Course (Part 488)

Course: English With Kids - Teaching ESL to Young Children Naturally

I. Composition (12–15 sentences) This chapter, "The Body Parts and Finding 'Where Is'," introduces learners to essential vocabulary for describing the human body and asks how to locate specific parts using polite questions. Beginning with simple nouns like head, shoulders, elbows, hands, knees, and feet, students build a foundation for everyday communication about health and movement. The lesson groups vocabulary into upper body, torso, and lower body to help memory through logical organization. Emphasis is placed on forming questions using "Where is" for singular parts and "Where are" for plural parts, with clear examples and role-play prompts. Learners practice full-sentence responses and accompanying gestures to reinforce comprehension and speaking confidence. Songs such as "Head, Shoulders, Knees and Toes" are recommended to combine movement and repetition for faster retention. Activities include partner inquiry, diagram labeling, and short dialogues that simulate visiting a doctor or describing symptoms. Instruction highlights possessive forms ("my," "your," "her") so students can describe ownership or refer to others accurately. Teachers are encouraged to use visual aids, models, and realia to support multisensory learning and to accommodate diverse learners. The chapter also models polite phrasing for real contexts: "Can you tell me where your elbow is?" and "Excuse me, where is the nearest clinic?" Assessment uses brief formative checks—true/false, fill-in-the-blanks, and simple MCQs—plus a creative task to design a body-parts poster. The overall goal is practical communication: learners should be able to ask and answer "Where is..." confidently in routine, social, and basic medical situations. Regular practice, songs, and clear corrections are advised to make the vocabulary automatic and accessible. II. Lecture Sheet (semantic HTML only)

Lesson

Topic: The Body Parts and Finding "Where Is"

Learning Outcomes

• Recognize and name common body parts in English.
• Formulate and respond to location questions using "Where is" and "Where are".
• Use possessives (my, your, his, her) correctly when referring to body parts.
• Apply vocabulary in simple dialogues, songs, and classroom activities.

Answer

By the end of the lesson, learners should correctly ask and answer questions like "Where is your hand?" and "Where are your feet?" and use gestures to support meaning.

Conceptual Explanation

We divide body vocabulary into three groups to aid memorization:

• Upper body: head, neck, shoulders, arms, hands, fingers
• Torso: chest, abdomen, back, waist
• Lower body: hips, legs, knees, feet, toes

Use "Where is" + singular noun (Where is your nose?) and "Where are" + plural noun (Where are your eyes?). When asking politely, add phrases like "Can you tell me..." or "Excuse me..."

Answer

Singular: "Where is his knee?" Plural: "Where are your teeth?" Polite example: "Can you tell me where your elbow is?"

Bilingual (EN → বাংলা)

Key vocabulary with Bengali equivalents for classroom scaffolding:

English	বাংলা (Bangla)
Head	মাথা (matha)
Shoulder	কাঁধ (kandh)
Elbow	কনুই (konui)
Hand	হাত (hat)
Knee	ঘুটি / হাঁটু (ghuti / hantu)
Foot / Feet	পা / পা‑গুলো (pa / pa-gulo)

Answer

Use the Bengali words as support, then transition students to speak the English terms in full phrases: e.g., "Where is your হাত?" → "Where is your hand?"

Important Notes

• Model correct pronunciation and have learners repeat chorally and individually.
• Use gestures each time you say a body part to connect word and physical location.
• Differentiate: some learners need visuals, others need tactile practice (touching a doll or picture).
• Be mindful of cultural sensitivities when asking learners to point to parts of the body; allow pointing to drawings instead.

Answer

Provide alternatives (diagram, mirror practice) for students uncomfortable with direct physical pointing; always respect boundaries.

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Exercises

True / False

1. The word "feet" is singular. (True / False)
2. You ask "Where are your eyes?" for a plural body part. (True / False)
3. "Where is your shoulders?" is grammatically correct. (True / False)
4. You can use "Can you tell me where..." to be polite. (True / False)

Answer

1. False — "feet" is plural; singular is "foot".
2. True — "eyes" is plural, so use "are".
3. False — use "Where are your shoulders?" (plural, so "are").
4. True — that phrasing is polite and common.

Fill in the Blanks

1. Where ____ your hands? (is / are)
2. My _____ hurts. (head / heads)
3. Can you tell me, where ____ your knee? (is / are)
4. She listens with her _____. (ears / eye)

Answer

1. are → "Where are your hands?"
2. head → "My head hurts."
3. is → "Can you tell me, where is your knee?"
4. ears → "She listens with her ears."

Multiple Choice (MCQ)

1. Which is correct?
   1. Where is your eyes?
   2. Where are your eyes?
   3. Where your eyes is?
2. Choose the polite form:
   1. Tell me where your mouth is.
   2. Where is your mouth?
   3. Can you tell me where your mouth is?
3. Which pair is upper body?
   1. Knee & Toe
   2. Head & Shoulder
   3. Foot & Ankle

Answer

1. b — "Where are your eyes?"
2. c — "Can you tell me where your mouth is?"
3. b — Head & Shoulder are upper body parts

Matching

Match English body parts (A) with Bengali equivalents (B).

A	English	B	বাংলা
1	Head	a	কাঁধ
2	Shoulder	b	মুখ
3	Hand	c	হাত
4	Mouth	d	মাথা

Answer

Correct matches:

1. 1 — d (Head → মাথা)
2. 2 — a (Shoulder → কাঁধ)
3. 3 — c (Hand → হাত)
4. 4 — b (Mouth → মুখ)

Descriptive

1. Write three full-sentence questions using "Where is" or "Where are".
2. Describe in one sentence how you would teach "knee" to a beginner learner.

Answer

1. Sample questions:
   • "Where is your nose?"
   • "Where are your fingers?"
   • "Can you tell me where your ankle is?"
2. Teaching tip: Point to the knee on a diagram, say "knee," ask the learner to point to their own knee, and repeat the word chorally and individually.

Creative

Design a short classroom activity (2–3 minutes) using the song "Head, Shoulders, Knees and Toes" that includes one added body part. Describe steps.

Answer

Activity example:

1. Sing the original song once with actions.
2. Sing again and add "elbow" between shoulders and knees: "Head, shoulders, elbow, knees and toes".
3. Students must touch the new part when it is sung; teacher increases tempo to add challenge.

Activities, Vocabulary, Homework, Practice Task

Activities

• Pair practice: Ask and answer "Where is your...?" for five parts.
• Diagram labeling: Give each student a body outline to label in English.
• Song & movement: Use "Head, Shoulders, Knees and Toes" with added parts.

Answer

Suggested timing: 5 min pair practice, 10 min labeling, 5–7 min song session.

Vocabulary

Essential list (teach first): head, neck, shoulder(s), arm(s), elbow(s), hand(s), finger(s), chest, back, waist, hip(s), leg(s), knee(s), foot/feet, toe(s), eye(s), ear(s), nose, mouth.

Answer

Focus on pronunciation and plural forms (s/es) during drills.

Homework

1. Label a printed body diagram with 12 English terms (due next class).
2. Practice asking three "Where is..." questions with a family member; bring the answers.

Answer

Teachers can collect diagrams to check spelling and correct placement; listen for correct use of "is" vs "are" in spoken homework.

Practice Task

Daily 5-minute routine: sing "Head, Shoulders, Knees and Toes", then randomly ask three students "Where is your ____?" to elicit full-sentence responses.

Answer

Rotate students so everyone answers at least once per week; record common errors and reteach as needed.

End of lecture sheet — revisit the vocabulary and exercises as needed. Encourage use of gestures, songs, and respectful classroom practice when identifying body parts.