Numbers 1 to 20 Halloween Eyeballs for Elementary ESL

 This resource is included in The Numbers 1 to 20 for Elementary-Starters at this Link: 

https://www.teacherspayteachers.com/Product/Numbers-1-to-20-for-Elementary-ELL-Starters-3640162

This resource provides a fun way for students to practice recognizing and identifying numbers from 1 to 20 in a Halloween context using eyeballs.

Display the Halloween eyeballs flashcards randomly, and have students pick a card, identify the number, and say it aloud. This helps with both number recognition and pronunciation. Students will grab a sidewalk chalk and write the numeral and the word.

Print the small card format that offers additional flexibility for classroom activities.

Throw the beanbag.  Spread the small cards (with Halloween eyeballs and numbers 1 to 20) on the floor or tape them to a wall. Students take turns tossing a bean bag onto a card. Wherever the bean bag lands, they must identify and say the number aloud.

Cut the word out of each small card. Have the students pair the Halloween eyeball number with the word.

Worksheets

The spooky visuals will capture their attention. The worksheets help students practice recognizing numbers from 1 to 20 in a structured and repetitive way. Learners will complete the numeral or the word for each box.

Using eyeballs as a visual aid provides a strong visual cue for number identification. On one worksheet answer the question How many eyeballs? and on the other it’s an unscramble the letters to write the number word.

Worksheets serve as an easy way for teachers to assess students' understanding of numbers 1 to 20. Plan making the dice ahead of time, a set of dice can serve a small group of ELLs. ELLs throw the dice and then color accordingly.

Connect learning with the Holiday! Students cut and paste the numbers and create a 1 to 20 mat.

Game

Ask students to arrange the flashcards in the correct order from 1 to 20. You can make it more interactive by asking them to count the eyeballs as they place each card.

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https://www.pinterest.com/ei98srl/halloween/esl-halloween-resources-by-rosa-amelia/

Birthday Unit Flashcards for Elementary ELLs

 This resource is included in The Birthday Unit: https://www.teacherspayteachers.com/Product/Birthday-Unit-for-Elementary-ESL-5279726

The birthday unit is important to introduce students to essential vocabulary related to birthdays. This vocabulary is used in everyday conversations.

Print the flashcards to help your students associate the vocabulary with visual images, making it easier for them to remember new vocabulary.

Have the students identify the party objects using the flashcards: hat, balloon, cake, presents, card, candle.

Ask students: What can you see?

Students: I see a present.

Reviewing colors helps reinforce color vocabulary. Place two flashcards and ask: What color is this balloon?

Students: It’s orange!

Focus on colors to encourage the students to observe and describe objects in greater detail: What color are the candles?
Students: blue, purple, green!

Show a single flashcard with one present and say, “This is a present. It is yellow.” Then, show a flashcard with several presents and say, “They are presents. They are green and blue.”

Sorting the birthday objects.

Create two columns on the board labeled “It is” and “They are”. Show a flashcard and ask students to decide if it goes under “It is” or “They are.” Place the card in the correct column and have students say the corresponding sentence: It’s a card.

Reinforce that "there is" is used with singular nouns (one object), while "there are" is used with plural nouns (more than one object).

Teacher: "There is one cake". "There are five balloons."

Incorporate the numbers 1 to 10 using the flashcards. Birthdays often involve talking about age, and students need to be comfortable with numbers to express how old they are or how old someone else is.

Birthdays often involve counting items like candles on a cake, balloons, or gifts. Have the students accurately count and talk about these items using the flashcards.

Teachers: How cupcakes are there?

Students: One, two, three, for, five! Five cupcakes.

Ask and answer about age.

Start by teaching the basic question structure: “How old are you?

Show a birthday flashcard with a picture of a boy or girl with a number corresponding to the age and ask students: How old is he?

Students: He’s eight!

Introduce new structures: Today is Anna’s Birthday. She’s nine years old.

Have the students say more sentences using the rest of the flashcards.

To express likes and dislikes.
Teacher: I like cake! I don’t like balloons!
Make an emphasis on the final s.
Ask your students about their preferences and place that flashcard on the board and you can even graph the party objects.

People do different actions in a party. Use any tense that you want.

Teacher: What is he doing?
Students: He is opening a present.

Teach the phrase “Whose birthday is it?” by modeling it several times. Place several flashcards on the board and ask, "Whose birthday is it?"

Students: "It's Ann's birthday."

Explain the ‘s to indicate possession. Make stick puppets ‘s to make it easier for the students to grasp the rule.

Talk about the location of objects.
Use the flashcards to demonstrate prepositions like "in front of," "behind," "next to," "on," and "under":
Prepare the cutouts to place the candle flashcard in different positions relative to the cupcake flashcard. Show each position flashcard and then the students will repeat the location using the cutouts.
Teacher: "The candle is on the cupcake."
Invite students to prepare their own cutouts using the template provided and move the cutouts themselves, using the correct prepositions in sentences.

Visit my store today to find resources that are ready to use and perfect for supporting your elementary ELLs. Your feedback is always appreciated as I continue to develop materials that meet the needs of both teachers and students.

Here’s the link to my store: https://www.teacherspayteachers.com/store/holistic-english-resources-by-rosa-amelia

Using flashcards for the presentation part of the lesson plan to teach English Language Learners

  The 3P lesson plan template is available here:   https://www.teacherspayteachers.com/Product/lesson-plan-to-teach-English-Language-Learners-11780557

Using flashcards will engage the visual learners. The pictures have to be clear to help the learners understand and memorize the new vocabualry presented.

Choose the flashcards that you want to highlight and reinforce through repetition.

Plan interactive activities to keep the interest in the new language. The flashcards are versatile, There are many games and dynamic speaking practice to add to the presentation part.

The flashcards will provide you with an easy assessment of understanding. You can see which words children are grasping and which ones need more planned activities for next class.

Flashcards are easy to carry around from one class to another and use in different classroom settings, such as a large class or smaller groups.

Flashcards can be used for Scaffolding Learning. Write more complex sentences activities to support all students.

And, the question is, what can I plan? Well, check the flashcards presentation activities ideas  video and start planning. Any help needed? Just text me through any social media.

Here are the flashcards activities for the presentation part for teaching Elementary English Learners.

After writing the presentation part, go to the practice section of the lesson plan:   https://eflelementaryresources.blogspot.com/2024/08/writing-practice-part-of-lesson-plan-to.html

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Present Continuous Flashcards for Elementary English Language Learners

 This resource is found here:   https://www.teacherspayteachers.com/Product/Present-Continuous-for-Elementary-ESL-4403402

Teach the Present Continuous tense to describe actions that are happening right now. This helps ELLs talk about their immediate actions. Achieving this tense will help students describe their daily routines and activities

Activity 1. Show a flashcard and have the students do the action and say the word. Do the same with as many flashcards as you can.

Students: dancing! Dancing! (as they do the action).

Activity 2. Place the eat flashcards on the board. Designate a student a flashcard. Ask questions.
Teacher: Are you eating cake?
Student: Yes, I am.

Activity 3. Make a grid on the board using the flashcards.
Teacher: B2!
Student: Dancing. They are dancing.
Teacher: She is opening her locker.
Student: C3!.

Activity 4. Place several flashcards on the board and write the questions words: Who, What; Where?
Teacher: CLIMB!
Students: Where is he climbing?
Teacher: He is climbing in Bolivia.
Students: Who is climbing?
Teacher: Peter is climbing in Bolivia.
Students: What is he doing?
Teacher: He is climbing a mountain in Bolivia.

Have the students write questions on their notebooks using the flashcards as prompts.

Activity 5. Collocations. Place three flashcards on the board.
Teacher: What are they doing?
Students: They are sitting.
Teacher: Where is he sitting?
Students: He is sitting on a bench.  (write on a bench)
Continue with the other two. Tell students that adding words to a verb gives more details to a sentence in Present Continuous.

Activity 6. Now, place only one flashcard on the board. I used studying. Have the students dictate words to make more sentences.
Students: Math!
Teacher: She is studying Math.

Activity 7. Place the flashcards on the board and say a wrong sentence on purpose for each flashcard.
Teacher: She is eating spaghetti.
Students: No! She is eating a hamburger.

Activity 8. Students write a 3x3 Bingo board on their notebooks. Place all the action flashcards on the board that you are working on. Students choose 9 action words and write them on each square. Take away all the flashcards from the board, mix them up and start calling the verb flashcards as you show each one to the class. Students cross out the ones that they have, the first student to do it shouts BINGO!

Activity 9. Routines. Place the get up flashcard on the board and mime getting up. Have the students mime getting up and say the sentence: I am getting up. Continue with more daily routines as you place the flashcards on the board.

Point to each flashcard and ask questions.
Teacher: What is he doing?.
Student 1: He is making his bed.
Say a name of a flashcard in random order and have a student come up and point to it and say a sentence.
Teacher: take!
Student 1: He is taking a shower. ( pointing to the flashcard)

 Present progressive spelling.

Here is a video with all the flashcards included in the resource:

More to this resource:   https://eflelementaryresources.blogspot.com/2024/08/this-resource-is-found-here-httpswww.html

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