Faculty of Education, Rabat

Module: Listening

Prof, El Ellami
Prepared By: Oubaha Mohamed

Lesson Plan
Body Vocabulary in Arabic through English

Teacher: Oubaha Mohamed

Age: High school to adults
Level: Beginning
Language: (Arabic) through English
Time: 30 minutes
Date: 18/04/2016
Teaching Objectives:
- Students will learn the Arabic names for certain body parts through English
- Students will demonstrate their knowledge of them through pair work and a song.
Materials Needed:
- Body poster
- Arabic word flash cards with English
- Picture flash cards
Learning/Teaching Activities:
Warm-up/Introduction:
Welcome students to class; encourage them to repeat the welcome. Show body poster and explain that we will be
learning Arabic words through English for body parts today.
Presentation:
Point to head and say word; have students repeat it; show the word flashcard, tape to poster. Do the same for all the
body parts we are covering today:
- Head (Raas)
- Eyes (A'ynain)
- Ears (Udain)
- Mouth (Fam)
- Nose ( Anf )
- Shoulders (Aktaaf)
- Knees (Rukab)
- Toes (Asaabia')

Practice:
Show flash cards of random body parts. Ask what is this: "Mahada ?" ( show flashcard of question). Help students
respond--refer to the poster as often as needed. After at least one time through, take poster down to see if students
really know the words.
Evaluation:
Explain that we are going to sing the primary song "Head, Shoulders, Knees, & Toes" in Arabic. Sing two times if
time allows-second time, faster.
Contingency Plan:
(If time allows it, do this activity before singing the song) Divide class into partners. Have each student point to a
certain body part(s) and ask, "Shoo Hada?" Then the other partner points and asks.
Conclusion:
Homework: Work on song at home, tomorrow each student will sing it in front of the class with a partner.

Self-Evaluation:
First of all, I would like to address the change I made in the practice and contingency plan. I did not feel that there
would be enough time to get to the pair work so I modified it a little and made it into a contingency plan. However,
the class picked up on the words so fast that I did have time for it. I was grateful for that because I think pair work
is important even at a beginning level. Students need to practice communicating to each other and not just to the
teacher.
There was just one thing that I thought I should have concentrated on more. I needed to introduce the question
"mahada?" a little better. I think they were a little confused with this at first, but they soon picked up on it.
I feel the lesson, beside the point mentioned above, went very well. The students picked up on the words fairly
easily and they learned them very well as evidenced from their success without the words and poster. During the
pair work, I walked around to see how everyone was doing and was satisfied with what I heard. One student, asking
me for help in remembering the word for knees, used the Arabic, "Mahada?" pointing to the knees. It was also good
to sing to a tune they knew well, which helped them concentrate on the words themselves. I also think that its easier
to remember vocabulary when it is set to music or a rhyme. This lesson accomplished the goals set forth in the
objectives.