LNC 31

Unit 2. I am Healthy

Goals (whole unit): At the end of the week SWABT (ss will be able to...)
Body Parts and Feelings

In this unit students continue recycling the vocabulary and language functions presented
in unit one. By the end of this unit students are also able to:

1. Say how many boys and girls there are in the class
1.1 Numbers 1-10/13
1.2 Count the boys and the girls in their class
1.3 Count different classroom objects
1.4 Use there is/there are to talk about the number of boys and girls in the
classroom. Eg. There are eight boys in this classroom
1.5 Use there are no (girls) in this classroom to express the absence of girls

2. Answer yes/no questions about the number of boys and girls in the class. E.g.
(T)are there five girls in the class today? (s)(yes there are ) /no. There aren’t.

3. Show their bodies in English by saying, “I have black hair , black eyes and a small
nose ”
3.1 Identify the parts of their body, such as; head, shoulders, eyes, mouth, nose, hair,
arms, ears, hands, knees, legs, feet
3.2 Identify singular and pronoun forms on the vocabulary words above
3.3 Say “I have ______” to describe their bodies
3.4 Use she/he has ______ to describe other people’s bodies
3.5 Use his/her/its eyes are (blue) to describe other people’s (animal) bodies
3.6Answer yes no/no questions about their bodies. Eg. Is your hair black? is her
mouth (big). Yes it is/no it’s not/
3.7Use the correct adjective noun order; (small)nose, (black)hair etc…
3.8 Use he’s/she’s/I’m blond to describe people with this hair color
3.9 Report on the number of body parts they have. Eg. I have a nose, two eyes and a
mouth
3.10 Relate a/a to single objects

4. Identify people by listening to their physical descriptions

4.1 Answer yes/no questions on their physical appearance in full sentence

4.2 Answer yes/no questions on other people’s physical appearance in full
sentence
4.3 Draw conclusions on who the teacher might be describing by discriminating
among possible choices
5. Draw different monsters based on the teacher’s descriptions
5.1 Follow commands that combine body parts and numbers to draw monsters as
described by the teacher

6. Answer questions about their physical appearance and the physical appearance of
people or characters in class
6.1 Use adjectives big, small, long, short to identify people/animals by their
appearance
6.2 Differentiate between: big/small (eyes,mouth, noses,etc…)
6.3 Differentiate between long and short (hair, arms, legs, neck)
6.4 Use colors and other adjectives to answer questions about people’s physical
appearance. E.g. what color is her/your hair? What color are her/your eyes?
6.5 Use color and other adjectives to answer questions about physical
appereance when given different options. E.g. (t) Are her eyes big or small?
(s) They’re (big)

7. Follow commands from previous lessons. Also follow commands that have to do
with identifying body parts such as; show me, point to, touch (your), wiggle your
(arms), shake your (legs), hands (up/down).

8. Identify emotions and act out emotions

8.1 Say and act out (happy, sad, mad, hungry, thirsty, tired, sleepy)

9. Listen to descriptions on how people/animals feel and draw them.

Songs: Head, shoulders, knees and toes

The Hokey Pokey

If you’re happy and you know it

10. Talk about healthy habits to carry on at home and at school like brushing or
combing your hair, brushing your teeth, taking a shower or a bath, washing their hands
before and after eating, blowing your nose when you are ill, using a tissue when it is
necessary (to sneeze, to blow your nose, to clean your mouth, etc.) sleeping enough,
exercising, eating healthy food, etc.

11. Identify healthy and unhealthy habits (I am healthy when I eat fruit, I am not healthy
when I eat junk food).

12. Speak about what is necessary to be healthy ( to be healthy it’s necessary to do

exercise, wash my hands before eating, etc).

13. Speak about some common diseases/illnesses (the flu, a cold, a headache,
stomachache, etc)

14. Speak about some consequences of not eating well or sleeping well (for example:
when I eat much sweeties, I have a stomachache; when I don´t sleep well, I have a
headache, etc.)
 Project:
Students work on a big drawing of their bodies and present it to the rest of the class.

Have classmates ask questions about their bodies in the end. Eg. Is your hair
blonde?
No it’s not.

1ST Lesson
Check-in: How are you today (X3 clap clap clap)?

Ice Breaker (10 MIN)

Hot Potato. Passing the hot potato when the music stops the T will ask Ss a
question to review unit 1 (Places at school and staff at school).
Possible questions to ask:
 Where do you study music at school? (music Room)
 Where do you do pee?(Toilet/bathrooms)
 Who clans the school? (Janitor)
 Who drives the bus? (Bus driver)?
 Where do you study music at school? (Music room)
 Who opens the school’s doors/gate? (Concierge)
 Who teaches you Physical Education? (The gym teacher)
 Who teaches you English? (English Teacher)
 Where do you eat at school? (Canteen)
 Use flashcards to show them the different places ay school and jobs
for the Ss to name them
Presentation (10 MIN)
Present the new unit by asking them how they feel? The T is going to show
them different flashcards about feelings so they can name some of the most
important ones: HAPPY, SAD, HUNGRU, ANGRY, COLD, HOT, etc. we
can use physical flashcards or “online” clicking on the link below:
https://www.mes-english.com/flashcards/online-flashcards.php?
cat=feelings&series=12

Practice
- Drawing dictation (worksheet no 1) The T gives each student the
worksheet no 1 with the circles and they have to listen a draw the
face it corresponds in each circle. Number 1, draw a happy face,
 number 2 draw a sad face, number 3 draw a hungry face, number 4
draw a angry face, number 4 draw a cold face, number 6 draw a hot
face, number 7 draw a tired face, number 8 draw a sleepy face.
10 min
- beach ball with personal and basic questions. 10 min
- name the activity: basic action
https://www.baamboozle.com/game/92431 10 min
- mimic game on daily routines: Ss take turns to come in front of the
class, see a routine flashcard and mime it so the other Ss can guess
it. 5 min
- morning routine listening liveworksheet with pictures
https://www.liveworksheets.com/worksheets/en/English_as_a_Secon
d_Language_(ESL)/Daily_routines/Daily_routine_vj1038646bp
5 min
- Book page 14 (student book). Make copies (worksheet 2) Describe
the picture saying where they are (room in the house), what they are
doing in each place, what they are wearing. Then listen to the track
for the Ss to listen, point and say.
15 min
- What routines do you do in the kitchen/the bathroom/the living
room? 5 min
- What do you do to be healthy? After the ss say what they do to be
healthy the T asks them questions and they have to show a red
card/green card depending if it is a good habit or bad habit to be
healthy (The T will prepare red and green cards for all the Ss made
out of cardboard) 5 min
 Eat fruit and vegetables
 Eat chocolate
 Drink soda
 Eat candies
 Do exercise
 Sit on the sofa for 6 hours playing video games
 Brush my teeth
 Sleep 8 hours every day
 Wash your hands before and after eating
 Take a shower every day
Production
- Then the T will ask Ss if they remember the good habits and the bad
habits for them to name them 5 min
WORKSHEET 1
Listen and point. Listening Pockets 3. CDA Track 15.
 2nd Class

Ice Breaker Head, shoulders, knees and toes song 5 min

Review: Use flashcards 15 min

- “Places at schools” and “jobs” to review the previous unit (Unit 1-

Places at School)

- Daily routines

- Feelings

Presentation

- use the huge body jigsaw of a boy we have at the Academy (body
flashcards), give each part of the body to a S and then ask them to put it all
together on the floor and describe each body part (full sentences). 5 min

Practice (30 min):

- use a ppt. to have Ss enlarge their vocabulary and repeat after you
https://www.slideshare.net/martakulhawik/body-parts-powtrzenie-
sownictwo
then play a hit the target game on the board with the vocabulary (write it
step by step). 10 min

- show Ss a random wheel with pictures and words, give them bingo sheets
and ask them to choose 9 of the body parts and draw them on their sheet.
Then play a human bingo with the random wheel. Ask additional questions
on every body part. 20 min
- jeopardy game with white laminated sheets on the board: ask Ss to turn
around for 2 minutes while the T is drawing body parts and places white
laminated sheets over them and gives them points. Then play a jeopardy
game in teams. 10 min
- anagram monster game on body parts
https://wordwall.net/resource/17981137/anagram-the-body 5 min
- monster dictation with colours, hair, eyes, etc. Ss must listen and draw the
monster, Confront the drawings at the end. 10 min
- https://www.youtube.com/watch?v=4BrS0a5PUFo&t=49s Video “Body
Parts-Steve and Maggie”. Stop the video for the Ss to interact with it. 5 min

Production (20 min):

- Ss can now draw their own monster and describe it to the other Ss. 10 min

- listening on monsters' body parts

https://www.liveworksheets.com/worksheets/en/English_as_a_Second_Lan
guage_(ESL)/Parts_of_the_body/I_am_a_monster_it1803021oe 5 min

- touch your...! TPR activity to recap and then ask Ss to take turns and say
body parts for everyone to touch (more difficult ones, such as elbow, writs,
etc.) 5 min

- Mimic daily routines, the teacher mimic the ss guess.