Food unit Flashcards for Elementary English Language Starters

 This resource is part of the Food Unit for Elementary English Language Starters. LINK: https://www.teacherspayteachers.com/Product/Food-unit-for-Elementary-English-Language-Learners-Starters-11035412

Use the food and drinks unit flashcards as an aid for your visual learners. They provide a visual representation of the most common food items for this range of age and level of your students. The flashcards are to capture the attention of your students.They will associate the image and the word on each card. Perfect for visually oriented students to support the comprehension and memory of the new vocabulary.

Understand your learner and adapt the activities to your teaching style. Present the new food unit vocabulary using the nice illustrations.

Ask questions for countable nouns: What’s this?
Students: It’s a hotdog.
Ask questions for uncountable nouns: What’s this?
Students: It’s cereal. Stress the difference!
Have the students classify the food items flashcards into countable or uncountable nouns.

Ask questions about preferences, after placing several flashcards on the board: What would you like?
Student 1: I would like soup!
Student 2: I would like milk!

Or have the students ask for food using the expression: Can I have soup, please?
Teacher picks the soup flashcard and hands it in to the student saying: here you are.

Ask questions about people: What are Tima and Mia eating?

Students: They are eating pizza.
What is Nick cooking?
Students: Chicken!
What does Fred have?
Students: chicken and fries.

Ask students about their likes.
Student 1: I like bread and orange juice.
Students 12: I like fries and lemonade. 

 What about food that they don’t like. Same thing, have them pick up the food flashcards that will express their preference.
Student1: I don’t like donuts and meat.
Student 2: I don’t like soup and eggs.

Have the students select the food that they would have for breakfast or lunch and place it under the word.

Play an easy game. Say the color of a food item and the students have to name it: white and yellow!
Students: egg!

Model some sentences with positive and negative sentence using the flashcards:
Student 1: I have a sandwich.
Student 2: I don’t have a sandwich. I have a hamburger.

Have the children create a classroom menu using the flashcards. Tell them that as a class they will put up a menu. Then, ask: What’s on the menu to eat?
Student: pizza! Fries! Hamburger, chicken! Hotdog! Salad
Teacher: What’s on the menu to drink?
Student: milk, soda, lemonade, orange juice.

This is an idea to extend the lesson. Students can then make their own menu on their notebooks or paper, using the words they know or any other food items that they want to include. Then do a show and tell of all the menu.

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Pets Unit Books for Elementary ELL

This resource is part of the pets unit for Elementary English Languge learners-Starters to provide studenst with more exposure to the language.    LINK: https://www.teacherspayteachers.com/Product/Pets-Unit-for-Elementary-ELL-Starters-10780015

There are two printable books to wrap up this unit. They will incorporate the language skills of reading and writing. As a teacher you are unique and your students as well. Adapt the activity according to your learners.

Book 1: Students can color as they wish or you can dictate the colors of each animal on the template and the place where they belong as a listening part of this activity. Then, they will cut the animals and glue them in the corresponding spot. There is a li8ned page for the students to write the next to finish the book.

BOOK 2:  This is a group book, each student will color a page and then assemble and read together and take home to read with the parents.

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Pets Unit Games for Elementary ELL

 This resource is included in the Pets Unit for Elementary ELL -Starters. Use these to give your students a variety of activities to engage them.

LINK: https://www.teacherspayteachers.com/Product/Pets-Unit-for-Elementary-ELL-Starters-10780015

The games will boost your students’ confidence in their English language skills. They will participate with knowledge of the language and take risks at playing with their peers. Games provide a place to motivate speaking expanding your students' linguistic competence.

The pet unit board game can be adapted for the different levels of English that you have in class. Make your own rules for the game or even better have the students make new ones to make it more challenging for the more proficient students.

Print the board, cut and glue to assemble one bigger game. Glue the tips of the game board markers. There are four, so this is a game for mainly 4 students. The pet shop template is for students to place the cards they get when playing. The winner is the one with the most pets in their shops. Students can play by just recognizing the pet they land on and get the corresponding card to place in their shop. As they get more advanced, make more difficult gramma sentences, such as: I want an orange cat for my pet shop.

Playing this picture and word domino is great to use as a social interaction activity to promote socialization between your students.  It will be a matching picture and then word and so on. If you need bigger tiles let me know. I made them small in order for students to take them even outdoors or to play on their own.

Jumbled sentences games will reinforce the students with the correct understanding of the order of words in a sentence. This works towards proper grammar and syntax rules. Students’ ca moves the cards to make larger sentences or just make phrases. They can even write them down on their notebooks afterwards.

The sentence association game is great for language production as the students have to read the sentences and find the corresponding picture. They might find two pictures for one sentence and use their ability to pick the correct one. As your teaching context is unique, adapt this game as a reading activity or a listening/speaking one in which one student reads the sentence and the others find the corresponding card with the picture.

There is a set of small cards with pictures and words. It will help students memorize the new vocabulary. Use them for writing activities if you wish.

Include spelling activities for vocabulary development. This kind of activities helps into learning and remembering the new words.

After the students write the words using the cards, they can also write those on their notebooks.

 I used play Spelling Bingo a lot with my students. They really loved it. Just hand in a spelling bingo pet template to each student or group of students, so they know that these are spelling words playing. They will write five pet words on the template.

Call the words using the cards from any of the games above.

Made a guess what? Instead of a guess who? game. Give each pair of students a template with all the pets. I would suggest that you place them on a clear plastic sheet for them to write on the card and then erase easily for future use.

The students will ask each other questions bout the animal that one student selected for the other to guess: Is it green? Does it have big eyes? Is it a frog?

Check my blog for Kindergarten English Language Learners and find more resources on this unit. CLICK: https://eflpreschoolteachers.blogspot.com/2021/05/pets-unit-flashcards-for-kindergarten.html

Pets Unit Worksheets for Elementary ELL

This resource is part of the pets unit for Elementary English Languge learners-Starters.    LINK: https://www.teacherspayteachers.com/Product/Pets-Unit-for-Elementary-ELL-Starters-10780015

The worksheets were designed with lovely visuals and fun tasks. They will capture your student’s attention and enjoy working on them.

Here is a video with all the worksheets in the resource.

Students will describe in long sentences their favorite pet that they have drawn on the worksheet. My cat has blue eyes and a small nose. Ask questions as your students show you their animal: What is it? What color is it?

Learning to use adjectives to describe pets will contribute to the student’s vocabulary expansion and gives a more varied language repertoire to use. I am focusing on long and short basically.Students will identify pets by their tails. If there is another adjective that you would like in the worksheet, let me know.

This is more of a short reading comprehension worksheet. It comes with a short text that students will read and comprehend in order to complete the task. Students will answer to the question: What color is it?

Here is another reading comprehension worksheet.

Another worksheet to reinforce numbers 1 to 20 using frogs. Start by dictating the color of each number and have the students write the number word. A worksheet to use for logical mathematical competence.

Then, as an extension activity have the stduents cut the cards and glue then in an extra paper in numerical order. They have to write the missing numbers of the sequence.

Be fancy and provide each student with a clipboard, pencil, and the questionnaire worksheet. After the writing all the answers, gather the students in different groups to share their findings and discuss the results. 

Reading comprehension worksheets provide your students to a wide exposure of sentence structures, contributing to language acquisition. Here is the selection. And there are lot more worksheets to plan structured practice for your learners. 

Check the video: 

Worksheets to work on grammar points.

A worksheet can be as simple as completing it or turning it to a booklet and then a speaking or writing activity.

 

Check the speaking part:

I have this kind of worksheet in every unit. I think it is fun to draw the item using the word.My drawings are not the ebst, I guess that your students would do a better job and I would love to see it.

                                       

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Pets Unit Small cards for Elementary ELL

This resource is part of the pets unit for Elementary English Languge learners-Starters.    LINK: https://www.teacherspayteachers.com/Product/Pets-Unit-for-Elementary-ELL-Starters-10780015

I always have small cards in all the resources because they are easy to carry around and can be used inside or outdoors. Students can use them anytime. These offer a clear support for the lesson plan. They can be used for the presentation of the key vocabulary.

Use these to introduce animal vocabulary.

Introduce the verb to have in interrogative, affirmative and negative answers.

Hand in all the pets unit small cards to the students and ask questions: What do you have?
Student: I have a dog.

Teacher: Do you have a cat?
Student: Yes, I do.

Do you have a fish?
Student: No, I don’t.

Students can describe the pet on the small cards.
Look, I have a mouse!

Have your students develop their self-expression through movement using their body and/or mime as you show the small cards. Check how the students will reproduce animal movements maybe even using the sounds the pets make.
Teacher: Move like a fish!

Display the pet unit small cards and the word strips all mixed up on the board, a volunteer matches the picture to the written word.

Show all the flashcards, both pictures and word cards. Give nine children the words and bring them to the front of the class. Then, hand out the pictures around the class. The children with the pictures do not let the children with the words see their flashcard. The children with the words then have to find which children have the picture that corresponds to it by asking: Do you have a mouse?

Students can do sorting of the small cards on their own. Use the cards to review vocabulary related to the parts of the body of the pets.

Hand in several white boards with the sorting phrases written on each. It can be the size of the ears: big ears and small ears.

 Sort the pets with 2 legs and 4 legs!

Create your own grid for the tic tac toe game. Draw a grid on a piece of cardboard of 9 spaces arranged in 3x3.

Sort the size of the tails: big or small/long or short.

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