English materials for
​Secondary school in México

First Grade

Unit 6

Lesson plan

Lesson plan | Games & Lead-ins | Worksheets & Handouts | PowerPoint presentations
Exercises for students | ​Project Ideas | Pop Quizzes & Exams
Introduction (15 mins.)
First, T writes a few questions about the human body systems on the board. Then, T asks Ss to watch a video about the topic and answer the following questions:
  1. What body systems are mentioned in the video?
  2. Which four body systems create the infrastructure for the other systems?
  3. Which body system absorbs the nutrients we need from food?
  4. How many organs did you identify? Which ones?
  5. What can you do to keep your body systems healthy?
In pairs, Ss discuss their answers. T monitors the activity.
Development (20 mins.)
Ss do a worksheet about the human body systems and their functions.
Consolidation (10 mins.)
T reads aloud some body systems’ functions and asks Ss to try to guess what body system is.
Here are some primary functions:
  1. Processing food (Digestive system).
  2. Provide form, support and movement to the body (Muscular/Skeletal system).
  3. Blood circulation (Circulatory system).
  4. Reproduction (Reproductive system).
  5. Send signals from the brain to the rest of the body (Nervous system).
  6. Breathing (Respiratory system).
  7. Eliminate waste products (Excretory system).
Closure (5 mins.)
T reads aloud to the class the achievements for this unit and encourages Ss to share their ideas about the meaning of each achievement. Ss say their expectations they have of the unit.
Homework: Ss do some research. Ss have to choose a body system they like and write the following information required: name of the body system, function and organs. They may include illustrations.  
Introduction (10 mins.)
T draws a table with 3 columns on the board and writes the headings “Digestive”, “Respiratory” and “Circulatory”. T helps Ss brainstorm a list of three or more organs according to each body system. Volunteers come to the front of the class and write the organs on the board.
Development (10 mins.)
Ss identify the graphic and textual components from a text about the body systems. Ss have to identify text distribution and organization.
Consolidation (25 mins.)
In pairs, Ss make a diagram to show each purpose:
  1. The brain has two halves or hemispheres.
  2. The digestive system is the group of organs that break down food in order to absorb its nutrients.
  3. The human skeleton has 206 bones.
  4. The heart delivers oxygen- and nutrient-rich blood to our tissues and carries away waste.
  5. The lungs absorb oxygen from the air you breathe in and transfer it into your bloodstream so that it can get to every part of your body.
Closure (5 mins.)
Ss discuss new things that they learned about human body systems. This should be a lively conversation.
Time filler: “Internal organs” – Ss label the internal organs of a diagram.
Introduction (10 mins.)
T asks Ss:
  • What are some parts of your body you can see? (head, leg, arms, fingers, etc.)
  • What are some parts of your body you can’t see? (heart, lungs, stomach, liver, etc.)
T writes Ss´ answers on the board. Ss take notes on their notebook.
Development (20 mins.)
T asks Ss questions about some body parts. First, T stands in front of the class and tells Ss, “There are many body systems inside our bodies. We are going to identify some main organs of them.” Then, T asks Ss “What is in here?” while T touches his/her chest over the heart. (The heart). Next, T invites Ss to do the same. Then, T asks Ss:
  1. “How many hearts do we have?” (One).
  2. “What does our heart do?” (Moves blood in our heart).
  3. “What kind of a sound does the heart do?” (Pump, pump).
  4. “What body systems does the heart belong to?” (Circulatory system).
T continues doing the same with other organs. Here are some examples:
  • The lungs (2). They move air in and out of our body. They belong to the respiratory system.
  • The stomach (1). It transforms food into energy. It belongs to the digestive system.
  • The brain (1). It controls our body. It belongs to the nervous system.
  • Muscles (A lot). They help to move. They belong to the muscular system.
Consolidation (10 mins.)
Ss complete a worksheet in order to classify a list of organs into the body system they belong to.
Closure (10 mins.)
Ss creates their own vocabulary picture on their notebook.
Homework: Ss match some cutouts of body systems and their parts.
Introduction (15 mins.)
T introduces the simple present tense. First, T writes the sentence prompt “I like” on the board. Then, T encourages Ss to give class examples of things they like, using the prompt. Each time a volunteer says his/her response and T repeats it in the third person singular and holds up the “s” (Kim likes apples).
T explains to Ss that the spelling for the verb in the third person singular differs depending on the ending of the verb. Most of the verb always end in –s. There are however some special cases (has, goes, carries, processes, etc.).
Development (20 mins.)
T writes a list of body parts (stomach, teeth, feet, etc.) on the board and asks Ss to identify if they are singular or plural.
T writes some sentences on the board about body parts’ functions on the board and Ss to choose the correct form of the verb. Here are the sentences:
  1. The heart ________ (pump/pumps) blood through the body.
  2. The stomach ________ (process/processes) the food.
  3. The teeth ________ (chew/chews) the food.
  4. The liver ________ (detoxify/detoxifies) the blood.
Consolidation (10 mins.)
Ss complete some sentences using the correct form of the verb. Here are the sentences:
  1. Food ________ (travel) through the esophagus and into the stomach.
  2. The lungs ________ (send) oxygen-rich blood to the left side of the heart.
  3. The nose and the nasal cavity ________ (inhale) and ________ (filter) air entering the body.
  4. The ribs ________ (protect) the lungs.
Closure (5 mins.)
T writes several yes/no questions of key points from the lesson. Then pose them to the class for a quick thumbs up/thumbs down for each one. If there is confusion, T will know which points of the lesson need more clarification and reinforcement.
Here are some questions:
  • Do we use the simple present tense to talk about facts?
  • Are “she, he and I” the third-person pronouns?
  • Do we add -s to all the verb in third-person sentences?
  • Is the word “teeth” singular?
Homework: Use simple present tense to describe the function of internal organs.
​
Introduction (5 mins.)
T writes five groups of words on the board and Ss have to find the odd one out.
Here are the groups of words:
  • digestive         respiratory                   muscular         intestine
  • stomach          small intestine             brain                esophagus
  • heart                stomach                            veins                arteries
  • lungs                alveoli                                nose                 liver
  • absorb             digest                                mouth              process
Development (20 mins.)
Ss match questions (about human body) with their answers. Ss have to reflect on singular and plural nouns.
Ss complete questions using “What”, “Where” and “How”.
Consolidation (20 mins.)
Complete questions with the auxiliary “do” or “does”. 
Closure (5 mins.)
T asks volunteers to present key ideas they think everyone should have learned.
Introduction (10 mins.)
First, T writes some sentences on the board about internal organs. Then, T asks Ss to divide them into subject/verb/object.
For example:
  1. The skull protects your brain = The skull/protects/your brain.
  2. The heart pumps blood = The hear/pumps/blood.
  3. The digestive system transforms food into nutrients = The digestive system/transforms/food.
  4. The stomach absorbs the nutrients from the food.
Development (20 mins.)
T introduces the passive voice.  T rewrites the sentences above in passive voice.
  1. Your brain is protected by the skull.
  2. Blood is pumped by the heart.
  3. Food is transformed by the digestive system into nutrients.
  4. The nutrients are absorbed by the stomach from the food.
T writes more sentences on the board and asks Ss to put “A” (active) or “P” (passive).
Here are some examples:
  1. Waste is filtered by the excretory system. ____
  2. The liver detoxifies the blood. ____
  3. A nerve carries signals from the body.       ____
  4. The food is chewed by the teeth. ____
  5. The respiratory system controls breathing. ____
Consolidation (15 mins.)
T asks Ss to rewrite sentences in passive form.
Here are the sentences:
  1. The lungs provide oxygen.
  2. The liver filters toxins from the blood.
  3. The ribs protect the lungs.
  4. The circulatory system transports the blood.
  5. The brain controls the body.
Closure (5 mins.)
T gives Ss feedback on the topic. 
Introduction (10 mins.)
T draws a table with 2 columns on the board and writes the headings “Big organs” and “Small organs”. T helps Ss brainstorm a list of three or more organs according to each category. Volunteers come to the front of the class and write the organs on the board.
T encourages Ss to make comparisons using the comparative adjective: “smaller” and “bigger” for example: “The brain is bigger than the kidneys”.
Development (15 mins.)
T introduces making comparisons using comparative adjectives. T asks Ss to put a list of adjectives in comparative form.
Ss complete a list of statements using comparative adjectives.
Consolidation (15 mins.)
In pairs, Ss write 5 comparisons on their notebook.
Closure (10 mins.)
T asks volunteers to come to the front of the class and write their sentences. T gives Ss feedback on the topic. 
Introduction (10 mins.)
T writes a few questions on the board and asks Ss to answer them:
  1. What is the most important organ? (brain or heart)
  2. What is the largest internal organ? (liver)
  3. What are the strongest parts of the body? (bones)
  4. What is the largest external organ? (skin)
Ss compare their answers with others.
Development (15 mins.)
T introduces making comparisons using superlatives adjectives. T asks Ss to put a list of adjectives in superlative form.
Ss complete a list of statements using superlative adjectives.
Consolidation (15 mins.)
In pairs, Ss write 5 comparisons on their notebook.
Closure (10 mins.)
T asks volunteers to come to the front of the class and write their sentences. T gives Ss feedback on the topic. 
Ss choose one body system to work on for the project. Ss have to express why they choose this system. Ss do a research on this system and take notes on their notebooks.
Ss bring out the chart of the system they chose and the notes they wrote in cards.
Ss write a summary of the functions of the body system.
Ss create the diagram using a piece of cardboard and label its parts. Ss paste the summary on it.
Ss present their diagram in front of the class.
Ss display the chart on a visible place in the classroom.