Identifica las partes del cuerpo que sabes. 

¿Cuales son las partes del cuerpo que te duelen cuando estás enferm@?

ME DUELE

ME DUELEN

Odio cuando…

 ¿Qué te duele?

– – – para el profe – – –

Duration: approximately 60 minutes

Targeted phrases/words:

  • Me duele/duelen
  • partes: cabeza, garganta, estómago, espalda, cuerpo, nariz, etc  (focused on parts that hurt if you are ill)
  • frecuencia: siempre, a veces, casi nunca, nunca

Prep:

  • Download the documents
    • Print 1 body silhouette “cuerpo” notes for each student
    • Print “Tweets” (1 set of 3 pages for a group of 3 students)
  • Download and hang the 4 “Frecuencia” signs for Cuatro Esquinas.
  • Download and print 1 “poster” from Beyond Bien: Enfermedades. Hang on the door.

Daily Objective

Introduce the daily objective. You can use props, acting, and simplified language to explain it.

Explain that they will learn how to identify some body parts, say what hurts, and how often it hurts.

Prior Knowledge

Give them the body silhouette. Ask them to identify all the body parts that they already know how to say.  You may need to point to “cuerpo” and act out that it means “body.”

Tweets

Use the word “pobrecito/a” any chance you can when going over the tweets and during class. If you do a phrase of the week, this would be a good one!

Show the first tweet above. Read the tweet and Point to “me” and point to yourself. Point at “duele” and act out that “duele” means “hurts.” Then ask “¿Por qué le duele?” See if they can identify “ejercicios.” Ask them if they hurt after a lot of exercise.

Show the next tweet and play the video. Point to “me” and point to yourself. Point to “duele” and act it out again. Point to the word “cara” and point to your “face.” Then ask “¿Por qué le duele?” See if they can identify “porque es tan guapo.” Hopefully the video will get a few laughs.

Put students in groups of three and give them a set of tweets to share. Tell them to circle the body parts that they see and underline the reasons why they hurt. Give time to complete the task. Note – The last page of tweets has more complex structures.

Project the body silhouette on a paper that you can write on and tell them to get theirs out. Point to a part and ask them “¿Qué es?” Start labeling the paper and they can do the same on theirs. Refer to a tweet with the part to see if they can figure it out… If you are yelling for your team, what would hurt?

Extension: Show the “duele/duelen” image. See if they can figure out the rule using the tweets for when “duelen” is used. “Guide” them to discover this on their own. Connect that this verb works like “gustar.” It may take a some time for them to do this correctly.

Four Corners

Ask them if something hurts them. They go to the corner (download/print posters) that represents how often that hurts them. Then add some additional context (that they are already familiar with) to see if they change their opinion. Examples:

  • ¿Te duele la cabeza? (they go to corner)
    • …cuando estás en la clase de matemáticas? (they go to corner)
    • …cuando estás con tu familia? (they go to corner)
    • …cuando estás con tus amigos? (they go to corner)
  • ¿Te duelen los pies? (they go to corner)
    • …cuando estás en la clase de inglés? (they go to corner)
    • …cuando estás en la clase de educación física? (they go to corner)
    • …cuando no llevas los zapatos? (they go to corner)

Quick Check

Tell them to close their eyes. Say a body part and they touch it. See how much has stuck.

Complaining

Tell them to partner up. Show the picture from the slide show. They will take turns complaining and saying what hurts when they they are in the situation in the photo. Or they may “brag” that nothing hurts. Give them a set amount of time (like 20 seconds) to tell their story and complain. This is similar to a Pecha Kucha. Encourage them to use words like: cuando…/mucho/poco/siempre/a veces/nunca. Model the first one for them with a few possible answers.

Check for Learning

Refer back to the daily objective.

Door Check

Hang up the “Beyond Bien Enfermedades” sign on the door. As they leave, ask them what hurts. Use the word “pobrecito/a” or phrase “Qué te mejores” any chance you can. Read Beyond Bien: Enfermedades for all the details to set it up. Today it will be an exit slip. Starting the next class, use it to greet them for the rest of  the unit.

Another option is to select one of the photos from the previous activity. Tell them to explain what hurts and why.

You can mark their “Objective Sheets” if they can do it at their proficiency target.

Remind them to be working on their experiences, especially if one relates to this objective.

If they are using the “Unit Vocabulary Sheet,” give them time to write down what they learned today.

Extension Ideas

    • Talk to them about their new homework options (on main unit page) for the unit. See if they have any ideas for the “My Idea” part.

      • Put a sign up list for them to be the greeter at the door.
      • They find social media posts or memes with “duele” and a part.
      • They “post” about something that hurts and why.

      Expand their vocabulary by using more advanced “frecuencia” words like: rara vez, ocasional, a menudo, casi siempre, constante – during the 4 corner activity.

      Play “Lo tengo” with body parts. Let students make the cards as a team.

    Share your resources and ideas with the community below!

    4 Comments

    1. Anna Bueno

      Hola,
      On the “talking/complaining” section you mentioned to show the pictures from the slide show. I have not found them. Do you mind helping me? Thanks!
      Anna

      • Kara Parker

        Hi Anna! Hover over the picture under the “Odio cuando” text. There are arrows on the left and right to click on. I’ll see if I can make that more prevalent!

    2. Rose Wywrot

      I played the song “Duele el corazón” by Enrique Iglesias since it is referenced in one of the tweets, but I showed this video with the lyrics: https://www.youtube.com/watch?v=vSk_xOy6Bwc

      DO NOT play the official video unless previewing. I asked my students to figure out why her feet would hurt with the guy trying to steal her away from her partner and then we came up with reasons why she would stay with the boyfriend who makes her heart hurt (a few are mentioned in the song, but we didn’t dive into the lyrics that deeply).

    3. Marta Harrington

      Kara the GIF for the tweets is gone:(

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