Present Continuous Flashcards

This is part 1 using more than 200 flashcards for Speaking activities.
Link: https://www.teacherspayteachers.com/Product/Present-Continuous-Flashcards-for-Elementary-ESL-4403402

Or here: https://www.bilingualmarketplace.com/products/present-continuous-flashcards-for-elementary-esl?variant=14561173012529

Watch the video of the complete resource:

Activity 1. 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 2. Show a flashcard and have the students do the action and say the word. Do with as many flashcards as you can.

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

Activity 3. 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 4. Place the eat flashcards on the board. Designate a student a flashcard. Ask questions.

Teacher: Are you eating cake?

Student : Yes, I am.

Teacher: Am I eating ice cream?

Student : Yes, You are.

Activity 5. 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 6. Relate the weather to the present continuous.

Teacher: It’s hot. What are they doing ?

Students: (pointing to each flashcard) He is roller skating. She is cutting her tree. He is drinking a soda. He reading a book.

Write a name next to each flashcard. Ask questions.

Teacher: It’s raining. What is Ken doing ?

Students: (pointing to each flashcard) He is walking.

Teacher: It’s snowing. Rose!

Students: skiing! She is skiing.

Have the children write sentences on their notebooks.

Activity 7. And the time. Review the time with the flashcards as you place them on the board.

Teacher: It’s eleven o’clock. What is Grandpa doing?

Students: He is planting flowers.

Teacher: It’s five o’clock. Who is walking the dog?

Students: Father is walking the dog.

Teacher: It’s nine o’clock. Is Sister writing?

Students: Yes, she is. 

Activity 8. Family Members are doing something.

Teacher: What is Father doing ?.

Students: He is drinking coffee.

Teacher: Who is walking ?.

Student 1: Aunt is walking.

Teacher: Is the baby sitting or standing?

Student 1: The baby is sitting on the floor.

Students can bring personal photos and do a show and tell.

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)

Activity 10. 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 he 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.

Activity 11. 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 12. Now, place only one flashcard on the board. I used studying. Have the students dictate words to make more sentences.Create a mind map on the board.

Students: Math!

Teacher: She is studying Math.

Activity 12. TOWN.Make sentences using a town location. I made pairs of a place and a verb. Make sentences.

Teacher: They are running in the park.

Students: Where are they running ?

Teacher: sitting!

Students:Bank!

Activity 13. But transportation has its own verbs. Present ride, drive and fly. Then once again do collocations.

Teacher: Ride!

Students: ride a bike, ride a taxi, ride a motorcycle

Continue with drive and fly.

Students can add more words for any verb.

Student: ride a jeep!

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Can as an ability Flashcards and more for ESL students

The flashcards and more are here for the topic on how to express ability (CAN) or the lack of the ability (CAN´T):   https://www.teacherspayteachers.com/Product/Can-as-an-Ability-Flashcards-and-more-for-ESL-4299251

                            Watch the video of the complete resource:

The resource is also available here:https://www.bilingualmarketplace.com/products/can-as-an-ability-unit-for-elementary-esl?variant=37269075329188

Introduce can and can’t using flashcards for no translation. I got carried away making flashcards that I came up with 120 Verb flashcards and more than 70 nouns flashcards to do lots of speaking activities.

A video of all the flashcards:

Show the students the flashcards and have them do the action.

Give each student a flashcard and at their turn, they have to say the verb, make the action and say the sentence.

Place the flashcards on the board and write a name under each one.  Have students say similar sentences.

Teacher:  Look at Zoe! She can fish.

Students: Look at Erick! He can bake.

Have several students come to the front and perform one of the actions. 

Students guess what he/she can do.

Students: Gustavo can fly a kite.

Use the flashcards to ask yes/No questions. Use as many flashcards to elicit answers. Have students ask each other questions.

Place all the flashcards on the board and have the students use their printable worksheet to write on either side of the column 8 things He/She can do and 8 things He/she can’t do. Then play BINGO!

Place several flashcards on the board and ask questions. Students raise their hand and say I can. Write their names under each flashcard.

Teacher: Who can play the trumpet?

Zoe: I can.

Then ask questions.

Teacher: Who can make their beds?

Students: Vicky, Carol, Ximena, Peter, Oriana and Ian.

Teacher: What can Erick do?

Students: Erick can play soccer.

Review numbers and introduce a new structure. Place some numbers flashcards on the board and a Can flashcard under each. Model a sentence.

Teacher: Number 40 can scuba dive.

Students: Number eight can ski.

Teacher: What can Number 20 do?

Students: Number twenty can snorkel.

Place a flashcard on the board. I chose cook. Tell students that you can make longer sentences by adding more words and create a mind map.

Teacher: I can cook Italian food.

Students can add more examples and write them down.

Then, have the students ask you questions as you prompt the same or another flashcard.

Students: Can you cook eggs?

Give a point to each student that makes you answer with a yes!

They can also play by saying a sentence and then the next student says another without repeating the word and so on.

Student 1: I can cook lunch. Student 2: I can cook fish. Student 3: I can cook Spanish food.  The sequence ends when a student cannot add a word or phrase to cook.

Use the flashcards to show students how to add the words that they know to make compete sentences. Bake was my example and used the noun flashcards. They can make more examples on their notebooks.

Teacher: He can bake a cake. He can bake bread and a pie. He can bake cookies and cupcakes.

You can contrast two different verb flashcards and have students find Noun flashcards to make more phrases or sentences.

                                                I made 78 noun flashcards.

Use the flashcards to sort verbs and nouns. Divide the board in two and write the word: noun and verb. Give them the flashcards and students have to sort them.

An easy review using the fly swatter!

This is just the first part. Check the second part:

https://eflelementaryresources.blogspot.com/2019/01/can-as-ability-for-esl-students-part-2.html

There will be more. 

                                      

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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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