Furniture in the House Small Cards for Elementary ELLs

 This resource is part of the House Furniture for Elementary ESL, at my store:

https://www.teacherspayteachers.com/Product/House-Furniture-unit-for-Elementary-ESL-3420723

The furniture small cards can be used in various interactive activities that you will check out in this blog post. These cards are easy to carry from one classroom to another. Include these into the lesson plan for your english EFL.

Print and have these flexible teaching tools for your class.

Listen and draw the furniture items. Practice the furniture vocabulary with cards. It will help reinforce vocabulary through repetition.

Teacher: Lamp! Draw a lamp.

Take a look at the video:

Write the word. The small size of the cards helps maintain learners' focus on individual items. I used letters stickers to write the words that are on each small card.

Students can also draw pictures to illustrate each word.

Have the students say sentences as a speaking activity. Check the video:

Show me the furniture. Teachers can quickly assess students' knowledge with this easy activity.

Place several small cards on the board or table. Hold up a furniture piece flashcard. Ask the students to find the same matching one and say a sentence: It’s a clock.

My example video.

Adjective-noun phrase using small cards. This exercise can be easily adjusted to suit different proficiency levels in your class. Write adjective and noun words on small cards. Have the students write adjective words that you either dictate or that they write on the cards.

Students will match the item on the small card and the adjectives cards. They can write these phrases on their notebooks.

Here's the video:

Guess the furniture item. Cards facilitate group work, allowing students to practice speaking and listening skills collaboratively. Place the small cards on a table. Write the word that the students will guess on a piece of paper and hide it. Have the students ask questions to guess: Is it pink?

Teacher: No, it isn’t. It’s not a bathtub. (You can take away that small card)
Students: Is it round? Is it a circle?
Teacher: Yes, it is!
Students: It’s a clock!

My guessing example:

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Body Unit Small Cards for Elementary ESL

 This resource is included in the Body Unit for Elementary ESL. It can be used by ENL Instructional Teachers. Link: https://www.teacherspayteachers.com/Product/Body-Theme-for-Elementary-ELL-1836555

The body unit small cards are visually appealing with a size that fits comfortably in small hands. Plan fun and interactive activities, helping your students to expand their vocabulary and language skills.

Play a matching game. Cut the word from each card and match the picture to the word.

Practice a matching action game using the verbs small cards.

Say: write! Write with your hand!

Students will mime writing and say the phrase: write with my hand!

Continue with all the cards available.

Use Monster small cards for sorting the parts of the body in each one. The Monsters come with different features to represent various body parts. For example, a Monster has three eyes and another has just one. The Monsters are fun looking to engage the students.

Decide on the sorting categories and write them down on strips of paper. Sort the monsters by the mnumbers of eyes, arms, fingers, hands, legs, feet.

Sorting by number of feet.

Sorting by number of eyes.

Sorting by number of fingers.

Sorting by number of hands.

Sorting by number of legs.

Sorting by number of arms.

Distribute the small cards in small groups and have the students create a Venn diagram contrasting the similarities and the difference between the Monsters.

There are adjectives used to describe people’s bodies such as thin, fat, tall, short, old, young. The small cards portray pictures of people with such adjectives. Ask the students to label the cards with the pictures with as many categories based on the adjectives to describe people. Students can talk about the physical appeareance of the people on the other small cards.

So many things to do with the small cards, I am sure that you will come up with more. Please share with me!

Go to the blog post to check the printable book for small cards:    https://eflelementaryresources.blogspot.com/2024/05/body-unit-printable-book-for-elementary.html

This is my other blog for younger students with more ideas, activities and resources for the body unit.

https://eflpreschoolteachers.blogspot.com/2021/01/body-unit-for-english-language-learners.html

Body Unit Flashcards for Elementary ESL

 This resource is included in the Body Unit for Elementary ESL. It can be used by Elementary Education teachers and Early Childhood as well.Link: https://www.teacherspayteachers.com/Product/Body-Theme-for-Elementary-ELL-1836555

Introduce the basic body vocabulary to enable your students to help them express themselves when talking about their own body and others. There are many flashcards to use int your lesson plan for english language learners.

Print the body flashcards. These are an effective and engaging teaching tool to introduce and reinforce the new vocabulary. They feature clear and colorful images to illustrate each body part to be easily recognizable for your esl elementary students.

Place your flashcards on the board and have the students identify and recognize the parts of the body.

 Add an interactive element into your flashcards lesson plan for your students to talk about the parts of the body. Ask your students to touch or point a specific body part on any monster flashcards I made this pointer by adding a wiggly eye to a craft stick. Students will say the word as they point to each one:hand!

Word Labeling. Place a boy or girl flashcard on the board. Write the name of each body part with your students. Say sentences to describe the girl.

Teacher: She has a head!
Students: She has two legs!
Students will follow simple instructions.
Teacher: Touch your head! (showing the flashcard)

Print the Monsters flashcards and place into clear plastic sheets and have the students label all the parts of the body.

Count all the body parts using the flashcards. Students will use the numbers to describe the body.

Teacher: What are these?
Teacher: How many fingers? Count.
Students: ten!
Students: Hands!

Guide the students to count more body parts such as toes and eyes. Then, have the students say how many body parts they have: I have two eyes.

Divide the board and write the numbers 1 and 2. Have the students sort the flashcards into count many body parts we have.

Students: one nose. Two shoulders, two legs and two knees!

I just wanted to include these monster flashcards with different amount of body parts.
Ask: How many eyes?
Have the students sort the flashcards into How many body parts.

Have the students count the parts of the body on each monster. Students will describe the physical chracteristics of the monsters using the verb has: The monster has four eyes.

Students can describe their body parts as you will model on the board using the flashcards of the boy and girl. Emphasize the demonstrative pronouns this and these to the singular and plural part of the body. Provide simple sentences examples.
Teacher: This is my head.
These are my hands.

There are several flashcards that provides a visual representation of the most common adjectives to describe people and their physical appearance.

Teacher: This is Mary. She has long blond hair. She is tall and thin.
Does she have long or short legs?
Students: long legs.

Model how to use the descriptive adjectives young and old in sentences to describe people using the flashcards.
Teacher: He is old. He is young.
Students: He is tall and thin. He is short and fat.
Now, show the flashcards and have the students mime themselves with the adjectives.
Teacher: You are tall! (students will stand on their toes) Continue with the rest of adjectives.

Teaching the adjectives left and right introduce directional vocabulary. Sort the flashcards on the board and have the students express the spatial concepts: This is the left ear! This is the right leg.

Use the body parts as the subject of the imperatives provides a clear and relatable context to introduce flashcards.

Have your students do the action as you say and show the action: Touch your head!

Imperatives with hand and finger. Pair this body part to encourage your students to combine the physical action with the commands. Have the students mime the action with their hands: play tennis!

Teacher: Draw with your hand!

Students will mime the action and repeat the verb.

What body part do you use for performing a verb? Sort the flashcards on the board. Students will follow the instructions using that part of the body.

Add variety to the activities planned with the flashcards. This kind of games add excitement to learning the new language. This is a listening activity.

Describe a Monster: My monster isn’t short. She has one eye, two arms, five legs and five feet.
Students: C3!!!

Students will take turns describing a monster for the class to guess.

Next blog post is about using the small cards activities:   https://eflelementaryresources.blogspot.com/2024/05/body-unit-small-cards-for-elementary-esl.html

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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 flashcards 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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