Author:
Ashley Johnson, Amber Hoye
Subject:
Languages
Material Type:
Activity/Lab
Level:
Middle School, High School, Community College / Lower Division, College / Upper Division
Tags:
Body, Doctor, Medicine, Patient, Spanish
License:
Creative Commons Attribution Non-Commercial Share Alike
Language:
Spanish

Spanish Level 2, Activity 12: Partes del Cuerpo / Parts of the Body (Online)

Spanish Level 2, Activity 12: Partes del Cuerpo / Parts of the Body (Online)

Overview

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.

About the Pathways Project

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact amberhoye@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

Looking for the English Version of this activity to adapt for your language? CLICK HERE

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact amberhoye@boisestate.edu.

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials in Spanish, follow the instructions below:

  • Google Slideshows:
    • To begin, go to File -> Copy to create an editable version of the slideshow.
    • Once finished with your changes, please complete the following steps to share:
    • Click on Share
    • Who Has Access
    • Ensure link sharing is on and allow external access.
  • Materials Saved as PDF: Please email WLRCLAR@gmail.com and we will provide you with an editable copy. Please allow up to two business days for a response. For YouTube videos and other websites, hyperlinks are provided. 

3. Adapt for Another Language:

  • See the linked English Version at the top of the activity (English Version may not be available for all activities)

Activity Instructions

Activity Title (in your target language)

Partes del cuerpo

Description:

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.

Proficiency Level:

Novice Low

Keywords:

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 Content Standards for World Languages:

  • 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.

NCSSFL-ACTFL Can-Do Statements:

  • I can identify and describe parts of the body
  • I can listen to and understand commands
  • I can use clues to help others understand 
     

Materials Needed:

Warm-up

  • 1. Begin by introducing the Can-Dos for today’s activity. Display the Slideshow that will prompt each section of the activity. 
    • “Hoy vamos a jugar Taboo virtual. Cada uno va a recibir el link con el slideshow.
  • 2. Each student will choose a picture from the slide with a picture of a vocabulary word on it. Students will take turns describing the picture in their slide and the next person will guess the vocabulary word. 
    • “Para el calentamiento, van a tomar turnos para describir la foto de la diapositiva. Una persona va a escoger una foto para describirla y también escoger a una persona para que adivine la palabra de vocabulario descrita.”

Main Activity

  • Since students don’t know the subjunctive yet, we will teach them “deber” and “tener que” to make recommendations to start the main activity.
    • “Primero, vamos a repasar un poco de vocabulario que vamos a usar para la actividad principal.”
      • Por ejemplo: “Debes tomar más agua.” 
      • Por ejemplo: “Tienes que comer menos comida chatarra.” 
  • For the main activity, you have two options as a lab assistant. The first option is to do three examples with them and put them in break out rooms. The second option is to do it as a whole lab. You  will be showing the students pictures of injuries. The students will take turns stating what body part is injured, thinking of a hypothetical scenario that could have caused the injury, and a possible solution to heal the body part. It is recommended to do the first image as an example. 
  • For example: “In the photo, the HAND is hurt. “You should go to the doctor” or “You have to take an aspirin.” 
    • “Para la actividad principal, hay una serie de fotos en los diapositivas. Ustedes deben determinar cuál parte del cuerpo está lastimada (HURT) en la foto. Después, deben practicar con las frases “Debes” o “Tienes que” para recomendar una solución.” 
    • Por ejemplo: “En la foto, la MANO está lastimada. “Debes ir al doctor” o “Tienes que tomar una aspirina.” 
  • Remember that students should be taking turns identifying the body parts that are hurt and giving recommendations for solutions.
    • “Lo importante es que todos tomen turnos identificando qué parte del cuerpo está mal y que recomiendan. ¡Pueden ayudarse el uno a el otro!"

Wrap-up

  • ¿Alguna vez se te rompió un hueso?
  • ¿Tienes algún 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!

NCSSFL-ACTFL Can-Do Statements:

  • I can identify and describe parts of the body
  • I can listen to and understand commands
  • I can use clues to help others understand