Town Flashcards for elementary ESL

 I made 190 flashcards for the Town theme and included places, community, stores, land features, neighborhood, places for leisure activities. And here are several ideas to promote speaking using flashcards.

Link: https://www.teacherspayteachers.com/Product/Town-Flashcards-for-the-Elementary-ESL-3713783

The language objective is to learn the name of the places in a town using the flashcards. Students will learn the vocabulary related to places they encounter daily such as, school, park, supermarket, making the lessons more meaningful and relevant.

Use the demonstratives "This" and "That" to build Understanding of Proximity.  Use the point finger to introduce this and that.

Teacher: This is a bank. That is the cinema.

Hand in the point finger and using more flashcards, have the students say the sentences.

Make abstract grammar rules more tangible by using visual aids like the town flashcards to start a Drill. Nominate an individual student to be the driller. The class or the group members have to read each flashcard.

Give the flashcards to individual students.

Teacher: Where are you?

Student: I am at the police station. (shows the card) This is the police station.

I use my Commands Flashcards for this activity. LINK: https://www.teacherspayteachers.com/Product/Classroom-Commands-Flashcards-1816475

Place a location flashcard on each seat or desk. Teacher: Pam, run to the police station.

Teacher: Kim, Go to the hospital.

Name more town places. Put several flashcards and have students name a place in your town or city. Write the place under each flashcard. Have the students make another list with more flashcards. Here I wrote examples of my hometown.

Sort the flashcards by buildings, stores, work places, nature.

Make it a hands-on learning experience. Speaking activity with- Let´s go ! -Have the students make sentences using Let´s go to.

Teacher: Let´s go to the museum!

Students: Let´s go to the park!

Identifying locations using There is. Play Guess game using interrogatives. Have 5 students come to the front and give a flashcard to each one and don´t let them show the flashcards to the class, but they do have to know what flashcards are playing. The class has to guess the buildings in town.
Students: Is there a library?
Student in the front: Yes, there is. (shows the card)
Students: Is there a museum?
Student in the front: No, there isn´t.

 

Use of the structure There are to describe the town. Place several town flashcards on the board. Have a student come up one at a time and draw as you say. The students will draw the scene on their notebooks and write the sentences.

Teacher: There are two cars at the post office. There are four flowers at the restaurant. There are three giraffes at the zoo.

Where is the family? I added a set of family flashcards to make sentences with the town flashcards.
Teacher: Where is Mother?
Students: Mother is in the shoe store.

Or, you place more place flashcards and tell students where the family members are and have them attach the corresponding flashcard.

Teacher: Father is in the restaurant.

The unit naturally integrates location-based language (e.g., "next to," "between," "across from"), reinforcing spatial awareness and preposition use. Where?. Place several flashcards on the board.  Draw Main Street and start asking questions.
Teacher: Excuse me, It is on Main Street, between the fire station and the library.
Teacher: Where is the library ?
Students: It is on Main Street, next to the hospital.

 

Use of the adjectives On the left, on the right. Draw the street and arrows, place a flashcard on the right and another on the left.

Teacher: The bus station is on the right. The beauty salon is on the left.

Have students write questions to ask you about your street.

Student: Is there a bus stop?
Teacher: No, there isn´t.

Where and what number? A good review for the numbers 1 to 20.

Place several flashcards on both sides of the road and add a write on each one.
Teacher: Where is the apartment building?
Students: It´s on the right.
Teacher: What number is it?
Students: It´s number 14.

Use of the preposition At the corner of. Draw a street intersection, if it is a known one of your town the better. Add the flashcards.

Teacher: The school is at the corner of First Avenue and Main Street.

Have the students draw more examples and write the sentences. Then dictate to a student that will go to the board and place the flashcards.

Draw a street on the board. Give a set of flashcards to several students. Have them place the cards in the correct position on the street. Give them a written text where the cards should go. The students have to discuss how to place them.

The shoe store is on Main Street. The clothing store is next to the shoe store. The hotel is next to the shoe store. The shoe store is between the clothing store and the Hotel. The bowling alley is across the street. The planetarium is next to the bowling alley.

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Fruit and Veggies Prepositions for Elementary ELLs.

 This resource is included in The Fruit and Vegetables level 1 for Elementary ELLS. LINK: https://www.teacherspayteachers.com/Product/Fruit-and-Vegetables-level-1-for-Elementary-ELLS-12275711

This resource provides a clear and engaging visual aid to help young English language learners grasp spatial concepts. It also supports multiple learning styles—students can listen, observe, manipulate cutouts, and even act out prepositions, making learning more interactive and memorable. Additionally, it encourages sentence-building and oral language development, reinforcing both vocabulary and grammar in a fun and meaningful way.

Lay out the Prepositions flashcards and have students write sentences that describe the apple’s location.

Say a preposition sentence (e.g., "The apple is next to the tree"), and students find and point to the correct flashcard.

Practice the positional words by printing the small cards provided and place them on the pocket charts and ask the question: Where is the apple?

Students: It’s in front of the tree.

The worksheets allow students to apply what they’ve learned at their own pace, building confidence in using prepositions.

Use this worksheet as a Pictionary to reference at any time. Students can cut the cards and write a sentence for each one.

Print and assemble the die. Have the students color the card as they throw the die and see where it landed.

Give students the printable tree and apples and have them place the apple in the position that matches the die. Then, they can draw that apple on the worksheet and if possible, write sentences on their notebooks.

Have students match puzzle pieces with images of the apple’s location and corresponding preposition words to form correct sentences. Helps students make direct connections between images and words.

Students can cut and glue pieces onto a poster board to reinforce learning and decorate the classroom.

Students roll a die, move their piece on the board game, and describe the apple’s position based on the spot they land on. Helps students practice forming complete sentences in a natural setting.

Here is another blog post to see what else is included in the resource:    https://eflelementaryresources.blogspot.com/2024/09/fruit-and-veggies-flashcards-for.html

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Numbers 1 to 20 Valentine’s Day

 This resource is included in the Numbers Unit 1 to 20. Link: 

https://www.teacherspayteachers.com/Product/Numbers-1-to-20-Flashcards-and-more-3640162

This Valentine’s Day material will help your student practice identifying numbers from 1 to 20 in a fun and engaging way.

Print the Valentine’s Day big flashcards if you have a large classroom. Play find the missing number flashcard on the board. Write a number word on the board and leave a space for the missing flashcard that corresponds to the following number. Play in teams to make it competitive!

Slap the Colored bears and say the Numbers.  Spread number flashcards on the board. Say a color, and two students go to the board and slap the correct cards saying the numbers. The winner keeps the card said correctly.

Teacher: green!

Students: twelve, five!

The small cards came handy to support vocabulary development by linking numerals with their corresponding number words. Just cut the word out of each card and play.

Missing Number Challenge. Arrange a few small number cards in a sequence but leave some out. Students take turns finding and placing the missing numbers in the correct spots.

The matching worksheet strengthens students’ ability to connect written number words with their corresponding numerals.

Can be used for independent work as they complete the number words on the worksheet.

The matching grid worksheets encourages students to focus on accuracy and problem-solving as they find correct pairs.

Bingo provides a fun, low-pressure way for students to practice numbers while staying engaged. Use the worksheet and the cards from the previous worksheet to glue onto the two grids provided. Hold up the number flashcards, and students mark off the matching number. The first to get a full row shouts "Bingo!" The grids can be used over and over again.  Students can glue the bears or the words.

 The puzzle activity reinforces the connection between written number words and their corresponding numerals. It comes in just one page so students can play individually or in small groups.

Find more to this resource on this blog post:   https://eflelementaryresources.blogspot.com/2023/08/numbers-1-to-20-small-cards-for.html

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Transportation Layered Book for Elementary ELL

  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

By choosing this activity to wrap up the unit, it will reinforce the key transportation-related words in context. The book serves as a take-home resource for further practice. It also provides Personalization as your students can add their own drawings, words, simple sentences, making it meaningful.

This transportation step book has 3 staggered pages that resemble steps when viewed from the side. It is intended for Interactive learning by encouraging hands-on participation through cutting, assembling, and writing.

It reinforces the concept of the places where you can find the means of transport such as land, air and water, helping the students sequence and review key vocabulary in an engaging way. Print the templates provided in the resource. Have scissors, stapler or glue, markers, crayons, or pencils ready.

Review the categories of transportation (land, air, water) and show a model of the step book that you have previously created. Check the video.

The writers will work on drawing a picture of a type of transportation (e.g., a car on the “Land” page). According to your class they can write the transportation word or a short sentence (e.g., "This is a plane."). Finally, encourage them to color the images to make the book visually appealing.

You’ll love visiting my other blog for Preschool English as a Foreign Teachers. Find printable resources and access the link to flashcards, worksheets, and lesson plans ready to use in your classroom. Click here: https://eflpreschoolteachers.blogspot.com/