Spanish Level 2, Activity 12: Parts of the Body / Partes del Cuerpo (Face-to-Face)
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Partes del Cuerpo/Parts of the Body, Novice Low
In this activity, students will review and practice naming their body parts in Spanish. They will also use the vocabulary they already know to give clues to their classmates to describe a body part. Students will practice asking and answering questions relating to the body and come up with solutions for illnesses.
body, doctor, patient, medicine
World Readiness Standards:
- Standard 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 1.2 Students understand and interpret spoken and written Spanish on a variety of topics.
- Standard 1.3 Students present information, concepts, and ideas in Spanish to an audience of listeners or readers on a variety of topics.
Idaho State World Language Standards:
- COMM 1.1 - Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
- COMM 2.1 - Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- COMM 3.1 - Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.
- CONN 1.2 - Relate information studied in other subjects to the target language and culture.
Relevant NCSSFL-ACTFL Can-Do Statements:
- I can identify and describe parts of the body.
- I can listen and understand commands.
- I can use clues to help others understand.
Would you like to make changes to the materials? Access the template(s) below:
- Heads Up Cards (Canva Template, free account required)
- Patient and Doctor Cards (Canva Template, free account required)
1. Begin by opening the Google Slideshow and introduce the Can-Do statements.
2. Start with the Head's Up cards in a deck, facing towards the middle of the table.
"Empieza con las tarjetas de Head’s Up en una baraja, mirando hacia abajo en medio de la mesa."
3. The students are going to play in a big group. One student will choose a card from the deck without looking. The student will put the card on their forehead so that the rest of the group can see.
"Los estudiantes van a jugar en un grupo grande. Un estudiante va a escoger una tarjeta de la baraja sin verla. Los estudiantes van a poner la tarjeta en su frente para que el resto del grupo pueda verla."
4. The rest of the group will give hints to the person who has the card on their forehead in only Spanish without pointing or showing what part of the body it is.
"El resto del grupo va a dar pistas a la persona que tiene la tarjeta en su frente. Los estudiantes van a dar pistas en español y no pueden señalar qué parte del cuerpo es. No pueden mostrar la parte del cuerpo, sino pueden dar pistas."
5. All of the students will start with 10 points for the game.
"Todos los estudiantes van a empezar el juego con 10 puntos."
6. If a students uses English, they lose a point.
"Si un estudiante usa el inglés, se le quitará un punto."
7. If a student doesn't know what hint to give to the person guessing, they can pass their turn (maximum of 2 times) but they will lose a point for every time they pass
"Si un estudiante no sabe que pista dar a la persona qué adivina, puede pasar su turno (máximo dos veces) pero perderán un punto por cada vez que “pase.”"
8. If the student who is guessing can't name the body part after everyone has given a hint and they don't have more hints, the student guessing can ask what the body part is. However, they will lose a point.
"Si el estudiante que está adivinando no puede nombrar la parte del cuerpo después que todos han dado una pista y ya no tienen más pistas, el estudiante quién está adivinando puede preguntar cuál es la parte del cuerpo. Sin embargo, se le quitará un punto."
1. The students will be divided evenly into two groups. The doctors and the patients.
"Vamos a dividirnos en dos grupos. Los pacientes y los médicos."
2. The patients will be given the “El Paciente” cards and the doctors the “El Médico” cards.
Los pacientes van a recibir las cartas designadas con los síntomas del paciente. Los medicos van hacer preguntas de la carta, escuchar los síntomas, y después recomendar una solución."
3. The doctors will use the guidelines in the card to ask and provide solutions for the patients. They will also use verbs to describe the solution.
"Con la carta, los médicos van a preguntar a los pacientes de qué están mal."
4. The patients will use the information from the cards to tell the doctor their problems, they will conjugate the verb to form a sentence. Additionally, the patients will use their adverbs to describe their symptoms.
"Los pacientes van a describir sus síntomas usando adverbios. Los médicos van a describir la solución al problema usando adverbios."
5. When they are finished, the students will switch sides. They should also use a different “El Paciente” card.
"Ahora van a intercambiar papeles. Los pacientes tienen que usar cartas diferentes para variar los síntomas entonces por favor de intercambiar las cartas."
Extra Activity (if time permits)
1. Students will form a circle.
"Vamos a formar un círculo."
2. Students will follow "Simon"'s instructions. The students will start at the same time and will be eliminated from the circle if they do not follow Simon's instructions.
"Todos van a comenzar a la misma vez y van a ser eliminados si no siguen las reglas de Simón. Si no digo "Simón dice" y sigues el mandato, vas a ser eliminado."
3. NOTE: Include some commands that don't say Simon says in order to throw off some participants.
Simón (no) dice:
- toca tu cabeza
- levanta tus brazos
- toca tu garganta
- toca tu corazón
- toca tu oreja
- levanta tu mano
- señala tu dedo
- toca tu espalda
- toca tu estómago
- toca tu pie
- toca tu pierna
- toca tu rodilla
- toca tu pelo
- toca tu nariz
- toca tus labios
- cierra tus ojos
- abre tu boca
Ask the following questions to finish the lab:
1. ¿Alguna vez se te rompió un hueso?
2. ¿Tienes un talento, como tongue-twisting, o eres double-jointed?
End of lab:
• Read Can-Do statements once more and have students evaluate their confidence.
(Use thumbs up/thumbs down or download our student cards.)
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!
Relevant NCSSFL-ACTFL World Readiness Standards:
- I can identify and describe parts of the body.
- I can listen and understand commands.
- I can use clues to help others understand