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 Games

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

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

Here are several printable games designed to target vocabulary, grammar, spelling and more. Use these to have your students practice and reinforce the four skills in a fun setting.

Zoo animals board game. The players will navigate through the board and answer the questions on the cards of the color they land on. Assemble the game pieces to be used as markers. This kind of game helps improving their speaking skills in English

Zoo animals’ domino for vocabulary building. These dominoes feature words and pictures to associate. Player must match either the picture or the word on their tile to one end of the tile already played. This is a visually stimulating and interactive learning experience for English language learners.

Guess what animal! This is a listening comprehension game in which the players will practice listening to the questions the player 2 asks to guess the animal picked by player 1: Is it yellow?
Player 1: Yes, it is.
Player 2: Does it have a long tail?
Player 1: Yes, it is.
Player 2: It’s a lion!!!

Players use deductive reasoning and critical thinking skills to identify the animals.

Letter Scramble.  The students will unscramble all the printed letters and using the zoo animals’ small cards to write the correct spelling of the words. Students can also male words in a crossword style.

Zoo Animals Verb puzzle. This is a collaboration and teamwork activity. They will need to communicate in English to complete all the verb and picture puzzle items.

Expand the activity by having the students write sentences using can, present continuous or asking questions.

Zoo Animal Picture mat.  This activity requires players to match words with pictures. It will stimulate cognitive development such as critical thinking.

Zoo animals move.  Match the verb to the picture. It can serve as a form of assessment, for you to check if the players have understood the vocabulary. They will place the zoo animal word and the verb on each picture.

Students can make their own mat by coloring and cutting all the words and glue them on a file folder.

Here is the list of the verbs movement to complete the activity.

There is the zoo animals eat game: Check the blog post here: https://eflelementaryresources.blogspot.com/2024/04/zoo-animals-eat-activity.html

Go to my other blog and check, more Zoo Animals resources: https://eflpreschoolteachers.blogspot.com/2022/05/zoo-animals-unit-flashcards-for.html

Zoo animals Small Cards

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

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

Playing with the small cards will have the students master the sense of progress. They can add as many cards with the zoo animals as they wish. These small cards serve as a visual aid. Easy to associate the zoo animal word to the picture.

Print and cut the cards that you will need. There are more than 50 animals to choose from.

Capture your learners' interest and motivation with this simply easy game. Cut the word out of each small card and have the student match the picture to the word. It would be fun to do in small groups helping ELLs remember the new vocabulary.

a video!!

Sorting the zoo animals based on their characteristics. This exposure will build a more diverse and rich vocabulary use for your learners. The sorting will be into long/short legs, long/short arms, long/short tail, big/small ears,

Print the labels for the fries’ containers that you have previuusy gathered. Glue onto the containers and open them up for the activity.

Sorting activities are great for language practice, as students need to communicate their reasoning for why they sorted the zoo animals based on their physical characteristics.

 This promotes speaking and listening skills, as well as vocabulary usage when the students discuss where to put the small card. Here is an example of long tools and short tail.

 Students: The lion has a long tail. The rhino has a short tail.

Take a look:

Sorting activities can be easily adapted to meet the diverse needs of ELLs in the classroom. Pair students accordingly to have a fun and smooth game.

Student1: The gibbon has long arms.
Student 2: the racoon has small arms.

Provide clear instructions and model the sorting processes.
Teacher: The rhino has short legs!
The flamingo has long legs.

Sort the zoo animals with ears into big and small.

Finally, give feedback to your students about their sorting choices.

Here’s the sorting into long or short tails.

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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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