.”           

2.  The patients will be given the Patient cards and the doctors the  Doctor cards.

“The patients will be given the “Patient” cards and the doctors the “Doctor” cards.”

3. The doctors will use the guidelines in the card to ask and provide solutions for the patients. They will also use verbs to describe the solution.

“The doctors will use the guidelines in the card to ask and provide solutions for the patients. They will also use verbs to describe the solution.”

4. The patients will use the information from the cards to tell the doctor their problems, they will conjugate the verb to form a sentence. Additionally, the patients will use their adverbs to describe their symptoms.

“The patients will use the information from the cards to tell the doctor their problems, they will conjugate the verb to form a sentence. Additionally, the patients will use their adverbs to describe their symptoms.”

5. When they are finished, the students will switch sides. They should also use a different “Patient"  card.

“When they are finished, the students will switch sides. They should also use a different “Patient” card.”

Extra Activity (if time permits)

1. Students will form a circle.

2. Students will follow "Simon"'s instructions. The students will start at the same time and will be eliminated from the circle if they do not follow Simon's instructions. 

3. NOTE: Include some commands that don't say Simon says in order to throw off some participants.

Examples:

Simon (doesn’t) say:

Touch your head

Lift your arms

Touch your heart

Touch your throat

Touch your ear

Lift your hand

Move your finger

Touch your back

Touch your stomach

Touch your foot

Touch your leg

Touch your knee

Touch your hair

Touch your nose

Touch your lips

Close your eyes

Open your mouth

Wrap-up

Ask the following questions to finish the lab: 

1. Have you broken a bone?

2. Do you have a talent, like tongue-twisting, or are you double-jointed?

End of lab:

• Read Can-Do statements once more and have students evaluate their confidence. 
(Use thumbs up/thumbs down or download our student cards.) 
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

Relevant NCSSFL-ACTFL World Readiness Standards:

  • I can identify and describe parts of the body.
  • I can listen and understand commands.
  • I can use clues to help others understand

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