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Body Parts Intro - Body Parts - Pre School - Learn Spelling Videos For Kids

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Teaching body parts like "arm" and "hair" is very common in young learner classrooms, and justifiably so because:

Conversations about body parts ("I bumped my head", "Ha ha ha, I can see your belly button!", etc) are very common in everyday life for young and (especially) very young learners

That kind of language is also needed for classroom instructions like "Put your hands on your head" and "Put up your right hands if... and your left hands if..."

There are many good games, books and songs for teaching body parts

Some of those great activities are described below, but first it is also worth considering the potential problems with this topic.

Potential issues with teaching body parts

Some of the most popular songs and books, e.g. the song Head Shoulders Knees and Toes, don't have very useful vocabulary in them

There is sometimes more than one possible word for the body part you want to teach, e.g. "pinkie"/ "little finger"

Often the most age-appropriate vocabulary, e.g. "tummy", is something that would be considered advanced level in an adult class

There can be translation problems, e.g. the most common words for "leg" and "foot" are the same in Japanese and in many languages "toe" and "finger" are the same

Some words can't be translated into (level appropriate) English, e.g. there is no single word for "lower back" in everyday English and most toes have no individual names

There is always a very good chance that one or more students will introduce ruder body parts that you want to avoid

Other solutions are mentioned below, but the main thing you need to do to avoid most of the problems above is decide which body words are most suitable for your class. The approximate order of when I would teach them is:
Basic body parts Slightly higher level body parts/Pre-Intermediate body parts Medium level body parts Higher level body parts Very high level body parts
Songs to teach body parts

The best tip for teaching young learners body parts is lots of action songs where they sing and touch or move the body parts they mention. There are EFL versions (e.g. The Bath Song on Super Simple Songs and Touch Your Head in the Saxoncourt book Fab Red, or Frankenstein Body Parts Song on EnglishClub.com) and variations on traditional songs with simpler body parts (e.g. the version of One Little Finger from Super Simple Songs), but it is still hard to beat the classics in terms of catchiness. Traditional songs with body parts vocab include:

Head Shoulders Knees and Toes (+ eyes, ears, mouth and nose)

Hokey Cokey (left/ right + arm and leg)

One Little Finger (+ lap or any body parts you get students to place their fingers on)

If You're Happy and You Know It (hands, feet and head)

The Pinocchio (left/ right + arm and leg)

One Finger One Thumb (+ arm, leg and head)

One Two Three Four Five Touch Your Head Along with Me (+ hands and feet)

It is instantly noticeable that with the exception of Head Shoulders Knees and Toes and the variation on One Little Finger all of the songs above just practise "arm", "leg", "head" and "feet". Other potential problems are:

Students are not sure which part they are actually singing about (e.g. the distinction between "toes" in Head Shoulders Knees and Toes and "feet")

Students have difficulty distinguishing between the body part words and other words in the song, e.g. thinking "knees and" is a word

High level and nonsense words (e.g. in Looby Loo) can distract

Tips to get around these difficulties include:

Sing the songs to elicit body parts in other parts of the lesson, e.g. singing "Head shoulders knees and..." and waiting for them to fill in the next word

Drill the body parts before and after you do the song, e.g. shouting out "Right/ left + arm/ leg" at random before or after the Pinocchio song

Sometimes do the song slowly and acapella

Change the body parts mentioned in the song

Use flashcards to elicit the words of the song or change them

Combine songs with books, songs and games

Using stories to teach and practice body vocabulary

There are books available for most of the songs mentioned above. There are also plenty of other books for teaching body parts, for example:

Blue Hat Green Hat (get students to tell you where the clothes are and should be)

Go Away, Big Green Monster (parts of the face)

Here are My Hands

Where's My Baby by Julie Ashworth and John Clark

The Gruffalo

The Gruffalo's Child

From Head to Toe by Eric Carle

Barney Plays Nose to Toes

Games and crafts to practise body parts

The Barney the Dinosaur book mentioned above is actually just a pictorial representation of a game somewhat similar to Simon Says. Other games are given in the article 20 fun ways to teach kids body vocab on Teflnet, including a few ideas on using crafts for the same language point.

Please let us know your thoughts in the comments section below

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Teaching body parts like "arm" and "hair" is very common in young learner classrooms, and justifiably so because: Conversations about body parts ("I bumped my head", "Ha ha ha, I can see your belly button!", etc) are very common in everyday life for young and (especially) very young learners That kind of language is also needed for classroom instructions like "Put your hands on your head" and "Put up your right hands if...

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Most courses for young and very young learners have at least one unit on body parts vocabulary like "hand" and "foot" in them, and the few that don't certainly should. Not only is this topic great for classes of all ability levels (just add "right little finger" or "thigh" if they seem to know it all), but it is also vital for giving classroom instructions in English during the rest of the course, e.g. while explaining action songs or physical games. There are also loads of games, craft activities, stories and songs including this language point that native speaker kids love and which can be easily be adapted for EFL classes. This article will deal with games and a few craft activities, and other articles on songs and stories will follow. This article will also illustrate another great point about games involving body vocabulary, which is how many other bits of target language they can be linked in with. Examples below include prepositions, classroom vocabulary, any vocabulary that can be represented by flashcards or realia, have got, and possessive S.

1. Whose body?

Give students spoken or written explanations of animals that mainly consist of descriptions of their body parts and get them to guess which animals are being explained. This is most fun with the teacher holding a flashcard or plastic animal so students can't see it and starting with clues that are less than obvious, e.g. "It has got four legs". To discourage random shouting out of answers, you could take away one point for each wrong guess. The animals that you choose to use in this game should have at least one distinctive point about their body that can be the final clue, e.g. "It's got eight legs" (spider or octopus), "Its tail is a circle and it's got two long teeth" (rabbit) or "It's got a long neck" (giraffe). The same game is possible with specific characters the students know such as monsters (e.g. Pokémon), robots, cartoon characters or superheroes.

2. Whose body? Two

Show students pictures of just one part of an animal's body, and they have to guess which animal it is and/ or which part of the body it is. This can be done by cutting up flashcards or other pictures, by covering all but one part of an animal, by using an OHP and covering most of the picture, or similar things with a "spotlight" or similar function on an IWB (interactive whiteboard). Alternatively, the teacher or student can draw or trace the body parts from pictures, or draw them from imagination.

3. Which body part?

A variation of the games above is to use animals, prepositions, shapes etc to describe the body part that the flashcard you have shows until students guess which part it is, e.g. "It's on your face between your eyes and mouth and elephants have a very long one" for "Nose". With a high level class, it might even be possible to describe a particular animal's body part.

4. Body Pictionary

Rather than describing body parts, the teacher or students could just draw them. To add more language to this, the Pictionary prompt cards should have whole phrases or sentences such as "It has got three legs" or "It has two very long legs and two very short legs". This is more fun if the sentences are a little nutty, e.g. "The car has ears". You could also draw a whole person or animal with students shouting out when they notice the part that you have drawn wrong (as you were instructed to by the prompt card), e.g. "A giraffe has a long neck, not a short neck!", "A man has one nose, not two noses!", or "Your eyes are between your ears, not above your ears!"

5. Crazy body mimes

Odd sentences can also be used to liven up miming to practise body parts vocabulary, e.g. "I have ten arms" (pointing to your arms and then counting to ten on your fingers) or "My nose is on my stomach" (pretending to pull your nose off your face and put it there).

6. React if it's crazy

Another way of using crazy bodies is to read out things about a person or animal and ask students to race to react in a particular way as soon as they hear something strange, e.g. "I have two necks" or "My eyes are white in the middle". Ways of reacting include holding up your hand, standing up, touching the part of your body that was mentioned, or touching something in the classroom. You can also play Normal/ Strange Stations, in which students run and touch one of two walls depending on what they hear, e.g. the wall marked Normal for "The man has ten fingers" or the wall marked Strange for "The giraffe has a short neck".

7. Making monsters

Kids love drawing monsters, and there are many good ways of turning that into a game with lots of language practice. One is to have two dice, one with body parts written on the six sides and the other with the usual numbers. Students then draw the combination that comes up, e.g. giving their monster six eyes. Students can make these dice themselves for writing practice and a fun craft activity. Similar games are possible with a spinner (a cardboard hexagon on a pencil), or with a ball thrown at flashcards or words written on the whiteboard. You can also replace the numbers with names of animals, so that the monster has a "bird's head", "lion's tail", etc.

A fun writing version of this is to adapt chain writing (= consequences) to this language point. The first team writes a sentence describing the head, then folds the paper back so that what they have written cannot be seen, then passes it to the next team for them to write a description of the neck. When the whole animal has been described by being passed around the class, the next team unfolds the piece of paper then draws the whole animal.

8. Actions

Students follow written or spoken instructions such as "Put your finger on your shoulder" and "Put your toes on your forehead". Some more complex and fun variations are listed below.

9. Simon says

This very well-known variation on doing the actions that they are told simply involves only doing them if they follow certain words, traditionally meaning ignoring "Touch your head" but quickly doing "Simon says put your chin on your shoulder". You can replace the words "Simon says" with more useful classroom phrases such as "You should..." or "The teacher says...."

10. Chain actions

Write the first action on the board, e.g. "Clap your hands". When students have raced to do that action, add a second action underneath, e.g. "Put your right foot on your left knee". When you say "Ready, steady, go", the students race to do those two actions in the right order while saying what is written on the board. This can continue until you have ten to fifteen actions on the board. This game is particularly good for mixed reading/ non-reading classes, as the students can read the actions, use whatever reading clues (e.g. first letters) that they know to help remind them, or just memorize them from their position in the sequence. This game can be tied in with action songs or other classroom activities by making the last actions in the chain ones that you will use in your instructions.

11. Whole body slap

Slap is a very well known game in which students race to be the first to put the palm of their hand on a flashcard. It also works well with pictures or words in their open textbooks. You can practise body vocabulary and have more fun by asking them to touch the pictures with other parts of their body rather than just their palms, e.g. their elbows or little fingers.

12. Whole body run and touch

This is another well-known game that you can add body vocab to with a slight variation. In the original students compete to touch something on the whiteboard or in the classroom as quickly as possible, e.g. "Touch a chair!" You can do the same thing while asking them to "Touch the table with your knees", "Touch the window with your nose", etc.

13. Whole body run and count

This is a slight variation on Whole Body Run and Touch where students touch every example of the object you tell them to and also count them off, e.g. counting all six windows as they run around and touch them. You can add body vocabulary to this by asking them to touch classroom objects with particular parts of their body, or by touching and counting body parts, e.g. "How many boys' heads?" If this is likely to get out of hand, they could just point and count rather than touching, or just touch and count the examples on their own body or of one person on their team.

14. That many fingers

Another game that involves numbers is putting them in teams and asking them to show you a particular number of body parts by working together, e.g. "Hold up 22 fingers". To make sure everyone is involved, tell them that the number must include at least one from each person in the team. This can be extended to include instructions like "Only seven feet on the carpet", "Wiggle seven arms" and "Twelve elbows under the window".

15. Not just hands up

This isn't exactly a game, but I like to vary asking students to put their hands up (to be allowed to guess or be next to play the game) with asking them to do other actions such as "Left foot up" or "Hands in your socks".

16. Body balancing

In this variation, rather than putting their body parts in particular positions, they put objects or flashcards that they have on the places on their bodies that you tell them to. If they can, they then take away their hands and balance that object there as long as they can, for example responding to "Put your toys on your shoulders. No hands!" This is more fun if you can also use prepositions, e.g. grasping things "Under your knee" or "Between two little fingers", but you can easily present those prepositions while doing the game if they haven't done them before. This is a great way of linking body parts practice to a previous stage where you show or describe flashcards or realia and give them to students as they shout out the name. Alternatively, the students can request an object because they think it will be easy to balance. After balancing on the body, students can run around the classroom trying to put their thing or card "Under the door", "Between the teacher and the whiteboard", etc.

17. What can you do with your body

This game challenges the students both mentally and physically and brings in loads of other language such as classroom objects and actions. One way of playing it is just naming a body part or two and asking students to volunteer things that they can do with them, e.g. "I can catch a ball with four fingers" or "I can whistle with four fingers". Another way is for the teacher to say the action and students to put up their hands if they think they can do it. They then get five points if they can really do it or lose one point if they can't.

18. Body tracing

There are several fun ways of using tracing around a body part (onto the whiteboard or paper) to practise the language. One is to trace around someone's whole body on a very large piece of paper (or several A3 sheets glued together) and label as many body parts in as much detail as they can (e.g. "This is Jim's left little finger"). Another is for teams to race to trace the part that you say as quickly as possible, e.g. "Trace a thumb on the board". Alternatively, students can guess which body part and/ or whose it is from a tracing. It is also possible to play similar games with drawings or digital cameras.

19. Really label the body

Even more fun than labelling a full-sized copy of someone's body is labelling the real thing. The easiest way is for one person from each team to stand in the centre of their group, and the others to write on Post Its and stick them on that person's clothes or body. An alternative is to write the body parts on bigger pieces of paper and join these to the person with bits of string. While teaching a summer school class on the beach, we even did it with water based markers directly on people's skin! This game is a good opportunity to practise classroom questions like "What is this (in English)?" and "How do you spell...?"

20. Brainstorming race

Shout out or write up a description that is true of several body parts (e.g. "It's little" or "It's between your chin and hips"), and ask them to brainstorm ones that fit that category in groups. Depending on their level, they could draw the body parts, write the words, grab and show flashcards, or just shout them out.

See also: Frankenstein Body Parts Song
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Most courses for young and very young learners have at least one unit on body parts vocabulary like "hand" and "foot" in them, and the few that don't certainly should.

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Holding a stack of flyers that needed to go into the children's cubbies, Ms. Rhonda looked across her classroom. Suddenly, Michael was in front of her, hands outstretched. "Give them to me," he said. "I'm the fastest runner in the class!"
Aware and proud of his physical abilities, Michael was ready to help, ready to demonstrate his skills, ready to enjoy life. Four- to six-year-olds exult in their own physical development. Playing on the playground without hovering adults, speeding on wheeled toys, towering over the world from climbing equipment, getting big new teeth - all these signs of increasing growth, skill, and independence are deeply pleasing to children.

Teaching children about their bodies, and how to respect and care for them, should be a top priority for early childhood teachers. Take advantage of those "teachable moments" that can occur throughout the day to help children learn more about the functions of, and ways of caring for, parts of their bodies. For example, if a child comes to school with a bandage on his knee, talk with children about the importance of taking good care of cuts and scrapes as a way of keeping our bodies healthy and strong. Encourage children to talk about how it feels to be healthy, versus the feelings that arise when even a minor injury occurs. Discuss the limitations they experience when their bodies are not fully functioning as the result of an illness or injury.

Recent research indicates that motion aids in brain development. Allow and plan for gross-motor activities each day. Adapt the movement curriculum from the book Active for Life, by Stephen Sanders. Activity requires the counterbalance of rest, so read Sleep Is for Everyone, by Paul Showers, aloud to children to help them understand the importance of sleep and rest. The research also indicates that music helps to organize emotions and to develop cognitive skills. So, sing with and for children often.

It's important to create a pleasant, life-affirming atmosphere, where enough rest and exercise are provided. It's also essential that consistent disease prevention, good nutrition, and dental care are an integral part of your daily program. Within this larger context, teach children specifics about their bodies, including information about their bones, muscles, and skin.
Prepare the Environment
In a respectful environment, animals, plants, children, and grown-ups all receive caring attention. Here are some ways you can work to establish this climate in your own classroom:

Model meeting the physical needs of every living thing, including the provision of snacks and drinks for children and water for plants.

Engage children in the sensitive caregiving of plants and animals.

Articulate the rhythm of the day for children: "Now we exercise." "Now we rest." "Now we eat." "We use the bathroom and get drinks of water when we need to."

If the rhythm of the day gets thrown off, and children are out of sorts, model breathing activities or guided imagery. You might want to use ideas from Think of Something Quiet, by Clare Cherry.

"Get Up and Go!" Activities
You can build children's motor skills both in and out of the classroom. Here are some activities to try indoors:

Arrange carpet squares on the floor that children can use for hopping and jumping on.

Provide a basket to toss beanbags or balls into.

Set up an obstacle course with boxes and chairs.

Stick a long length of masking tape to the floor that children can use for broad jumping.

Try these activities outdoors:

Make asphalt "exercise friendly" by painting graphics, such as curving snakes, whose segments invite hopping and counting, or colored circles, in which games of "throw the beanbag to the blue circle" or "run around the red circle" are invented and enjoyed.

Provide shovels, rakes, and brooms. The purposeful work of digging, raking, and sweeping is pleasurable and strenuous.

Ensure that the climbers and wheeled toys are functional and safe.

Go outdoors often, for fresh air and to give children opportunity for active play.
Investigate the Body
There are many different ways to teach children about their hearts. A good way to begin is by directing children's attention to their hearts at rest, and after running across the playground several times. Children can feel their hearts beating faster when they place their hands on their chests. Jumping and hopping in the classroom can also increase heart rate. Reassure children that the increased heart rate is not dangerous. Explain that the heart gets stronger with exercise because it is a muscle. Then share the book Hear Your Heart, by Paul Showers, with children.
Share Disease-Prevention Strategies
The single most important disease-prevention strategy is hand washing. Not fingertip washing, but whole-hand washing, back and front. Little germs and viruses like all the hiding places on hands - between fingers, under nails, and around cuticles. Model frequent, thorough hand washing. A chart above the sink can remind everyone of the proper way to wash. Use the book Germs Make Me Sick! by Melvin Berger, to help reinforce the importance of hand washing.

Make sure washing supplies are ready for children at all times. These should include:

single paper towels

liquid soap, somewhat diluted to allow for easy sudsing and rinsing

a single faucet that is set for warm water and, if possible, is motion activated (the fixture is not very expensive)

a lined, covered waste container for the paper towels

nonallergenic hand lotion to keep skin moisturized and less likely to crack and harbor germs

Wash, Scrub, and Learn!
The following suggestions will heighten children's awareness of the importance of washing as a way to prevent the spread of germs:

With a small group, rub a little petroleum jelly in the palms of children's hands, and then rub with potting soil. Let each child choose how to get clean: wipe with a towel, dip in water, wash with soap, scrub with soap and brush, or other methods they might invent. Compare results. What did we learn? Children will enjoy experimenting and discussing.

Instruct children to use tissues when possible for sneezes and drips, and to use their upper arms, rather than their hands, to catch coughs. Wash hands after using tissues.

In the dramatic-play corner, a spring-cleaning will reinforce notions of cleanliness. Buckets of warm soapy water, brushes, and a hose can make scrubbing time for furniture, dishes, plastic food, baby dolls, and doll clothes fun time. Pick a warm day so the great washup can be outside. (Also, discuss evaporation as things dry.)

Emphasize Good Nutrition
Healthy eating habits should also play a consistent role in your program plan. Display the USDA food pyramid in the classroom-preferably the children's version-to emphasize to children and families that, every day, each of us needs five fruits and vegetables, ample grains, and, usually, dairy or enriched soy products for calcium and protein. Classroom snacks and meals should reflect the food pyramid. Sweets should be very limited. Keep in mind that the standard food pyramid can be adapted to reflect children's cultures. Read Bread, Bread, Bread, by Ann Morris, Everybody Cooks Rice, by Norah Dooley, and Beans, by Terry Jennings, to support cultural differences and similarities.
"Eat Right" Activities
Try these food-preparation activities with children to promote healthy eating habits:

Invite children to wash their hands, and then, with careful supervision, help them slice peeled oranges and bananas and stir with shredded coconut to create a bright, healthy snack.

Have children sprinkle raisins, chopped nuts, and a bit of cinnamon onto their bowls of oatmeal or rice.

Ask children to place shredded cheddar cheese onto tortillas before you bake them in a hot oven for a few minutes. The personal touch makes food taste extra good to children.

Try growing sprouts to see how tiny seeds, with proper watering, warmth, and air, make a crunchy, nutritious snack for children.

Buy seeds to sprout, such as alfalfa seeds, at a health-food store. Put two tablespoons of the seeds in a quart mayonnaise jar and cover them with water. Make or buy a draining lid, and, after one night's soak, ask children to help drain and rinse the seeds daily until they have sprouted. In about a week, the sprouts will have grown big enough to eat. Avoid both direct sun and low temperatures. Experiment until you find the right place in the classroom to sprout seeds.

Invite families to contribute to the snacks and meals as a way of expanding everyone's cultural knowledge.

Start a garden. Growing food is an amazing activity for children. Remember that radishes will grow quickly, while growing pumpkins will be slow.

Create a restaurant in the dramatic-play area. Children can make the menus with manila folders and pictures of food. You'll want to include a cash register, notepads for taking orders, and trays for serving.
Focus on Dental Care
Make sure that dental care is a part of your daily programming by helping children brush their teeth after every snack and meal. Their individual toothbrushes should be labeled and either hung from hooks or stuck upright in recycled, sanitized egg cartons. It helps to have everyone brush at the same time. Adults can brush their teeth along with the children, demonstrating proper toothbrushing techniques. Invite a dental hygienist to the classroom to reinforce good brushing habits.

Invite children to check out their smiles in a mirror. Ask: "Are all your teeth alike?" "How are they alike?" "How are they different?" Invite children to eat a piece of apple and then to check their teeth in the mirror. Did "nature's toothbrush" clean up those grinders?

Losing baby teeth is eventful and noteworthy. Make a classroom graph of who is losing teeth. "How many teeth are gone by year's end?" "Do the new teeth look like the old ones?" Share How Many Teeth? by Paul Showers, and Throw your Tooth on the Roof, by Selby B. Beeler, with children.
Introduce Bones and Muscles
Learning about their bones requires children to use their imagination because bones cannot be seen. Begin by gathering a small group of children. Ask them to feel what is inside their arms and legs, and then invite them to feel the middle of another child's back. Encourage children to curve their backs and curl up tight, then to feel the small bones in one another's spines and to compare them with the long bones in their arms and legs.

Learning about muscles is a natural follow-up to a unit on bones. Explain that muscles make our bones move. Do stretches with children, encouraging them to try different ways of moving large and small parts of their bodies. Say, "Move your hand as many ways as you can."
Fun With Muscles and Bones!
Here are some activities you can enjoy with children to help them learn more about the makeup and functioning of their bodies. For many of these activities, be sensitive to those "teachable moments" that provide the perfect opportunity to introduce them.

Examine chicken bones at the science table. Take note of the different sizes and shapes of the bones. Direct children's attention to the connective tissue they will find joining the ribs.

Help children feel their own ribs curving around their chests. Emphasize that bones grow bigger as children grow. Read I'm Growing! by Aliki, to support the concept of growing bones.

Provide a small plastic skeleton to help children visualize what they cannot see. You can also share the skeleton illustrations in the book Bones: Our Skeletal System, by Seymour Simon. Point out that the skull is a bone, too, encasing and protecting the brain. Use the opportunity to talk about bike helmets and seat belts as being extra protection for our skulls.

Start a bone collection with clean bones from home or those found on walks. Deer jawbones are especially interesting looking. A fish skeleton might be left over from dinner. Help children compare their internal structures to those of other animals. Leftover X-rays are occasionally available from medical personnel and make a great, informative display against a window.

Supply pipe cleaners for body making at the art table. Handprints with white tempera paint on black paper look like X-rays. In the block corner, invite children to make skeletons with blocks.

Demonstrate the expansion and contraction of a large rubber band. Explain to children that their muscles stretch and go back again in much the same way.

Share pictures of other internal organs with children, including the heart, stomach, and lungs. Contrast the muscles we move because we want to with these muscles, which are working on their own-even as we sleep.
Study the Skin
Explain to children that our skin is a covering for our bones, muscles, and internal organs. Ask, "What do you think we would be like without skin?" Talk about the fact that differing amounts of melanin make skin different colors. Reinforce the idea that our outsides look more different and colorful than do our insides - how lucky that is for us!
Learn About the Skin You're In!
Try these activities to help children learn more about the function and caring of the skin:

Share the book Y our Skin and Mine, by Paul Showers, to help explain skin differences and similarities.

Talk about using sunscreen to protect our skin. Work with families to stress the importance of sunscreen use.

Provide materials that represent different skin colors - paper, crayons, and markers in all the skin tones-at the art table on an ongoing basis. Mirrors should be close by. Encourage portrait drawing throughout the year to sharpen children's observation skills.

Turn the dramatic-play area into a hospital where make-believe broken bones, sore muscles, and cut skin are treated. Props can include a cot, bandages, plastic syringes (without needles), and cast-off shirts for uniforms.

Respect for, and knowledge of, one's body is fundamental to living well. Early childhood experiences set the foundation for this critical understanding.
Click here to view and download the Developmental Chart Young Children's Physical Skills (PDF)

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Teaching Children About Their Bodies | Scholastic

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Holding a stack of flyers that needed to go into the children's cubbies, Ms. Rhonda looked across her classroom. Suddenly, Michael was in front of her, hands outstretched. "Give them to me," he said. "I'm the fastest runner in the class!"

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K12 Grade 1 - Science: Different Parts of the Body

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Body - Kids vocabulary - parts of the body - Learn English for kids - English educational video