Transportation Theme for Elementary ESL

Link to all the resources for the Transportation Unit:

https://www.teacherspayteachers.com/Product/Transportation-Unit-for-Elementary-ESL-4049752

Sort the  55 flashcards by land, sea, sky.

Transportation and adjectives: big, small, long, short, old, new, cheap, expensive. Review the adjective words using your arms and hands. Stretch your arms for long and hold your hands closer for short.

Write the opposite words on the board. Hand in all the flashcards and have them place the vehicle where it belongs. Students must identify the vehicle, the size, length, old or new and price.

Student: This is a school bus. It is big and long.

There is a worksheet to review the adjectives. Have the students listen to the instructions and color the cars.

Teacher: Point to the small car. Color it blue. Continue in the same manner. When the students have finished, have them place the adjectives that identify each vehicle.(LABELING)

Or have the students paste a vehicle on a sheet of paper and write adjectives to describe it.

Explain that you use the preposition by to express ways to travel.

Teacher: I am going to the library.

Students: How are you going?

Teacher: By subway.

Continue asking and answering questions. Have the students write sentences.

I am going to the island by ship.

Place the number flashcards around the room. Tell the students that each number is a garage or parking place for some vehicles.

Hand in the flashcards and give instructions.

Teacher: bus, go to garage number seven.

Transportation and verbs.

Tell the students that we use these three main verbs for the vehicles. Place them on the board and create a mind map.

Teacher: I can ride an elephant.

Students: I can ride a bike.

I can ride a motorcycle.

Give more examples using drive and fly using all the flashcards.

A worksheet to wrap this up.

Have the students sort the pictures into ride, drive and fly. Then using the bubbles provided, the students write sentences. ( I can drive a blue car.)

There are more flashcards to review “ How do you get to work ?” “ How do you get to school ?”

Community Helpers drive vehicles.

Have the students sort the flashcards in drive, ride or fly.

Model a sentence.  Teacher: The fire fighter drives a fire truck.

Students make more sentences.

And worksheets for writing. Students write in the bubbles sentences such as: I am driving a school bus.

 I made several worksheets for different skills. 

Listening. Students color as indicated by the teacher.

 Teacher: It is a pink blimp.

Speaking. Students point and say a sentence.

Student: It is a yellow submarine.

Have the students cut the cards and grab their favorite. At your signal have them get together in groups of the same favorite vehicle.

Teacher: These are trucks. (pointing close to you)

                Those are cars. (pointing far from you)

Students give more examples.

Write the words on your notebook. Providing multiple exposure to the vocabulary words help with learning and meaning.

Road game. I was looking for a game and found an interesting one on Pinterest, I adapted it for ESL. Simply print out as many roads you need and write the vocabulary words on each side of each road piece as in dominos, there must be 2 or more of the same word. Print the people in their vehicles and the signs. Have the students play as in Domino but the pieces will be the road items.

Prepositions cards. Use them for writing purpose or to play sentence association game.

More ideas,activities and printables at my other blog post.

http://eflpreschoolteachers.blogspot.com/2016/03/transportation-review-unit-for-ell.html

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Farm Unit activities for Elementary ESL

Link to the resources:   

https://www.teacherspayteachers.com/Product/Farm-Unit-Resources-for-the-Elementary-ESL-3790548

The resource is also here:   https://www.bilingualmarketplace.com/products/farm-unit-for-elementary-efl?variant=37064574369956

Farm Scene. Display the barn and the silo cutout on the board. Ask the children if they can identify the scene.

Teacher: Look at the pictures. What can this be?

Students: a farm.

Then start placing the animals on the farm and say the name.

Teacher: This is the cow. What color is the cow?

Students: black and white.

Write the word next to each animal.

Teacher: Is this a hen ?

Students: yes, it is/ No, it isn´t.

As a review, say the name of an animal and have a student go to the board and remove it.

Teacher: Martha, Bring me the rooster.

Have the students write the farm animals words using the printable green letters and the cutouts, or dictate words and the first student or group to finish wins.

Sort the animals that live in the barn and the ones that live out of the barn.

Favorite  farm animal graph. Place the flashcards on the board.

By using the flashcards students get more speaking practice ,you get them talking as they describe, compare or answer questions.

Separate each animal with a line and start writing the student´s name after asking each student which is their favorite farm animal. Then have the students talk about the results.

Teacher: Which is Emily´s favorite animal?

Students: rooster!

Teacher: Who likes the cow?

Students: Will and David!

Possessive nouns. Place the farmer flashcard in the middle of the board and all flashcards that belongs to the farmer as in a mind map. Model a sentence.

Teacher: Who is she?

Students: the farmer.

Teacher: This is the farmer´s tractor.

Teacher: What is this?

Students: It's a barm.

Teacher: Whose barn is this?

Students: It's the farmer's barn.

I made this interactive book to review the possessive nouns.

I wanted the book to be interactive. I saw this idea on Pinterest and gave it a try. It is not hard to do, I would suggest that you use a lightweight yarn instead of twine like I did. Place a tape to each cutout behind the book.

First the students have to trace all the sentences and color the scene. Then as they read, they pull a string to the picture that the sentence is talking about.

Student: This is the Farmer´s tractor. (pulls the string that has the tractor).

Or simply, the students paste each picture where it corresponds.

Count the farm animals. Place several fences on the board.

Make several copies of each farm animal. Place them in each fence.

Teacher: How many horses are there?

Students: one, two, three. Three horses.

Teacher: What color are the horses?

Students: They are brown. 

Continue with the rest of the animals.

Have the students say which letter make the plurals for the farm animals.

Teacher: One cow. Two cows.

Students: letter S!

Point to each animal and have them say the plural. When you get to goose, tell them about the difference which is geese.

Students make craft stick corrals. Have them put their animals into each corral using the dice.  Go by each group and ask questions.

Teacher: How many hens are there?

Students: one, two, three. Three hens.

Then individually have the students place only four animals in their corrals. Play Bingo! If the student has the animal named then that animal has to be taken out of the corral.

The winner is the student that has their corral empty first.

Make the crown headband and use them for a simple game.

Make different amount of farm animals crowns to wear.

Place the barn, fence, trees or any other cutout around the room. Students listen to your instruction.

Teacher: Hens, walk to the barn! Horses ,gallop to the fence! Cows, stomp to the trees !

When the students are in groups at their destination. Count the number of animals.

Teacher: How many hens are at the barn ?
Students: one, two, three, four, five, six. Six hens.

Make a grid with the flashcards.

Teacher: B2 ! What are they?

Students: They are roosters!

Teacher: How many roosters are there?

Students: There are  two roosters!

There is/There are. Make a farm scene on the board using the cutouts or flashcards.

Point to each animal. Teacher: There is a cow.

Teacher: There´s a hen and a horse.

Teacher: Some animals are not here. There isn´t a pig.

Have the students give more examples of the animals that are missing.

Teacher: Is there a duck on the farm ?

Students: No, there isn´t.

 Do the same with there are/ there aren´t.

There is a Farm Unit BUNDLE at the Link: https://www.teacherspayteachers.com/Product/Farm-Unit-BUNDLE-for-Kindergarten-and-Elementary-ESL-6710655

Go to my Instagram account: https://www.instagram.com/rosamelia_eslteacher

Town and Community Helpers, plus transportation themes for the ESL learner.

Link: https://www.teacherspayteachers.com/Product/Town-and-Community-Helpers-plus-transportation-themes-for-the-ESL-learner-3735921

The resource is also available here: https://www.bilingualmarketplace.com/products/town-and-community-helpers-plus-transportation-themes-for-the-esl-learner?variant=36958760304804

                                           

In this blog post we will relate the community helpers to where they work and add their transportation.

Introduce the buildings using the flashcards. Ask the students who works in each building.

Match the building flashcard (school) to the community helpers (teachers) and people (students) flashcards. In this example more than person goes to the same building.

Now, make sentences.

Teacher: What is this?

Students: It´s the Hospital.

Teacher: Who works in a hospital?

Students: The nurse and the doctor.

More questions.

Teacher: Who is he ?

Students: He is the pilot.

Teacher: Where is the pilot?

Students: He is at the airport.

Place all the people flashcards on one side and the buildings on the other.

Say the name of a community member and the students have to answer with the work place and then the opposite.

Teacher: farmer!

Students: Farm!

Teacher: theater!

Students: ballerina!

Let´s pretend. Have the students pick a community helper and the corresponding work place and stand in front of the class holding a flashcard in each hand.

Teacher: Who are you ?

Student: I am a firefighter.

Teacher: Where are you ?

Student: I am at the fire station.

Where are you going to? Give several students a community member necklace and give the building flashcards to the other group. They stand in front of each other in random order.

Teacher: Who are you ?

Student: I am a clown.

Teacher: Where are you going to?

Student: I am going to the circus. (and walks to the corresponding flashcard)

I made small cards for the same matching exercise. Give  several groups the same set of cards and ask the children to match the cards in the shortest period of time. The first group to finish is the winner.

Place the building flashcards and the transportation cutouts for each one on a desk. Give instructions.
Teacher: There is an ambulance in front of the hospital. There are two fire trucks, one is next to the fire station and the other is in front of the fire station.

And I made people and transportation cutouts. I glued them onto toilet paper rolls and I used longer rolls for the flashcards.

Teacher: There is an ambulance in front of the Hospital.

Teacher: There are two ambulances in front of the Hospital.

More examples to say to the students and have them locate the ambulances.

Teacher: There is an ambulance in front of the Hospital. There is an ambulance next to the Hospital. There is ambulance behind the Hospital.

Teacher: The doctor and the nurse are in front of the Hospital.

And here is the whole scene for the Hospital.

You can do more locations using the cutouts set.

There is more on this resource:

 https://eflelementaryresources.blogspot.com/2020/04/town-community-helper-and.html

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