We offer you short and interesting texts-stories in English for children. Stories with translation into Russian - so it will be easier for you to learn English. If you want to practice more in English, and not only online, but also via skype, then knock on my skype - markandvika (Canada). I will help you.

You will also find other texts in English in the section interesting and useful. When copying text, translation or audio and placing it on supporter resources, a link to this site is required.

Our body

What do you know about your body? The human body (man "s body) is very beautiful. It consists of arms, legs, a trunk, a head, a neck and so on. The eyes help us to see, the ears help us to hear, the mouth and lips help us speak and eat food.

All people have different faces. There are two eyes, a nose, a mouth on our face. We have hair, a neck, two shoulders, ten fingers, ten toes, ten nails, two feet, two knees, two cheeks, two eyebrows, a forehead, a chin.

Everybody has his/her own skin. It comes in many colors. People who live in Africa have brown or black skin. People who live in Europe have white skin.

Our hair can be straight or curly, long, short, dark, blonde, gray.

Humans have muscles, fat, bones, joints.

There are two kidneys, two lungs, a heart, a stomach, a liver and other organs in humans’ bodies.

There are 32 teeth and one tongue in our mouth. Some people (kids and adults) lose some of their teeth, so they don't have 32 teeth.

The human body

What do you know about your body? The human body is very beautiful. It consists of arms, legs, torso, head, neck, and so on. The eyes help a person to see, the ears help a person to hear, the mouth and lips help a person to speak.

All people have different faces. A person's face has two eyes, a nose, and a mouth. Also, a person has hair, neck, shoulders, fingers, toes, nails, feet, knees, cheeks, eyebrows, forehead, chin.

A person has skin, it comes in different colors. People who live in Africa have brown or black skin. People who live in Europe have white skin.

Hair is straight or curly, long, short, dark, blond, gray.

Also, a person has muscles, fat, bones, joints.

Inside the human body there is a heart, stomach, liver, kidneys, lungs, and other important organs.

The human mouth has 32 teeth and a tongue. Some people (children or adults) lose one or more teeth, so not all people have 32 teeth.

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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 musical ear, memory, attention, dexterity, motor activity, sense of rhythm.

Educational: to cultivate interest in English classes.

Equipment: toy kitten, Handout- sheets with tasks, 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 bluefish.

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 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 older 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!

"Parts of the body" is one of the most simple and favorite topics for children. They like to know English counterparts already well-known parts of the body and play various games on this topic, since they always have visual material at hand.

We offer the following lesson algorithm (15-20 minutes) on the topic "Parts of the Body".

Lesson 1. Ask your child to name which parts of the body he knows (in Russian). Ask him if he knows these names on English language. Show and then ask what he remembers. If you have a special poster, walk with the child through the main parts of the body, simply voicing and repeating their names. If there is no poster, you can try to show it to yourself.

Lesson 3 Show the cards 2 times, while using . Show your child and invite them to sing it with movements.

Lesson 4 Choose a more difficult card game and play it. Now your task is to make sure that only your child speaks all the names of body parts. go back to the poster, show different parts of the body and ask the child to name them. Sing the song "Body Song".

Lesson 5 Arrange verification work: Ask your child to pick up all the cards and say them one by one. Return to the presentation and turn off the sound, now your child should name the words. Be sure to watch related (episode 23 "What are we doing?") and (episode 13 "My Body").

The minimum program on the topic "Parts of the body" is completed!

If you wish, you can continue to study this topic further and use additional materials:

• the book "My Body", from the series "" (download);
• textbook "" + Activity Book, section People;
• graphic dictation: you name a part of the body, and your child must draw it;
• games " " 1 and 2, Face and Body themes.

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.
• To start each class right, use the transition rituals to foreign language. 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 quick reference by grammar.

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 sentences, not individual words("It's my hand", not just "hand"). Be sure to follow the words 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 nose)
• This is his handThis his hand)
• This is my leg.(This my leg)
• This is your head.This 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 everyone 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) chin Adjectives: Left-Right Long short Big small High Low Fat slim 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) came from 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 it in front of all parts of the body that you call the child possessive pronouns, 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(do)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. Right. 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 this?
• 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 it 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 (2 times) 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.)

Friends! Help make this site better! Write in the comments if you liked the lesson, what you want to change, add! Thank you!

In learning English, a certain algorithm is important. The basis of learning English is the knowledge of many basic things, including the need to know body parts in English. Of course, it is almost impossible to compile an exhaustive list of body parts, but it is still necessary to know the basic 20-30 words in order to get an idea of ​​\u200b\u200bhuman anatomy in English.

Knowing body parts in English is important, if only because this knowledge can really be useful to you. For example, on a trip abroad, you will feel bad. Then the knowledge of the main parts of the body will be a real help to explain to the doctor. Of course, given that the human body consists of 200 bones, we are not talking about remembering the names of all organs. But knowledge of 20-30 external and internal organs will be enough to be able to explain what exactly hurts you.

Consider the 10 most popular body parts in pictures:

The table below shows the names of not only other parts of the body, but also organs.

	Rib cage
	Finger
	Toe
	Ankle
	Spine
	Forearm
	Intestines
	Pancreas
	Bladder
	Spleen

Knowing body parts in English will help you quickly adapt to the language environment. It is worth noting that in addition to knowing the familiar and familiar parts of the body in English, so that your language is not too dry and formal, you need to know English idioms, including those related to knowledge of body parts. There are a lot of such idioms, but the main ones are about 10.

muffin top- the top of the muffin. Everyone knows that the top of the muffin is fluffy and even unnecessary, because the dough protrudes from the sides of the bottom of the muffin. An analogy is drawn with the overly lush sides of a woman, which are covered with jeans or trousers. This embarrassment happens very often, especially with those who wear low-waisted trousers.

saddle bags- saddle bags. Initially, it was about bags tied to the sides of the horse. Today we are talking about what in Russian speech is conveyed by the word legs of a riding breeches - the overly full hips of a woman.

bat wings or bingo wings- bat wings. This idiom is applied to flabby and sagging hands in the forearm area.

Bingo wings- the second name of this idiom. It came from the fact that the game of bingo is often played in nursing homes, while winning, waving their hands with pleasure.

Spare tire or spare tire. It translates as a car tire. So they say about the so-called in Russian - a lifeline, fat, which has grown on all sides of the waist. Still such parts of the body in English in pictures are called donut or donut.

beer belly- beer belly. So they say about a fat belly in Russian. Or there is another English idiom - pot belly. It means a pot belly, the same fat round belly.

love handles- handles of love, means full hips just above the pelvis. Think for yourself why these fat deposits are called that.

Chubby cheeks- so often called chubby children's cheeks.

Stovepipe legs- legs like chimney pipes. This idiom seems to need no explanation. We are talking about very full legs.

Cankle-calf And ankle- so they say about full legs, when the transition between the ankle and calf is not visible.

It is safe to say that knowledge English units body is needed if you want to learn at least the basics of the English language. And knowing the above idioms will make your English sound more like native speakers themselves. And this is very important if you want to integrate into an English-speaking society.

At the same time, of course, we do not mention the name of specific bones in the human body, as well as many other specific parts of the body, because this is already the competence of a special subsection of the English language - medical terms. However, it is worth noting that if you are studying English with the aim of moving to an English-speaking country and getting a job, including in the field of medicine, you definitely need a deeper and more consistent study of human anatomy. Only then will you be able to confirm your diploma, work in your profession in another country.

A convenient way to study human body parts in English is to write words that represent body parts in a picture of a person. So you can not only study the parts of the body, but also their location. And, of course, learn words faster, because the visual memory of many is better developed than other types of memory. We recommend making a layout for this human body so that the study of body parts is fun, fast, and effective.

Learn English with the Lim English online service. With it, you will learn both the names of body parts and the idioms associated with them.