Note for teachers using this lesson plan

Before the lesson, ensure you have charts or posters showing the lips and tongue, as well as individual pictures for pupils to colour. Prepare crayons for the colouring activity. The central idea is for pupils to identify their lips and tongue and state one or two simple uses for each. Successful learning will be observed when pupils can point to their lips and tongue, show their tongue, and say simple words like “talk” or “eat” in connection with these body parts.

Class: Pre-School Level 1
Term: Second Term
Week: 10
Age: 2 years
Duration: 30 minutes
Subject: Pre-Science
Curriculum Theme: Pre-Science
Previous Lesson: Other Parts of the Body
Topic: PARTS OF THE BODY – THE LIPS AND THE TONGUE
Subject Matter: The Lips and the Tongue: Identification and Uses

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

Identify their lips and tongue when asked.
Name their lips and tongue.
State one or two simple uses of the lips (e.g., for talking, eating, smiling).
State one or two simple uses of the tongue (e.g., for tasting, talking, licking).

Affective Domain

Listen attentively to the teacher.
Participate in classroom activities.
Show interest in learning about their body parts.

Psychomotor Domain

Touch their lips and show their tongue.
Colour pictures of lips and tongue.

Share colouring materials with peers.
Take turns during activities.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 1
Early Childhood Care and Education resources

Instructional Materials

Charts showing parts of the face, specifically highlighting the lips and tongue.
Posters with clear images of lips and tongue.
Individual pictures of lips and tongue for colouring.
Crayons.
Small hand mirror (optional, for pupils to observe their own lips and tongue).

Rationale for the Lesson

This lesson is important for 2-year-olds as it helps them develop self-awareness and understand the basic functions of their body parts. Learning about the lips and tongue connects to their daily experiences of eating, talking, and expressing emotions, laying a foundation for understanding their physical self.

Prerequisite/Previous Knowledge

Pupils are familiar with identifying some other basic parts of their body like eyes, nose, ears, and hands.

Lesson Content/Board Summary

THE LIPS AND THE TONGUE: IDENTIFICATION AND USES

What are the Lips?

The lips are the soft, fleshy parts around our mouth. We have an upper lip and a lower lip.

Uses of the Lips:
- We use our lips to talk.
- We use our lips to eat food.
- We use our lips to smile and show happiness.

What is the Tongue?

The tongue is the soft, muscular part inside our mouth. We can push it out and pull it back in.

Uses of the Tongue:
- We use our tongue to taste our food (sweet, sour, bitter, salty).
- We use our tongue to help us talk clearly.
- We use our tongue to lick things like ice cream.

Key Words

Lips – The soft parts around our mouth.
Tongue – The soft part inside our mouth.
Talk – To speak words.
Eat – To put food in our mouth.
Taste – To know the flavour of food.
Smile – To show happiness with our mouth.

My Lips and Tongue Rhyme

Tune: “Twinkle, Twinkle Little Star”

My lips, my lips, so soft and red,
They help me talk and eat my bread.
My tongue, my tongue, inside my mouth,
It helps me taste from north to south.
Lips and tongue, so good for me,
Happy body, as you see!

Actions: Point to lips, pretend to talk, pretend to eat. Point to tongue, stick out tongue, pretend to taste. Clap hands.

Watch and Learn About Our Mouth

https://www.youtube.com/watch?v=R0i-4E8-bF4

💡 Teacher Guide for Using This Board Summary

How to teach the content: Use the charts and posters to clearly show the lips and tongue. Point to your own lips and tongue as you explain. Keep explanations very simple and use short, clear sentences. Ask pupils to repeat the names “lips” and “tongue” several times.

What to show or demonstrate: Demonstrate talking, eating (pretend), smiling, tasting (pretend), and licking (pretend) to illustrate the uses. Encourage pupils to imitate these actions. If using a hand mirror, allow pupils to look at their own lips and tongue briefly and safely.

How to use the rhyme/song: Sing the “My Lips and Tongue Rhyme” slowly and clearly, demonstrating the actions. Repeat the rhyme 2-3 times, encouraging pupils to join in with the actions and simple words. This helps reinforce the vocabulary and functions.

How to use the video: Introduce the video as a fun way to learn more about our mouth, including lips and tongue. Play the video and encourage pupils to watch and imitate any actions or sounds they hear related to the topic. After watching, briefly discuss what they saw about lips and tongue.

What to watch for: Observe if pupils can correctly point to their lips and tongue. Listen for their attempts to say “lips” and “tongue” and simple uses. Provide gentle correction and plenty of praise for participation.

Teaching Methods/Instructional Techniques

Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Repetition, Practical Activity.

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils warmly and sings a familiar “My Body” song (e.g., “Head, Shoulders, Knees and Toes”). The teacher then tells pupils they will learn about two special parts of their face today: the lips and the tongue.

Pupils’ Activity: Pupils respond to greetings, sing along with the song, and listen attentively to the introduction.

Learning Point: Pupils are engaged and recall previous knowledge about body parts.

Step 2: Identification of Lips

Time: 5 minutes

Teaching Skill: Identification/Demonstration

Teacher’s Activity: The teacher shows a chart of a face, pointing to the lips. The teacher then points to their own lips and says, “These are my lips.” The teacher guides pupils to touch their own lips and repeat, “My lips.”

Pupils’ Activity: Pupils look at the chart, point to their own lips, and repeat “My lips” after the teacher.

Learning Point: Pupils can identify and name their lips.

Step 3: Uses of Lips

Time: 4 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher asks, “What do we do with our lips?” and guides pupils to say “talk,” “eat,” and “smile.” The teacher demonstrates talking, pretending to eat, and smiling, encouraging pupils to imitate.

Pupils’ Activity: Pupils respond with simple words or actions, and imitate the teacher’s demonstrations of talking, eating, and smiling.

Learning Point: Pupils understand simple uses of their lips.

Step 4: Identification of Tongue

Time: 5 minutes

Teaching Skill: Identification/Demonstration

Teacher’s Activity: The teacher shows the chart again, pointing to the tongue inside the mouth. The teacher then sticks out their own tongue and says, “This is my tongue.” The teacher guides pupils to stick out their tongues and repeat, “My tongue.”

Pupils’ Activity: Pupils look at the chart, stick out their own tongues, and repeat “My tongue” after the teacher.

Learning Point: Pupils can identify and name their tongue.

Step 5: Uses of Tongue

Time: 4 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher asks, “What do we do with our tongue?” and guides pupils to say “taste,” “talk,” and “lick.” The teacher demonstrates pretending to taste food and licking, encouraging pupils to imitate.

Pupils’ Activity: Pupils respond with simple words or actions, and imitate the teacher’s demonstrations of tasting and licking.

Learning Point: Pupils understand simple uses of their tongue.

Step 6: Reinforcement Activity

Time: 3 minutes

Teaching Skill: Activity/Consolidation

Teacher’s Activity: The teacher leads the pupils in singing the “My Lips and Tongue Rhyme” with actions. The teacher then distributes pictures of lips and tongue for pupils to colour using crayons.

Pupils’ Activity: Pupils sing the rhyme with actions and then colour the pictures of lips and tongue beautifully.

Learning Point: Pupils reinforce learning through song and a creative activity.

Step 7: Evaluation/Review

Time: 4–5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

“Point to your lips.”
“Show me your tongue.”
“What do we do with our lips?” (e.g., “talk” or “eat”)
“What do we do with our tongue?” (e.g., “taste” or “lick”)

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summary/Praise

Teacher’s Activity: The teacher praises the pupils for their participation and good work. The teacher briefly recaps that lips and tongue are important for talking, eating, and tasting. The teacher instructs pupils to pack up their crayons.

Pupils’ Activity: Pupils respond to praise and help tidy up the classroom materials.

Learning Point: Pupils recap the lesson and develop good classroom habits.

Lesson Keywords

Lips – The soft parts around our mouth.
Tongue – The soft part inside our mouth.
Talk – To speak words.
Eat – To put food in our mouth.
Taste – To know the flavour of food.
Smile – To show happiness with our mouth.

Differentiation

Support: For pupils who are struggling, the teacher can provide more one-on-one guidance, use hand-over-hand to help them touch their lips/tongue, or provide larger pictures for colouring. Repeat key words and actions more frequently.
Extension: For pupils who grasp the concepts quickly, the teacher can ask them to identify lips and tongue on pictures of different people or even simple animal faces. Encourage them to use more descriptive words like “red lips” or “pink tongue.”