Lesson Plan: Teaching Body Parts Vocabulary to Elementary Students

This lesson plan outlines a structured approach to teaching body parts vocabulary to young learners aged 9-10. The primary objective is to introduce and reinforce vocabulary related to body parts such as eyes, nose, ears, and mouth. The lesson incorporates the PPP (Presentation, Practice, Production) method, starting with a warm-up using animal flashcards to review vocabulary. The presentation phase utilizes flashcards to introduce new vocabulary, followed by practice activities like scrambled words and fill-in-the-blanks. The production phase involves pair work where students demonstrate dialogues using the new vocabulary. The plan emphasizes active participation, encouragement, and positive reinforcement to build students' confidence and speaking skills. The lesson plan also includes references to relevant educational resources.

Running head: LESSON PLAN
Lesson Plan
Name of the Student:
Name of the University:
Author’s Note:

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I have selected the class with the age of 9 to 10 years as I feel that this will be the right
age for the students' to learn the English speaking skill. As per my perception selecting any
activity that can be taught playfully is very important to form a proper connection with the
students. My goal was to teach them vocabulary skills. The primary objective was to teach the
students how to refer to their body parts like nose, head, hand, leg in English. The secondary aim
of the lesson plan was to make students practice the same in pairs. I thought that this would help
the students in developing strong self-confidence as they would be able to speak in front of the
whole class.
I also gathered the essential materials that will be needed for teaching these lessons in
class. Flashcards, pencils and the worksheets would be needed. I carried on the execution of the
plan via the PPP or the presentation and practice and production method. As per my perception,
this is an easy method for students to grasp the lessons. During the ongoing session of the class
lectures, I made sure that I can pay equal attention to all the students. The students who are bit
unresponsive and shy were prepared to sit in the front row, and I encourage them to take part in
the activities. As their teacher, I wanted to treat them all equally and proper attention.
Presentation:
I think that it is always good to begin any class with a small recap of the previous day’s
lesson. I used the animal flashcards to see if students could recall the names of the animals by
seeing them on the cards. The objective was to make students understand how to see a picture of
a flashcard and then locate the exact name of the object. In this phase, I asked the students to
recognize the images and prompt the name of the objects that they see in the flashcards. The
photos were that of eyes, brain, legs, finger and others. I taught the students the correct way of

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pronouncing the words. For instance if the flashcard shows the picture of eyes, I prompted the
word eyes loud and clear, so that the students’ could repeat after me. I also aimed at teaching
them some new and innovative words by guiding them through the form of a drill. I write some
sentences in the way to fill up the blanks. For instance, I wrote I can see with my eyes. I realized
that this is a useful method of teaching the students as they get the lessons quickly through visual
appeals.
Practice:
I feel that this is one of the most critical parts of the lesson. This is the phase where I can
put my students into the practice. To make sure that they can show active participation I called
them to take part in the activity. Some words were scrambled on the whiteboard along with the
fill-up blanks examples. I made sure that even the shy students can take part in the activity.
Production:
This part is the final part of the lesson plan where I wanted my students to show if they
have learnt to use the new words. It was time for them to do the written activity on their own. I
will call the students in pair of 2 and ask them to demonstrate the dialogues that are described on
the flashcards. To make this more interesting I will ask them to act out a kind of talks that will be
given on the flashcards. I believe that to make sure that the students can take part in all the
activities I always recognize their contributions. I will still give my students rewards to make
sure that they are always getting proper encouragement for their work. At the end of the session,
I will congratulate my students and then ask them to go back to their places. I will also take the
feedback from the students regarding what have they learnt.

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References
Bowen, W.G. and McPherson, M.S., 2016. Lesson plan: An agenda for change in American
higher education (Vol. 90). Princeton University Press.
Markowski, B. and Dineen, R., 2018. Lesson Plan: Peer Review Research Questions.
Ream, T.C., 2018. Lesson Plan: An Agenda for Change in American Higher Education by
William G. Bowen and Michael S. McPherson. The Review of Higher Education, 41(2), pp.310-
313.
Rees, A., 2017. Evolution and Adaptation Lesson Plan: A Comparison of Lecture and Activity
Based Learning.