Body Unit Flashcards for Elementary ESL

 This resource is included in the Body Unit for Elementary ESL. 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.

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. 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 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.

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Zoo animals Eat Activity

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

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

Learning about zoo animals and their eating habits makes English learners review the vocabulary related to animals, food, and eating behaviors.

There is a set of small cards in color for making a sorting activity. Includes the animals and the food.

Exploring how zoo animals eat provides English learners the opportunity to describe their observations on what and how the animal’s eating habits. I used a pizza box as a sorting mat.

Place the animal cards on the top line of the box and then have the students place what the animals eat cards under each animal.

 You can also have the learners sort the cards into carnivores, omnivores and herbivores

Teaching English learners about zoo animals incorporates elements of science enhancing their overall knowledge and understanding of the natural world. Use the set of worksheets to do their own sorting mat for these animals.

Exploring how zoo animals eat can stimulate critical thinking as they start coloring and gluing the cards on the cardboard. It can be an individual lesson or a group activity.If your students created one, please show me!

And find here a list of what zoo animals eat.

Print and display the cards to introduce the vocabulary related to what food animals eat. Place several flashcards on the board.
Teacher: What is number 1?
Students: It´s a giraffe.
Teacher: What does the giraffe eat? (Have the students guess and say what they know even if in the native language)
Then, start placing the food cards.
Teacher: The giraffes eat leaves, twigs and fruit. (Emphasize leaves, twigs, fruit).   Continue with the other flashcards.

Place the food cards and have the students place the common animals that eat that food.

Sort the food that the animals eat. Have the students make and write sentences. Give examples.

Teacher: The kangaroo and the elephant eat grass. They don´t eat fish.

Use the cards to review countable and uncountable nouns related to the food the zoo animals eat.

                                       

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Zoo animals Move Flashcards.

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

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

Teach your learners about how the zoo animals move and review the vocabulary related to the locomotion expanding their language skills.

Perfect for introducing or reviewing the verbs. Write a verb under each flashcard to show what each zoo animal is moving. Encourage the ELLs to observe and describe how the animals move in each flashcard.

Then, place two flashcards on the board. Ask the students what the animals are doing. Write the verb and ask questions.
Teacher: Can the bear climb trees?
Students: Yes, it can.
Teacher: Can the elephant climb trees?
Students: No, it can´t.

Sort what the animals can do using the flashcards: walk. Gorilla, monkey, hippo and ostrich!

Animals have same abilities. Sort them out.
Teacher: Which animals can climb?
Students: the monkey, the bear.

Some zoo animals can fly. Write the words can fly and have the students guess which animals can do the action, as they do it themselves in a mime.

Or create a sorting table on the board and students can come up t place the flashcards to the corresponding verb.

Integrate the animal movement with the physical education activities. Have the students imitate the movement of the animals on each card. Use my movement verb table.

Check my Pinterest account for even more ideas: https://www.pinterest.com/ei98srl/esl-animals-unit/esl-zoo-animals/

The dog and the Prepositions for Elementary ELL

 This resource is included in the Pets Unit for Elementary ELL- Starters and it is ALSO available as an individual resource here: 

LINK: https://www.teacherspayteachers.com/Product/The-dog-and-the-Prepositions-for-Elementary-ELL-11385429

Teaching the Prepositions of location are essential in constructing longer sentences to express the relationship between objects and the pets, in this case I focused on the dogs. Proficiency in prepositions facilitates language development.

Start by printing your dog and the prepositions flashcards to provide clarity to describe spatial relationship with precision using the dog as the center of the activity.

Teacher: The dog is on the bed.

There is a set of cutouts in color and b/w to aid the comprehension of the prepositions. They work well for listening and speaking activities. Have your set ready and the students will create their own by coloring the cutouts and adding an opened clip behind each cutout to have them stand.

Learners will understand instructions and use the cutouts to physically show what was said.

Teacher: The dog is next to the doghouse.

Students can give directions for the class to perform.

Print the quilt mats, it comes with the pictures only and the words only, use it either way. This is my example. I used the picture quilt and cut all the words to do the match. Students will place the preposition word on each picture and say the sentence: The dog is between the dohouse and the ball.

Or use the quilts as cards to match and check the understanding of the new language.

Use the picture cards to play with the puzzle templates. This game will help your students understand the sentence structure, word order and the grammatical rule for the use of prepostions.

A few worksheets to practice writing and understanding sentences with prepositions. Students will show that they are able to comprehend the prepositions effectively.

This is a reading comprehension worksheet that can be easily assigned as independent tasks, promoting self-directed learning to reinforce their reading skills

The worksheets can be used as a review for the students to check the understanding of the prepositions and for you to identify if the learner needs more support.

There is more for the pets unit in the blog:   https://eflelementaryresources.blogspot.com/2024/01/pets-unit-flashcards-for-elementary-ell.html

I do have another blog for Kindergarten English Language Learners with more resources for the pet unit. Click here:  www.eflpreschoolteachers.blogspot.com