More farm unit activities for Elementary ELL

And here is the second part of the farm theme. It will be all in a single product. Link: 

https://www.teacherspayteachers.com/Product/Farm-Unit-Resources-for-the-Elementary-ESL-3790548

The resource is also here:   https://www.bilingualmarketplace.com/products/farm-unit-for-elementary-efl?variant=37064574369956

Contrast the pet and farm animals. Display the barn cutouts and the house cutouts on the board.

Teacher: What is this ?

Students: It is the barn.

Teacher: What is this ?

Students: It is the house.

Tell them to come to the front and place the animals where they belong.

Teacher: This is the cow. It lives in the farm.

Students: This is a dog. It lives in a house.

Say an animal and students say pet or farm:

Teacher: Hen!

Students: farm!

Give the students the animals to sort out on their desks into farm animals and pets.

Then, name four animals and have the students put them in the same order on their desks.

Teacher: rooster, goat, turtle, cow.

   

Have the students sort the pets and the farm animals on the worksheets. Glue them in place and then trace all the vocabulary words.

Teacher: What color is the goat?

Students: It´s gray.

Teacher: orange!

Students: the cat and the fish.

And with the worksheets, there is always something else that we do with them, what about a board game. I grabbed a file folder. Cut all the animals into squares, glued them into a path. And that´s a worksheet that has another use after it is done. I included the farmers and the all the game board pieces.

I created snapshots! Students color all the animals and trace the words. Then, cut and paste the animals where they belong. Cut all the snapshots into pictures and have them match each mother with it´s baby. They can also join two snapshots(mother and baby) using chenille. I placed my matches in a pocket chart.

Or make a long chain of mother and baby using chenille. Or make a snapshot book ring.

Farm animals body. Place the hen flashcard on the board. (LABELING)

Teacher: What animal is this?

Students: It´s a hen.

Point to the mouth.

Teacher: What is this ?

Students: It´s the mouth.

Continue with all the known body parts and write them as the students say the word. Then go with the unknown words.

Teacher: Look, this is the wing. How many wings does a hen have?

Students: two wings.

Students can sort with you the legs of all the animals. Write two legs and four legs on the board. Place the animals where they belong.

Teacher: cow!

Students: four legs!

Give each group a poster board and an animal cutout. Have them label the body parts. Place them on a designated wall in the classroom or make a book.

Give a cutout to each student. Name a body part. The student with the animal that has the body part mentioned has to stand up and show his/her animal.

Teacher: beak! (students stand up with their cutout)

Place the missing body animals cutouts on the board. Ask the students.

Teacher: This is the horse. What´s missing?

Students: The tail!

Draw the tail. Continue with the rest of the animals.

Label the parts of the body. I used letters from old magazines.

I made this printable accordion book. It can be done an animal per book or join all the animals.

Animal positions. Use the cutouts. Place your cutouts around the barn and start asking questions.

Teacher: What´s is this?

Students: the horse!

Teacher: Where is the horse?

Students: It´s in the barn.

I added trees, fence, silo to complete the farm scene.

Students will color the worksheets and make a 3D farm scene.

Teacher: The pig is pink. (Continue with more animals)

Have the students make the scene using toilet paper rolls and clips or play dough.

Give directions for placing the animals or farm parts.

Teacher: The tractor is in front of the barn.

 Or have the students give directions.

           Farm Scene. Display the barn and the silo cutout on the board. Ask the children if they can identify the scene.

Teacher: Look at the pictures. What can this be?

Students: a farm.

Then start placing the animals on the farm and say the name.

Teacher: This is the cow. What color is the cow?

Students: black and white.

Write the word next to each animal.

Teacher: Is this a hen ?

Students: yes, it is/ No, it isn´t.

As a review, say the name of an animal and have a student go to the board and remove it.

Teacher: Martha, Bring me the rooster.

 

 

Have the students write the farm animals words using the printable green letters and the cutouts, or dictate words and the first student or group to finish wins.

 

Sort the animals that live in the barn and the ones that live out of the barn.

 

Favorite  farm animal graph. Place the flashcards on the board.

By using the flashcards students get more speaking practice ,you get them talking as they describe, compare or answer questions.

 

Separate each animal with a line and start writing the student´s name after asking each student which is their favorite farm animal. Then have the students talk about the results.

Teacher: Which is Emily´s favorite animal?

Students: rooster!

Teacher: Who likes the cow?

Students: Will and David!

 

Possessive nouns. Place the farmer flashcard in the middle of the board and all flashcards that belongs to the farmer as in a mind map. Model a sentence.

Teacher: Who is she?

Students: the farmer.

Teacher: This is the farmer´s tractor.

Teacher: What is this?

Students: It's a barm.

Teacher: Whose barn is this?

Students: It's the farmer's barn.

 

I made this interactive book to review the possessive nouns.

 

I wanted the book to be interactive. I saw this idea on Pinterest and gave it a try. It is not hard to do, I would suggest that you use a lightweight yarn instead of twine like I did. Place a tape to each cutout behind the book.

First the students have to trace all the sentences and color the scene. Then as they read, they pull a string to the picture that the sentence is talking about.

 

Student: This is the Farmer´s tractor. (pulls the string that has the tractor).

 

Or simply, the students paste each picture where it corresponds.

 

Count the farm animals. Place several fences on the board.

Make several copies of each farm animal. Place them in each fence.

Teacher: How many horses are there?

Students: one, two, three. Three horses.

Teacher: What color are the horses?

Students: They are brown. 

Continue with the rest of the animals.

Have the students say which letter make the plurals for the farm animals.

Teacher: One cow. Two cows.

Students: letter S!

Point to each animal and have them say the plural. When you get to goose, tell them about the difference which is geese.

Students make craft stick corrals. Have them put their animals into each corral using the dice.  Go by each group and ask questions.

Teacher: How many hens are there?

Students: one, two, three. Three hens.

 

Then individually have the students place only four animals in their corrals. Play Bingo! If the student has the animal named then that animal has to be taken out of the corral.

The winner is the student that has their corral empty first.

 

Make the crown headband and use them for a simple game.

 

Make different amount of farm animals crowns to wear.

Place the barn, fence, trees or any other cutout around the room. Students listen to your instruction.

Teacher: Hens, walk to the barn! Horses ,gallop to the fence! Cows, stomp to the trees !

When the students are in groups at their destination. Count the number of animals.

Teacher: How many hens are at the barn ?
Students: one, two, three, four, five, six. Six hens.

 

Make a grid with the flashcards.

Teacher: B2 ! What are they?

Students: They are roosters!

Teacher: How many roosters are there?

Students: There are  two roosters!

 

There is/There are. Make a farm scene on the board using the cutouts or flashcards.

Point to each animal. Teacher: There is a cow.

Teacher: There´s a hen and a horse.

Teacher: Some animals are not here. There isn´t a pig.

Have the students give more examples of the animals that are missing.

Teacher: Is there a duck on the farm ?

Students: No, there isn´t.

 

 Do the same with there are/ there aren´t.

          

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Circus Unit for the Elementary ELL

This is the next level to my last post at my other blog, more for the students in the Elementary grades.

http://eflpreschoolteachers.blogspot.com/2018/04/circus-unit-for-preschool-ell.html

 Get everything here:

https://www.teacherspayteachers.com/Product/Circus-Unit-for-Elementary-ELL-3759017

or here: https://www.bilingualmarketplace.com/products/circus-unit-for-elementary-ell?variant=35469933248676

 Let´s start with the flashcards. 

Distribute a Circus flashcard to each student. Have the students name each Circus animal ,Circus character or food. Say the category. Student:  It´s the acrobat.  Person.

Student:  It´s the elephant.  Animal

                                                   

Have the students  sort the flashcards into people and animals on the board.

Have the students  sort the Circus Flashcards as in Person, place or things and introduce the concept of noun in English.

Students can do their own sorting using the printables. Print as many as you need for Person, place or thing. The templates can be used as cards. Have the students sort them into person, place or thing.

Circus Verbs Flashcards. I had these lovely clown clip art and thought of Flashcards to play some games.

Circus verbs Book. To review what the students learned with the flashcards. There are 28 pictures of the clown and the sentence, it can be used as a game, but the students can have fun matching and pasting the sentences to the pictures. Put them together and make a class book to take home by turns and read to the parents.

Worksheet . I did this one for preschoolers but I like to do labeling with the worksheets, it is a way to extend the activity a little bit more.

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Town and Community Helpers, plus transportation themes for the ESL learner.

Link: https://www.teacherspayteachers.com/Product/Town-and-Community-Helpers-plus-transportation-themes-for-the-ESL-learner-3735921

The resource is also available here: https://www.bilingualmarketplace.com/products/town-and-community-helpers-plus-transportation-themes-for-the-esl-learner?variant=36958760304804

                                           

In this blog post we will relate the community helpers to where they work and add their transportation.

Introduce the buildings using the flashcards. Ask the students who works in each building.

Match the building flashcard (school) to the community helpers (teachers) and people (students) flashcards. In this example more than person goes to the same building.

Now, make sentences.

Teacher: What is this?

Students: It´s the Hospital.

Teacher: Who works in a hospital?

Students: The nurse and the doctor.

More questions.

Teacher: Who is he ?

Students: He is the pilot.

Teacher: Where is the pilot?

Students: He is at the airport.

Place all the people flashcards on one side and the buildings on the other.

Say the name of a community member and the students have to answer with the work place and then the opposite.

Teacher: farmer!

Students: Farm!

Teacher: theater!

Students: ballerina!

Let´s pretend. Have the students pick a community helper and the corresponding work place and stand in front of the class holding a flashcard in each hand.

Teacher: Who are you ?

Student: I am a firefighter.

Teacher: Where are you ?

Student: I am at the fire station.

Where are you going to? Give several students a community member necklace and give the building flashcards to the other group. They stand in front of each other in random order.

Teacher: Who are you ?

Student: I am a clown.

Teacher: Where are you going to?

Student: I am going to the circus. (and walks to the corresponding flashcard)

I made small cards for the same matching exercise. Give  several groups the same set of cards and ask the children to match the cards in the shortest period of time. The first group to finish is the winner.

Place the building flashcards and the transportation cutouts for each one on a desk. Give instructions.
Teacher: There is an ambulance in front of the hospital. There are two fire trucks, one is next to the fire station and the other is in front of the fire station.

And I made people and transportation cutouts. I glued them onto toilet paper rolls and I used longer rolls for the flashcards.

Teacher: There is an ambulance in front of the Hospital.

Teacher: There are two ambulances in front of the Hospital.

More examples to say to the students and have them locate the ambulances.

Teacher: There is an ambulance in front of the Hospital. There is an ambulance next to the Hospital. There is ambulance behind the Hospital.

Teacher: The doctor and the nurse are in front of the Hospital.

And here is the whole scene for the Hospital.

You can do more locations using the cutouts set.

There is more on this resource:

 https://eflelementaryresources.blogspot.com/2020/04/town-community-helper-and.html

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