Short texts in English for children and beginners. "Body parts"

Marina Shevelkova

my body.

Acquaintance with new lexical material

Goals and objectives:

Educational: activate previously studied lexical and grammatical structures in children's speech, repeat the names of body parts, colors

Developing: to develop the cognitive activity of children; develop an ear for music, memory, attention, dexterity, physical activity, a sense of rhythm.

Educational: to cultivate interest in English classes.

Equipment: a toy kitten, handout - task sheets, felt-tip pens, a magnetic fishing rod, 8 cardboard fish with metal clips on the fins (colors are glued to the fish); rug imitating a lake;

Stages (Progress of the lesson)

I Introduction. greetings. Organizing time.

Teacher: Hello, children! I'm happy to see you today! Let's say HELLO to our parts of the body. They work for us day by day, they deserve polite treatment.

You are so nice!

Hello my shoulders!

Hello my knees!

Stay healthy please

My body, my tummy

My back and my arms!

Stay healthy, my body!

Be clear, my mind!

(Children greet parts of their body: nose, eyes, ears, shoulders, tummy, knees, toes, back, arms. They greet them and touch the part of the body called, thereby repeating the vocabulary on the topic “Parts of the body.”)

2. Game "Let's go fishing!" Fishing game. Color repetition.

Teacher: Children, look! There is a small lake full of fish here. But the fish are different colors.

Teacher: Yes! Let's catch the fish with the help of this fishing rod. Let's try to catch the fish.

Child: I have got a blue fish.

3. Riddles: Learning vocabulary on the topic BODY

In any weather,

Tempering the body … body.

From shoulder to hand,

I call the hand ... arm.

A friend extended his hand to me.

The hand was called ... hand

I love great running

Everyone called the leg … leg.

I broke my finger in the ring

Finger in English ... finger.

Bend your leg at the knee

Knee in English ... knee.

From problems and school troubles

I got very sick ... head

For marks bad

I got a nice kick… ear

He has a faster run

Who has longer ... leg

4. Song Head Shoulders Knees and toes

knees and socks

Head, shoulders, knees and toes

Head, shoulders, knees and toes (toes)

knees and socks

And eyes and ears and mouth and nose

And eyes and ears and mouth and nose

Head, shoulders, knees and toes

Head, shoulders, knees and toes (toes)

knees and socks

5. Learning vocabulary Body and face. Application "Clown face". The teacher calls a part of the face in English, the children take (if the teacher calls the magic word PLEASE) and stick it. Take a nose please.

6. Phonetic warm-up.

tongue [t]

by the name , lives in a comfortable warm house, in the mouth of his master. The house has two walls (cheeks)-cheeks, a floor and a ceiling. The tongue loves warmth, so he has two doors in his house: outer - lips lip, inner - teeth teeth

The tongue sleeps on the floor, it is more comfortable there, and at the tip of the tongue, there is a favorite place on the ceiling, on a dais, just behind the upper teeth. The tongue likes to play different sounds: - [ d ], [ t ], [ n ], [ l ], [ s ], [ z ]. This is how the tongue lives, lives, does not go outside, is afraid of a cold. One night, a bad weather broke out, a strong wind blew [u:], the trees rustled and it began to rain. The tongue woke up and began to listen to the sounds outside. At first he heard an owl hooting on a tree [ u ], as a hedgehog snorted very close [ f ], [ v ]. Some bird kept repeating [ : ]. Somewhere in the distance a cow mooed [m], a dog growled [r] and geese [g] cackled. Under the window of the tongue, angrily talking, two beetles hurried to the shelter, [h]. The tongue was sleeping and breathing softly [h].

In a dream, he heard rain pounding on the roof [p]. And in the morning there was no trace of the storm. The sun came out, the birds sang, the flies buzzed

The tongue woke up, stretched like a cat [--], and he wanted to go for a walk. He opened the outer door and at first stuck out only his tip, and then, emboldened, jumped out of the house and ran to the pond. The tongue became merry, began to throw pebbles into the pond [ b ], and then decided to swim. The water was very cold, but the tongue forgot about everything and sat in the pond for a long time, until it froze. He returned to his house, his tip jumped to his favorite place on the ceiling, but even there he continued to tremble slightly. In her haste, the tongue forgot to close the outer door, and she slammed [w]. The tongue quickly closed it, and lay down in bed under the covers.

The tongue failed to protect itself from a cold. His throat hurt, he started coughing [k], he had a fever, and he sneezed several times. The tongue lay and moaned softly until the doctor arrived. First like this [ e ], and then longer [ e: ]. Finally the doctor came, shook his head when he learned about bathing [ :], and told the tongue to say [ : ]. But the tongue got something completely different: strange, then [ i ] and finally

[i:]. The doctor was not satisfied, and then the tongue tried very hard, but he only succeeded. The doctor had to give the tongue a bitter medicine. The tongue swallowed the tasteless pill and said.

Soon he fell asleep and had a wonderful dream. Eight little gnomes came to visit him. They wanted to get to know and play with him. The elder gnome, putting his finger to his lips, said, "he is sleeping, we will not disturb him." And the smallest gnome said: "We will take him off, so we do not interfere with him." And then each dwarf went up to the tongue, politely greeted and said his name. So they met and became friends - a tongue named [i] and eight gnomes [ei],

[ai], [i], [au], [u], [u], [i], [є]. Then they played merrily, and in parting, the tongue asked the gnomes to come to visit him more often in a dream.

7. Lullaby for our tongue

Twinkle, Twinkle Little Star (original by Jason Graves)

Twinkle, twinkle, star

Twinkle, twinkle, little star

Twinkle, twinkle star

How I wonder what you are!

How I long to know who you are!

Up above the world so high

You are so high above the whole world

Like a diamond in the sky!

You are like a diamond in the sky!

When the blazing sun is gone

When the sun goes down

When the nothing shines upon

When nothing shines

Then you show your little light

Then you shine softly

Twinkle, twinkle, all the night.

Twinkle, twinkle all night long

Then the traveler in the dark,

Traveler in darkness

Thanks for your little spark

Thank you for your sparkle.

He couldn't see which way to go

He wouldn't see where to go

If you didn't twinkle so.

If only you didn't shine like that.

When the blazing sun is gone

When the sun goes down

When the nothing shines upon

When nothing shines

Though I don't know what you are,

Let me not know who you are

Twinkle, twinkle, little star.

Twinkle, twinkle, star!

Body Parts

Parts of the body are the first thing a child feels with his skin, the first thing he wants to touch and what he wants to learn how to control. When the mother picks up the baby, he feels her hands, presses against her. He looks at her face, studies its features. When he learns to control his hands, he begins to study first his fingers, then his legs, stomach, face, etc. He also touches and visually studies the body parts and facial features of mom, dad and other close people.

Therefore, let's start learning nouns in English from body parts. They are easy to explain without translation, you can simply point to these parts of the body in yourself, your child, animals and toys.

• For proper use of the materials, please read
• To properly prepare your child for lessons, read
• Don't skip topics, do them one by one. But it is possible and desirable to periodically return to the topics covered.
• Use language transition rituals to start every class right. You can read about them in the Introductory Lessons.
• If you yourself are just starting to learn this language, then it will be useful for you to read

Tasks

Tasks can be done in any order, combined with each other.

#1 The most important task in this thread

In this topic, the child is most important to master:

• construction This is ... (It is ...) / These are ... (this ...)
• the use of possessive pronouns my - my / my / mine)
• plural formation of nouns

An explanation of these structures can be found in the quick grammar reference.

Your task is to name your child and his body parts, as well as the body parts of his toys with the appropriate pronouns.

Example:

1. Show on yourself:

• This is my leg (this is my leg)
• These are my legs (these are my legs)
• I raise my leg (I raise my leg)

2. Show on male toy:

• This is his leg (this is his leg)
• These are his legs (these are his legs)
• He raises his legs (he raises his leg)

3. Show on female toy:

• This is her leg (this is her leg)
• These are her legs (these are her legs)
• She raises her leg (she raises her leg)

4. Show on both toys:

• These are their legs (these are their legs)
• They raise their legs (they raise their legs)

5. Show on the child:

• This is your leg (this is your leg)
• These are your legs (this is your leg)
• You raise your leg (you raise your leg)

6. Show on yourself and the child:

• These are our legs (these are our legs)
• We raise our legs (we raise our legs)

Repeat the same for other parts of the body. Make everything fun! Move actively. Otherwise, it will be a very boring task for the child.

№2

Say phrases from the templates to your child by combining different words. Speak whole phrases, not individual words ("It's my hand", not just "hand"). Be sure to accompany words with positive emotions and actions. Show your body parts, show the body parts of a child, as well as body parts of toys. Encourage him to repeat the movements after you. Don't translate anything. Repeat each phrase several times. It is not necessary to use all phrases and words in one lesson. One such task should last no more than 3 minutes, then finish the lesson or move on to any other task. Use toys, make skits and mini-dialogues with them.

An example of a dialogue (when the toy speaks, change your voice and facial expressions, move the toy):

• — Touch my left hand
• - It is your left hand (a toy or you show your left hand or the left hand of a toy)
• — Touch my right hand
• — It is your right hand(toy or you show your left hand or the left hand of the toy)

Then turn to the child. If he does not understand, then repeat this action with a toy.

№3

See pictures of people and animals (you can see large family photos). It will be good if the pictures or photographs are funny or will evoke positive memories in the child. Show parts of the body and face, name them. Repeat each phrase, view the same pictures or photos several times.

Example:

• This is a nose. (This is nose)
• This is his handThis is his hand)
• This is my leg.(This is my leg)
• This is your head.This is yours head)

№4

You can mold a man from plasticine or draw on paper, and then show his body parts. The man must be funny. Make it very fat and very large (call it He is big / He is small), very high and very low (He is tall / He is low), very thick and very thin (He is thick / He is thin). Blind the leg and attach it in place of the head, shake your head and attach it in place (Is it his head? Oh, no! It is his leg!). Any absurdity will amuse your child, and at the same time cause him the necessary associations for memorizing words.

№5

Read any verse to the child and perform the necessary movements in the text. Show body parts according to the text in the rhyme. You can hum every rhyme to any tune. Repeat the verse several times at one time. Connect toys to the game. Let them also perform movements, show their body parts.

Find the lyrics below. Some verses are repeated from the previous theme. But this only makes the learning process easier for you and your child.

№6

Watch the video, sing along (even if only those words that you know) and perform the movements.

№7

Play the games listed at the end of this topic

New vocabulary

• you should know these new words before starting classes with your child
• You can learn words not all words at once, but in groups of 3-5 words, and gradually add them over several days
• The last column shows transcription in Russian letters as a hint, but I draw your attention to the fact thatRussian letters cannot convey all English sounds . In particular: interdental [s] and [z] (when th is written), English [p], nasal [n] (when ng is written) and special English vowels. Therefore, if you still do not read English well, be sure to first read )

Possessive pronouns: yours (your) his (neuter) Nouns finger on hand finger on the leg foot (feet) tooth teeth) the chin Adjectives: Left-Right Long short Big small High Low Fat thin Verbs: show open - close take - put raise - lower Question words: Unions:

Possessive pronouns: Name: Adjectives: verbs: raise - put down Question words: how much / how many Conjunctions:

[shoulder] [foot (feet)] [tus (yew)] [left right] [large-small] [open close] [take - put] [raise - put down] [how mach / how mani]

Grammar Quick Reference

For parents who are starting to learn the language or who do not speak it well enough:

• You need to master the following grammar rules

1. Good news! Plural Nouns formed by simply adding the ending -s.

Bad news! Sometimes there are exceptions to this rule. But they are few, you just need to know them.

Exceptions to the words of this topic: tooth / teeth - tooth / teeth, hair / hair - hear (no plural)

2. Good news! In English actually no gender concept. Gender can only be determined by the context of the meaning of words in animate beings. Inanimate objects have no gender. Therefore, you do not need to decline pronouns and adjectives. Their forms never change, unlike the Russian language.

3. Bad news! In English, unlike Russian, there is a concept article. The article is such service words that are used with nouns to give them a sign of certainty or indefiniteness. There are only 2 articles in English indefinite a (an - this form is used before nouns beginning with a vowel) and defined the .

• Indefinite article a (an) comes from the English word "one" (one), and literally means one of many. If for the first time you name an object that does not have special signs, then before the noun meaning this word, you need to say a. For example, This is a hand (This is a hand, one of two), This is a finger (this is a finger, one of 10). Accordingly, this article is used only with singular nouns.
• Definite article the comes from the English word "this" (that), and literally means this one. If you single out a specific object with certain characteristics, then the article the is used. For example, This is the left hand (This is the left hand, the left hand is one of a kind).

As can be seen from the examples, depending on the context, both articles can be used with the same nouns. If you are still confused and it is difficult for you to master this concept, which is not at all in your native Russian language, then you can use possessive pronouns before all the parts of the body that you call the child, then you do not need to use articles.

Example: This is my hand. This is your hand. This is my left hand. This is your left hand.

3. In the offer verb must always be present. It is impossible to say how in Russian without the verb "this is my hand." In English, this will literally sound like “this is my hand” - “It is my hand”. Or “I am big” - “I am big” (literally “I am big”)

4. Auxiliary verb to be(be)used in the absence of a semantic verb (“this is my hand” - “It is my hand”). Cconjugation of the verb to be in the simple present tense:

• I am (short for I'm)
• You are (abbreviated as You're)
• He / she / it is (he's / she's / it's
• We are (we're)
• They are (they're)

5. Auxiliary verb to do(make)used in interrogative sentences with a semantic verb (What are you showing me? - What do you show me?). Cconjugation of the verb to do in the present simple:

• I do
• You do
• He/she/it does
• We do
• They do

6. Word order in an interrogative sentence: strict, you can’t change words in places. If you leave the word order as in the affirmative sentence and use only interrogative intonation, then the phrase will express surprise, not a question. The Englishman will not understand that you are asking him, he will think that you are simply surprised by some fact.

6.1 The question of clarification or about the ownership of the subject:

1. auxiliary
2. subject
3. other parts of the proposal

Example: is this your hand? Is it your hand?

6.2. a question with a question word, but without a semantic verb:

1. question word
2. auxiliary
3. subject
4. other parts of the proposal

Example: Where is your hand? — Where is your hand?

6.3. Question with a question word and with a semantic verb:

1. question word
2. auxiliary
3. subject
4. semantic verb
5. other parts of the proposal

Example: What are you showing me? What do you show me?

Rehearse each question separately. For each lesson with a child, one version of the question to consolidate the material. At each time, through each option, run the maximum number of combinations of verbs and nouns that you already know.

7. Features of the question "how much"

• how many- used when asking about something that can be counted by the piece: how many hands do you have? How many hands do you have?
• how much- is used when it is impossible to count by the piece, but you can say a lot or a little: how much time do you have (by the piece it can only be hours or minutes, and time cannot be one or two, only a little or a lot)? — How much tume do you have? how much money do you have (one piece can only have rubles or dollars, but money cannot be one or two, only a little or a lot)? How much money do you have?

8. Conjugation of the verb to have(to have) in simple present tense:

• I have
• You have
• He/she/it has
• We have
• They have

Phrase Templates

• You must master these phrase patterns and try to combine all the words from the list of new vocabulary according to their example.
• You can use not all phrases at once, but gradually add phrases with new grammatical structures (for example, first simple affirmative sentences in the first and second person, then add the third person, then questions without interrogative words, and then questions with interrogative words). While you are mastering one grammatical structure, you pass all new words through it in the game with the child so that you remember the grammatical structure.
• If your child already knows how to count, you can enter the score already in this lesson. Count arms, legs, eyes, ears, etc. (one - one [one], two - two [tu], three - three [sri], four - four [fo], five - five [five], six - six [sis], seven - seven [seven], eight - eight [eit], nine - nine [nein], ten - ten [ten]). If your child can't count yet, don't use numbers in class just yet.

I have hands I have 2 hands Do you have legs How many hands do you have? I have 2 hands How many fingers am I showing? I show you 4 fingers Where is my hand? Here is my hand He has a tail I show you my hand Show me your hand This is my hand. This is your hand. Where is my hand? Here is my hand What am I showing you? What are you showing me? Is it my arm or my leg? Is this my right or left hand? Yes. Correctly. You are right. I raise my hand I lower my hand What am I lifting? Raise your leg/arm/head Lower your leg/arm/head I clap my hands Clap your hands Let's clap your hands I touch my/your hand You touch my/your hand Touch my/your nose This is the left (right) hand He is big, you are small

I have two hands How many hands do you have? I have two hands How many fingers do I show? I show you 4 fingers Where is my hand? I show you my hand Show me your hand This is my hand. It is your hand. Where is my hand? What do I show you? What do you show me? Is it my hand or my leg? Is it my right or left hand? Yes. right. You are right. I put down my hand What do I raise? Raise your leg/hand/head Put your leg/hand/head Let's clap our hands I touch my / your hand You touch my / your hand Touch my / your nose This is the left (right) hand He is big, you are small

[ihavehands] [ah have that hands] [yuhevlagz] [how mani hands do yu have] [ah have that hands] [how mani fingers do ai have] [ay show yu fo fingers] [wearyz mai hand] [hieriz mai hand] [hee haz e teil] [ai show yu mai hand] [show mi yo hand] [zis from my hand] [it from yo hand] [wee from my hand] [hieriz mai hand] [wat doo ai show yu] [wat doo yu show mi] [from it mai hand o mai leg] [from it may wright o left hand] [yes. wright. yu a wright] [i rise my hand] [ai pete down my hand] [wat doo ai raise] [raise yo leg/hand/head] [put yo leg/hand/head] [ay clap my hands] [clap yo hands] [lets clap aue hands] [ai touch mai / yo hand] [yu touch mai / yo hand] [touch mai / yo hand] [zys from the left (right) hand] [hee from big, u ar pitches]

Possible Ancillary Items for a Given Topic

• Toys that can show parts of the body and face
• Pictures with large images of people and animals, where you can show parts of the body or facial features. You can also use family photos.
• Fun music to sing rhymes to or play the freeze game

CARDS

You can show these cards to your child while learning the corresponding words. Cards can be shown electronically or printed and cut.

ADVICE! Cards should be used only to consolidate knowledge of new words. Do not start learning words from cards. Words should be taught in context with other already known words.

• What is it? - What is it?
• What do I show you? What am I showing you?
• Is it nose or eye? Is that a nose or an eye?

Poems on the subject

Dance To the Beat and stamp your feet Come on and dance to the beat. and nod your head Now it's time to go to bed.	Dance to the rhythm Shake your feet Let's dance to the rhythm Wave your hands and nod your head And now it's time to sleep.	[dance to the beat] [shake yo legz end stamp yo fit] [kamon and dance to the beat] [uive yo armz end nod yo head] [know it's time to go to bad]
My Body And a little nose.	My body 10 fingers on the hands, 10 toes, And a small nose.	[mai badi] [tan fingers] [tentoise] [end a little nose]
Show Me Five Fingers Show me five fingers Show me four fingers Touch your knee. Show me three fingers Touch your nose. Show me two fingers Touch your toes. Show me one finger With this finger	show me 5 fingers Show me 5 fingers Let me see. Show me 4 fingers Touch your knees. Show me 3 fingers Touch your nose. Show me 2 fingers Touch your toes Show me 1 finger Let me see. With one finger Show me.	[show mi five fingers] [show mi five fingers] [let mi si] [show mi pho fingers] [touch yo ni] [show mi sri fingers] [touch you know] [show mi tou fingers] [touch yo toz] [show mi one finger] [let mi si] [wiz sis finger] [point to mi]
Two Little Eyes Two little eyes to look around. Two little ears to hear each sound. One little nose to smell what's sweet. One little mouth that likes to eat.	two small eyes Two small eyes look around. Two little ears hear every sound One little nose feels something sweet One little mouth loves to eat	[that little eye] [to that little eye to that look around] [tu little iez tu hie ich sound] [One Little Nose To Smal Watts Sweet] [One Little Mouse Z Likes To It]
Body Part Poem On my face I have a nose And way down here I have 10 toes. I have two eyes that I can blink, I have a head to help me think. Here's my chin and very near I have a mouth with which I eat. Here are arms to hold up high, And here's a hand to wave good-bye.	Poem about body parts There is a nose on my face And below I have 10 toes I have two eyes that I can blink I have a head that helps me think This is my chin and very close I have a mouth that I can eat These are my hands that I raise high This is the hand I wave goodbye	[badi pats poem] [he may face ai have e know] [end way down chie ai have ten toes] [ay have tu az z ai can blink] [ay have eh head to help mi sync] [hieriz mai chin and vari nie] [ay have e mouse wiz wich ah it] [hie a amz tu hold up hai] [end hieriz e hand to wave goodbye]
I have It's very well!	I have I have a head. This is very good! I have a nose So that I can smell. I have two eyes And I can see I have two ears And I can listen I have two legs So that I can walk I have a mouth So that I can speak.	[ah hav] [ah hav ah head] [it's variable] [ah have e know] [saw ai ken smel] [ah hav to ace] [end ai ken si] [ah hav tou iez] [end ai keng hie] [ah hav to legz] [saw ai can walk] [ah have e mouse] [sou ai ken tok]
Do it Pick up, put down, stand up, turn round Clap left, clap right, clap up, clap down Look left, look right, look up, look down. Turn round, sit down, touch something …brown! Point to your teacher, point to the door, Look at the window, look at the floor Stand on your left leg, stand on your right. Now sit down, touch something…white Put your hands and touch your toes. Cross your fingers, hold your nose. Bend your knees and shake your head Stamp your feet, touch something…red.	Do this Pick something up, put it down, stand up, turn around Clap left, right, bottom. Look left, right, up, down Look around, touch something brown Point to yourself, then to the door Look at the window, then at the floor Step on the left foot, then on the right Sit down, touch something white Put your hands down and touch your toes Cross your fingers, touch your nose Bend your knees, hug 'em and shake your head Stomp your feet, touch something red	[du it] [pick up, pick down, stand up, ten around] [clap left, clap right, clap up, clap down] [bow left, bow right, bow up, bow down] [ten round, sit down, touch samsin…brown] [point tu yo tiche, point tu ze do] [bow at the window, bow at the fl] [stand onyo left leg, stand onyo right] [naw sit down, touch samsin... white] [put yo hands and touch yo toes] [cross yo fingers, hold yo nose] [band yo bottom and shake yo hand] [stamp yo fit, touch samsin… red]
body parts Knees and toes, knees and toes; Head and shoulders, knees and toes, Eyes, ears, mouth and nose.	Body parts Knees, toes, knees and toes Head, shoulders, knees, toes Eyes, ears, mouth and nose	[badi pats] [Head & Shoulders, Ni & Toes] [down and tows, down and tows] [Head & Shoulders, Bottom & Toes] [ayz, iez, mouse and nose]
Jump the rope Jump, jump, jump. And jump it low. Jump, jump, jump. And jump it slow. Jump, jump, jump. Walk tiptoe, walk tiptoe Very slow, very slow Jump, jump, jump. Clap your hands And stamp your feet. Jump, jump, jump.	Jump rope Jump over the rope Jump over the rope Jump, jump, jump jump high And jump low Jump, jump, jump jump fast And jump slowly Jump, jump, jump Walk on toes Very slow (2x) Jump, jump, jump Clap your hands Stomp your feet Jump, jump, jump	[jump the rope] [jump the rope] [jump the rope] [jump, jump, jump] [jump it high] [end jump it low] [jump, jump, jump] [jump it fast] [end jump it slow] [jump, jump, jump] [walk tiptoe] [vari slow, vari slow] [jump, jump, jump] [clap yo hands] [end stamp yo fit] [jump, jump, jump]
Turn around Make your right hand clap, clap, clap. Make your left hand clap, clap, clap. Turn around 1,2,3. It is easy, you can see! Make your right foot tap, tap, tap. Make your left foot tap, tap, tap. Turn around 1,2,3. It is easy, you can see!	turn around Clap your right hand clap, clap, clap. Clap your left hand clap, clap, clap. Turn around, 1, 2, 3. It's simple, look! Stomp your right foot top, top, Stomp your left foot top, top, Turn around, 1, 2, 3 It's simple, look!	[tön round] [make yo right hand clap, clap, clap] [make yo left hand clap, clap, clap] [tyon eround, aun, tu, sri] [itiz easy, yu ken si] [make yo right foot tap, tap, tap] [make yo left foot tap, tap, tap] [tyon eround, one, tu, sri] [itz easy, yu ken shi]

Video on this topic

Everybody has a body

Everybody has a body Everybody has a body And everybody has body parts You have ten fingers You have ten toes You have two ears You have two eyes And you have your own nose You have two arms You have two legs And you have hair on the top of your head Everybody has a body And everybody has body parts You use your hands to pick things up You use your arms to get great big hugs You use legs to run around And your feet always touch the ground Everybody has a body And everybody has body parts You use your eyes when you're looking You use your nose to smell what's cooking You use your ears to hear the song You use your mouth to sign along Everybody has a body And everybody has body parts Hey everybody! I have an idea Why don't we all play a game! And touch your nose Wiggle your toes Wrinkle your nose Everybody has a body And everybody has body parts

Everyone has a body Everyone has a body And everyone has body parts Body parts You have ten fingers You have ten toes you have two ears you have two eyes And you have one nose you have two hands you have two legs And you have hair on the top of your head Everyone has a body And everyone has body parts Body parts You use brushes to lift things You use your hands to hug You use your legs to run around Your feet are always on the ground Everyone has a body And everyone has body parts Body parts You use your eyes when you look You use your nose when you sniff what's being cooked You use your ears to listen to a song You use your mouth to sing alone Everyone has a body And everyone has body parts Body parts Hey guys! I have an idea Why don't we all play a game! Begin Touch your head Touch your toes touch your hands And touch your nose shake your head Wiggle your toes wave your hands Wrinkle your nose Everyone has a body And everyone has body parts Body parts Body parts Body parts

Head, shoulders, knees, and toes

This is me!

Games on this topic

1. If the child has already mastered the words and can name them, then show the parts of the body and ask them to name them in English.

What do I show you? What am I showing you

If the child only understands the words, but does not yet pronounce them, then call him body parts and ask them to show them.

Show me your left leg. Show me your left hand.

If he is wrong, he must perform some funny task. If he guesses correctly, then you are performing a funny task (for example, crow, croak, etc.)

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Every little inhabitant wants as much and as soon as possible to delve into the world of human life on earth. Learning foreign languages ​​is a great way to introduce a child to the knowledge of wildlife, which in the future can turn into a favorite hobby or an interesting profession. The topics of the lessons should expand the horizons, and the knowledge on them should be useful in the future. One of these is the consideration of body parts in English for children.

It is best to start a story about the structure of a person with a simple drawing or a small layout (Fig. 1)

Learning parts of the body in English with a baby using bright pictures

We study body parts in English with the baby using transcription

You need to start the explanation with the fact that every person on earth has a body - body [‘bɔdi](in square brackets, a transcription will be given, which is necessary for the student to know how to read a certain word). Note that the pronunciation of this word goes like "badi", although it is written as "body". It is necessary to gently hint to the baby that the structure of the boy's body is slightly different from the body of the girl, so the guys are always stronger than their girlfriends. For general development, it can be added that the science that studies the bodies of people is called anatomy. True, much depends on the age of the student, since he may not remember a difficult name.
The human body is conditionally divided into the head, arms, legs and torso. Here it is appropriate to give an example of a simple, familiar to everyone from deep childhood, image of a little man (stick, stick, cucumber - a little man came out). Another way to remember is a little rhyme:

You have 10 fingers,
You have 10 toes,
You have 2 eyes,
And you have 1 nose.

English songs for children about body parts

A song about body parts in English for children will help you not get bored and quickly learn new material. You should start studying from top to bottom, i.e. from the head head . Its open side is called the face - face , on the crown (closed side) we have hair growing hair , and ears are hidden on the sides under them.
On the top of the face, everyone has a forehead. forehead [‘fɔrid] , followed by eyebrows and eyes. Below the center is the nose, and on the right and left sides are the cheeks. cheeks [ʧi:k] . Under the nose we have a mouth, behind it lies the chin chin [ʧin] .
Brows - eyebrows ['aibrau] are made up of small hairs, and they help us express our state and emotions. May be dark brown eyebrows or light- blonde eyebrows .
Thanks to the eyes eyes we see the world around us as it is, in all its bright colors. We have eyelashes in front of our eyes - eyelashes which protect them from dust and dirt. Basically, there are 3 eye colors:

• green - green eyes,
• brown - brown eyes,
• blue - blue eyes.

Nose - nose , perhaps the most important organ in humans, because thanks to it we can breathe. Mouth - mouth responsible for food intake. Externally, the oral cavity is under the "supervision" of the upper and lower lips - upper and lower lips .

Thanks to them, we learn to distinguish between cold and hot to the touch. The teeth are inside teeth (an adult healthy person has 32 of them), helping to chew food, and the tongue - tongue (Needed then to verbally convey your thoughts to others).
It is easy to remember by playing a simple game: the teacher points to a certain part of the head with his hand, and the children pronounce this word aloud in English.
Hair protects our heads from the negative effects of the environment. Hair can be:

• dark and light - dark and blonde ,
• long, medium and short long, medium and short ,
• white, black, blond and red - blond, brunette, brown, red ,
• straight and curly straight and curly.

Ears - ear are also considered one of the sense organs. They help us hear others. We remember thanks to the song:

Your ears are very tall,
My ears are very small.
Some ears are black as ink,
But my ears are pale and pink.

Next, the head is connected to the body through the neck - neck . It is attached to the shoulders - shoulders [‘ʃəuldə] . From them, a person's torso begins. On the front of the body are the chest - breast and belly stomach [‘stʌmək] , the back is occupied by the back - back .
Accessible and colorfully described in this video:

From the shoulder joint we grow hands hand - there are two of them. The place where the arm can bend is called the elbow - elbow [‘elbəu] . Through the wrist wrist this part of the body is connected to the hand and palm - palm . The hand consists of five fingers - fingers [‘fiŋgə] . People have ten fingers in total. Hands allow us to bring to life everything that we want, so we need to protect them and strengthen them in every possible way.
Riddle to remember:

I am a body part
But I am not a knee
I am found on your face
I'm what you use to see.

Below the torso is connected to a particularly important part of the human body, from which the legs grow - leg , which, like hands, we also have two. The upper part of the leg is considered the thigh - thigh [θai] . The place where the legs can bend is called the knee or knees - knee . The lower part goes all the way to the foot and is called the lower leg - feet . On the foot are the heels - heels , and on the opposite side of them - toes - toes . There are five toes on each foot, so there are ten toes in total.

Learn body parts in English for kids and do exercises

An excellent exercise for memorizing body parts and new English vocabulary for a baby is the following. Show the child this picture and fill in the captions for the images with him.

Do an exercise with your child to memorize parts of the human body in English

A good example of memorizing body parts is a game in which a student guesses a specific part to another, and he tries to guess its translation by asking questions according to the principle of “yes” or “no” answers.
It is often said that a healthy mind resides in a healthy body. We recommend that children constantly take care of the health and cleanliness of their bodies, exercise, choose active games and go outside more often. You can find more information about body parts in English for children in the relevant literature or among online sources. Basic knowledge will definitely come in handy for young talent in biology lessons. Learning body parts in English for kids and other vocabulary is fun and easy with EnglishGood courses. We invite all children to our classes to learn a foreign language in an interesting way!

Today I want to continue a series of articles about important groups of words. We offer to study the names of body parts in English. Many students admit that they know this topic superficially, only basic words, because their field of activity is not related to anatomy or medicine. But our lives are so unpredictable: sometimes not knowing just one word in a stressful situation can endanger someone's or your own life.

When my close friend was vacationing in Europe, a very unpleasant incident happened to her. While walking, she stumbled and fell. The pain was very strong, they called an ambulance, only my friend did not know how to say "ankle" or "shin" on the phone. Fortunately, there was an English-speaking compatriot nearby who helped. But after this story, my friend can take the body parts test with her eyes closed.

And, of course, very often in a conversation we describe other people, their appearance and character. These are all cases in which knowledge of body parts in English will help you a lot.

Our body is made up of a body body), heads ( head), two hands ( two arms) and two legs ( two legs). We see with our eyes eyes), hear with ears ( ears), catch smells with the nose ( nose), eat with teeth ( teeth) located in the mouth ( mouth, lips - lips). When you are learning new words, it is best to work with pictures. We invite you to pronounce the words out loud and “apply” them to yourself, naming your (or someone else’s) body parts. And here are the pictures!

Body. Body

Word	Translation
Body	Body
hand	Hand
head	Head
Neck	Neck
Elbow	Elbow
shoulder	Shoulder
Chest	Thorax, chest
Armpit	Armpit
arm	Arm (from wrist to shoulder)
Abdomen, stomach	Stomach
Waist	Waist
Hip	Thigh (side)
Thigh	Hip
Knee	Knee
Calf	Calf)
Shin	Shin
leg	Leg
Foot(plural - feet)	Foot (pl. - feet)

Face. face

Hope the first part was easy. Now let's look at the face and find out what it consists of. Do you know all these words?

Word	Translation
face	Face
Hair	Hair
Skin	Leather
Eyebrow	Eyebrow
Forehead	Forehead
Eyelash	Eyelash
eye	Eye
ear	Ear
Cheek	Cheek
nose	Nose
Nostril	Nostril
Mole	mole, birthmark
Mouth	Mouth
Lip	Lip
Jaw	Jaw
Chin	The chin

Arms and legs. hands and feet

The next group of words for the curious. Consider the structure of the hands and feet.

Idioms with body parts in English

We ourselves do not notice how often we use set expressions (idioms) in our speech. For example, phrases such as “ears on the top of your head”, “the soul has gone to the heels”, “sit back”, etc. are common. Set expressions should be known by heart, since they cannot be translated literally. All words in the phrase lose their original meaning, and the expression is translated by any phrase as a whole. They say about a man deeply in love he is head over heels in love(lit. “he has a head above his heels in love”). If someone promises something but does not deliver, use the expression lip service(lit. "lip services") - empty promises. When they say that the said information should be trusted, this means that it is from a reliable source - the horse's mouth(lit. "from the mouth of a horse"). And in case someone tries not to notice certain facts, they will definitely say that he looks at everything through his fingers - to turn a blind eye to(lit. "to turn with a blind eye to something").