Spanish Level 2- Face-to-Face Activities

🦵 Spanish Level 2, Activity 12: Parts of the Body / Partes del Cuerpo (Face-to-Face)


A doctor looking at an X-ray
Photo by Anna Shvets via Pexels

Description: In this activity, students will review and practice naming and identifying body parts in Spanish. They will also use the vocabulary they have already acquired to give clues and describe body parts to their classmates.

Semantic Topics: body, doctor, patient, medicine, cuerpo, médico, paciente, medicina

Grammatical Structures: Adverbs, imperfect tense, preterite vs. imperfect, adverbios, el imperfecto, el pretérito vs. el imperfecto

Products: Hospitals, healthcare

Practices: Receiving medical care, giving recommendations

Perspectives: The importance of healthcare

NCSSFL-ACTFL 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.
  • Standard 3.1 – Students reinforce and further their knowledge of other disciplines through Spanish

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 use clues to help others understand.
  • I can understand examples of interactions between doctors and patients in another Spanish Speaking Country
  • I can have conversations about health and illnesses with other Spanish speakers/ doctors who speak Spanish
  • I can compare what healthcare systems and doctor’s visits are like in my country and in other cultures.

Materials Needed:

Would you like to make changes to the materials?
Access the template(s) below:


  1. Begin by opening the Google Slideshow and introduce the Can-Do statements.
    Vamos a leer los can- do statements y empezar con un juego de Heads Up.
  2. Start with the Heads-up cards in a deck, facing towards the middle of the table.
  3. The students are going to play in a big group. One student is going to choose a card from the deck without looking. The student is going to put a card on their forehead so that the rest of the group can see.
    Van a jugar en un grupo grande. Un estudiante va a escoger una tarjeta de la baraja sin verla. Pon la tarjeta en su frente para que el resto del grupo pueda verla.
  4. The rest of the group is going to give hints to the person who has the card on their forehead. The students will give the hints in Spanish only and can’t point to the part of the body it is. They can’t show the part of the body, they can only give hints.
    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 the students will start with 10 points for the game. If a student uses English, they lose a point. If a student doesn’t know a 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.
    Todos los estudiantes van a empezar el juego con 10 puntos. Si un estudiante usa el inglés, se le quitará un punto. Si un estudiante no sabe que pista dar a la persona qué adivina, puede pasar su turno (máximo dos veces) pero perderán un punto cada vez que pase.
  6. 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 de que todos hayan 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.

Main Activity

  1. Introduce how they will pretend that they got sick while visiting Montevideo, Uruguay for this activity.

Nosotros estamos en Montevideo, Uruguay y la mitad de ustedes están enfermos.

  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 a 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 for 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, conjugating the verb to form a sentence. Additionally, the patients will use adverbs to describe their symptoms.
    Los pacientes van a describir sus síntomas usando los 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 intercambien las cartas. 


    1. Ask the following questions to wrap up the lab:
      ¿Alguna vez se te rompió un hueso? (Have you ever broken a bone?)
      ¿Tienes un talento, como tongue-twisting o eres double-jointed? (Do you have any talents, such as tongue-twisting or being 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 and understand commands.
  • I can use clues to help others understand.

Cultural NOtes: 

How to Revise or Remix a Pathways Project Activity

Feeling creative?  The Pathways Project needs your help in revising and remixing activities for the K-16 language classroom.

Try taking an activity to the next level by:

  • Add new content (something you’ve created or another OER source)
  • Contribute additional activity suggestions
  • Integrate authentic materials such as videos, infographics, photos, etc.
  • Suggest how to implement the activity in the classroom
  • Customize the content for a specific audience or group of learners (for example, K-5 learners or to differentiate for student’s needs)


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Let's Chat! Spanish Copyright © 2022 by Amber Hoye; Kelly Arispe; Abby Cain; Alejandra Garcia; Alejandro Montoya; Alexis Araiza; Anna Gamino; Ashley Johnson; Ashley Potzernitz; Ashlyn Nutting; Austin Robishaw; Blake Simony; Brooke Staszkow; Camille Daw; Carla Lara; Cecilia Morales; Chloe Robinson; Claire Werlin; Daniel Felix; Danielle Snyder; Elian Tovar; Emily Hawley; Gabby Bates; German Tovar; Iris Torres; Ismenia Gallegos; Jaelyn Quisel; Jenna Del Toro; Jordyn Preble; Jorge Corea; Julia Dryer; Kailyn Phillips; Kimberly Murphy; Leah Alboucq; Lillian Cobb; Linzy Carpenter; Madalen Bieter Lete; Madi Goertzen; Mariela Montoya; Maya Grubaugh; Mayra Saldivar; Natalie Mendoza; Nicholas Sulier; Ninna Payne; Reynaldo Nunez; Ryan Byrd; Sergio Sarmiento; Sue Juarez; Tea Recanzone; Thaïs Lacar; and Yuliana Cisneros is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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