Clip Art for Head Shoulders Knees and Toes Printable

This is a lesson plan based on the popular children's song Heads, shoulders, knees and toes which is aimed at pre-readers under half-dozen years' erstwhile.

Source: JGI/Jamie Grill, Blend

Introduce and practise the vocabulary

1. Say 'head' clearly pointing to your head and get children to repeat. Do aforementioned for all the torso parts in the song. Echo a number of times.
   Without pointing, say word clearly and encourage children to signal to the advisable part of their body.
2. Check meaning: Betoken to your caput and say 'shoulders' and enquire 'yeah or no?' Do the same for other parts, sometimes being right and sometimes not.
   Point to a office of the body and encourage children to say the give-and-take.
3. Go through the song slowly with the movements, first modelling for children to run across what they need to practice and then encouraging children to join in. Choice upwards the speed of the song as children get more confident.
4. Play a game based on the key vocabulary like this – information technology includes basic colour vocabulary that children should already know:

• Ensure children have coloured pens or pencils and an uncoloured picture of a person.
• Model the activity, so children know what they have to exercise. Say, 'the rima oris is blue' and hold upwards the picture show and colour the oral cavity blueish.
• Play the game past giving like instructions.
• Give the children plenty of time to detect the right picture, the right colour and practice the colouring.
• If the children are confident, encourage them to give you or their classmates similar instructions.

five. Sing the vocal over again at the end of the lesson.

half dozen. Brainstorm the next lesson with a check of the vocabulary and sing the song over again. Children will savor singing a song they already know, but practice not assume they will all remember the song and the vocabulary. Young children learn quickly and forget chop-chop if they don't practise.

Subsequently singing the song, the following activities can be added to the lesson:

Action 1

Show pictures of the parts of the torso with the words clearly written beneath. Say the words while pointing to the words. Give out pictures of the parts of the body and separate pieces of paper with the words on which children must friction match. This tin can exist washed in groups of two or three. If the grouping is bigger some children may non really participate and be left out.

Action 2

Ask the children to draw a person (themselves or mayhap you!) and to label the torso with the words they have learnt. They may know some other parts of the body that they can add – you may take to aid with spelling.

Activeness 3

Split the class into teams – ideally 9 members in each team. Choose a confident and outgoing child from each squad to stand or sit at the front end of the class and exist THE Torso. Other members of the team each get a sticker with a word of a part of the body written on information technology. Each team stands backside a line away from the front of the class. One at a time a team member has to run to the front and put the sticker on the appropriate part of THE BODY. Information technology is a race and the kickoff team to correctly label their BODY are the winners. If the children know other parts of the body, y'all tin can as well apply these words – it can become very funny if they know the discussion 'bottom'.

Activity 4

Another proficient fashion to practise the vocabulary is to do a picture dictation. East.chiliad. teacher says:this is a monster. He has 2 heads and four eyes, etc. Children have to draw the monster according to the teacher's clarification. Ensure you apply only vocabulary the children have come across before – this can include numbers, colours, sizes and shapes due east.grand.The monster has iv, pocket-size, blue, triangular ears.

Activeness five

Children with a larger vocabulary for parts of the body can be encouraged to write a new verse for the song and and then perform them to each other using the correct actions.

It isn't necessary to pre-teach all the linguistic communication individually as long as you model each activeness and ensure the children are doing the appropriate actions for each part of the song.

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