St. Patrick’s Day Face Activities for Young English Learners

This resource is also included here:  https://www.teacherspayteachers.com/Product/Face-Unit-for-Elementary-English-Language-Learners-10106986

This Face St. Patrick’s Day resource is designed for teaching holiday vocabulary while reinforcing parts of the face, colors, and descriptive language with elementary English language learners. Perfect for centers, whole-group lessons, and seasonal review.

In this activity, the teacher uses a St. Patrick flashcard to review parts of the face with students. The teacher asks, “What’s missing in the face?” Then, draws extra facial features such as hair, nose, and ears that are not originally included.

The teacher asks the name of parts of the parts and labels it. This interactive board activity provides an engaging review of face parts.

In this activity, the teacher displays the rainbow flashcard and invites students to describe what they see. The teacher begins by modeling a simple sentence and then asks guiding questions to encourage students to add more details about the rainbow’s facial features.

As students respond, the teacher writes their ideas on the board to collaboratively build a short descriptive text.

Students place each flashcard inside a clear plastic sleeve and draw the missing facial features using dry-erase markers. As they complete the faces, students label each feature with the correct word, reinforcing vocabulary recognition, and spelling,.

Small cards activities

🎧  Listen and pick. The teacher spreads the small cards on the table and calls out one vocabulary item, such as “horseshoe.” Students listen carefully and point to the matching card as quickly as they can. This listening game helps students develop vocabulary recognition. Great for beginners.

Listen and order. Each student uses their own set of small cards. The teacher calls out a sequence of vocabulary items, such as “hat, rainbow, coin,” and students listen carefully to place the cards in the correct order on the table. This sequencing task strengthens auditory memory.

Speaking activities (productive oral skill). A student selects a small card and shows it to the class while describing the picture. Using simple language, the student names the item and mentions its facial features, such as eyes or mouth.

Reading activities. The teacher prepares the cards by cutting the words from the picture cards. Students then match each picture with its corresponding word to rebuild the complete card. This hands-on matching task supports reading development.

Writing activities. Students choose a small card and use it as a prompt to write simple sentences describing the picture. They name the item, describe its color, and mention its facial features or details. This writing task supports vocabulary consolidation.

Labeling. students observe the small card and label the different parts directly in their notebooks. They draw arrows from the picture and write the corresponding vocabulary words, reinforcing recognition of facial features and object details. This labeling task supports vocabulary consolidation, spelling practice, and visual–word association.

worksheets

Students complete the words by writing the missing letters and then match each word to its corresponding picture by tracing the lines.

Students complete the worksheet by reading the sentences, drawing the missing details, and coloring the picture according to the instructions. When finished, they share their work with the teacher, providing an opportunity for feedback.

Students read simple sentences, complete missing words, and follow directions to draw and color the picture.  Once finished, the teacher can collect and display the worksheets on a bulletin board to create a festive classroom environment that showcases student learning.

Students first use the picture worksheet to listen to the teacher’s directions and color the St. Patrick’s Day characters accordingly. After completing the coloring task, they use the second worksheet to answer comprehension questions based on the pictures.

Games

Students receive a Bingo strip with 5 pictures from the St. Patrick’s Day vocabulary set. The teacher uses the calling cards and calling mat, printed twice: one copy to place on the mat and another copy to draw and call the items. As the teacher calls each picture, students listen carefully and cover the matching image on their strip. The first student to complete the strip calls Bingo!

In this board game, students play in small groups and each chooses a character marker, which is folded and glued at the top so it can stand on the board. Students take turns rolling the dice and moving their markers along the path. When landing on a space, they name or describe the St. Patrick’s Day item shown. This interactive game promotes speaking practice.

Visit Holistic English Resources by Rosa Amelia on Teachers Pay Teachers! 🧩

Whether you're teaching vocabulary, prepositions, or celebrating special occasions, you'll find creative, hands-on activities and worksheets to make your lessons both enjoyable and effective. Here: https://www.teacherspayteachers.com/Store/Holistic-English-Resources-By-Rosa-Amelia

 

 

Body Types and Physical Description | ESL ELL

 This resource is included in the Body Unit for Elementary ESL. Link: https://www.teacherspayteachers.com/Product/Body-Theme-for-Elementary-ELL-1836555

Make teaching body types and physical description fun and engaging with this complete set of printable games and worksheets! This resource helps ESL and ELL students learn and practice vocabulary and grammar such as tall, short, thin, fat, hair types, clothing, and comparatives (taller, shorter, thinner, fatter) through interactive and meaningful activities.

Use these flashcards to introduce and review body types and physical descriptions.

Basic Presentation Activities. Look and Repeat. Show one flashcard at a time. Say: “He is tall.”

Students repeat. Add gestures (stretch arms up for tall).

Yes or No Game. Show a short child flashcard. Say: “She is tall.”

Students say: “No!” She is short.

Show Me.  Place several flashcards on the board. Say: “Show me thin.” Students point to the correct flashcards.

Label the Flashcard. Students write the adjective word next to each flashcard on the board. Then, describe: He is short and fat.

Choose and Say. Each student picks a flashcard and the turn says the sentence to describe the body type.

Compare Two Flashcards. Show the flashcards of two different children:

Teacher: “Who is short?” Students point and answer: They are short.

Teacher: The boy is as short as the girl.

Continue comparing.

Teacher: “Who is thin?” Students point and answer. The boy is thin.

Teacher: The boy is thinner than the girl.

Guessing Game. Place the flashcards in a grid on the board. Give clues: He is thin. He is tall.

Students guess: A1.

Flashcards with Real-Life Connection. Show a flashcard to the class.

Teacher: She is short and fat.

Who is short and fat in our class?

Students: Susan!!

Use the small cards for hands-on practice and interactive activities.

Read and Match. Place picture small cards on the table. Write the categories words: tall, short, thin, fat on small cards. Students read the word and put in the correct category

Students say the sentence: He is tall.

Labeling and Writing Activity: Reviewing Parts of the Body

In this activity, students use the small cards to review the parts of the body. Students label each body part, such as hair, face, arm, hand, leg, and foot, in their notebook.

The worksheets provide students with meaningful practice to reinforce body types vocabulary and physical descriptions.

Worksheet 1. Match the Body Parts. Students read each word and trace the line to match it with the correct part of the body.

Worksheet 2. Draw and Describe Yourself

Students draw a picture of themselves. After drawing, students write a short description using the target sentence structure, such as I am tall and thin or I have long hair.

Worksheet 3. Reading and understanding descriptions of body types. Students read each sentence and match it to the correct picture by tracing the lines.

Worksheet 4. Cut and Paste. Students cut out the pictures and sort them into the correct category: thin or fat. There is also a similar worksheet where students sort the pictures into tall or short.

Worksheet 5. write sentences to describe the person. Students observe the picture and describe the body types, features like hair.  Students can color the pictures and describe the clothes.

Worksheet 6. Practice the grammar point of comparatives. Students look at the pictures and write sentences using structures such as fatter than, thinner than, taller than, and shorter than.

Through these printable games, students describe characters, ask questions, and use complete sentences, reinforcing vocabulary and grammar while building confidence in speaking.

Board Game. Students roll the dice and move their printable marker along the board. When they land on a color, they pick a matching color card and describe the person using the target vocabulary and sentences, such as He is tall and thin.

Guess Who? Body Types Game. Each student chooses a secret character card and places it in front of them without showing it to their partner. Students take turns asking yes/no questions to guess their partner’s character, such as “Is he tall?”, “Is she thin?”, or “Does he have curly hair?”.

As students ask and answer questions, they eliminate characters on their board until they can guess the correct person.

There are printable games provide structured speaking practice and vocabulary reinforcement within the Body Unit. Here is the blog post: https://eflelementaryresources.blogspot.com/2024/05/body-unit-games-for-elementary-esl.html

I invite you to visit my Pinterest board where I share hands-on ESL activities, games, worksheets, flashcards, and thematic units designed especially for elementary English language learners.

 Explore, save, and get inspired:

https://www.pinterest.com/ei98srl/esl-elementary-teachers-materials/

Perfect for centers, small groups, whole-class practice, and low-prep lessons.

Come take a look and build your ESL toolbox! 

Food Trucks ESL Resource for Elementary Students

 This resource is included in the Transportation unit for Elementary ESL at this link: https://www.teacherspayteachers.com/Product/Transportation-Unit-for-Elementary-ESL-4049752

Bring meaningful language practice into your classroom with this engaging Food Trucks ESL resource designed for young English learners. Through hands-on activities, games, puzzles, and role-play, students explore food vocabulary while naturally practicing essential grammar structures in a fun and interactive way.

These flashcards introduce the different food trucks and the foods they sell in a clear way. They can be used to present new vocabulary, and review previously learned words.

Activity 1. Put flashcards on the walls. Students pretend to “drive” to a food truck.

Teacher says: “Drive to the ice cream truck!”

Students move and stand next to the correct flashcard.

Teacher: What does the food truck sell?

Students: ice cream!

Variation: Student leaders give directions.

Activity 2. Food Truck miming- kinesthetic learning- Say a food truck and students pretend to eat that food, real or imaginary next to that flashcard.

Ice cream truck → pretend to lick ice cream, Pizza truck → pretend to eat pizza, Taco truck → pretend to hold taco, Fast food truck → pretend to eat hamburger

Activity 3. Food Truck Driver and Customer Role Play. Skills practiced: speaking, real-life language, transportation awareness

Place the flashcards around the classroom as different “food trucks.”  One student is the food truck owner: Hi, this is my pizza truck.

Another student is the customer: “Hello! I want pizza, please.”

Truck owner responds: “Here you are.” / “Thank you.” (using the cutouts available)

Activity 4. Food Truck Route prepositions Game (Map integration). Make a simple road on board. Students move trucks flashcards and say: The donuts truck is between the ice cream food truck and the fast food truck.

Activity 5. Class Food Truck Festival.  Several students sit with flashcards in hand.

Other students walk around asking: “What do you sell?”

Student answers: “I sell donuts.”

Activity 6. People work at the food trucks. Place the food truck flashcards on the board. Give students the worker flashcards. Students come to the board and place each worker next to the correct food truck. Then, they say a sentence, for example: “The baker works in the bakery food truck.” or “The chef works in the pizza food truck.”

This activity helps students make connections between jobs and places.

The small cards provide a hands-on way for students to practice food truck vocabulary through interactive activities.

Activity 1. WRITE Food Truck Sells. Student chooses a flashcard and writes what it sells: This food truck sells ramen.

Activity 2. My Favorite Food Truck Writing to make personal writing connection. Students choose one small card and write:   My favorite food truck is the ice cream food truck.
I like ice cream.

Activity 3. Speaking Circle Game. Students sit in circle of 8 with cards. Student says: I have the taco food truck.

Next student: I have the ramen food truck.

Continue around circle.

Activity 4. Description Writing Challenge.

Students write: The pizza food truck sells pizza. It is red and yellow.

Activity 5. Food Truck Parking Lot (Prepositions integration)

Students use the small food truck cards with an opened paper clip attached to the back so each card can stand up on the table like a real food truck in a plaza. Place the cards around the table to create a “food truck plaza.” Students take turns pointing to a truck and saying sentences using prepositions, such as: “The pizza food truck is next to the taco food truck,”.

These worksheets help develop reading, writing, and grammar skills while supporting independent learning and building confidence in using English.

Worksheet 1. Color and write the food trucks word. Color each food truck according to the teacher’s instructions. Then, write the correct name under each food truck. Finally, show your worksheet and say sentences, for example: “This is the pizza food truck.”

Worksheet 2. My food truck. Create your own food truck. Color and decorate it. Then, write sentences about your food truck.

Example: My food truck is a smoothie truck. It sells fruit smoothies. It is purple and pink. I like smoothies.

After creating and coloring their own food truck, students design a menu for their truck. They write the names of the foods they sell and decorate the menu with colors and drawings. Students can present their food truck and read their menu to the class.

Worksheet 3.  Practice important question and answer structures related to food trucks. Students read each question carefully and write complete answers using correct grammar. They practice Yes/No questions, questions with does, and can questions.

Worksheet set 4. First, students carefully read the instructions and color each food truck according to the correct color. After completing the coloring worksheet, students use it to answer questions about the food trucks.

Worksheet 5. Cut, Paste, and Write Activity. In this activity, students cut out the worker flashcards and paste each worker next to the correct food truck. After matching the workers and food trucks, students write sentences that describe each worker and their food truck.

Worksheet 6. Questionnaire Worksheet: Food Truck Survey. Students conduct a class survey by asking their classmates: “What is your favorite food truck?”

Students walk around the classroom and ask different classmates the question. They listen carefully and write one answer on each line.

Follow-Up Activity: Class Graph of Results

After completing the survey, I guide the class in creating a graph on the board using the collected results. Each student reports their answers, and together we count how many students chose each food truck.

Students help place marks, stickers, or draw bars on the graph to represent the results. Then we read and discuss the graph using complete sentences, such as: Five students like the pizza food truck.

Worksheet 7.  Food Truck Menu Writing Activity. Students observe each food truck and write the foods and drinks that it sells.

After completing the worksheet, students can share their ideas with the class using sentences such as:  The taco food truck sells burritos.

These games promote interaction, build confidence, and help reinforce learning through play.

Game 1. Food Truck Order Game (Role-Play Cards)

Students practice real-life communication by role-playing as food truck workers and customers using the printable role-play cards. One student wears the worker badge and stands behind the matching food truck card, while another student uses a customer card to order food.

 The customer reads their card using target sentences such as “I want a hamburger.” or “Can I have ice cream, please?” The worker listens and responds with functional language like “Here you are.” or “Yes, of course” , using the cutouts available in the resource. Students then switch roles to practice both speaking and listening.

 

Game 2. Where is the Food Truck? (Prepositions Game)

Students build their own interactive food truck plaza using the foldable food truck markers and the printable plaza board.

Each student places their food truck on the plaza. One student reads a movement card aloud, for example: “Place your truck next to the ice cream truck”

The student with that truck listens, understands the instruction, and moves their marker to the correct position.

 
Game 3. Board game. Food Truck Board Game Activity

In this interactive board game, students place their foldable food truck markers on one of the two paths shown on the board. Each path is followed by the arrows.

Students take turns rolling the dice and moving their markers along the path. When a student lands on a colored token, they pick up the corresponding question card.

Game 4. Puzzles

Students work together to build food truck puzzles by matching the food truck, the food, the worker, and the label. As they assemble each puzzle, students read the words and identify what each food truck sells.

Find practical strategies to make teaching easier and more effective. You’ll love visiting my other blog for younger learners.

https://eflpreschoolteachers.blogspot.com/