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Favorite Teaching Techniques Using the Sample Lesson: “Body Parts”Phyllis Merritt, Georgia Baptist 2012 Literacy Missions Conference

Comfort LevelsBe sensitive to cultural beliefs and personal comfort levels when using any activities that may encourage students to touch eachother. Even an innocent direction to place your hand on someone else's shoulder during an exercise could make someoneuncomfortable. The more comfortable students are, the more receptive they are to learning.

SAMPLE AGENDA TO BEGIN CLASS

PROVERB “Do you not know that your body is a house of God where the Holy Spirit lives?” I Corinthians 16:19

IDIOM Her heart’s in the right place. (She has a good and loving attitude. She will be a real friend to you.)

In one ear and out the other. (Forgets easily. Does not pay careful attention.)

Look down one’s nose at someone. (Looks at someone with snobbery or disdain.)

Put one’s foot in one’s mouth. (Speaks before one thinks. Makes a blunder.)

Etc: pain in the neck straight from the shoulder jump out of one’s skin

TONGUE TWISTERSThadeus Theoplilis thrust three thousand thistles through the thick of his thumb.

For advanced classesTheophilus Thadeus Thistledown

Theophilus Thadeus Thistledown, the successful thistle-sifter, while sifting a sieve-full of unsifted thistles, thrust threethousand thistles through the thick of his thumb. Now, if Theophilus Thadeus Thistledown, the successful thistle-sifter,thrust three thousand thistles through the thick of his thumb, see that thou, while sifting a sieve-full of unsifted thistles,thrust not three thousand thistles through the thick of thy thumb.

WORD GAME he a rt broken heart

PRONUNCIATION ADVICE Unlearning old habits of speaking and learning new ones is difficultand sometimes tedious. These pronunciation strategies each day will help make your at-home practice more effective.

(STRATEGY: Watch closely your American teacher’s mouth movements. Clear English pronunciation requires active use of the mouth, lips, andpronunciation), an up-tilted jaw. Practice before a mirror. Imitate the facial positions and mouth movements you see Americans use.

SINGING “Head and Shoulders, Knees, Feet, Toes” and “The Hokey Pokey” “Beautiful, Beautiful Brown Eyes;”“If You're Happy and You Know It (Clap Your Hands)” ; “He's Got the Whole World in His Hands.”

FAREWELL May bad luck always be at your heels, but never catch you.(Pasta-and-bagels is "hasta luego" All-feet-are-the-same is "auf wiedersehen" Olive Oil is "au revoir"Till next time, See you soon, See you on the flip side, Going, but not to be forgotten, I'm outta here, Call me,Don't let the door hit you on the way out, Happy Trails to you, until we meet again (Dale Rogers) That's all Folks!Good night John Boy! (Waltons) Live long and prosper (Spock) Say good night, Gracie (George Burns)"M-I-C See ya real soon! K-E-Y Why Because we like you! M-O-U-S-E, Hit the road Jack)

COMMUNICATIVE ACTIVITIESDIRECTIONS/PREPOSITIONSOver, under, right, left. Teach these direction words.Divide the students into teams. Have them form a line. Give the first person a ball of some kind, the bigger the better. Nowinstruct them that they are to pass the ball to the person behind them. They are to do this in the following order: by handing theball over their heads, under themselves, turning around to the right or turning around to the left. You may choose to start bydoing only one direction at a time. Once they master it then combine two directions, then three and then all four. Have judgesmake sure that they do it right and the first team to pass the ball all along the line wins.

TPR Body Parts ReviewRaise your arms Rub your palms Clap your handsTouch your jaw Scratch your head Slap your thighsWiggle your nose Grab your wrist Stomp your feetPat your head Point your finger Pull your ear

Body ArtTo review words about the body. Give each group of students a large piece of paper is folded into fifths.Top Fold:Tell the first student to draw a head on the paper. The next student is told to draw hair, the nexteyes, the next a nose, the next a mouth, and the next ears. Turn over to Fold 2: The next student draws aneck and the next shoulders. Fold 3: The next student is told to draw arms and the next a chest. Fold 3 Thenext student is told to draw hands and the next a stomach. Fold 4: The next student is told to draw legs.Bottom Fold: The next student is told to draw feet. When the paper is unfolded, the result can be funny. Ask the students toname the body parts and tell about this “person.”

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Flyswatter Run and slap (or run and draw) a face. Place two large pictures of a face on the board. Divide theclass into two equal teams. Give each team member a number, so that there are two students with the number ‘1’,two students with the number ‘2’, etc. Call out a part of the face and a number. The students with the number thatyou called out have to slap (or draw) and repeat the part of the face that you said.

SHINE A LIGHTSET – UP You'll need two flashlights for this game. If you can, dim the lights in theclassroom. Draw a human figure on the board with the body parts you wish to teach.PLAYCall two students to the front. Give each student a flashlight. Turn the students' backs to the board. Now getthem to walk three paces and then turn around. Shout out a body part (for example, "foot"). The students should shine theirflashlight beam on the foot of the figure on the board. Reward the faster student, and ask the slower student to erase both feeton the board. Repeat with other students and body parts until the figures on the board are completely erased.Texas Style: You're a gunslinger with a flashlight instead of a pistol. Turn around and “Shine your light on the target's knee.”

ANATOMY LESSONPrepare 2 sets of slips of paper with the names of all the body parts you plan to review. Put these slips in boxes near the board.Divide students in 2 lines and one from each line comes forward, picks a slip, and draws that part of the body on the board. Theaim of this activity is to produce a semblance of a human figure on the board. No student is permitted to erase any part of thefigure, so if the first student draws the ears first, and places them half-way down the board, the other students will have to fit allthe lower body parts on the bottom half of the board. As each student completes his part of the drawing, he must say what it ishe has drawn: "These are his hands" or "This is his nose", etc.

(Copy Twice and Cut Apart )RIGHT KNEE LEFT KNEE HEAD NECK RIGHT FOOT LEFT FOOT RIGHT SHOULDER TONGUE LEFT LEGLEFT SHOULDER RIGHT EYE LEFT EYE BODY NOSE RIGHT EAR LEFT EAR MOUTH RIGHT ARM LEFT ARM

RIGHT ELBOW LEFT ELBOW RIGHT EYEBROW LEFT EYEBROW RIGHT HAND LEFT HAND TOOTH RIGHT LEG

BODY LISTENING SKILL: Student A names 3 body parts. Student B listens and then in order points to what was named.Reverse roles. The next time add one more, and keep adding until a mistake is made. The “winner” is the one who canremember the largest number.

THIS IS MY ELBOW Reviewing VocabularyDraw a simple outline of a person on the board. Write words such as hand, ear, finger, thumb, leg next to these body

parts. Write others words as the class gives them.REVERSE ITAsk one student to come to the front of the class. Demonstrate examples. You will reverse what you do and what you say.First, touch your elbow and say: This is my nose. The student should reply by touching his nose and say: This is my elbow

Then it is the student’s turn. He can touch his head and say: This is my foot. The teacher will touch his or her foot and sayThis is my head

Divide the class into pairs and practice other combinations. This requires concentration and coordination -use it for review, not tointroduce new vocabulary.

BODY LANGUAGE DEMONSTRATE and ask for volunteers to act out. Give each group a bag with the words on 3x5 cards.Students take turns drawing a card from the bag and acting the body movement while the group guesses the body movement.OR, place all cards facedown on the table. Draw cards from the table. Continue until all body movements are performedBody Movements Message Communicated

nodding your head up and down agreementlooking up in the air and sighing resignationshaking head side to side disagreementrolling the eyes exasperationfurrowed brow confusionfinger wagging scolding pointing to my chestpointing (rude) that onemaking circles with pointer finger toward head crazywrinkling nose bad smellshrugging shoulders I don't knowthumbs up great/goodwinking one eye smiling flirtingthumbs down terriblepalm out, facing person stop

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BODY LANGUAGE IN THE BAG – PANTOMIME ACTIVITYDirections:

Read the list of body movements and the message each movement communicates. Practice each body movement.Work with a small group. Write the body movements on individual 3x5 cards and place in a bag. Students take turns drawinga card from the bag and acting the body movement while the group guesses which body movement is being performed. OR,place all cards facedown on the table. Draw cards from the table. Continue until all body movements are performed.

ONE FROG, TWO FROGS2nd round 3rd round 4th etc.

Person #1: “One Frog Two frogs Three frogs four fivePerson #2: “One head Two heads Three heads four five

#3: “Two eyes Four eyes Six eyes eight ten#4: “Four legs Eight legs Twelve legs sixteen twenty#5: “In the pond In the pond In the pond#6: “Kerplunk Kerplunk (2X) Kerplunk (3X) 4X 5X

When someone makes a mistake, the next person must start over with “one frog”OR, play like the Rhythm Game: A beat is tapped out by everyone: Knees (2x), Clap (2x), Right Snap, Left Snap

MOVEABLE CATEGORIESGive each student a card with a body word written on it, Call out one of the following categories.(All the students whose body words are in that category go to the right sie of the room. All other students go to theleft side). Repeat with the other categories.

Parts of the armParts of the legParts of the faceThings that come in pairs/two’s

CATEGORY DICTATIONAsk each student or group of students to make 4 columns on a piece of paper or marker baord.Use the categories listed above.Dictate body words and students write them in the correct column.

SING The Hokey PokeyYou put your right hand in,

You put your right hand in,

And you shake it all about.

You do the Hokey-Pokey,

And you turn yourself around.

That’s what it’s all about! ,

ALPHABETCall out a letter and students/teams write as many body words as possible that begin with that letter.

BODY PARTS ALPHABETICAL ORDER (A-Z) Line UpDirections:1. The teacher will write one body part from the Vocabulary onto an individual 3x5 index card.2. The teacher will distribute one card per student.3. Students talk to each other to line up in A-Z order according to the body part on their card.4. Students identify their body part and read their cards in A-Z order to the class.

Partsof Leg

Arm Foot Pairs

Substitute

left hand

both hands

right foot

left foot

both feet

nose

seat

headwhole self

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WHAT CAN THE BODY DO? Group Brainstorm1. Group calligrapher writes one or two parts of the body on the top of a paper, for example, foot and eyes.2. Students take turns pantomiming actions or naming actions that the body part can do. For example:the foot can

walk, kick, stand, step. The eyes can cry, see, open, close, wink, blink, bat.3. Group calligrapher writes the actions under the correct body part.4. Read lists aloud to class.

BEAR HUNT – Pantomime Preposition Practicehttp://www.youtube.com/watch?v=WzIcu6tbEko

Directions: Perform the action and repeat each line after the teacher.

Let's go on a bear hunt! (Slap hands together.)I see a wheat field. Can't go over it, let's go through it. (Move hands as if to part

the wheat.)I see a bridge. Can't go around it. Let's go over it. (Stack hands one on

another.)I see a lake. Can't go over it, can't go under it, let's swim. (Make swimming motions with arms.)I see a tree. Can't go over it, can't go under it, let's go up it. (Climb with arms.)I don't see any bears. (Look around.)Let's go down. (Pretend to come down.)I see a swamp. Can't go over it, can't go under it, let's go through it. (Move hands as if going thru.)I see a cave. Can't go over it, go under it, let's go in. (Lean over as if to slowly crawl in small hole.)I see two eyes! I see two ears! (Point to eyes, point to ears.)I see a nose! I see a mouth! (Point to nose, point to mouth.)Yikes! It's a BEAR! (Place palms on cheeks to show surprise.) Let's get out of here! (Go through all steps in

reverse: back out of cave, go through swamp, climb up tree, climb down tree, swim across lake, go overbridge, through wheat field, slap hands together).

We've been on a bear hunt, but we're home safe now!

Simon Says is well-known game but it can be adapted to teach new vocabulary up to quite high levels of sophistication. As itinvolves physical movement, it can also be useful for energizing the class.ProcedureThe basic rule is that when you preface an instruction with “Simon Says” as in “Simon says stand up”, the students do it, andwhen you don’t use “Simon Says” as in “Stand up”, they don’t do it.You can use this activity to teach parts of the body (e.g. toes, knee, elbow) but also to introduce more complex verbs such as‘creep’, ‘tiptoe’, ‘stride’ or ‘scratch’, ‘tap’ or ‘rub’, as in ‘rub your right knee’.At first you might find it helpful to do the actions yourself. This will lead to students copying you, which may mean they will makemistakes and confuse left and right.Gradually, withdraw your participation so that they have to listen. Another variation is for you to do the actions when you don’tpreface your instructions with “Simon Says”. This adds to the fun!Tip: to force your students to listen (and to make the activity more complex) you can perform different actions yourself to theones given in your instructions. So, for example, you would say “Simon says scratch your right elbow” while rubbing your leftknee. You’ll be surprised how many copy you rather than listening!

FIVE SENSES CONCENTRATIONDirections:1. The teacher will give the group a set of cards. Half of the cards will have one of thefive senses and the other half will have the corresponding body part that performseach of the five senses.2. Shuffle the cards and place them face down on the table in number order.3. Student 1 chooses two cards, shows the card numbers to the group, and reads thecards. If the two cards chosen create a match, for example: smell and nose, thematched cards are removed from the table.4. If cards chosen do NOT match, for example: smell and eyes, they are placed back onthe table.5. Play continues until all matches are found.

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“ALLEY CAT” SITTING VERSIONSeat people in chairs wth enough space around every person so that they move their arms and feet.Make copies of each set of instructions. Ask for volunteers to call out the actions below:Actions- Feet

One foot out to side and back twiceOther foot out to side and back twiceOne foot reach toe out in front twiceOther foot reach toe out in front twiceRaise one knee up twiceRaise other knee up twiceRaise one knee up once, Rasie other knee uponce,Clap twice

HandsOne hand out to side and back twiceOther hand out to side and back twiceOne hand back over shoulder twiceOther hand back over shoulder twiceReach up in air with one arm twiceReach up in air with other arm twiceReach up in air with one arm onceReach up in air with other arm onceClap Clap

ACTIONSStand UpSidePut right foot out to side and back twicePut left goot out to side and back twice

BackPut right goot behind and back to place twicePut left foot behind and back to place twice

KneesLift right knee up twiceLift left knee up twiceLift right knee up once, lift left knee up onceClap hands once, jump and turn one-fourthturn to the right.

HeadLean head to one side twiceLean head to other side twicePut chin down twiceLead head back twice

(Now the group is facing a different wall. Repeat all of the above, then face next wall. Continue until record is almost over. At thever end of the musi it is different. At that point, do only one of each movement, Right Side, Let Side, Right Back, Left Back, RightKnee, Left Knee, Clap and turn all the way around)

After practice, repeat with music: “Alley Cat” www.youtube.com/watch?v=9fFf0ClVLao

CROSSWORD REVIEW - Molinsky & Bliss

Body Parts. Write one word on the board and ask class to name a word starting with the last letter of the word. Use as a contestwith groups vying for how many words they can use. Print the name of a part of the body in the upper left corner of board orpaper. Think of another vocabulary word that begins with the last letter of the work on the board and link on the first word in stairsteps.

eyear I b

rain o s e

sophagus houlder

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From ESL Flashcards.com

Website for Bingo Gamehttp://bogglesworldesl.com/partsofbodybingo.htm

ACTION CHANTQuickly name body parts and touch them at the same time

Change the third line each time.Teacher first, then it's repeated by all the students together.If it is done very fast, it is difficult and fun.

Head Body LegsHead Body LegsEars Eyes Nose NoseHead Body Legs

BALLOONSUse blown up balloonsTeacher calls a body part out,students touch a balloon with thatbody part without breaking theBalloon –If they do the wrong body part orbreak the balloon they are out.

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The Body - Verbs Used with Different Parts of the BodyHere are the principal definitions of each word with an example sentence using the target word in context.

blink eyes wink the eye; close eye rapidly withoutconscious effort; link wink but notintended

He blinked rapidly as he tried to see inthe bright sun.

glance eyes a quick look at something or someone He glanced at the documents and gavehis OK.

stare eyes a long penetrating look at something orsomeone

He stared at the painting on the wall forover ten minutes.

wink eye close eye rapidly with a conscious effort;like blink but intended

He gave me a wink to signal that heunderstood.

point finger spot or show something with the finger He pointed to his friend in the crowd.

scratch finger scrape the skin If something itches then you probablyneed to scratch it.

kick foot strike with the foot He kicked the ball into the goal.

clap hands applaud The audience clapped enthusiastically atthe end of the concert.

punch hands to strike with a fist Boxers try to knock out their opponentsby punching them in the face.

shake hands move back and forth; greeting whenseeing someone

He shook the present to see if he couldunderstand what was inside.

slap hands strike with an open hand Don't ever slap a child, no matter howangry you become.

smack hands similar to slap He slapped the table hard to emphasizethe point he had just made.

nod head to move the head up and down He nodded his approval of what thecandidate was saying as he was listening.

shake head to move the head from side to side He shook his head violently to show hisdisagreement with what she was saying.

kiss lips touch with the lips He sweetly kissed his wife as they toastedtheir fiftieth wedding anniversary.

whistle lips /mouth

make a sound by blowing air through thelips

He whistled his favorite tune as he droveto work.

eat mouth to introduce food into the body He usually eats lunch at noon.

mutter mouth to speak softly, often in a manner whichis hard to understand

He muttered something about howdifficult his boss was and went back towork.

talk mouth to speak They spoke about old times and the funthey had had together as children.

taste mouth to perceive flavor with the tongue He tasted the cool lemonade with delight.

whisper mouth to speak softly, usually without voice He whispered his secret into my ear.

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breathe mouth to respire; take air into the lungs Just breathe that wonderful morning air.Isn't it fantastic!

smell nose to sense through the nose; to give scent Roses smell wonderful.

sniff nose short inhalation, often to smellsomething

He sniffed the various perfumes anddecided on Joy No. 4.

shrug shoulder raise the shoulders, usually to showindifference to something

He shrugged when I asked him to explainwhy he had arrived late.

bite mouth grip with the teeth and introduce into themouth

He took a big bite out of the fresh apple.

chew mouth grind food with the teeth You should always chew your foodthoroughly before swallowing.

stub toe strike one's toe into something He stubbed his toe on the door.

lick tongue draw tongue across something He licked his ice-cream cone contentedly.

swallow throat send down the throat, usually food anddrink

He swallowed his food even though hewasn't hungry.

INTERNET RESOURCESPronunciation Examples of the Above Chart http://esl.about.com/library/vocabulary/blwordgroups_body_verbs_e.htmSong “Do You Speak English”http://www.englishvideolesson.com/2873-esl-body-parts-song.htmlVocabularyhttp://www.youtube.com/watch?v=PsRlh35ckg8

BODY PARTS IDIOM DIALOG Created By Dmitry Volokhov | http://www.dmitryvolokhov.com

Mr. Jones: Hello, Susan. Where is my right hand man, Johnson?Susan: Johnson? Off the top of my head, I would guess he is still at lunch.Mr. Jones: At lunch? It has been two hours. He is stealing time from the company right under my nose!Susan: Well, sir, maybe it's a business lunch. He is probably giving our clients a hand. I think they went to Le Figaro.Mr. Jones: Le Figaro? That restaurant is expensive! Our company must be paying through the nose for his lunch!This kind of thing just gets on my nerves!Susan: Oh no! I shouldn't have said anything. I really put my foot in my mouth. Please don't give Johnson the coldshoulder when he gets back to the office.Mr. Jones: Use your head, Susan! If Johnson wants to pull the wool over my eyes about his business expenses,then you'll get a double bonus this year for keeping your nose clean.Susan: Thank you, sir. But I still feel like I shouldn't have opened my big mouth.

Cloze Exercise1 He is my closest assistant. I consider him to be my ( ) man.2 I’m not sure how many students there are in this school. Off the top of my ( ), maybe 500?3 “Oh no!” I cried, “I lost my glasses”. But my glasses were in my pocket, right under my ( ) the whole time.4 I need to move this box to my uncle’s house. Can you please give me a ( )?5 Those shoes cost $300! I don’t want to pay through the ( ).6 John Smith? I hate that guy. He really gets on my ( ).7 I told my boss at dinner I hate BMW. After dinner, he drove me home in his BMW. I really put my ( ) in my( ) that night.8 I know you hate my husband, but please don’t give him the cold ( ).9 Don’t cross the street on a red light. Use your ( )! You could get killed!10 I know you are lying. You need to stop trying to pull the wool over my ( ).11 When we release you from prison, you must keep your ( ) clean, or else we will lock you up again.12 I asked Mary if she is going to Jim’s birthday party. She said she never heard about it. Oh no! I shouldn’t haveopened my big ( ).