Learning Body Parts

Curriculum Context

Subject: Modern Foreign Languages (MFL)
Age Group: Year 1 (5–6 years old)
Adherence to UK Standards: Based on the national curriculum objectives to introduce basic vocabulary in another language, particularly focusing on phonetic awareness and understanding of written words. This lesson encourages curiosity and confidence in a foreign language (Urdu) while integrating visual and interactive learning to aid language acquisition.

---

Learning Objective

By the end of the lesson, students will be able to:

• Identify and name at least 10 body parts in Urdu.
• Associate Urdu words with visual representations (pictures).
• Understand and form small sentences using these body parts.
• Demonstrate understanding through an engaging worksheet.

---

Lesson Duration & Structure

Total Time: 50 minutes
Class Size: 15 students

Time	Activity	Resources
5 mins	Starter Activity: Introduction to Urdu Language	Visuals on board, Urdu script cards
15 mins	Teaching Body Parts Vocabulary with Pictures	Flashcards with pictures and words
10 mins	Practice Pronunciation in Groups	Teacher-led pronunciation
10 mins	Independent Assessment with Worksheets	Pre-prepared worksheets
10 mins	Plenary: Roleplay and Recap	Students interacting and demonstrating learning

---

Materials Required

• Flashcards containing pictures of body parts with Urdu labels.
• Individual printed worksheets (age-appropriate).
• Small whiteboards and markers for drawing or practising Urdu forms.
• Lively background Urdu music (optional and age-appropriate) to set the ambiance.

---

Lesson Breakdown

Starter Activity (5 minutes)

1. Begin by greeting students and explaining the theme of the day: learning body parts in Urdu.
2. Use a world map or globe to show where Urdu is spoken (e.g., Pakistan, certain regions in India, and parts of the broader UK community).
3. Give an exciting fact about Urdu to spark interest, for example: "Did you know Urdu is written from right to left and has the same alphabet as Arabic?"
4. Show a card with the word "سر" (head) and explain that we’ll learn more body parts like this.

---

Main Teaching Input (15 minutes)

1. Step 1: Using Picture Flashcards

   • Hold up a flashcard showing one body part (e.g., a head) and its name in Urdu script and transliteration (e.g., "سر [sar]").
   • Say the word out loud 2–3 times and have students repeat it in unison.

2. Step 2: Introducing More Vocabulary

   • Continue with other body parts:
     1. Head – سر (sar)
     2. Eyes – آنکھیں (aankhein)
     3. Nose – ناک (naak)
     4. Mouth – منہ (munh)
     5. Hair – بال (baal)
     6. Ears – کان (kaan)
     7. Hands – ہاتھ (haath)
     8. Legs – ٹانگیں (taangein)
     9. Feet – پاؤں (paon)
     10. Fingers – انگلیاں (ungliyan)
   • For each word, showcase both the Urdu script and pronunciation.

3. Step 3: Actions with Vocabulary

   • Link body parts to physical actions for better recall. For instance, “Touch your ناک (naak)!” when stating the word for nose.

---

Group Practice: Pronunciation & Pair Work (10 minutes)

• Activity: Students take turns practising pronunciation in pairs.
• As they name the body parts, encourage them to point to the correct body parts on themselves or a peer.
• Use whiteboards for students to copy and practise writing simple Urdu body part names (e.g., "سر" or "آنکھیں").

---

Independent Activity: Worksheet Completion (10 minutes)

• Hand out worksheets with two sections:
  1. Match the picture of the body part with the correct Urdu word.
  2. Fill in the blanks in small Urdu sentences, e.g.:
     • "My ___ is aching." (سر)
     • "She touched her __." (ناک)

---

Plenary: Roleplay & Recap (10 minutes)

1. Bring students together for a short roleplay where they can practise sentences about body parts they’ve learned in Urdu.
   For example:
   • Teacher: "I have two آنکھیں. What do you have?"
   • Student: "I have two کان."
2. Use this time to reinforce pronunciation and clarity.
3. End the lesson with an enthusiastic recap game:
   • Point to a body part and have students shout the Urdu name.
   • Award small stickers to students for participation and effort.

---

Assessment & Differentiation

Formative Assessment:

• Observe student participation during group recitation and interactions.
• Check completed worksheets for understanding and accuracy.

Differentiation:

• For advanced learners: Encourage them to write or say full sentences in Urdu using the newly learned words.
• For learners needing support: Pair them with stronger peers during pair work and provide Urdu transliterations in English for worksheets.

---

Teacher's Reflection

• What went well? Did the students engage with the flashcards and roleplay?
• What could be improved? Was the worksheet too easy or too hard for their ability level?
• Plan the next lesson to build on their body parts vocabulary, possibly using songs or games.

---

End of Lesson Plan