Cancion head shoulders knees and toes letra
Head, shoulders, knees, toes letter
First, the friends name four of the main parts of the body: head, shoulders, knees, and toes. Then, they name four parts of the face that are very important: eyes, ears, mouth and nose. Sing the song with your child several times and then go over the words together.
Explain that the head is an important part of the body because that’s where the brain is, which manages everything else. The shoulders are important because they allow people to move their arms in many directions, while the knees and toes help people walk properly.
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I am not looking for a translation of the song, I am looking for a or several «traditional» song(s) in Spanish that teach children the names of the body parts – so far Piececitos is along the lines of what I am looking for. Thanks.
There is a more politically correct version on the Internet that changes it to «el médico le ha dicho que ponga las orejas tiesas». But the one from my childhood, my children’s, goes with beer and all… In fact, this version by Rosa León is the one I remember the most, yes, with the original they would have a fit 🙂 🙂
I also think that it IS important that it exists in Spanish if we want to use the song as a reference, or we leave the receivers lost by talking to them about something that doesn’t exist (or that they don’t know, because it’s not widespread)… However, changing the whole song for another one… seems to me perhaps too much. If you could give us the phrase in which it appears, or the context (if it is a list of activities, or if it is only alluded to in the text in passing) it would help us to find the most appropriate solution, so, without more context, it does not seem to be a problem to translate it literally (perhaps with a small note from the translator, to clarify «traditional children’s song in XXX to teach blablablabla).
1:50head, shoulders, knees, knees and feet – nursery rhymeskidsthings from pequesyoutube – 2 jul 2015
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Lesson: General: Time: 40 minutes -1 hour Objectives: Say the names of zoo animals and reproduce their sounds Structure: «Let’s go to the…» » What will we see at…?» Vocabulary: zoo,
Lesson: General: Time: Objectives: Structures: Vocabulary: 40 minutes -1 hour Identify vocabulary for different modes of transportation Say, how do you go to school » How did you get here today?»
Lesson: General: Time: Objectives: Structures: Vocabulary: 40 minutes -1 hour Identify and say 5 different classroom objects » What is this?» » What color is this?» table, chair, bookcase,
Lesson: General: Time: Objectives: Structures: Vocabulary: 40 minutes -1 hour Talk and ask questions about health and illness » What’s wrong?» » What’s wrong with you?» » I have…» headache, cough, pain
Head shoulders shoulders knees feet in spanish
The teacher hands out a piece of rope to a number of students who have volunteered, they spread out around the space, put the rope over their shoulders and move around the space to the rhythm set by the teacher. Then following the rhythm and moving themselves, they move the rope around the space.
To begin today’s session, we will work on phrases, with the objective of learning to discriminate aurally. To do this, we use a 4 time signature, with a total of 3 measures in which the following notes appear: E, G, E G / G, G, A, G, E / E, E, G, G, C.
4 In the following activity the teacher takes out ten students and depending on the moment and tempo of the song the selected ones move alone through the space, in pairs through the whole space, in pairs in the same space or kinesphere or in pairs in the middle of the kinesphere.