St. Patrick’s Day for Elementary ESL

Link to the St. patrick's Day resource: 

https://www.teacherspayteachers.com/Product/St-Patricks-Day-for-Elementary-ESL-4428537

I have always liked this Holiday. In the 90’s I was teaching after school ESL and this is an old picture of what we did with the children.

Now, let’s start with the resources that I have prepared.

Puppets. Make puppets with the clovers to review colors.

Teacher: What color is this?

Students: red!

Teacher: It’s a red clover.

Worksheets. Have the students complete their worksheets to review color words.
Then place the worksheet in a clear plastic sheet. Students can trace the words using whiteboard markers and then erase. Save for future worksheets.

I made these colored plates once. I just colored a paper plate in a different color to do sorting. I am recycling them to sort the clovers.

I love the scrabble letters that I made for a product months ago. I am putting them here, you can use them for every single lesson just for making words or for making a crossword.

Or use the color letters printables to make the color words.

Use the writing pad or notebook for writing the color words.

The bottle caps printable is free. I made it years ago and have used it a lot. Here is the link. https://www.teacherspayteachers.com/Product/Number-Bottle-Caps-2155938

More worksheets. Students color and trace the words in the worksheet. Then, cut and paste on their notebooks and write a sentence. 

Or the students can color and cut each item and glue them alphabetically.

Listen and color worksheet.

Teacher: Color their hats green, black and yellow.

Teacher: Color his shirt orange and her blouse orange.

Teacher: Color their shoes black.

Review colors and numbers at the same time. Say the color of the numbers in random order.

Teacher: Number seven is orange.

Then, have the students write the color and number words next to each picture.

They can cut each number and dictate the order to put them.

Teacher: six, ten, nine, seven.

I found these cute gnomes images and I had to create something and thought that it could fit for prepositions. Students can color them and make a gnome village per group. I used toilet paper rolls, paper towels rolls and carton eggs. I glued the gnomes onto craft sticks and then made a slit onto the carton egg and placed the gnomes and the rest of the pieces.

I used them for prepositions. Students listen and place the gnomes and other items as they listen or they can give the instructions and the other groups follow.

Teacher: The gnome is next to house number 1.

The gnome is behind house number 3.

The gnome is in front of house number 4.

The clover is behind the yellow house.

A craft. I grabbed a black plastic plate that I had around the house, cut the middle of the plate to make a wreath. I glued all the pieces.

Let’s dress the leprechaun. Dictate the color for each clothes piece.

That give directions for gluing them.

Teacher: Color the hat green and the belt is black with yellow.

Glue the socks on the leprechaun. 

More clothes and body.  Color the pictures and label the parts of the body and the clothing pieces.

And flashcards! Yes, again… use for many games for those dreaded 5 minutes left.

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Insects unit for Elementary ESL

Very few books have units related to insects, so this could be a unit to include for those extra lessons that you want a quick unit to review basic grammar structures and add new words.
Here is the link to the resource.
https://www.teacherspayteachers.com/Product/Bugs-or-Insects-Unit-Resources-for-Elementary-ESL-4136295

 I would love that you leave me some feedback at the comments section of this blog post.

The resource is also available here:    https://www.bilingualmarketplace.com/products/bugs-unit-for-elementary-esl?variant=13633060667441

And yes, I always start with flashcards as my visual aids to avoid translation and stimulate speaking.

What color are the bugs? Place all the flashcards on the board and ask questions.

Teacher: What color is the butterfly?

Student: It’s pink and green.

Teacher: name two red bugs.

Student: ant and ladybug.

There’s a worksheet to review colors and prepositions.

 Teacher: What color is the ladybug?

Students: The ladybug is black and red.

Teacher: Where is the ladybug?

Students: The ladybug is on the tree.

Have the students write a paragraph about the picture.

Bugs are everywhere. I researched a little to make the flashcards to indicate where I can find the bug and their habitat. I also added the sun to imply that the bugs like warm weather. I made an example with a butterfly and a ladybug and created a mind map.

Teacher: Where can I find a butterfly?

Student 1:  On the rock.

Student 2:  On the leaf.

Student 3:  In the garden.

Student 4:  On the flower.

Place a habitat or place flashcard on the board and ask which bug is most likely to be found there. I suggest that you research about bugs and the students as well.(mind map)

Teacher: Here is the mountain. Which bug can I find there?

Students: spiders !

Teacher: yes! More examples!

Students: mosquito!

Teacher: NO!!

Place an insect and a habitat or place flashcard, one next to the other. (mind map)

Teacher: Is there a grasshopper on the plant?

Students: Yes, there is.

Teacher: Is there a scorpion in the farm?

Students: No, there isn’t.

And the cutouts are a good visual for prepositions.

Place the habitat or place and a bug. Ask questions and have them write the answers on their notebooks and they can even draw a picture.

Teacher: Where is the caterpillar?

Students: The caterpillar is on the leaf.

You can also give the printed bugs and habitat to the students. They can create a poster and a text. Do a show and tell. Have the students ask questions.

Student1: Is there a worm?

Show and tell student: No, there isn’t.

 Student1: Is there a fly?

Show and tell student: Yes, there is. It is in the house.

Hang the posters around the class.

Bugs feed themselves! Use the flashcards to show what a specific bug eats.(mind map)

Teacher: Look at the bee? What does it feed on ?

Student: watermelon, nectar from flower, soft drinks.

Or, use the flashcards to compare an item and which bugs eat them.(mind map)

Teacher: Which bug feeds on grass?

Student: worm and grasshopper!

Assign a bug to each student. They should investigate what does that specific bug eat or feed on. Then make a writing craft. I saw a similar one on Pinterest and I will recreate mine. Then have individual students come and show their bug.

A simple worksheet to review big and small. Have them sort the bugs and glue them. Model sentences.

Teacher: A big red ant.

Students: A small red ant.

Place the bugs flashcards on the board and have the students organize them by size. 

Teacher: The big red ant is small.

Students: The green grasshopper is big.

Teacher: The black fly is bigger than the ant.

Students: The black fly is smaller than the butterfly.

Ask questions.

Teacher: Which is bigger, the butterfly or the cockroach?

Students: The brown cockroach is bigger.

Bugs have a body. Use the flashcards to introduce the body parts. The students are familiar with eye, head, leg but the other words are new and are the same for all the bugs: thorax, abdomen. (LABELING)

Use the worksheets for the students to do the same to review body parts. Students can use the labels or write thier own words.

A game to wrap the unit up. Place all the flashcards on the board and start saying facts for the students to guess which bug is the one you are talking about.

 Teacher: It has two antennae. It has six legs. It is small. It doesn’t have ears. It never sleeps. It red or black. Some people can eat it. It can crawl. It lives in colonies. It eats sweets.

Students: The ant!

It is good that you research about the insect facts to play the game, or students can research and play as the teacher and the class has to guess.

Bugs have predators. Explain about predators. I placed as an example the ladybug which is eaten by spiders, dragonflies, birds and frogs using the flashcards. (mind map)

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Sea, ocean or Underwater Animals Unit for Elementary ESL

Get all the resources here for The Sea Animals Unit :   https://www.teacherspayteachers.com/Product/Sea-Ocean-or-Underwater-Animals-for-Elementary-ESL-4005250

71  Sea Life Flashcards. Place several flashcards on the board. Ask questions.

Teacher: What color is the shell ?

Students: It´s yellow.

Teacher: brown!

Students: sea lion and walrus!

Teacher: Is the sea turtle green ?

Students: Yes, it is.

Playing a game in class is an authentic taks that involve peer interaction. It is as easy as ordering alphabetically. I made craft stick puppets  with the sea animals pictures and then ordered them alpahabetically.

Place all the flashcards face down on the desk. Have a leader come to the front and grab a card and read it to the class. Students have to write the animal they hear. After the students have written the word the leader shows the flashcards and the class corrects any spelling mistake.

Use the Point finger to review this and that.

Teacher: This is an orca and that is a prawn.

Do the same by placing several flashcards of the same animal and practice These and Those.

Place more flashcards around the room and have the students say sentences using their own finger.

Numbers. Write the Numbers 10 to 100 in random order under each flashcard. Play!

Teacher: 50!

Students: shark!

Teacher: sea lion!

Students: one hundred!

                            Adjectives: long-short, big-little

Game: Guess the animal.

Play the game with the whole class as an example:

Students: What color is it ?

Teacher: black and white.

Students: Is it big or small ?

Teacher: It´s big!

Students: Orca!

Teacher: YES!!!

Students can play with the small cards. Separate the printable into cards and select the ones that you are working on. Divide the class into pairs. Hand in at least 8 cards to each group. Have Student A write on piece of paper the name of a Sea Animal. Student B has to guess which is that animal.

Student B: What color is it ?

Student A: brown!

Student B: Is it big or small ?

Student A: big!

Student B: walrus!

Student A: YES!! 

Feelings Sea animals Flashcards. I wanted to add some flashcards regarding feelings to recycle the vocabulary words.

Place all the flashcards on the board. Have students come up with a fly swatter and swat the correct flashcard. Practice listening skills as you say the sentence.

Teacher: It is an angry starfish.

Prepositions of place. Draw a beach scene on the board and place the Sea Animals in random order.

Teacher: The crab is at the beach. The crab is next to the starfish.

Have students come up with similar sentences.

You can also hand in all the Sea animals and have the students place them as you say.

Teacher: Lenny, the shark is in the Ocean. The shark  is behind the blue fish.

Or introduce more positional words such as left and right.

Teacher: The crab is on the right.

Practice more positional words with this worksheet. Have the students glue their Sea Animals in any way that they want and then have them write sentences to show to the rest of the class.

As a listening activity, dictate how to  glue the Sea Animals.

Teacher: The octopus is between the crab and the seahorse. 

Practice prepositions using puppets made out of toilet paper tubes.

Build words using bottle caps. I made this template. It´s free at the link.

https://www.teacherspayteachers.com/Product/Number-Bottle-Caps-2155938

Parts of the body. Place a flashcard on the board and ask questions about that specific animal body parts. Have them name the body parts they already know the word and help them with the new vocabulary.(LABELING)

And extra practice is always necessary. Hand in all the worksheets and have them work in groups completing the Sea Animals body parts. Have them research the unknown words.

Sea animals habitat.  Sea or Ocean animals live in the same place or in some other. Place a flashcard of the habitat and ask the students which animals they think live in that particular habitat to create a mind map. I have ocean, sea, beach, river and lake. Ask the students to draw the habitat and the animals that live there. They can investigate and make their own diorama or picture. Have them do a show and tell to the class.

Sea Animals also eat.Create another mind map with the flashcards on the board.

 Make a Sea Life Table. Have the students make a similar table as the one you are making on the board. Ask them questions. Students usually know details of Sea Animals, if not have them investigate before completing the table.

File folder game. I made them the size of a circle puncher.

Snapshots templates where children can draw the animals and write a sentence for each one.

Sea animals writing or reading. Have the children write sentences using the template or have them write their own sentences to complete a book. 

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