PARTS OF THEBODY

GROUP MEMBERS: Sonia Pérez López, Olivia Rodriguez López, Sonia Romero Lara, Ester Pastor Ibáñez and Sonia Vidal Granda.

2

INDEX1. General Objectives

2. Assessment task

3. Activities:1. Activity 1: Raining

knowledge.2. Activity 2: Move your body!3. Activity 3: Roll the dice.4. Activity 4: Making a

silohuette.4. Rubrics

5. Conclusion

3

Level: Preschool children Age: from 5 to 6 years old Area: the three areas of infant curriculum

Global methodology Group dynamic Number of pupils: 22

Plurilingual school

4

1. Identifying parts of the body.  

2. Following teacher’s instructions. 

3. Working cooperatively, taking care of tools and using materials properly. 

4. Singing and dancing the body parts song.

Objectives

5

Assessment task1. To know the prior knowledge and to

introduce the topic through a brainstorming.

In pairs – peer assessment + teacher assessment. 2. To learn the song about body parts and to

dance identifying their body parts.  Assessment + teacher assessment

3. Rolling the body parts dice and following the teacher and partners’ instructions.  

Group evaluation + teacher evaluation

4. Following English instructions to draw and complete a huge body silhouette.

Group – individual evaluation + group evaluation + teacher evaluation

6

Raining ideas Objective: To identify parts of the body Instructions: Dynamic meeting

1. Remember and give body words2. Refresh body vocabulary and identify flash-cards3. Move your body. 

“Touch your nose” (Skills demostration)

Student learning outcomes: CONTENT:  Basic parts of the body  COGNITION:  Learning parts of the body and their function.  CULTURE: To demonstrate interest in personal identity the

characteristics and use of body parts.  COMMUNICATION: 

What is it?  This is…  Where is your…?  Can you…? 

7

Move your body! Objective: To sing and dance the song about parts of the body Instructions:

1. Pay attention2. Follow teacher’s instructions.

Student learning outcomes: CONTENT:  Basic parts of the body (head, shoulders, knees and

toes…)  COGNITION:  Identifying the main joints and parts situate them

correctly.  CULTURE:  Show interest in learning English songs.  COMMUNICATION:  

“Let us all march …” 

Roll the dice Objective:

Developing movement and coordination Building strong bodies:

Muscles, bones and hearts

Instructions:1. Take turns and roll the dice.2. Follow teacher and partners’ instructions,taking turns

Student learning outcomes: CONTENT: 

Basic parts of the body (eyes, legs, toes…)  Motor actions (jump, run, touch…) 

COGNITION: Recognize action possibilities of the body.  CULTURE:  Take turns, respect the rules of the game  COMMUNICATION:  

“Can you touch your nose?” “Raise your hand”. 

8

9

10

Making a silohuette Objective: Remember parts of the body Instructions:

1. Make a real student silhouette2. Complete it with body parts labels

Student learning outcomes: CONTENT: Basic parts of the body (lip, face, neck…)  COGNITION: Use her/his body structure to make similar

productions.   CULTURE: 

Establish connections between one’s own actions and the consequence results. 

Demonstrate interests in listening instructions.  COMMUNICATION: 

Can you draw ______, please?  Thank you. 

11

SELF-ASSESSMENTGOOD SO-SO BAD

Activity 1:

I can identify the body

parts.

Activity 2:

I can enjoy singing

and dancing the song.

Activity 3:

I can understand

teacher’s instructions.

Activity 4:

I can differentiate all

parts of the body.

Activity 4:

I can work with my

friends.

12

TEACHER

ASSESSMENT EXCELLENT AVERAGE POOR

Activity 1:

I can identify the body

parts.

Can identify all parts of the body

Can identify five or less parts of

the body

Can identify any parts of the body

Activity 2:

I can enjoy singing and

dancing the song.

Can enjoy singing and

dancing the song.

Can participate, but can’t enjoy

singing and dancing the song.

Can’t enjoy singing and

dancing the song.

Activity 3:

I can understand

teacher’s instructions.

Can understand all teacher’s instructions

Can understand some teacher’s

instructions.

Can understand any teacher’s instructions.

Activity 4:

I can differentiate all

parts of the body in a

picture.

Can differentiate all body parts

in a picture

Can differentiate five or less body parts in a picture

Can differentiate any body parts in

a picture.

Activity 4:

I can work with my

friends.

Can work with his/her friends

peacefully.

Can work with his/her friends hardly ever.

Can’t work with his/her friends

peacefully.

13

Clarifying.... we have made the piece of assessment, taking into account the progression of items, from the easiest to the hardest and always giving examples of how to do it and support.

14

and an attractive bank of activities

Wake up the interest and engagement in the student learning

Improve the learner´s enthusiasm

Create new and original

tasks

Increase the pupils´ level of motivation

INTERACTION

Provide them the highest quality and quantity of English

language

Use dynamic methodologies

through

Use Interesting topics,give answer to their

questions...

Involving all learning styles

Increasing the students´ confidence...

Giving them approvals, congratulations and rewards

Remember...

1

2

3

4

5

LANGUAGEOF

FORTHROUGH

LEARNING

15

Thanksfor your

attention!