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ESS KidsAges 3–5 · With a grown-up
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Me & my day · AGES 3–5 · WITH A GROWN-UP

Body parts
Picture words about us.

Look at the drawings. Hear a word, then point to its picture together.

6 words · 3 gentle picture prompts · No timer

The six Body parts pictures used in this lesson. Each picture is described below.

LOOK · LISTEN · SAY

Our picture words

Tap Listen to hear the word and sentence. A grown-up can read them aloud too.

eyes

These are eyes.

ears

These are ears.

nose

This is a nose.

mouth

This is a mouth.

hand

This is a hand.

foot

This is a foot.

Grown-up tip for this topic

These are simple drawings. Bodies look and work in different ways. Eyes and ears are plural here; hand and foot show one each. Two or more are called hands and feet. Use the words that fit your child’s experience.

LET’S PLAY TOGETHER

Listen. Look. Choose.

Hear or read the prompt together, then tap a picture. Take your time.

NOW TAKE THE WORDS INTO YOUR WORLD

Draw a friendly face

Draw a simple face together, one part at a time. Say, ‘Here are the eyes. Here is the nose.’ Let your child choose what to add, point to a drawing or tell you a word.

A toy or picture can be your model. Nobody needs to touch another person, and no photos or recordings are needed.

Choose another topic whenever you’re ready →

FOR PARENTS & CAREGIVERS

You make the learning meaningful.

Stay with your child, talk about the pictures and follow their interest. Saying a word is optional: pointing, gesturing and listening are welcome. Use your home language alongside English.

How much should we do?

Choose just a few words to begin. There is no target score, streak or required finish. Pause for real-world play and stop when your child is ready.

About the audio and pictures

These original ESS illustrations and synthetic English audio support shared practice. Listen uses a saved audio file from this website. It does not turn on your microphone or record your child. If audio will not play, check your device volume or read the visible words aloud.

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