Pets Unit Games for Elementary ELL

 This resource is included in the Pets Unit for Elementary ELL -Starters. Use these to give your students a variety of activities to engage them.

LINK: https://www.teacherspayteachers.com/Product/Pets-Unit-for-Elementary-ELL-Starters-10780015

The games will boost your students’ confidence in their English language skills. They will participate with knowledge of the language and take risks at playing with their peers. Games provide a place to motivate speaking expanding your students' linguistic competence.

The pet unit board game can be adapted for the different levels of English that you have in class. Make your own rules for the game or even better have the students make new ones to make it more challenging for the more proficient students.

Print the board, cut and glue to assemble one bigger game. Glue the tips of the game board markers. There are four, so this is a game for mainly 4 students. The pet shop template is for students to place the cards they get when playing. The winner is the one with the most pets in their shops. Students can play by just recognizing the pet they land on and get the corresponding card to place in their shop. As they get more advanced, make more difficult gramma sentences, such as: I want an orange cat for my pet shop.

Playing this picture and word domino is great to use as a social interaction activity to promote socialization between your students.  It will be a matching picture and then word and so on. If you need bigger tiles let me know. I made them small in order for students to take them even outdoors or to play on their own.

Jumbled sentences games will reinforce the students with the correct understanding of the order of words in a sentence. This works towards proper grammar and syntax rules. Students’ ca moves the cards to make larger sentences or just make phrases. They can even write them down on their notebooks afterwards.

The sentence association game is great for language production as the students have to read the sentences and find the corresponding picture. They might find two pictures for one sentence and use their ability to pick the correct one. As your teaching context is unique, adapt this game as a reading activity or a listening/speaking one in which one student reads the sentence and the others find the corresponding card with the picture.

There is a set of small cards with pictures and words. It will help students memorize the new vocabulary. Use them for writing activities if you wish.

Include spelling activities for vocabulary development. This kind of activities helps into learning and remembering the new words.

After the students write the words using the cards, they can also write those on their notebooks.

 I used play Spelling Bingo a lot with my students. They really loved it. Just hand in a spelling bingo pet template to each student or group of students, so they know that these are spelling words playing. They will write five pet words on the template.

Call the words using the cards from any of the games above.

Made a guess what? Instead of a guess who? game. Give each pair of students a template with all the pets. I would suggest that you place them on a clear plastic sheet for them to write on the card and then erase easily for future use.

The students will ask each other questions bout the animal that one student selected for the other to guess: Is it green? Does it have big eyes? Is it a frog?

Check my blog for Kindergarten English Language Learners and find more resources on this unit. CLICK: https://eflpreschoolteachers.blogspot.com/2021/05/pets-unit-flashcards-for-kindergarten.html

Pets Unit Small cards for Elementary ELL

This resource is part of the pets unit for Elementary English Languge learners-Starters.    LINK: https://www.teacherspayteachers.com/Product/Pets-Unit-for-Elementary-ELL-Starters-10780015

I always have small cards in all the resources because they are easy to carry around and can be used inside or outdoors. Students can use them anytime. These offer a clear support for the lesson plan. They can be used for the presentation of the key vocabulary.

Use these to introduce animal vocabulary.

Introduce the verb to have in interrogative, affirmative and negative answers.

Hand in all the pets unit small cards to the students and ask questions: What do you have?
Student: I have a dog.

Teacher: Do you have a cat?
Student: Yes, I do.

Do you have a fish?
Student: No, I don’t.

Students can describe the pet on the small cards.
Look, I have a mouse!

Have your students develop their self-expression through movement using their body and/or mime as you show the small cards. Check how the students will reproduce animal movements maybe even using the sounds the pets make.
Teacher: Move like a fish!

Display the pet unit small cards and the word strips all mixed up on the board, a volunteer matches the picture to the written word.

Show all the flashcards, both pictures and word cards. Give nine children the words and bring them to the front of the class. Then, hand out the pictures around the class. The children with the pictures do not let the children with the words see their flashcard. The children with the words then have to find which children have the picture that corresponds to it by asking: Do you have a mouse?

Students can do sorting of the small cards on their own. Use the cards to review vocabulary related to the parts of the body of the pets.

Hand in several white boards with the sorting phrases written on each. It can be the size of the ears: big ears and small ears.

 Sort the pets with 2 legs and 4 legs!

Create your own grid for the tic tac toe game. Draw a grid on a piece of cardboard of 9 spaces arranged in 3x3.

Sort the size of the tails: big or small/long or short.

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Pets Unit Flashcards for Elementary ELL

his resource is part of the pets unit for Elementary English Languge learners-Starters.    LINK: https://www.teacherspayteachers.com/Product/Pets-Unit-for-Elementary-ELL-Starters-10780015

Pets Unit Flashcards

Take a look of all the flashcards included in the resource to create an effective lesson plan. Use these to develop linguistic competence to have your students communicate verbally to describe pets.

Use the flashcards to introduce the pets vocabulary and have the stduents understand the names of the animals.

Use the pets unit flashcards to ask yes/ no questions: Is this a dog?
Students: Yes, it is!
Is this a frog?
Students: No, it isn’t.
Use the flashcards to ask about colors: What color is this cat?
Students: It’s orange! (make a color splotch next to the cat)
Have students make sentences: This cat is white.

Let’s count the pets on the board: one, two, three, four, five, six, seven, eight. Eight pets!!
Ask more questions: What’s number three?
Students: it’s a rabbit!

Make a grid on the board. Say a number and letter combination for a student and have that person say what it is.
Teacher: 2C
Student: snake!

Use adjectives to help students describe the pets. Here is an example with a cat labeling to the parts of the body.

Students will talk about possession: Who has a rabbit?
Students: Ann!
Model sentences to express possession: Bob has a fish.

Students will contrast and compare the physical appearance of the pets. Review the parts of body words if you have already taught that unit. You can choose the ears. Model sentences: The brown rabbit has long ears.

By using adjectives, students will express themselves wih more detail.

Contrast the length of the tail. Ask questions: Which pets have short tails?
Students: rabbit, dog, fish, hamster.

Use the flashcards to introduce or review even more body parts: wings, legs, head, body, eyes, whiskers, nose, mouth.
Ask questions: Which animal has wings?
Students: birds!

Introduce how to indicate position using the prepositions of place: in, on.

Place the fish and the fish bowl flashcards on the board. Write the word IN. mimic that the fish goes into the fish bowl, draw the arrow and say the sentence: The fish is IN the fish bowl.

Have the students say a sentence with the dog: The dog is in the dog house.

Do the same with the location word on. Ask questions: Where is the dog?
Students: It’s on the dog bed.

Students will express preference using the adjective favorite.Place the flashcards on the board and ask: What’s your favorite pet? Graph!

Students can use their worksheet to graph the results from the class and write it down.

Play a guessing game with your students. Hold a pet flashcard without showing it to your students. Describe it: This pet doesn’t have wings. It doesn’t have whiskers.  It has four legs. It has a tail.

Students will start guessing. The one that guesses correctly: dog! Will win the card. Continue with more cards.

Next blog post will be on the pet unit small cards. Just follow the blog: https://eflelementaryresources.blogspot.com/

Rooms of the house Printable Games

                     This resource is included in the House Unit available here: 

https://www.teacherspayteachers.com/Product/Rooms-of-the-House-Unit-for-Elementary-ELL-10395114

These printables games will provide the house scenarios for the context that students need for language use. It is a fun and easy way to practice what they learned in a more meaningful situation, enhancing their comprehension and retention of the new language in this unit.

House Unit Sentence association game. Students will associate each picture card to the corresponding sentence. The learners will develop a better understanding of the context of the people in the house.This game can be played in small groups to promote interpersonal and collaborative skills.

Students will display the picture cards and the sentences on both sides of a desk or floor. Then, they start connecting all the cards to their corresponding sentence as they will develop a better understanding of the people in the rooms of the house. The result comes with a better comprehension and improvement of the overall language skills.

Visual Writing. Give the students the cards and have them write sentences for each one. They will write about what they see. Ask them questions about the picture to stimulate writing and their imagination. The colorful pictures are age -appropriate and relevant to the vocabulary plus grammar for the house unit. There is a clear representation of the family members and children in different rooms of the house.

Students can play matching the text that the classmates wrote to the pictures. And check  all 40 cards available: 

Descriptive sentences cards. These cards are great to practice writing clear and effective sentences that will enhance their communication skill. Display all the cards to aid students into writing a sentence. There are also blank cards to write any other word. Then, students will write their sentences and draw.

Rooms of the house Domino. The game will expose the students to the vocabulary as they match the pictures of a room scene, helping to expand the language learned.

Board games involve the use of spaces with pictures. Students will say a sentence or phrase in order to move in the board to make it even more meaningful: Brother is in the bathroom.

Pocket charts for the house unit. This works well for your visual learners. They are useful for organizing the sentences in a clear and structured manner. Students can then write the sentences on their notebooks.

Be an effective planner and mange your class with fun resources.                      Print yours now!

I do have a Pinterest Board for the House unit, go check it for even more ideas: https://www.pinterest.com/ei98srl/esl-house-unit/teaching-house-unit/

This resource is part of a bundle:   https://www.teacherspayteachers.com/Product/House-Unit-BUNDLE-for-Kindergarten-and-Elementary-ELL-6438009