![]() You can then finish with the song that you didn’t use above. Alternatively, you could do something on the board such as drawing a monster to their specifications (“How many heads shall we give it?” etc) or ask them to give you their nose, eyes etc, which you pretend to put into a bag or box and then give back as they ask for them. Extension– Given the right equipment and classroom set up, you could do colouring or craft work (see below for ideas). If you’re going to do the song Hokey Cokey (= Hokey Pokey), finish with the monkey or donkey (arms and legs).ġ7. If you are going to do the song If You’re Happy and You Know It (Clap Your Hands), finish with the page with the seal or elephant (“clap your hands” and “stomp your feet”, as in the song). Continue with other pages from the book, revising the previous animals and actions every time with “What can a/ an _ do?” so that you end up with a longer and longer chain of actionsġ5. When you have revealed the next picture and elicited the animal and action, revise “penguin” and “turn my head” from the previous pageġ4. Elicit the name of the next animal in the same way (you might want to do giraffe next as in the book, or you could do buffalo as it is still the same body parts as they learnt in the song “Head Shoulders Knees and Toes”)ġ3. Say “What can penguins do?” and elicit “Turn my head” and the action.ġ2. When they have guessed or you are sure they won’t be able to, open the book to show them the picture of the penguin and elicit the nameġ1. “Am I a monkey?” You can also give clues like “It’s a bird”, “It eats fish” and “It is black and white”ġ0. Say “Can I anyone guess what animal I am?” If they can’t guess or need some prompting to speak, try suggesting some animals, e.g. ![]() Stand up (with the children still seated) and pretend to be a penguin with your feet spread and your arms down at your sides with your hands slightly at an angle from your hips, turning your head while still chanting “Turn my head”. Do the action yourself and get them to copy, maybe chanting “Turn my head” with you.ĩ. Sit them down again and tell them “I can turn my head” and see if they can do the action just from oral prompts (“Where’s your head? What does turn mean? Can you turn it?”). Get them to stand up and sing and do the actions of the song “Head Shoulders Knees and Toes”Ĩ. Do the same with eyes, ears, mouth and nose, and then all of those and the head, shoulders, knees and toes from beforeħ. Do the same, but adding shoulders and kneesĦ. Get kids touching their head then their toes over and over while chanting the words, maybe doing it slowly and then quickly.ĥ. What is a head? Can you touch it? And where are your toes?” You could get them counting their toes for numbers practice and to point out the difference between “toes” and “foot”.Ĥ. Show the cover of the book and point at the title in case some of the students can read it and say “Today I’m going to read you a book, and it’s called From Head to… Toe, good. ![]() Introduce yourself to the kids and maybe practice “What’s your name?”, “How are you?” etc.ģ. Sit the children on the floor or on chairs in a semi circle, making sure that they can all see the book.Ģ. Below are some tips on how to make the most of using this book which I hope will also be useful as a guide for people trying to work out how to use other storybooks with 3 to 10 year olds.Īn example of a 15 to 25 minute (plus extension) lesson plan using From Head to Toeġ. ![]() It is easy to find in bookshops around the world and is particularly useful for second language learners as it has loads of possible actions for TPR (Total Physical Response), covers a range of possible language points and ties in well with songs. Like most books that are popular with native speaker children, it goes down much better with language learners than books especially written for EFL if it is used properly. From Head to Toe is one of the most popular books from the famous storybook writer and illustrator Eric Carle.
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