Pets Unit Worksheets for Elementary ELL

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

The worksheets were designed with lovely visuals and fun tasks. They will capture your student’s attention and enjoy working on them.

Here is a video with all the worksheets in the resource.

Students will describe in long sentences their favorite pet that they have drawn on the worksheet. My cat has blue eyes and a small nose. Ask questions as your students show you their animal: What is it? What color is it?

Learning to use adjectives to describe pets will contribute to the student’s vocabulary expansion and gives a more varied language repertoire to use. I am focusing on long and short basically.Students will identify pets by their tails. If there is another adjective that you would like in the worksheet, let me know.

This is more of a short reading comprehension worksheet. It comes with a short text that students will read and comprehend in order to complete the task. Students will answer to the question: What color is it?

Here is another reading comprehension worksheet.

Another worksheet to reinforce numbers 1 to 20 using frogs. Start by dictating the color of each number and have the students write the number word. A worksheet to use for logical mathematical competence.

Then, as an extension activity have the stduents cut the cards and glue then in an extra paper in numerical order. They have to write the missing numbers of the sequence.

Be fancy and provide each student with a clipboard, pencil, and the questionnaire worksheet. After the writing all the answers, gather the students in different groups to share their findings and discuss the results. 

Reading comprehension worksheets provide your students to a wide exposure of sentence structures, contributing to language acquisition. Here is the selection. And there are lot more worksheets to plan structured practice for your learners. 

Check the video: 

Worksheets to work on grammar points.

A worksheet can be as simple as completing it or turning it to a booklet and then a speaking or writing activity.

 

Check the speaking part:

I have this kind of worksheet in every unit. I think it is fun to draw the item using the word.My drawings are not the ebst, I guess that your students would do a better job and I would love to see it.

                                       

This resource has more to check, go to this blog post:

https://eflelementaryresources.blogspot.com/2024/08/pets-unit-numbers-1-to-20-for.html 

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Pets Unit Small cards for Elementary ELL

This resource is part of the pets unit for Elementary English Languge learners-Starters.  Newcomer Teacher can find the material great for planning.

  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.

This resource has more to check, go to this blog post:   https://eflelementaryresources.blogspot.com/2024/10/this-resource-is-included-at-this-link.html 

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Pets Unit Flashcards for Elementary ELL

This ELA teacher 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.

This resource has more to check, go to this blog post:   https://eflelementaryresources.blogspot.com/2025/03/cat-family-for-elementary-ell.html 

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

Weather and Clothes Themes for the ESL Learner

Link to the resource:   https://www.teacherspayteachers.com/Product/Weather-and-Clothes-resources-for-Elementary-ESL-EFL-3669273

Flashcards 1. Place the people and weather Flashcards on the board. Talk about what people wear in different kinds of weather.

Students identify the clothing for different kinds of weather using the flashcards. Practice the adjectives of temperature: hot and cold.

Have the children guess the weather in the simple present tense. I wrote the numbers from 11 to 20 to practice them.

Teacher: What is the weather like in Number 15?

Students: It´s cold and snowy.

Teacher: Is it snowy in number 18?

Students: No, it isn´t. It´s sunny and hot.

Flashcards 2. Place the weather flashcards on the board (rainy, sunny, windy, snowy).

Link: https://www.teacherspayteachers.com/Product/Weather-Flashcards-for-Elementary-ESL-EFL-3664474

Place the frog´s clothes on a desk.

Call on individual students to come and pick a piece of clothing, show it to the class, say the word and place it where it belongs according to the weather.

Student: raincoat! Rainy!

Flashcards 3. Weather and adjectives. Divide the board in two and write the words hot and cold. Place the sun flashcard on the hot side and a snowflake flashcards on the cold side. Have the students sort the frog´s clothes.

Then, dress up your frog for the hot or the cold weather.

Flashcards 4. Weather and seasons.

Show the students several flashcards and ask questions.

Teacher: Which season is it ?

Students: It´s winter.

Teacher: Yes! But, why? What is he wearing?

Students: He is wearing a hat a coat, pants, and boots.

Give the students the flashcards and have them sort the people according to the season.

Teacher: How is the weather in the Spring?

Students: It´s rainy.

Have the students sort the flashcards according to the weather.

Teacher: What´s the weather like ?

Students: It´s cold.

Teacher: What is the boy wearing?

Students: He is wearing a hat, a jacket, mittens,pants and boots.

Have the students say what they wear for each weather.

Students: I wear a raincoat and boots on a rainy day.

Activity 1,Weather and Clothes Worksheets. After this practice, hand in the frog template to each student.

Have them color their frog by using only the 11 colors that we use in the class (and for the Bingo later) but only in one color each piece and dress the frog according to a specific weather.

Place the Weather flashcards (from the previous blog post) around the room. Students listen to the weather that you mention and walk with their frog and stand next to the flashcard.

Teacher: Winter frogs come here!

Then count together how many students are at each flashcard and have them say which weather has the most students.

Activity 2. Play frog Bingo! Since all the students have their frogs ready. Play Bingo.   Print and cut all the Bingo cards and place them in a bag or box and start calling out all the clothes:

Teacher: a red shirt!

Activity 3. Fashion Catalog. Since it is a favorite in my store I added it including more summer and winter clothes. Just print a page per student and have them look for clothes in magazines to cut and paste as in a catalog. Divide the whole class into 4 groups so one group will do the Winter Catalog, another the Summer one and then assign Fall and Spring. I´d love to see pictures of this if you do it.

Activity 4. Write the clothes words. Have the students write the clothes that are worn in each weather. You can hang them up in class.

There is a bundle with more resources for this theme:   https://www.teacherspayteachers.com/Product/The-Weather-Unit-for-ESL-BUNDLE-5472169

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