Zoo animals Worksheets

 This resource is included in the Zoo Animals for EFL. Click here:

https://www.teacherspayteachers.com/Product/Zoo-Animals-Flashcards-for-EFL-3611842

The zoo animal worksheets can be used:

·         as a review

·         to reinforce previous units or themes such as the body.

·         Assess the understanding of the new vocabulary and the structures.

·         Identify student’s progress and check what to provide extra practice.

There are two worksheets with a combination of reading, coloring and completing with the words to give meaning to the text. The animal on the worksheet will help ELLs to grasp the meaning to complete sentences.

Make a pointer to show the important aspects to complete on the worksheet. You can also use the pointer to ask questions: What's number 1?

There is a set of many vocabulary worksheets with a variety of activities.

Check matching the word to the pictures.

Find fill-in-the-vowel and a word search to keep your students interested and to aid to the different learning styles that we usually have in class.

Label the parts of the body of the zoo animals on each worksheet.

Writing short paragraph worksheets with facts for each zoo animal.

This is a worksheet to review what zoo animals eat. Use the guide that comes in the resource. Check the activities for the zoo animals eat:   https://eflelementaryresources.blogspot.com/2024/04/zoo-animals-eat-activity.html

Zoo animal worksheets to challenge the students to construct grammatically correct answers.

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Zoo animals have a body

 This resource is included in the Zoo Animals for EFL at this link: https://www.teacherspayteachers.com/Product/Zoo-Animals-Flashcards-for-EFL-3611842

Place a zoo animal flashcard on the board and write the parts of the body.
Hand in more flashcards and have the students do the same using your model.
Have the students say which body parts are similar to a person and which are different.
Teacher: Which body parts are similar to ours?
Students: eye, nose, mouth, ear, leg!
Teacher: Which body parts are different to ours?
Students: whiskers, fur, paw, tail!

Then place 2 flashcards, write the body parts, the similar ones in one color and the different ones in another. Talk about the difference between the animals. I suggest you read a little before doing this and use my research table and complete it even more.
Teacher: Which body parts are the same?
Students: head, eye, ears, legs, feet, tail, claws!
Teacher: yes! But, Which head is bigger?
Students: The bear´s head is bigger.
Teacher: Which body parts are different?
Students: fur, feathers, snout, beak!
Teacher: yes! But, Which animal has fur?
Students: The bear has fur.
And continue with more questions!

Write body parts words and have the students sort the zoo animal flashcards by their characteristics, such as tails, beak, horn, stripes, scales.
Animals have similar and different body parts. Have the students sort out the flashcards depending on a body part.
Teacher: Which animals have tails?
Students: Lions, monkeys, kangaroo!
 

Sort the animals by the tail using the adjectives long and short to describe the tail of the animals: The monkey has a long tail. The penguin has a short tail.

Sort the zoo animals by the length of the arms.

Sort the zoo animals by the size of the ears.

Draw a Venn Diagram on the board, have the students understand what it is for. Compare any two animals that you want. I made an example. Students should give you details of what they observe that are different between them and what is the same or common.

Place the animal flashcards on the board in random order. Have the students order them by size.
Ask questions:
Teacher: Which is the first animal?
Students: The elephant.
Teacher: Which is the second animal?
Students: The giraffe.
Teacher: Which animal comes next?
Students: The camel.

Cut the animal flashcards in 2 or in 4.  I made these without borders or words. Hand them out randomly. Have the students stand up and walk around asking the classmates for the match to complete the card.

Student: Do you have the camel ?

Cut the body parts in each animal flashcard.

Set up a table on the board with only the body part word. Have the students come up and place each body part under each word.

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Pets Unit Flashcards for Elementary ELL

his resource is part of the pets unit for Elementary English Languge learners-Starters.    LINK: https://www.teacherspayteachers.com/Product/Pets-Unit-for-Elementary-ELL-Starters-10780015

Pets Unit Flashcards

Take a look of all the flashcards included in the resource to create an effective lesson plan. Use these to develop linguistic competence to have your students communicate verbally to describe pets.

Use the flashcards to introduce the pets vocabulary and have the stduents understand the names of the animals.

Use the pets unit flashcards to ask yes/ no questions: Is this a dog?
Students: Yes, it is!
Is this a frog?
Students: No, it isn’t.
Use the flashcards to ask about colors: What color is this cat?
Students: It’s orange! (make a color splotch next to the cat)
Have students make sentences: This cat is white.

Let’s count the pets on the board: one, two, three, four, five, six, seven, eight. Eight pets!!
Ask more questions: What’s number three?
Students: it’s a rabbit!

Make a grid on the board. Say a number and letter combination for a student and have that person say what it is.
Teacher: 2C
Student: snake!

Use adjectives to help students describe the pets. Here is an example with a cat labeling to the parts of the body.

Students will talk about possession: Who has a rabbit?
Students: Ann!
Model sentences to express possession: Bob has a fish.

Students will contrast and compare the physical appearance of the pets. Review the parts of body words if you have already taught that unit. You can choose the ears. Model sentences: The brown rabbit has long ears.

By using adjectives, students will express themselves wih more detail.

Contrast the length of the tail. Ask questions: Which pets have short tails?
Students: rabbit, dog, fish, hamster.

Use the flashcards to introduce or review even more body parts: wings, legs, head, body, eyes, whiskers, nose, mouth.
Ask questions: Which animal has wings?
Students: birds!

Introduce how to indicate position using the prepositions of place: in, on.

Place the fish and the fish bowl flashcards on the board. Write the word IN. mimic that the fish goes into the fish bowl, draw the arrow and say the sentence: The fish is IN the fish bowl.

Have the students say a sentence with the dog: The dog is in the dog house.

Do the same with the location word on. Ask questions: Where is the dog?
Students: It’s on the dog bed.

Students will express preference using the adjective favorite.Place the flashcards on the board and ask: What’s your favorite pet? Graph!

Students can use their worksheet to graph the results from the class and write it down.

Play a guessing game with your students. Hold a pet flashcard without showing it to your students. Describe it: This pet doesn’t have wings. It doesn’t have whiskers.  It has four legs. It has a tail.

Students will start guessing. The one that guesses correctly: dog! Will win the card. Continue with more cards.

Next blog post will be on the pet unit small cards. Just follow the blog: https://eflelementaryresources.blogspot.com/

Christmas Activities for ESL

Krasner (1999) recognized the necessity for language learners to develop not only linguistic competence but also an awareness of the culturally-appropriate features of the language

Link to the files at my TeachersPayTeachers store:

https://www.teacherspayteachers.com/Product/Christmas-Unit-for-Elementary-ELL-2235598

 

I made a Coloring and a Writing book. Students read the incomplete sentence and looking at the picture write the missing word. Students can color the picture as you dictate.

Teacher: Look at the elf! His hat is yellow and green.

A foldable accordion book. Students trace each word to create the book. You can choose the vocabulary. Then trace the Elf hat onto red or green cardboard to assemble the book. 

Half card game. This a fun game that many students love. Cut all the cards in half. Have the students match each half to make a complete card on their desks as a group challenge.

As a speaking activity, hand in a half card to each student. They all stand up at your signal and walk around the classroom finding their other half and stand together. Shout stop! At any given moment. The winners are the students that got together correctly.

Labeling clothes and body (labeling). Have the students label the Christmas Characters cards. They come in color and black/white version.

More vocabulary practice with the picture and word matching cards.

A final review of Prepositions or Positional words.A set of small flashcards to review each preposition.

Teacher: Look at the reindeer! The reindeer is between the boy and the girl.Or the reindeer is between the elves.

A  Prepositions or Positional words game.The sentence association game which is fun.

There is a set of cutouts to glue onto a file folder.

Students can sort the cards.

A  Prepositions or Positional words book.Print and assemble the book or use the file on the tablets.

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