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Body Parts and Injuries

Body Parts and Injuries. Unit Objective: Students will be able to use specific vocabulary to refer to body parts and use adverbs of cause and effect to discuss injuries. Day One Objective: Students will identify specific body parts. Advanced Where is your _____?

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Body Parts and Injuries

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  1. Body Parts and Injuries Unit Objective: Students will be able to use specific vocabulary to refer to body parts and use adverbs of cause and effect to discuss injuries.

  2. Day One Objective: Students will identify specific body parts. • Advanced • Where is your _____? • My _____ is ___(prep)___ my ________. • Intermediate • Is this my ________? • I don’t believe that’s your _______. • I believe that is your ______ • Beginning • Point to your ________. • Where is your ________? • Here is my ________. IDIOM: backhand someone------hit someone with the back of your hand

  3. Specific Names for Body Parts • See the picture cards…

  4. Day Two Objective: Students will be able to use irregular verbs and possessive or reflexive pronouns to retell an event. broke bent fell tore bled cut burst stung bit drew blood What happened to your/her/his/their ___(body part)_____? I/she/he/they _______ my/her/his/their __(body part)___and _______________. hurt burnt hit bit cut slid shook What happened? When I/she/he/they _________ myself/herself/himself/themselves___________ .... I/she/he/they _________ and _________myself/herself/himself/themselves. I/she/he/they _________ myself/herself/himself/themselves on the _________. IDIOM: Put your foot in your mouth----to say something at the wrong time and embarrass yourself

  5. Day Two Practice IRREGULAR VERBS broke bent fell tore bled cut burst stung bit hurt burnt hit slid shook stuck drew blood REFLEXIVE PRONOUNS: myself themselves herself himself Practice using reflexive verbs: He _____ over, slid downstairs and _____ himself. He _____ and_____ himself on the scalp.I _____ myself on the tongue. I_____ myself on the fingertip.She _____ herself in the shin. They_____ when they _____ themselves. She _____ herself awake.

  6. Day Three Objective: Students will be able to use specific nouns and adjectives to describe injuries. My _(body part)_ is _(adjective)_. Her ___________ is __________. His ____________ is ___________. Their ___________ is ___________. IDIOM: Fight tooth and nail---to fight furiously and never give up

  7. Practice: Give One, Get One • Meet with five people. • Use the vocab list to ask the question: • Write down your partner’s answer only. • Then listen as your partner asks a question. • After your partner writes down your answer. • Move on to another person and repeat.

  8. Words that Signal Cause & Effect Day Three Objective: Students will be able to use adverbs to explain causes and effects of injuries.  EXAMPLE SENTENCES: A. The surface was slippery _________ the runner fell. B. The runner fell _______ the slippery surface.

  9. Day Four: More Practice • Use the photograph to create a Multi-Flow Thinking Map showing: • the event as the injury • the causes using irregular verbs • the effects using adjectives to describe the injury IDIOMS: Head over Heels = in love hopelessly and completely Lend someone a hand = to help

  10. Culminating Project: An ER Scene Work together to write a scene depicting a patient explaining his or her injuries to a doctor or nurse in the emergency room. • Be sure to use all the forms and functions from the unit. • You will perform your scene in front of the class!

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