School Places, Subjects and Time for ESL

The School Subjects product keeps getting bigger! (405 pages)

LINK: https://www.teacherspayteachers.com/Product/School-Subjects-People-and-Places-for-ESL-4548123
It is available here:   https://www.bilingualmarketplace.com/products/school-subjects-for-esl?variant=32016863395978

                         Watch the video with the complete resource:

Use the school places flashcards to teach the new words.

Place all the school places flashcards on the board to introduce to the class. Have them say which ones are in their school.

Teacher: Cafeteria!

Students: YES!

Teacher: Gym!

Students: NO!

Hand in the School places flashcards to several students and have them come to the front.

Teacher: Where are you?

Students: I am in the music room.

Teacher: Where are you?

Students: I am in the Science Lab.

Play a game. Hand in the school places flashcards to all the students in the class. They can’t show it to anybody.

Teacher: Maria, are you in the library ?

Maria: No, I am not. I am at the playground. (shows it to the class).

Then, it’s Maria’s turn to ask another student the question. The game keeps going until all then cards are shown to the class

Have the students identify the school subjects and where they take place in their school.

Teacher: Where do you have Art?

Students: in the art room!

Teacher: Where do you have I.T?

Students: in the computer room!

Have the students make more sentences

Talk about where the places are using prepositions and the flashcards.

Teacher: Where is the Library?

Students: It is next to the water fountain.

Teacher: Where is the water fountain?

Students: It is between the library and the playground.

Have the students write similar sentences of their school setting.

Place this set of flashcards on the board and ask students questions.

Teacher: Where is she?

Students: She is in the Library.

Teacher: Where are they?

Students: They are in the cafeteria.

Have the students write these sentences on their notebooks.

I also made another game board for this specific grammar point.

Each player gets a student card as a marker. I placed a clip behind each one to make them stand. The first students throws the die and He/She has to answer: Where are you ?

Teacher: Where are you?

Students: I am in the computer room.

Now ask students where they are and at what time.

Teacher: Where are they at twenty to nine?

Students: They are in the computer room.

Teacher: Where is he at eleven o’clock?

Students: He is in the Science Lab.

Place the noun flashcards on the board and ask students questions.

Teacher: Where is the palette?

Students: It is in the Art room.

Place the art room flashcard on or next to the palette. Continue with the rest of the nouns.

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School Subjects and The Time

Link to the School Subjects product that keeps growing: https://www.teacherspayteachers.com/Product/School-Subjects-for-ESL-4548123
It is available here:   https://www.bilingualmarketplace.com/products/school-subjects-for-esl?variant=32016863395978
                  Watch the video with the complete resource:

Students should be able to relate to the key or target language from this School Subjects and Nouns unit.

This is the link for the TIME cards and more.

https://www.teacherspayteachers.com/Product/Telling-the-time-for-ESL-4532035

Start by creating a timetable on the board with the words that they already know from previous lessons such as the subjects, the days of the week and the time. Use the flashcards.

Ask questions:

Teacher: When do you have Math?

Students: On Monday and Wednesday.

Teacher: What time do you have Math?

Students: at 9 o’clock.

Teacher: You have Math on Monday and Wednesday at 9 o’clock.

Have the students make sentences as you assign a subject.

Marcos: When do you have Music?

Students: I have Music on Tuesday at a quarter past one.

Where are you? Have the students where they are and other people at a specific time using the analog clock.

Teacher: Where are you at 10:25?

Students: I am in Math class.

Teacher: Where is Lily at 11:40?

Students: she is in Writing class.

Teacher: Where are James and Frank at 1:30?

Students: They are in P.E.

School starts and ends. Introduce the words start and finish using the flashcards.

Teacher: What time does school start?

Students: It starts at 8 o’clock.

Teacher: What time does school finish?

Students: It finishes at half past three.

Use the flashcards on the board to make more examples for sentences. Have the students make more sentences on their notebooks.

And for more practice make a game board.

 I found this cute clip art for game boards. It reminded me of Monopoly. I made a basic board ,each color on the board has its own cards to complete the task in order to move to other end.

If the student lands on the green space, he/she reads the question on the green space and answer looking at the first green card on the pile.

And so on.

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Telling the time for ESL Learners

Here is the link to all the telling the time resources:    https://www.teacherspayteachers.com/Product/Telling-the-time-for-ESL-4532035

                                    Watch the video of the resource:

                                                       

 
Start by reviewing the numbers 1 to 60 perhaps. Check my blog post with many ideas for a nice practice.  https://eflelementaryresources.blogspot.com/2019/01/numbers-1-to-100-for-esl-learners-part-2.html

As for my experience I teach both the analog and the digital clock. I made both in flashcards. Leave a comment as in which one you teach the most. 

Make sure that students understand the hands of the clock.

Start with o’clock. Place a random flashcard on the board.

                       Teacher: It’s one o’clock.

                       Students:  It’s one o’clock.

Have the students try with the other flashcards.

Then, place the flashcards in random places around the classroom.  Say a time and have a student go find it.

Teacher: (Patricia). It’s twelve o’clock.

Make a reference to the digital clocks.

Have the students match the digital clocks to the analog clocks.

Continue with more time telling flashcards.

I made a bigger analog clock to place on the board and write the vocabulary next to each number or the digital numbers. Students will create their own clock and words with a smaller worksheet.

Write different times on the board and have the students come to the front and put the corresponding flashcard.

Hand in the worksheet for multiple listening practice. Insert the worksheet into a clear plastic sheet for next use.

Or cut them and place contact paper on each one to write the time.

               And another worksheet for writing practice.

Listening is another skill that show be reinforced for teaching the time.

On the art side of the lesson plan include creating a clock. It will be fun to do an analog clock. Have them decorate their clock as they wish using glitter, sequins and any other decoration. Students can glue the printable onto construction paper, cardboard or fun foam. After cutting the clock hands, they can attach them using a butterfly clip.

Have the students play in pairs using the clock they made.

Student A: It’s a quarter to three.

Student B: (demonstrates using his clock)

           Or do a label the clock. Either digital or analog.

A game. Hand in a small clock and a slip of paper to each student. Have them write the time on the slip of paper. Get all the slips of paper and small cards.  Divide the class into two groups, one with the clock cards and another with the slips of paper. At your signal, students stand up and walk around finding the correct pair.

Dictation using the flashcards. Grab all the flashcards that you want to review and without showing them, dictate to the students the time. They write them down on the down on their notebooks. Then place them on the board and have the students correct their work.

        Match the digital clock and the analog clock cards.

              A worksheet that is game board. Play with dice.

After all this, model a small role play and then have students practice in pairs.

Teacher: Excuse me, What time is it ?

Student A using his clock: It’s three o’clock.

Teacher: Thank you.

Student A: You’re welcome.

Take extra time for teaching: Morning, noon, afternoon, evening, night, midnight. Use the flashcards and the digital cutout clocks. You might want to point out Good morning! And I defined some hours. Usually morning starts at sunrise and night starts at sunset but it varies depending on the country.

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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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