Family Flashcards and Worksheets for ESL students

I am working on the family unit resource. Here is the link to this material:   https://www.teacherspayteachers.com/Product/Family-Flashcards-worksheets-and-more-for-Elementary-ESL-students-4841832

or here: https://www.bilingualmarketplace.com/products/family-flashcards-worksheets-and-more-for-elementary-esl-students?variant=31252696793226

                                 

                             Watch the video of the complete resource:

Flashcards are great for introducing vocabulary. There are many things that you can use them. I made three sets of families. Two in English and one in Spanish. There are lots of dual language teachers that need resources and let’s see if these are helpful.

Grids are useful for students to focus on the new family vocabulary. Do it on the board by drawing a grid and placing the family members in random order.

Teacher: Who is in B2?

Students: Father!

Teacher: C3!

Students: aunt!

Point to the flashcards and ask Yes/No questions.

Teacher: Is this the brother?

Students: No, it isn’t!

Teacher: Is this the cousin!

Students: Yes, she is.

Show the students the flashcards upside down and have them identify the family member.

Sort the family members into male or female or boys and girls.

Worksheet 1. First, dictate a color to each family member box.

Teacher: Number 1 is pink.

Teacher: Who is in Number 1?

Students: The cousin!

Then, students complete the sentences.

I see that many teachers love using the notebooks for doing more thing beyond the worksheet. I would cut out each family member and then do a writing practice.

                                         

                                              Worksheet 2.

Writing cards. There are times when we have students that are not quite writing in their own language and a lot less in a new one. Tracing makes it easy for them to get related to the new vocabulary words.

More writing opportunities. Magnetic letters are fun and easy to use. I added a bigger size cards for the family members. Have the students write each word by looking at the writing sheet.

I found this idea and gave it a try. I buy lots of duct tape for many things, but I never thought of using it for writing purpose. I placed a strip of duct tape on top of a page of a notebook. Students can write the words as many times they want and erase it easily. Remember to use a dry erase marker.

Far are the days where the worksheets were put into a folder. I suggest dictating a color for each family word. Cut all the words and pictures from the worksheet and have them glue each picture and word on the notebook.

         

                 The worksheet can be used to play a matching game.

This resource is part of the Family Unit BUNDLE:   https://www.teacherspayteachers.com/Product/Family-Unit-BUNDLE-for-Kindergarten-and-Elementary-ESL-6704385

                                     

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School unit flashcards for ESL students

I updated the school unit flashcards. I thought that adding more words and using nicer clipart would be a bonus for teachers. Many of you have bought it and now you will have both versions. If there are words that you would like me to add, let me know.

More than 250 flashcards for the classroom objects on this resource and just a few tips on how to use them in class. You can use my flashcards or the ones that come with your book series.Link: 
https://www.teacherspayteachers.com/Product/School-Theme-Flashcards-for-ELL-836917

It is available at this another store:

https://www.bilingualmarketplace.com/products/school-unit-flashcards-for-ell?variant=2188379914252

Use the flashcards to present the school objects vocabulary.

Check the flashcards:

Watch the video using the flashcards.

Flashcards 1. If your students are a little more advanced review there is and there are. Divide the board in two and write the phrases. I used pencil and books.

Teacher: There is a pencil. There are books.

Students can find more flashcards to make more examples.

Flashcards 2. I always find labeling fun. You can do one the board as an example. Label the body parts, clothes and school objects.(Labeling)

Teacher: name the body parts.

Students: mouth! Eyes! Leg!

Teacher: name the clothes.

Students: dress! shoe!

Teacher: name the school objects.

Students: lunch bag! backpack!

Then, assign red for body parts. Ask students to name all the body parts and you circle them. Do the same for clothes and school objects.

Students can do the same using the flashcards. I placed the flashcard into a plastic sheet to go on paperless. Have the students use a blue whiteboard marker for labeling the body parts.

Then, use a black whiteboard marker for labeling the clothes and the school objects.

Flashcards 3. Select a letter of the alphabet and have the students say all the words that start with the letter. As they name the word place the flashcard on the board. Then, have the students do the same on their notebooks with another letter. I chose letter P for this example.

Flashcards 4. Order alphabetically. Write the letters from A to Z on the board and the students find the flashcards to place under each letter.

Flashcards 5. Classroom Monsters. Give a flashcard on a plastic sheet to each student and have them create a monster. I did this one with scissors. I added hair, eyes, nose, mouth, shoes. I guess students are more creative than me, but it will work to show the students the task before they start their own. Students can show their work to the class.

Student: This is my scissors monster. It has black hair. Its eyes are blue and big. It is happy. She is wearing shoes.

Flashcards 6. Sorting the flashcards into categories. I wrote these categories on the board. Students find the flashcards for each category.

Flashcards 7. Name the flashcard. Make a grid on the board using the flashcards. I did this simple one as an example for you.

Teacher: C3!

Students: pencil case!

Flashcards 8. Related words! I placed the pencil case flashcard in the middle of the board. Have the students name all the things that a person can find in a pencil case. As they name the words, place the flashcard or write the word. This is like doing a mind map.

Flashcards 9. Use puzzles when working with the little ones.

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School people, workers and places

This is the school subject resource:     https://www.teacherspayteachers.com/Product/School-Subjects-People-and-Places-for-ESL-4548123

                      Watch the video with the complete resource:

The most important part of school is the people! The school workers.

I made several flashcards to use for the speaking part of the lesson plan.

Hold up a flashcard and show it to class, say the word and have your students repeat back.

Place a school place flashcard and a school person flashcard. Have the students make sentences stating where they are.

Teacher: Who is he?

Student: He is the Principal.

Teacher: Where is he?

Student: He is in the Principal’s office.

Teacher: Who is in the bathroom?

Student: The janitor is in the bathroom.

Teacher: Who works in the library?

Student: The librarian works in the library. 

Tell students that you are interviewing a flashcard person. Make a model and have students help with more questions. Then, assign each group of students a teacher, worker or students in the building to interview them, even in the native language and having to translate later. Put up all the interviews in a class book for everyone to read.

I made a set of flashcards with no words.

Pick a flashcard to provide an example for a writing activity as in a mind map.

Tell the students that you have selected this flashcard and will create with the class a mind map. Start asking questions and write key words. Students can also add key word or ask questions to class to get more words.

Teacher: Who is she?

Student: She is the science teacher.  (write science teacher)

Teacher: Where does she work?

Student: she works in the science lab. (write science lab)

Then have students do their own writing using the set of flashcards. When they have finished have the students work in pairs and complete each other writing with more words.

Place another flashcard on the board and write the WH questions words on the board.

Have the students write questions and you have to answer. Model the first question and place flashcards as answers.

Teacher: Who are they?

Student: They are students. 

Student: Where are they?

Teacher: They are in the cafeteria.

Student: When are they eating?

Teacher: In the afternoon.

Student: What time are they eating?

Teacher: twelve-thirty.

Student: What are they eating?

Teacher: They are eating lunch.

Have the students sort the flashcards into places,jobs ,subjects and objects.

Place several places flashcards on the board and have the students ask questions using Where ? and answer by placing the corresponding person under each flashcard.

Student 1: Where is the janitor?

Student 2: He is in the cafeteria. 

For extra vocabulary practice have the students describe in detail the flashcards using There is and There are.

This is it for school people. But I am still working on more school unit resources. Follow me!

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.

The school theme is not over! There is more. Follow me!!