Find fun games and activities for teaching English to young learners and middle schoolers. 

Young Learners

<p>In the <a href="https://ellii.com/courses/118/lessons">Phonics &amp; Pronunciation</a> section this month, we have new lessons on the sounds <a class="inlineBlock" href="https://ellii.com/courses/118/lessons/2749">/ch/</a> and <a class="inlineBlock" href="https://ellii.com/courses/118/lessons/2748">/sh/</a>, which are both difficult for many language learners who do not have these sounds in their native language. Fortunately, <span class="inlineBlock">/ch/</span> and <span class="inlineBlock">/sh/</span> are fun sounds for young kids to make, even though they may be&nbsp;difficult.</p>

<p>Before you teach your students some words with these sounds, teach them how to make these sounds in isolation. Remember that imitating new sounds is the best way to get kids to produce them. Here is a fun and active activity that combines the <span class="inlineBlock">/ch/</span> and <span class="inlineBlock">/sh/</span>&nbsp;sounds.</p>

<h1>Shushing the Train</h1>

<p>Divide the class into two groups. If possible, separate the students so that they don&rsquo;t know what the other group is&nbsp;doing.</p>

<h2>Group 1</h2>

<p>Tell the first group that they are going to be a <strong>train</strong>. Demonstrate how a train sounds: <em>ch-ch-ch-ch-ch</em>. Tell the students that they are going to chug around the classroom (or hallway/playground) making their sound. Some students will be able to imitate you, but others will need more help. Start by telling them to pucker their lips as if they are going to kiss a teddy&nbsp;bear.</p>

<div class="white-box">
<h3>To pronounce the <span class="inlineBlock">/ch/</span>&nbsp;sound:</h3>

<ol>
	<li>Part and extend your lips outward as if getting ready to kiss a teddy&nbsp;bear.</li>
	<li>Place your tongue loosely just behind the bumpy part on the roof of your&nbsp;mouth.</li>
	<li>Quickly release one puff of air and stop it with your&nbsp;tongue.</li>
</ol>
</div>

<p>Note: After they are comfortable saying <em>ch-ch-ch</em>, teach your students to add <em>chugga chugga choo choo</em>.</p>

<h2>Group 2</h2>

<p>The students in the second group are going to be the <strong>villagers</strong>. Teach them how to hold a pointer finger up to their lips while saying the sound <span class="inlineBlock">/sh/</span>. If they don&rsquo;t already know, explain that this is how to say <em>Be quiet!</em> Again, some kids will get the sound right away by copying you, and others will need some instruction. (To make the activity more fun, don&rsquo;t tell them who or what they are going to be&nbsp;shushing.)</p>

<div class="white-box">
<h3>To pronounce the <span class="inlineBlock">/sh/</span>&nbsp;sound:</h3>

<ol>
	<li>Part and extend your lips outward as if getting ready to kiss a teddy&nbsp;bear.</li>
	<li>Place your tongue loosely just behind the bumpy part on the roof of your&nbsp;mouth.</li>
	<li>Release the air through your teeth and hold the&nbsp;sound.</li>
</ol>
</div>

<p>If your students have difficulty, have them practice contrasting <a class="inlineBlock" href="https://ellii.com/courses/118/lessons/2748">/s/ with /sh/</a> using the activities in this&nbsp;lesson.</p>

<h2>Put it Together</h2>

<p>Now, put the villagers on one side of the classroom (or hall/playground), and tell them to make their sound (and do the action) when their classmates come in. Send in the train, and tell the students to chug as loudly as they can! They can hold onto each other like a train. The villagers will use their new sound to tell the train to be&nbsp;quiet.</p>

<h2>Repeat</h2>

<p>Now, switch the groups so that the students get a chance to practice the other sound. For the first group, you can use the train again to practice <span class="inlineBlock">/ch/</span>, or if you want to try something different, teach the kids how to sneeze (<em>a-choo</em>). The second group will again use the <span class="inlineBlock">/sh/</span> sound to tell the first group to be silent (whether they are sneezing or chugging). To add another action, tell the shushing kids to pretend they are rocking a&nbsp;baby.</p>

<p>Your students may have difficulty understanding the difference between the sounds /ch/ and /sh/. Show them that it is impossible to hold the /ch/ sound for a few seconds, while it is easy to hold the <span class="inlineBlock">/sh/</span> sound for a long time. Challenge them to try. How long can they hold the <span class="inlineBlock">/sh/</span>&nbsp;sound?</p>

<h1>Follow Up</h1>

<p>After your students have mastered the <strong class="inlineBlock">/ch/</strong> and <strong class="inlineBlock">/sh/</strong> sounds, you can have some fun with minimal pairs. Here are some words and sentences to practice together. (Or ask the kids to try to make&nbsp;sentences.)</p>

<h2>Initial Sounds</h2>

<table>
	<thead>
		<tr>
			<th>Words</th>
			<th>Sentences</th>
		</tr>
	</thead>
	<tbody>
		<tr>
			<th>chair / share</th>
			<td>Share the chair!</td>
		</tr>
		<tr>
			<th>chew / shoe</th>
			<td>Don&rsquo;t chew your shoe!</td>
		</tr>
		<tr>
			<th>chin / shin</th>
			<td>Touch your chin to your&nbsp;shin.</td>
		</tr>
	</tbody>
</table>

<h2>Ending Sounds</h2>

<table>
	<thead>
		<tr>
			<th>Words</th>
			<th>Sentences</th>
		</tr>
	</thead>
	<tbody>
		<tr>
			<th>which or witch / wish</th>
			<td>Which wish did the witch have?</td>
		</tr>
		<tr>
			<th>watch / swash</th>
			<td>Don&rsquo;t wash your watch.</td>
		</tr>
		<tr>
			<th>catch / cash</th>
			<td>Catch some cash</td>
		</tr>
	</tbody>
</table>

<h1>Related Materials</h1>

<ul class="resources">
	<li class="lesson"><a href="https://ellii.com/courses/118/lessons/2749">/ch/ </a>:&nbsp;Phonics &amp; Pronunciation</li>
	<li class="lesson"><a href="https://ellii.com/courses/118/lessons/2748">/sh/</a>:&nbsp;Phonics &amp; Pronunciation</li>
	<li class="lesson"><a href="https://ellii.com/courses/118/lessons/2592">Ss</a>:&nbsp;Phonics &amp; Pronunciation</li>
	<li class="lesson"><a href="https://ellii.com/courses/113/lessons/2516">Transportation </a>: Word Bank</li>
	<li class="resource"><a href="https://ellii.com/resource_categories/grammar-usage/resources/2746-spelling-rules-ch-tch">Spelling Rules: ch &amp; tch</a>: Resources</li>
</ul>


A Fun Way to Introduce /ch/ and /sh/ to Kids

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<p>Are you looking for a fun review game to play with your ELLs this week? Try our Fun Grammar Lesson on <a href="https://ellii.com/courses/116/lessons/2493/" title="Irregular and Regular Plural Nouns">Regular &amp; Irregular Plural Nouns</a>. Then do a bit more practice with this silly sock&nbsp;game!</p>

<h1>You will need</h1>

<ul>
	<li>a long piece of string and a place to hang it in the&nbsp;class</li>
	<li>four clothes pegs</li>
	<li>one long pair of matching socks (plain white or&nbsp;black)</li>
	<li>two long crazy socks (mismatched)</li>
	<li><a href="https://ellii.com/flashcard_genres">flashcards</a> with singular nouns, such as <em>banana</em>, <em>flower</em>, <em>toy</em>, <em>table</em>, <em>candy</em>, <em>butterfly</em>, <em>kiss</em>, <em>box</em>, <em>watch</em>, <em>dish</em>, <em>potato</em>, <em>tomato</em>, <em>cactus</em>, <em>child</em>, <em>person</em>, <em>car</em>, <em>flower</em>, <em>loaf</em>, <em>leaf</em>, <em>foot</em>, <em>dog</em>, <em>deer</em>, <em>goose</em>, <em>apple</em>, <em>book</em>, <em>tree</em>, <em>tooth</em>, <em>pillow</em>, <em>t-shirt</em>, <em>sheep</em>,&nbsp;<em>cat</em></li>
	<li>blank strips of paper (the same amount as you have flashcards with&nbsp;images)</li>
	<li>a pen or marker</li>
</ul>

<h1>Setting things up</h1>

<ol>
	<li>Make a flashcard set of nouns (include ones that have irregular plural endings, such as the ones from ESL&nbsp;Library&rsquo;s <a href="https://ellii.com/courses/116/lessons/2493/">Regular &amp; Irregular Plural Nouns</a>&nbsp;lesson).</li>
	<li>Place the flashcards inside a container or&nbsp;envelope.</li>
	<li>Hang up the string (where students can&nbsp;reach).</li>
	<li>Hang the regular socks beside each other on the&nbsp;string.</li>
	<li>Hang up the irregular socks beside each other in another area on the&nbsp;string.</li>
	<li>Place the blank strips of paper and pen on a table or ledge near the&nbsp;socks.</li>
</ol>

<h1>Playing the game</h1>

<p>Invite students to take turns going up to the front of the class. Here is what each student will&nbsp;do:</p>

<ol>
	<li>Choose a flashcard from the envelope/container and write the singular word on the&nbsp;board.</li>
	<li>If the plural of this noun has a regular ending (where you only need to add -s), stuff the flashcard into one of the regular socks and write the plural word on the paper strip. Put this strip into the other regular&nbsp;sock.</li>
	<li>If the plural of the noun has an irregular ending, stuff the flashcard into one of the mismatched socks and write the irregular plural form on a paper strip and put it in the other mismatched&nbsp;sock.</li>
</ol>

<p>If anyone in the class thinks the flashcard and plural form went into the wrong socks, they should shout out <em>Change Your Socks</em>! If the teacher agrees, have the student try again. (Watch as the student writes the plural form in case it&rsquo;s wrong. Help make spelling corrections or go over all spelling corrections at the end, by pulling out the strips one at a&nbsp;time.)</p>

<p>If nobody notices an incorrect placement, you the teacher should yell <em>Change your&nbsp;socks</em>! Continue until all of the flashcards are gone and the socks are full! Make a new flashcard set as you learn new nouns and plurals and play another round another&nbsp;day.</p>

<h1>Related</h1>

<ul class="resources">
	<li class="lesson"><a href="https://ellii.com/courses/116/lessons/2493/">Regular &amp; Irregular Plural Nouns</a></li>
	<li class="flashcards"><a href="https://ellii.com/flashcard_genres">Flashcard Genres</a></li>
	<li class="blog-post"><a href="https://ellii.com/blog/irregular-plural-nouns/">Irregular Plural Nouns</a></li>
</ul>


Regular & Irregular Plural Nouns Game: Change Your Socks!

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<p>The last few weeks of school are often centered around review and having fun. Here are three silly games to try along with some materials from our <a href="https://ellii.com/courses/#young-learners-literacy">Young Learners &amp; Literacy</a>&nbsp;section.</p>

<h1>1. Clown Around</h1>

<p>Suggestion: Use this game with our <a href="https://ellii.com/courses/116/lessons/2503">Simple Present</a> lesson in our <a href="https://ellii.com/courses/116/lessons">Fun Grammar Lessons</a>&nbsp;section.</p>

<p>This game is like <em>Simon Says</em>, except the person at the front of the room is the <em>Class Clown</em>. The Class Clown cannot laugh! If a student makes him/her laugh, they get to switch places. However, students must always follow the Class Clown&rsquo;s commands. The ringmaster (you, the teacher) decides what constitutes as a&nbsp;laugh!</p>

<p>There are 5 things the Class Clown can say (write these on the&nbsp;board):</p>

<ul>
	<li>&ldquo;The Class Clown says, do a disappearing act!&rdquo; <em>[students hide or try to get as small as&nbsp;possible]</em></li>
	<li>&ldquo;The Class Clown says, do an animal act!&rdquo; <em>[students pretend to act or sound like an&nbsp;animal]</em></li>
	<li>&ldquo;The Class Clown says, do a balancing act!&rdquo; <em>[students balance something on their heads or stand or hop on one&nbsp;leg]</em></li>
	<li>&ldquo;The Class Clown says, clown around!&rdquo; <em>[students make a silly face or act as silly as&nbsp;possible]</em></li>
	<li>&ldquo;Clown around!&rdquo;*</li>
</ul>

<p>*Just as in <em>Simon Says</em>, the students have to freeze if they don&rsquo;t hear &ldquo;The Class Clown says&hellip;&rdquo; before a command. Whoever accidentally clowns around has to sit out for a&nbsp;shift.</p>

<p>Teach your students the English expression &ldquo;class clown&rdquo; (<em>the person in the class who is always telling jokes or getting people to&nbsp;laugh</em>).</p>

<h1>2. Dizzy Dictionary</h1>

<p>Suggestion: Try this game with any of ESL&nbsp;Library&rsquo;s <a href="https://ellii.com/courses/113/lessons">Word Bank</a>&nbsp;lessons.</p>

<ol>
	<li>Create a theme‑based vocabulary word list (e.g., <a href="https://ellii.com/courses/113/lessons/2427">Zoo Animals</a>) that has as many words as students in your classroom. Write each word on a slip of paper (or simply print the flashcards that go with the lesson). Hand one word to each&nbsp;student.</li>
	<li>Ask your students to write an easy definition or synonym for their word on a separate piece of paper. (Help your students with sentence structure.) Students will hand in their&nbsp;definitions.</li>
	<li>Mix up the definitions and hand one out to each student. Each student should now have one word and one definition (most won&rsquo;t&nbsp;match).</li>
	<li>
	<p>Tell your students to stand up in a line or circle to become a Talking Dictionary! The students will read their word and definition out loud one at a time (most will be mixed up and won&rsquo;t make&nbsp;sense).</p>

	<blockquote>
	<p><strong>Ella:</strong> Octopus &ndash; not a real fish, shaped like a&nbsp;star</p>
	</blockquote>
	</li>
	<li>After everyone has read out their silly match, give students 5&ndash;10 seconds to wildly trade definitions in an attempt to create the correct Talking Dictionary. (To keep it fun, don&rsquo;t give them enough time to get it all correct during the first&nbsp;switch.)</li>
	<li>When the 10 seconds are up, tell the students to get back in place and read the entire dictionary out loud again. Did they get it right this time? If not, give them another five seconds. Repeat until the Talking Dictionary is 100% correct. You might also encourage students to organize themselves in alphabetical&nbsp;order.</li>
</ol>

<h1>3. Manner Police</h1>

<p>Suggestion: Try this game after you use our <a href="https://ellii.com/courses/116/lessons/2530">Adverbs of Manner</a> lesson from our <a href="https://ellii.com/courses/116/lessons">Fun Grammar Lessons</a>&nbsp;section.</p>

<ol class="spaced-list">
	<li>Prepare two small blank slips of paper per&nbsp;student.</li>
	<li>
	<p>Ask your students to come up with as many action verbs as there are students in the classroom. You, the teacher, will write each suggested word on a slip of paper. Place these words in an envelope or&nbsp;pile.</p>

	<p>Here are some examples: <em>dance</em>, <em>sing</em>, <em>walk</em>, <em>jump</em>, <em>eat</em>, <em>write</em>, <em>wait</em>, <em>talk</em>, <em>laugh</em>, <em>sit down</em>, <em>pass</em>, <em>stand up</em>, <em>whisper</em>,&nbsp;<em>chew</em></p>
	</li>
	<li>
	<p>Now challenge your students to come up with the same number of <em>adverbs of manner</em>. Write each adverb on a separate slip of paper and place these in a separate pile or&nbsp;envelope.</p>

	<p>Here are some examples: <em>carefully</em>, <em>quietly</em>, <em>happily</em>, <em>slowly</em>, <em>nervously</em>, <em>loudly</em>, <em>politely</em>, <em>blindly</em>, <em>nicely</em>, <em>sleepily</em>, <em>fast</em>, <em>well</em>, <em>gently</em>, <em>angrily</em>, <em>crazily</em>,&nbsp;<em>hungrily</em>.</p>
	</li>
	<li>Now, hand out one verb and one adverb to every student. (Students must not show each other their&nbsp;words.)</li>
	<li>Tell your students to stand up and form a circle or&nbsp;line.</li>
	<li>Choose a student who is standing quietly to stand in the middle of the circle (or front of the line). This student is the <em>Manner&nbsp;Police</em>.</li>
	<li>Now, tell all of the other students to act out what&rsquo;s in their hands (e.g., whisper slowly, jump&nbsp;blindly).</li>
	<li>
	<p>The Manner Police must try to guess what the other students are&nbsp;doing.</p>

	<blockquote>
	<p><strong>Manner Police:</strong> Paul is skipping&nbsp;hungrily.</p>

	<p><strong>Paul:</strong> Yes!</p>
	</blockquote>

	<p>If the Manner Police guesses correctly, the student doing the action gets to sit down. (Paul can&rsquo;t lose the&nbsp;game.)</p>
	</li>
	<li>
	<p>The other students continue acting out their modified verbs. Every time the Manner Police makes an incorrect guess, everyone who is still playing has to exchange one word (verb or adverb) with another&nbsp;player.**</p>

	<blockquote>
	<p><strong>Manner Police:</strong> Elena is laughing&nbsp;loudly.</p>

	<p><strong>Elena:</strong> Nope!</p>

	<p><strong>Teacher:</strong> Switch words!</p>
	</blockquote>

	<p>The goal is to NOT be the last student standing. The last student standing goes to grammar&nbsp;jail.</p>

	<p>**As the teacher, you can decide if you want to change who the Manner Police is during play to give other students a chance to guess. You may also want to yell <em>Switch</em> after three wrong&nbsp;guesses.</p>
	</li>
</ol>

<p>We hope you have fun clowning around with your&nbsp;kids!</p>

<h1>Related</h1>

<ul class="resources">
	<li class="lesson"><a href="https://ellii.com/courses/116/lessons/2503">Simple Present</a>: Fun Grammar Lessons</li>
	<li class="lesson"><a href="https://ellii.com/courses/113/lessons/2427">Zoo Animals</a>: Word Bank</li>
	<li class="lesson"><a href="https://ellii.com/courses/116/lessons/2530">Adverbs of Manner</a>: Fun Grammar Lessons</li>
	<li class="lesson"><a href="https://ellii.com/courses/82/lessons/1437">Cirque du Soleil</a>: Famous Things</li>
</ul>


Clowning Around in the ESL Classroom

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Teaching with Ellii

<p>Are your students heading off for the summer? Have you taught your learners some different expressions for <a href="https://ellii.com/courses/92/lessons/1736/">Saying&nbsp;Goodbye</a>?</p>

<p><em>See You Later, Alligator</em> is a fun, easy skit to celebrate the end of a school year or term. This skit can be adapted depending on the number of students you have. If you have fewer than 20 students, cut out some of the parts. If you have more students, put your thinking cap on and come up with some more goodbye rhymes. You may want to throw in some other&nbsp;languages or change some of the rhymes to better suit your students&rsquo; personalities. Have&nbsp;fun!</p>

<h1>Characters</h1>

<ul>
	<li>Teacher (or a student dressed/acting like the&nbsp;teacher)</li>
	<li>Students (organized in pairs)</li>
</ul>

<h1>Props</h1>

<ul>
	<li>backpacks</li>
	<li>school books</li>
	<li>one coat</li>
	<li>animal masks/signs (optional&mdash;if including, you may want to use our <a href="https://ellii.com/flashcard_genres/14/flashcard_categories">Animals &amp; Wildlife</a> flashcard set)</li>
	<li>noisemaker for teacher (optional)</li>
</ul>

<h1>Script</h1>

<h2>See You Later, Alligator</h2>

<p>The teacher (this can be you or a student acting like/dressed like the teacher) stands front and center. The students stand on two sides of the teacher with their backpacks on (Student 1 left stage; Student 2 right stage, etc.). After the first few lines, Students 1 and 2 walk from opposite sides of the stage and meet up in the center to say their line. After they each say their line, they give high-fives/fist pumps or shake hands and walk off the stage going opposite ways and waving goodbye to the remaining students and teacher until only the teacher remains on the&nbsp;stage.</p>

<table>
	<tbody>
		<tr>
			<th>Teacher:</th>
			<td><em>[extra sweetly to class]</em> I can&rsquo;t believe it&rsquo;s the last day of&nbsp;school!</td>
		</tr>
		<tr>
		</tr>
		<tr>
			<th>All&nbsp;students:</th>
			<td><em>[loudly]</em> Me neither!</td>
		</tr>
		<tr>
			<th>Teacher:</th>
			<td><em>[to audience/parents]</em> I need a breather.</td>
		</tr>
		<tr>
			<th>Teacher:</th>
			<td>I&rsquo;ll miss you all this summer!</td>
		</tr>
		<tr>
			<th>All&nbsp;Students:</th>
			<td><em>[loudly]</em> Me too!</td>
		</tr>
		<tr>
			<th>Teacher:</th>
			<td><em>[to audience/parents]</em> What a zoo!</td>
		</tr>
		<tr>
			<th>&nbsp;</th>
			<td><em>[Students 1 and 2 walk to center stage from opposite&nbsp;sides.]</em></td>
		</tr>
		<tr>
			<th>Student&nbsp;1:</th>
			<td>See you later, alligator.</td>
		</tr>
		<tr>
			<th>Student&nbsp;2:</th>
			<td>In a while, crocodile.</td>
		</tr>
		<tr>
			<th>&nbsp;</th>
			<td><em>[Students 1 and 2 wave or give high-fives and walk off in opposite directions. Stage actions repeat for each pair of students until only the teacher&nbsp;remains.]</em></td>
		</tr>
		<tr>
			<th>Student&nbsp;3:</th>
			<td>See you soon, cute racoon.</td>
		</tr>
		<tr>
			<th>Student&nbsp;4:</th>
			<td>Bye-bye, house fly.</td>
		</tr>
		<tr>
			<th>Student&nbsp;5:</th>
			<td>Take care, panda bear.</td>
		</tr>
		<tr>
			<th>Student&nbsp;6:</th>
			<td>Farewell, snail shell.</td>
		</tr>
		<tr>
			<th>Student&nbsp;7:</th>
			<td>Toodle-oo, caribou.</td>
		</tr>
		<tr>
			<th>Student&nbsp;8:</th>
			<td>On my way, stingray.</td>
		</tr>
		<tr>
			<th>Student&nbsp;9:</th>
			<td>Grab your coat, billy goat.</td>
		</tr>
		<tr>
			<th>Student&nbsp;10:</th>
			<td><em>[runs to grab coat from the ground]</em> Till next year, white-tailed&nbsp;deer.</td>
		</tr>
		<tr>
			<th>Student&nbsp;11:</th>
			<td>Hasta ma&ntilde;ana, fuzzy llama.</td>
		</tr>
		<tr>
			<th>Student&nbsp;12:</th>
			<td><em>[makes peace sign]</em> Peace out, rainbow trout.</td>
		</tr>
		<tr>
			<th>Student&nbsp;13:</th>
			<td>Thanks for the laugh, tall giraffe.</td>
		</tr>
		<tr>
			<th>Student&nbsp;14:</th>
			<td><em>[makes a gesture for friend to call him/her]</em> Let&rsquo;s talk,&nbsp;peacock.</td>
		</tr>
		<tr>
			<th>Student&nbsp;15:</th>
			<td>Hit the road, little toad.</td>
		</tr>
		<tr>
			<th>Student&nbsp;16:</th>
			<td>Off you go, buffalo.</td>
		</tr>
		<tr>
			<th>Student&nbsp;17:</th>
			<td>See you at the park, great white shark.</td>
		</tr>
		<tr>
			<th>Student&nbsp;18:</th>
			<td>Catch you at the lake, rattlesnake.</td>
		</tr>
		<tr>
			<th>Student&nbsp;19:</th>
			<td>Ciao for now, daisy cow.</td>
		</tr>
		<tr>
			<th>Student&nbsp;20:</th>
			<td>Cheers, rabbit ears.</td>
		</tr>
		<tr>
			<th>Teacher:</th>
			<td><em>[waving]</em> Keep in touch, creatures. Don&rsquo;t miss your&nbsp;teachers!</td>
		</tr>
	</tbody>
</table>

<p>Note: If you have an uneven number of students or a very shy student (or twins who want to go up together), have two students come out as the &ldquo;giraffes&rdquo; and change the peacock&rsquo;s line to &ldquo;Thanks for the laughs, tall giraffes.&rdquo; The two students can both say the line: <em>&ldquo;Let&rsquo;s talk,&nbsp;peacock.&rdquo;</em></p>

<h1>Vocabulary for Leave-Taking</h1>

<table>
	<thead>
		<tr>
			<th>Saying Goodbye</th>
			<th>Usage</th>
		</tr>
	</thead>
	<tbody>
		<tr>
			<th>Goodbye.</th>
			<td>formal</td>
		</tr>
		<tr>
			<th>Bye.</th>
			<td>less formal</td>
		</tr>
		<tr>
			<th>Bye-bye.</th>
			<td>often used with children</td>
		</tr>
		<tr>
			<th>See you later.</th>
			<td>common, formal or informal</td>
		</tr>
		<tr>
			<th>See you/ya.</th>
			<td>common, informal</td>
		</tr>
		<tr>
			<th>Talk to you soon.</th>
			<td>spoken or written</td>
		</tr>
		<tr>
			<th>Keep in touch.</th>
			<td>often written</td>
		</tr>
		<tr>
			<th>Later.</th>
			<td>informal</td>
		</tr>
		<tr>
			<th>Cheers.</th>
			<td>informal, friendly</td>
		</tr>
		<tr>
			<th>Have a nice day/week/summer!</th>
			<td>common, formal or informal</td>
		</tr>
	</tbody>
</table>

<h1>Related</h1>

<ul class="resources">
	<li class="lesson"><a href="https://ellii.com/courses/92/lessons/1736">Saying Goodbye</a>: Functional English</li>
	<li class="flashcards"><a href="https://ellii.com/flashcard_genres">Animals &amp; Wildlife</a>: Flashcards</li>
	<li class="blog-post"><a href="https://ellii.com/blog/english-skit-for-young-learners-so-long-polar-bear">English Skit for Young Learners: So Long, Polar&nbsp;Bear</a></li>
	<li class="blog-post"><a href="https://ellii.com/blog/english-skit-for-ells-spring-fever">English Skit for ELLs: Spring Fever</a></li>
</ul>


End-of-Year English Skit for ELLs: See You Later, Alligator

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Stay up-to-date with ELT trends and ideas with articles from experts and teachers in the field.

Articles

<p>Are you looking for Mother&#39;s-Day-themed ideas for your YL classroom? This is the perfect week to talk, <a href="https://www.youtube.com/watch?v=BdwsKn4Fr9Y" rel="noopener noreferrer" target="_blank">sing</a>, and learn about animals and their fur babies!</p>

<p>In our <a href="https://ellii.com/lessons/word-bank" target="_blank">Word Bank</a> section, we have a lesson all about <a href="https://ellii.com/courses/113/lessons/2411" target="_blank">Animal Families</a>. After you&#39;ve tried the lesson, here are some questions and related videos to share in class. You&#39;ll notice in some of the videos that animal mothers are the best teachers! It&#39;s no wonder <strong>Teacher Appreciation Week</strong> ends on <strong>Mother&#39;s Day</strong>!</p>

<h1>What are some names of animal babies?</h1>

<div class="video-container"><iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="360" src="https://www.youtube.com/embed/cJg4YFtvOp8" width="640"></iframe></div>

<p>&nbsp;</p>

<h1>What are groups of animals called?</h1>

<p>The speaker goes very quickly! How many names can your students pick up? (This may be a fun activity for older or more advanced students.) You can also talk about why these animal groups have these names.</p>

<div class="video-container"><iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="360" src="https://www.youtube.com/embed/hvVQwpnZTvM" width="640"></iframe></div>

<p>Did you know that a group of baby pugs is called a grumble? What do you call a baby chick that thinks it&#39;s a pug?</p>

<div class="video-container"><iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="360" src="https://www.youtube.com/embed/6ybOamnmT-w" width="640"></iframe></div>

<h1>How are animal families different from human families?</h1>

<p><a href="https://ellii.com/blog/aw-vs-awe/" target="_blank">Aw!</a> You might need some tissues for this one.</p>

<div class="video-container"><iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="360" src="https://www.youtube.com/embed/yNy9jTeolUk" width="640"></iframe></div>

<h1>What do animal mothers teach their babies?</h1>

<p>How many verbs can your students come up with when you put this starter sentence on the board: Animal mothers teach their babies how to...</p>

<div class="video-container"><iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="360" src="https://www.youtube.com/embed/DnovRHCFfXY" width="640"></iframe></div>

<h1>What is a surrogate mother?</h1>

<p>This week, you might want to teach about different types of mothers, including birth mother, stepmother, mother-in-law, and even <a href="https://app.ellii.com/lesson/1287-surrogacy" target="_blank">surrogate</a> mother.</p>

<div class="video-container"><iframe allow="autoplay; encrypted-media" allowfullscreen="" frameborder="0" height="360" src="https://www.youtube.com/embed/OgpXZvcpJx4" width="640"></iframe></div>

<p>Happy Mother&#39;s Day to all of the great moms out there!<br />
Thanks for caring for your children (and fur babies)!</p>

<h1>Related</h1>

<ul class="resources">
	<li class="lesson"><a href="https://ellii.com/courses/113/lessons/2411" target="_blank">Animal Families</a>: Word Bank</li>
	<li class="flashcards"><a href="https://ellii.com/flashcard_genres/14/flashcard_categories/6" target="_blank">Animals</a>: Flashcards</li>
	<li class="lesson"><a href="https://ellii.com/courses/93/lessons/1869" target="_blank">Mother&#39;s Day</a>&nbsp;(Int &ndash; High Int): Holidays &amp; Events</li>
	<li class="lesson"><a href="https://app.ellii.com/lesson/2948-mother-s-day">Mother&#39;s Day</a> (Low Int): Holidays &amp; Events</li>
	<li class="lesson"><a href="https://app.ellii.com/lesson/3296-mother-s-day">Mother&#39;s Day</a> (Beg): Holidays &amp; Events</li>
	<li class="lesson"><a href="https://app.ellii.com/lesson/3583-mother-s-day" target="_blank">Mother&#39;s Day</a> (Pre Beg): Word Bank</li>
	<li class="lesson"><a href="https://app.ellii.com/lesson/3610-mother-s-day-gifts">Mother&#39;s Day Gifts</a> (Beg): Word Bank Readers</li>
</ul>

<p><iframe allow="accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share" allowfullscreen="" frameborder="0" height="918" src="https://www.youtube.com/embed/HpG1_tlvd7A" title="Happy Mother’s Day from the Ellii Team! #shorts #behindthescenes #vocabulary" width="516"></iframe></p>


Mother's Day Videos for Teaching English: Animals & Babies

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<p>Have you tried ESL&nbsp;Library&#39;s home-themed <a href="https://ellii.com/courses/113/lessons">Word Bank</a>&nbsp;lessons?</p>

<ul class="resources">
	<li class="lesson"><a href="https://ellii.com/courses/113/lessons/2419">House</a></li>
	<li class="lesson"><a href="https://ellii.com/courses/113/lessons/2552">Apartment</a></li>
	<li class="lesson"><a href="https://ellii.com/courses/113/lessons/2424">Bedroom</a></li>
	<li class="lesson"><a href="https://ellii.com/courses/113/lessons/2423">Bathroom</a></li>
	<li class="lesson"><a href="https://ellii.com/courses/113/lessons/2398">Kitchen</a></li>
	<li class="lesson"><a href="https://ellii.com/courses/113/lessons/2425">Living Room</a></li>
	<li class="lesson"><a href="https://ellii.com/courses/113/lessons/2388">Tools</a></li>
</ul>

<p>What about our <a href="https://ellii.com/courses/116/lessons/2515">Prepositions of Place</a> and <a href="https://ellii.com/courses/116/lessons/2492">There Is / There Are</a>&nbsp;lessons?</p>

<p>Try some of these lessons before you try this follow-up listening activity: <em>Home Sweet&nbsp;Home</em>.</p>

<h1>Listening Activity</h1>

<p>Play the recording of <em>Home Sweet Home</em> in class, or have your students listen to it for&nbsp;homework.</p>

<p><iframe frameborder="no" height="166" scrolling="no" src="https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/248372848&amp;color=%23ff5500&amp;auto_play=false&amp;hide_related=false&amp;show_comments=true&amp;show_user=true&amp;show_reposts=false&amp;show_teaser=true" width="100%"></iframe></p>

<h2>Home Sweet Home</h2>

<p>I moved into my new home today. It is a one-bedroom house. It has a small front yard and a big backyard with a garden. It has a green door and a blue&nbsp;roof.</p>

<p>My new home has a large main floor. I love my new kitchen. The fridge and stove are stainless steel. The stove is across from the fridge. I keep my microwave, kettle, and toaster on the countertop. I keep my pots and pans in the cabinets under the&nbsp;sink.</p>

<p>The living room is huge. I have space for a couch, a love seat, and a recliner. My coffee table is in front of the couch. The love seat is beneath the window. There is a TV and a painting on the&nbsp;wall.</p>

<p>The bedroom and bathroom are upstairs. My bathroom is tiny. There is only space for a sink, a toilet, and a shower. There is no space for a bathtub, a bathmat, or a towel rack! I keep my shampoo, soap, towels, and toilet paper in a cabinet under the sink. I need a new mirror and some new&nbsp;faucets.</p>

<p>There is only one bedroom in my new house. It is pretty small, but I love it. I have a new comforter, pillow, and blanket on my bed. There is a lamp on my nightstand. I have a small closet to hang my clothes, but I don&#39;t have any hangers yet. I also need curtains for my&nbsp;window.</p>

<p>Home sweet&nbsp;home!</p>

<h1>Vocabulary Sorting</h1>

<p>Are your students familiar with the vocabulary in the audio? You will find these words in our home‑themed <a href="https://ellii.com/courses/113/lessons">Word Bank</a> lessons. Challenge your students to sort the theme-based vocabulary into categories such as&nbsp;these.</p>

<h2>Rooms / Spaces</h2>

<ul>
	<li>front / backyard</li>
	<li>garden</li>
	<li>roof</li>
	<li>main floor</li>
	<li>upstairs (second floor)</li>
	<li>kitchen</li>
	<li>living room</li>
	<li>bedroom</li>
	<li>bathroom</li>
</ul>

<h2>Built-In Interior</h2>

<ul>
	<li>door</li>
	<li>wall</li>
	<li>countertop</li>
	<li>cabinets</li>
	<li>sink</li>
	<li>toilet</li>
	<li>shower</li>
	<li>closet</li>
	<li>window</li>
</ul>

<h2>Appliances</h2>

<ul>
	<li>fridge</li>
	<li>stove</li>
	<li>microwave</li>
	<li>kettle</li>
	<li>toaster</li>
</ul>

<h2>Furnishings &amp; Household Products</h2>

<ul>
	<li>pot</li>
	<li>pan</li>
	<li>TV</li>
	<li>painting</li>
	<li>bathmat</li>
	<li>towel rack</li>
	<li>comforter</li>
	<li>blanket</li>
	<li>pillow</li>
	<li>curtains</li>
	<li>hangers</li>
	<li>shampoo</li>
	<li>soap</li>
	<li>toilet paper</li>
</ul>

<h2>Furniture</h2>

<ul>
	<li>couch</li>
	<li>love seat</li>
	<li>recliner</li>
	<li>coffee table</li>
	<li>lamp</li>
	<li>end table</li>
	<li>nightstand</li>
	<li>bed</li>
</ul>

<h1>Comprehension</h1>

<p>Here are some questions you can ask your students after they listen to the&nbsp;story:</p>

<h2>Questions</h2>

<ol>
	<li>How big is her house?</li>
	<li>Where is the garden?</li>
	<li>What is on the main floor?</li>
	<li>Where does she keep her pots and&nbsp;pans?</li>
	<li>Describe the bathroom.</li>
	<li>What is on the bed?</li>
	<li>What does she need to buy for her new&nbsp;home?</li>
</ol>

<h2>Answers</h2>

<ol>
	<li>Her house has a big main floor and a small second floor. It has a small front yard and a big&nbsp;backyard.</li>
	<li>The garden is in the&nbsp;backyard.</li>
	<li>There is a living room and a kitchen on the main&nbsp;floor.</li>
	<li>She keeps her pots and pans in the cabinet under the kitchen&nbsp;sink.</li>
	<li>The bathroom is tiny. There is only a toilet, a shower, and a sink with a cabinet&nbsp;underneath.</li>
	<li>There is a new comforter, blanket, and pillow on the&nbsp;bed.</li>
	<li>She needs to buy a mirror, faucets, hangers, and&nbsp;curtains.</li>
</ol>

<h1>Speaking Practice</h1>

<p>Invite your students to talk about their own homes (or dream homes). Encourage them to use vocabulary that they learned in the lessons above. They can write a transcript or speak naturally without writing anything down. They will naturally use prepositions of place as they give an oral tour. Record your students as they speak, and play it back for&nbsp;them.</p>


Home Sweet Home: Reviewing Prepositions of Place

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<p>How are you feeling today? Let&rsquo;s take a selfie!</p>

<p>In ESL&nbsp;Library&rsquo;s <a href="https://ellii.com/courses/120/lessons">Artistic Activities</a> section, you&rsquo;ll find a <a href="https://ellii.com/courses/120/lessons/2653">Photography project</a> all about feelings. You can try this project after you use our Word Bank lesson on&nbsp;<a href="https://ellii.com/courses/113/lessons/2414">Feelings</a>.</p>

<p>Your young learners will take or find photos of themselves expressing nine different emotions. Here are the nine feeling adjectives your learners will explore as they complete this&nbsp;project.</p>

<h1>Feeling Adjectives</h1>

<ul>
	<li>happy</li>
	<li>sad</li>
	<li>mad</li>
	<li>surprised</li>
	<li>bored</li>
	<li>jealous</li>
	<li>tired</li>
	<li>scared</li>
	<li>nervous</li>
</ul>

<h1>Learning New Vocabulary with Emojipedia</h1>

<p>One fun way to expand your students&rsquo; vocabulary is through emoji.* ESL&nbsp;Library&rsquo;s guest blogger <a href="http://www.techlearning.com/blogentry/9651">Shelly Terrell</a> recently introduced us to&nbsp;<a href="http://emojipedia.org/" title="Emojipedia">Emojipedia</a>.</p>

<p>Try this follow‑up activity after students complete their photography projects on&nbsp;feelings.</p>

<ol>
	<li>Challenge your students to go to <a href="http://emojipedia.org/">Emojipedia</a> and look up the feeling adjectives they learned in the Photography Project (list above). This can be done in pairs or small&nbsp;groups.</li>
	<li>Tell your students to write down nine new words that they learn during their search (e.g., <em>mad</em> &ndash; <em>pout</em>; <em>surprised</em> &ndash; <em>shocked</em>). This could be a synonym to a word they learned in the list above or a new word found in the&nbsp;definition.</li>
	<li>Ask students to draw a poster of a new emoji that describes one of the new words they learned on Emojipedia. Under the picture, they should write the new word they learned. Try to encourage your students to choose different words from each other. A few duplicates are&nbsp;okay.</li>
	<li>Post your students&rsquo; new emoji around the class or use them as flashcards. For example, during a thunderstorm, test, or year‑end celebration you could ask your students how they are feeling and hold up their cards as&nbsp;prompts.</li>
</ol>

<div class="whiteBox">
<h5>*Note</h5>

<p>The plural of &ldquo;emoji&rdquo; is <em>emoji</em> or <em>emojis</em>. Here is an interesting article about <a href="http://www.theatlantic.com/technology/archive/2016/01/whats-the-plural-of-emoji-emojis/422763/">pluralizing Japanese loan&nbsp;words</a>.</p>
</div>

<p><img alt="winking emoji" height="60" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/210/content_winking-emoji.png" width="60" /></p>

<p>Happy Teaching!<br />
Tara</p>

<p>PS. Did you know that the <a href="http://emojipedia.org/twitter/">Twitter Emoji</a> (Twemoji) come with a free license? Thank you to our creative director Robyn for sharing this tip! For ideas on <a href="https://ellii.com/blog/12-ways-to-use-twitter-with-language-learners">how to use Twitter in the classroom</a>, check out another great post by Shelly. And speaking of Twitter and Shelly and emoji, check out <a href="https://twitter.com/ShellTerrell/status/736172491832332288">@ShellTerrell&rsquo;s tweet about an emoji writing activity</a> that you can use with more advanced&nbsp;learners.</p>

<h1>Related</h1>

<ul class="resources">
	<li class="lesson"><a href="https://ellii.com/courses/113/lessons/2414">Feelings</a>: Word Bank</li>
	<li class="lesson"><a href="https://ellii.com/courses/120/lessons/2653">Feelings</a>: Artistic Activities</li>
	<li class="lesson"><a href="https://ellii.com/courses/116/lessons/2496">Adjectives</a>: Fun Grammar Lessons</li>
	<li class="lesson"><a href="https://ellii.com/courses/91/lessons/1819">Feelings</a>: Simple Sentences</li>
	<li class="lesson"><a href="https://ellii.com/courses/72/lessons/2381">Emoji</a>: Discussion Starters</li>
	<li class="flashcards"><a href="https://ellii.com/flashcard_genres/4/flashcard_categories/39">Feelings &amp; Conditions</a></li>
	<li class="resource"><a href="https://ellii.com/resource_categories/assessment-tools/resources/2228-exit-slips">Exit Slips</a></li>
</ul>


Using Emoji to Review Feeling Adjectives

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Tour around the ELT conference circuit as our team shares conference highlights and session reviews.

Conferences

<p>&nbsp;</p>

<p class="caption"><img alt="2018 TESOL " src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/2200/content_tesol-2018_team-1024x768.jpeg" /></p>

<p class="caption">From left to right: Kyle (developer), Michael (developer), Taylor (accounts manager), Ben (CEO), Tanya (lead editor), Eduardo (head coder), Tara (head writer), Dan (product manager). Bottom center: Robyn &amp; Wally (creative director and her anxious&nbsp;cat)</p>

<h1>TESOL in Chicago</h1>

<p>The ESL&nbsp;Library team has just returned from our annual meet-up at the international TESOL convention. This year the conference was held in the windy city of&nbsp;Chicago! We&#39;ve come a long way since the first TESOL I attended with ESL&nbsp;Library back in 2010 when we used luggage racks as side tables. This year, ESL Library was the official sponsor of the international convention. We sponsored the prize booth and registration area. Throughout the week, we gave away three Apple Watches and several Amazon gift cards. It was a blast seeing so many TESOLers with their fingers crossed at our booth each&nbsp;afternoon. Congratulations to all of the <a href="https://www.youtube.com/watch?v=Job81gJZxy0">lucky prize&nbsp;winners</a>!</p>

<p><img alt="2018 TESOL " src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/2201/content_IMG_0527-1024x768.jpeg" /></p>

<p>Thank you also to our creative director Robyn and accounts manager Taylor for coordinating and designing the ESL Library booth this year. This was by far the most stylish exhibit we&#39;ve ever had, though building it involved numerous competencies from &#39;Following Instructions&#39; to &#39;Interacting with Others&#39; and &#39;Getting Things Done.&#39; Ben, Taylor, and I can forever think of the trying day before TESOL 18 as TESOL Tuesday! Robyn had her own last-minute disaster when Wally, her anxious cat, mistook her as prey just before the trip. Sadly she was unable to join us in Chicago, but she was with us in&nbsp;spirit!</p>

<p><img alt="" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/2202/content_IMG_0505.jpg" /></p>

<h1>Sessions &amp; Demos</h1>

<p>Our team presented four back-to-back sessions on the first day of TESOL. It was a whirlwind of a day with live demos of our site and digital platform taking place back at the booth and in the session room. (Watch for a free digital lesson trial coming soon to all&nbsp;subscribers!)</p>

<p><img alt="2018 TESOL " src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/2203/content_IMG_0514-e1522777952934-768x1024.jpeg" /></p>

<p>In one session, Ben used Japanese to show teachers how to use <a href="https://ellii.com/flashcard_genres">images</a> to elicit and reinforce language structures and vocabulary. In another session, Tanya and I officially launched ESL&nbsp;Library&#39;s NEW <a href="https://ellii.com/blog/tesol-18-yl/">YL &amp; Literacy</a> section. Thanks to all TESOL attendees who joined us for our sessions and&nbsp;demos!</p>

<h1>Professional Development</h1>

<p>In addition to presenting, Tanya and I also attended sessions about pronunciation, literacy, and the English Language Proficiency Standards. Just as we&#39;ve done with PBLA for our Canadian subscribers, we&#39;re now working on aligning our materials to the ELP Standards. It&#39;s amazing how much you can learn in a few well-planned TESOL&nbsp;sessions. Thank you to all of the presenters!</p>

<h1>Lodging &amp; Sightseeing</h1>

<p>Half of our team had a wonderful stay at W Chicago&nbsp;Hotel, which looks over the Navy Pier, while the other half stayed at the Sofitel on Chicago&#39;s Magnificent Mile. Together we enjoyed a wide variety of good food, from vegetarian and gluten-free to greasy, deep-dish pizza. We also took in some fun attractions and even hit a few dance floors! Through it all, we debated the past tense of&nbsp;&#39;<a href="https://twitter.com/ESLlibrary/status/979711152547606528">sightsee</a>.&#39;</p>

<h2>Restaurants</h2>

<p>Here are some of the restaurants we enjoyed in&nbsp;Chicago:</p>

<ul>
	<li>True Food Kitchen (delicious veggie&nbsp;fare)</li>
	<li>The Little Beet Table (100% gluten-free)</li>
	<li>Sushi Dokku (amazing food, excellent&nbsp;atmosphere)</li>
	<li>Giordano&#39;s (deep-dish pizza)</li>
	<li>The W Chicago Hotel (early morning breakfast&nbsp;smoothies)</li>
	<li>Timothy O&#39;Toole&#39;s Pub (traditional&nbsp;pub)</li>
</ul>

<h2>Attractions</h2>

<p>Sadly we didn&#39;t make it to the Winnipeg Jets game as planned, but we did take in some other attractions,&nbsp;including:</p>

<ul>
	<li>Navy Pier</li>
	<li>Redhead Piano Bar</li>
	<li>Millennium Park (to see Cloud Gate, aka &#39;the bean&#39;)</li>
	<li>Chicago Riverwalk</li>
	<li>United Center (for a Chicago Bulls game)</li>
</ul>

<p><img alt="2018 TESOL " src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/2204/content_IMG_0634-1024x768.jpeg" /></p>

<h1>Takeaways</h1>

<p>One of our top priorities at this year&#39;s TESOL conference was to launch our new app and show off our digital lessons. It was great to see so many teachers excited about our digital&nbsp;content. As always, we enjoyed meeting many long-term subscribers at TESOL. In past years, subscribers have come to our booth prepared with lists of new lessons and sections they&#39;d like to see. This year, however, many were stumped when we asked them what content they have trouble finding on ESL&nbsp;Library. Some said they would have to think about it and get back to us, while others asked us for more of their favorites, including more Grammar Stories, more Phonics worksheets, and more lessons on Historic Events and Science. Several attendees expressed relief to hear that we are working on aligning our materials with the English Language Proficiency&nbsp;Standards. The highlight of TESOL this year was on Friday afternoon when the second half of our family (our hardworking coders) flew in from Winnipeg and were able to get a taste of TESOL (and an epic team picture)! As remote workers, it was a thrill for Tanya and I to welcome them at the booth (and even to meet Michael, Dan, and Kyle face-to-face for the first time). The boys helped us with the takedown of the exhibit (our quickest TESOL exit to date) before we spent a fantastic evening together exploring the great city of&nbsp;Chicago. See you in Atlanta for #TESOL19!</p>

<p><img alt="2018 TESOL " src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/2205/content_IMG_0510-e1522777503706-1024x768.jpeg" /></p>

<p>&nbsp;</p>


ESL Library Sponsors TESOL 18 in Chicago

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<table>
	<tbody>
		<tr>
			<th>Date:</th>
			<td>Wednesday, March 28, 2018</td>
		</tr>
		<tr>
			<th>Location:</th>
			<td>McCormick Place, Lakeside Center East, Chicago</td>
		</tr>
		<tr>
			<th>Room:</th>
			<td>E264</td>
		</tr>
		<tr>
			<th>Presenters:</th>
			<td>Tara&nbsp;Benwell&nbsp;(head&nbsp;writer) &amp; Tanya&nbsp;Trusler&nbsp;(lead&nbsp;editor)</td>
		</tr>
		<tr>
			<th>Session Description:</th>
			<td>Join ESL&nbsp;Library&rsquo;s publishing team as we debut our new section for teaching young learners. Our writers will unveil our new YL content and look for feedback and suggestions from you. Come out and share your ideas and be part of ESL&nbsp;Library&rsquo;s exciting&nbsp;expansion!</td>
		</tr>
	</tbody>
</table>

<p><iframe allowfullscreen="allowfullscreen" frameborder="0" height="541" src="https://docs.google.com/presentation/d/e/2PACX-1vRZ_T5udxjDnmSifaSJgFYvyzrXf57Fwb8qMW_vlsKO_n7gTydSZNQ2dbzWKYuGlW8WFO7MXMhfRN24/embed?start=false&amp;loop=false&amp;delayms=3000" width="683"></iframe></p>

<h1>YL Materials on ESL&nbsp;Library</h1>

<p>The presenters officially launched ESL&nbsp;Library&rsquo;s <a href="https://ellii.com/courses/#young-learners-adult-literacy">Young Learners &amp; Literacy</a> section at TESOL&nbsp;18. As of March&nbsp;2018, this includes the following six&nbsp;sections:</p>

<ul class="resources">
	<li class="collection"><a href="https://ellii.com/courses/118/lessons">Phonics</a></li>
	<li class="collection"><a href="https://ellii.com/courses/113/lessons">Word Bank</a></li>
	<li class="collection"><a href="https://ellii.com/courses/116/lessons">Fun Grammar Lessons</a></li>
	<li class="collection"><a href="https://ellii.com/courses/117/lessons">Discovery </a></li>
	<li class="collection"><a href="https://ellii.com/courses/119/lessons">Guided Writing</a></li>
	<li class="collection"><a href="https://ellii.com/courses/120/lessons">Artistic Activities</a></li>
</ul>

<p>Teachers of young learners will also be interested in the&nbsp;following:</p>

<ul class="resources">
	<li class="flashcards"><a href="https://ellii.com/flashcard_genres">Flashcard Library</a></li>
	<li class="blog-post"><a href="https://ellii.com/blog/categories/young-learners">ESL Library Blog: Young&nbsp;Learners</a></li>
	<li class="collection"><a href="https://ellii.com/courses/90/lessons">Grammar Stories</a></li>
	<li class="collection"><a href="https://ellii.com/courses/89/lessons">Basic Grammar Sentences</a></li>
	<li class="collection"><a href="https://ellii.com/courses/91/lessons">Simple Sentences</a></li>
</ul>

<h1>YL Samples Shown</h1>

<p>The following samples were&nbsp;shown:</p>

<ul class="resources">
	<li class="flashcards">Flashcards: <a href="https://ellii.com/flashcard_genres/13/flashcard_categories/42">Fruit</a>, <a href="https://ellii.com/flashcard_genres/14/flashcard_categories/6">Animals</a>, <a href="https://ellii.com/flashcard_genres/10/flashcard_categories/59">Living Room</a></li>
	<li class="lesson">Phonics: <a href="https://ellii.com/courses/118/lessons/2593">The Letter T</a></li>
	<li class="lesson">Word Bank: <a href="https://ellii.com/courses/113/lessons/2394">Easter</a></li>
	<li class="lesson">Fun Grammar Lessons: <a href="https://ellii.com/courses/116/lessons/2515">Prepositions of Place</a></li>
	<li class="lesson">Discovery: <a href="https://ellii.com/courses/117/lessons/2554">Elephants </a></li>
	<li class="lesson">Guided Writing: <a href="https://ellii.com/courses/119/lessons/2674">My First Winter</a></li>
	<li class="lesson">Artistic Activities: <a href="https://ellii.com/courses/120/lessons/2641">Castle</a></li>
	<li class="lesson">Phonics Stories: <a href="https://ellii.com/resource_categories/miscellaneous/resources/2683-phonics-stories-the-fat-rat-sample">The Fat Rat</a> (Coming&nbsp;soon!)</li>
</ul>

<h1>Handouts</h1>

<p>The presenters offered a few giveaways:</p>

<ul class="resources">
	<li class="resource"><a href="https://ellii.com/resource_categories/visual-learning/resources/2147-spring-easter-idioms-poster">Spring Idioms Poster</a></li>
	<li class="resource"><a href="https://ellii.com/resource_categories/visual-learning/resources/2215-following-the-teacher-s-instructions">Following the Teacher&rsquo;s Instructions</a></li>
</ul>

<p>Thank you to all attendees! Please <a href="https://ellii.com/contact/new">contact us</a> with any&nbsp;questions.</p>

<p>Tara &amp; Tanya</p>


(TESOL 18) NEW on ESL Library: Materials for Young Learners

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<p>Has spring sprung in your neck of the woods? Have you taught your learners some <a href="https://ellii.com/resource_categories/107/resources/2147">spring idioms</a>? <em>Spring Fever</em> is an easy skit to celebrate the beginning of spring. This skit has five main parts (one narrator and four neighbors). There are also a few lines for the chorus (other neighbors). You can change the names to your students&rsquo; names. Happy&nbsp;Spring!</p>

<h1>Characters</h1>

<ul>
	<li>Narrator</li>
	<li>Ella</li>
	<li>Lucille</li>
	<li>Juan</li>
	<li>Ralph</li>
	<li>Neighbors (who will say everything in bold)</li>
</ul>

<h1>Props</h1>

<ul>
	<li>sunglasses or Easter bonnet for Ella</li>
	<li>cane or gray wig for Lucille</li>
	<li>briefcase or file folder for Juan</li>
	<li>garden tools for Ralph</li>
	<li>rakes or brooms for the neighbors</li>
</ul>

<h1>Script</h1>

<h2>Spring Fever</h2>

<p>The energetic, joyful narrator stands in the center of the stage. Each character walks toward the narrator (or performs an appropriate action) when it is his/her turn to speak. The other neighbors (the chorus) can busy themselves raking or sweeping in various corners of the stage. The chorus joins in for all of the idiomatic language and expressions in&nbsp;<strong>bold</strong>.</p>

<table class="horizontal">
	<tbody>
		<tr>
			<th>Narrator:</th>
			<td>It&rsquo;s the first day of spring and I am <strong>full of the joys of spring</strong>. Let&rsquo;s see how my neighbors are doing. Here comes Ella. She&rsquo;s <strong>a ray of sunshine</strong>. Well hello there. Happy spring! How are you&nbsp;today?</td>
		</tr>
		<tr>
			<th>Ella:</th>
			<td>I couldn&rsquo;t be better! I have <strong>spring fever</strong>. Don&rsquo;t&nbsp;you?</td>
		</tr>
		<tr>
			<th>Narrator:</th>
			<td>I sure do! Oh, look. Here comes Lucille. Hi, neighbor. Long time no see. How is your&nbsp;back?</td>
		</tr>
		<tr>
			<th>Lucille:</th>
			<td>Well, I may be <strong>no spring chicken</strong>, but even I have <strong>a spring in my&nbsp;step</strong>&nbsp;today!</td>
		</tr>
		<tr>
			<th>Narrator:</th>
			<td>That&rsquo;s great to hear. Oh look. Here&rsquo;s my friend, Juan. He seems to be <strong>walking on eggshells</strong>. Is everything okay,&nbsp;<strong>bud</strong>?</td>
		</tr>
		<tr>
			<th>Juan:</th>
			<td>I sure hope so. I have a job interview&nbsp;today.</td>
		</tr>
		<tr>
			<th>Narrator:</th>
			<td>Didn&rsquo;t you just get a new&nbsp;job?</td>
		</tr>
		<tr>
			<th>Juan:</th>
			<td>You know me! <strong>The grass is always greener on the other&nbsp;side</strong>.</td>
		</tr>
		<tr>
			<th>Narrator:</th>
			<td><strong>Don&rsquo;t put all your eggs in one basket!</strong> Hey, have a look at Ralph. He seems ready to <strong>spring into&nbsp;action</strong>!</td>
		</tr>
		<tr>
			<th>Narrator:</th>
			<td><em>[shouting to neighbor who is kneeling in garden]</em> Happy spring, Ralph! You aren&rsquo;t planting flowers already, are&nbsp;you?</td>
		</tr>
		<tr>
			<th>Ralph:</th>
			<td>You bet I am! <strong>Everything is coming up&nbsp;roses!</strong></td>
		</tr>
		<tr>
			<th>Narrator:</th>
			<td><em>[aside to the audience, skeptical that winter won&rsquo;t return]</em> <strong>Don&rsquo;t count your chickens before they&nbsp;hatch!</strong></td>
		</tr>
		<tr>
			<th>Narrator:</th>
			<td><em>[to Ralph]</em> I think I&rsquo;ll <strong>spring for</strong> some tulips&nbsp;myself!</td>
		</tr>
		<tr>
			<th>Narrator:</th>
			<td><em>[back to audience]</em> Well, there you have it, folks! Spring has sprung! How are things looking <strong>in your neck of the&nbsp;woods</strong>?</td>
		</tr>
	</tbody>
</table>

<h1>Vocabulary</h1>

<table class="horizontal has-borders">
	<thead>
		<tr>
			<th>Vocabulary</th>
			<th>Meaning</th>
		</tr>
	</thead>
	<tbody>
		<tr>
			<th>full of the joys of spring</th>
			<td>very joyful</td>
		</tr>
		<tr>
			<th>a ray of sunshine</th>
			<td>a person who is very positive</td>
		</tr>
		<tr>
			<th>spring fever</th>
			<td>a feeling of happiness when balmy weather&nbsp;returns</td>
		</tr>
		<tr>
			<th>no spring chicken</th>
			<td>not a young person&nbsp;anymore</td>
		</tr>
		<tr>
			<th>have a spring in one&rsquo;s step</th>
			<td>to feel alive and&nbsp;energetic</td>
		</tr>
		<tr>
			<th>walking on eggshells</th>
			<td>feeling nervous</td>
		</tr>
		<tr>
			<th>bud</th>
			<td>a friend (short for &ldquo;buddy&rdquo;)</td>
		</tr>
		<tr>
			<th>the grass is always greener on the other side</th>
			<td>one always thinks the alternative will bring more&nbsp;happiness</td>
		</tr>
		<tr>
			<th>Don&rsquo;t put all your eggs in one&nbsp;basket.</th>
			<td>Don&rsquo;t rely on one thing to make you happy or achieve&nbsp;success.</td>
		</tr>
		<tr>
			<th>Everything is coming up&nbsp;roses.</th>
			<td>Life is wonderful.</td>
		</tr>
		<tr>
			<th>Don&rsquo;t count your chickens before they&nbsp;hatch.</th>
			<td>Don&rsquo;t get too excited until you know that something is really going to&nbsp;happen.</td>
		</tr>
		<tr>
			<th>spring for</th>
			<td>to spend a bit more money on&nbsp;something</td>
		</tr>
		<tr>
			<th>your neck of the&nbsp;woods</th>
			<td>your neighborhood/community</td>
		</tr>
	</tbody>
</table>

<h1>Related</h1>

<ul class="resources">
	<li class="resource"><a href="https://ellii.com/resource_categories/visual-learning/resources/2147-spring-easter-idioms-poster">Spring &amp; Easter Idioms (with or without vocabulary)</a></li>
	<li class="collection"><a href="https://ellii.com/collections/7/lessons">Spring &amp; Easter Collection</a></li>
	<li class="blog-post"><a href="https://ellii.com/blog/english-skit-for-young-learners-so-long-polar-bear">English Skit for Young Learners: So Long, Polar Bear</a></li>
</ul>


English Skit for ELLs: Spring Fever

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<p>Are you looking for some fun St. Patrick&rsquo;s Day activities to do at your green party this week? You are having a green party, aren&rsquo;t&nbsp;you?</p>

<p>At a green party, the students dress in green, eat green food, and drink green beverages. You can serve green milk and cookies, or green cupcakes and juice. You&rsquo;ll also need some fun St. Patrick&rsquo;s Day&nbsp;activities!</p>

<h1>3 Activities for St. Patrick&rsquo;s&nbsp;Day</h1>

<p>Print out this <a href="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/2153/content_Tara_St-Patricks-Day-Party-Activities.pdf" target="_blank">handout</a> to eliminate prep work. This is a party after all! Photocopy as many copies as you need. You&rsquo;ll also need string, scissors, clothes pegs (or paperclips), and coloring utensils (lots of&nbsp;green).</p>

<p><a href="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/2153/content_Tara_St-Patricks-Day-Party-Activities.pdf" target="_blank"><img alt="Preview of activity sheet" height="411" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/2154/content_Tara_St-Patricks-Day-Party-Activities_Preview.png" width="1024" /></a></p>

<h2>1. A String of Good&nbsp;Luck</h2>

<p>Put students in small groups or do this activity as one big class. Cut a long piece of string (as long as your classroom or hallway). Brainstorm all of the occasions when people wish each other &ldquo;good luck.&rdquo; Challenge your students to come up with 100! Or ask each student/group to come up with 7 (for good luck). You can print and cut out the clovers (page 1 of the PDF) or have students draw their own. Then have students write their &ldquo;good luck&rdquo; statements in the blanks before they hang their clovers on the string. You may need to help your students with prepositions (with/on/in). In some cases, more than one preposition may be&nbsp;possible.</p>

<p>You could do a few examples on the board. Teach them that they can use <strong>Good luck</strong> <strong>+ -ing verb</strong>. (<em>Good luck winning the drawing contest.</em>) OR <strong>Good luck + preposition + noun</strong>. (<em>Good luck in the drawing&nbsp;contest.</em>)</p>

<blockquote>
<p>Good luck on your speech. Good luck delivering your speech. Good luck in your soccer game. Good luck playing soccer. Good luck winning the lottery. Good luck in the&nbsp;lottery.</p>
</blockquote>

<h2>2. Thank Your Lucky&nbsp;Stars</h2>

<p>Designate an area of your classroom or hallway as a place of <strong>gratitude</strong>! Invite every student and teacher in the school to fill out at least one star. Decorate the hall with things the people in your school are thankful for. Drawing stars is tricky! You can print these stars (page 2 of the PDF) and have students cut them out. Invite some artistic students to make a sign that says &ldquo;Thank Your Lucky&nbsp;Stars.&rdquo;</p>

<p>Here are some examples you could put on the board: <strong>I&rsquo;m thankful for +&nbsp;noun</strong></p>

<blockquote>
<p>I&rsquo;m thankful for sunshine. I&rsquo;m thankful for my teacher. I&rsquo;m thankful for my sister. I&rsquo;m thankful for books. I&rsquo;m thankful for music. I&rsquo;m thankful for peace. I&rsquo;m thankful for printable lesson plans and&nbsp;activities.</p>
</blockquote>

<h2>3. The Luck of the&nbsp;Draw</h2>

<p>Hold a drawing contest on St. Patrick&rsquo;s Day (page 3 of the PDF). Here are some possible things students can&nbsp;draw:</p>

<ul>
	<li>a leprechaun</li>
	<li>a rainbow with a pot of gold at the end of&nbsp;it</li>
	<li>a green scene<strong>*</strong></li>
	<li>their favorite character holding a four‑leaf&nbsp;clover</li>
</ul>

<p>Check out our <a href="https://ellii.com/flashcard_genres/21/flashcard_categories/89" target="_blank">St. Patrick&rsquo;s Day Flashcards</a> for other&nbsp;ideas.</p>

<p>Be sure to choose the winner randomly so that your students learn the idiom &ldquo;luck of the draw.&rdquo; For the prize you could pick up some chocolate coins or give away something green. Better yet, allow the winning student to be your <strong>&ldquo;Lucky Leader&rdquo;</strong> for the week. You can let your Lucky Leader line up first or choose first for any activities you do this&nbsp;week.</p>

<p><strong>*</strong>This would be a fun time to introduce some different shades of green: forest green, mint green, turquoise, teal, olive, army green, and of course Kelly green, after the Irish name&nbsp;Kelly!</p>

<h1>Related</h1>

<p>For all of our related lessons and materials, check out our <a href="https://ellii.com/collections/5/lessons" target="_blank">Lesson Collection on&nbsp;Luck</a>!</p>


St. Patrick's Day Party Activities

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<p>Are your students learning about animals? Do they like to perform and show off what they&rsquo;ve learned? Here is an easy skit for your young learners to&nbsp;try. This skit has seven main characters with a few lines each. There are also a few lines for the rest of the class. Have&nbsp;fun!</p>

<h1>Characters</h1>

<ul>
	<li>Narrator</li>
	<li>Elephant</li>
	<li>Parrot</li>
	<li>Peacock</li>
	<li>Lion</li>
	<li>Polar bear</li>
	<li>Zookeeper</li>
	<li>Zoo visitors (everyone else)</li>
</ul>

<h1>Props</h1>

<ul>
	<li>Pictures of the 5 animal characters taped to sticks (scroll to end of <a href="https://ellii.com/courses/113/lessons/2427">Zoo Animals</a> lesson for full-page flashcards)</li>
	<li>Many signs that say <em>Send the polar bear home!</em> and <em> The polar bear needs to roam!</em> and one sign that says <em>THE END</em> (print these <a href="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/211/content_Tara_So-Long-Polar-Bear_Signs.pdf">ready-made&nbsp;signs</a>)</li>
	<li>A name tag that says <em>Zookeeper</em></li>
</ul>

<h1>Script</h1>

<h2>So Long, Polar Bear</h2>

<p>Animal characters stand in the center of the stage holding the picture of their animal out for the audience to see. The animals can step forward when it&rsquo;s their turn to speak. The signs about the polar bear can be placed at their feet. The narrator stands at the side or front of the stage. The visitors (extras) stand on the other side of the stage with their polar bear signs behind their&nbsp;backs.</p>

<table class="horizontal">
	<tbody>
		<tr>
			<th>Narrator:</th>
			<td>Once upon a time there was a big zoo. The biggest animal at the zoo was the&nbsp;elephant!</td>
		</tr>
		<tr>
			<th>Elephant:</th>
			<td>This zoo is too small.</td>
		</tr>
		<tr>
			<th>Parrot:</th>
			<td><em>[parrot voice, repeating]</em> This zoo is too small.</td>
		</tr>
		<tr>
			<th>Narrator:</th>
			<td>The prettiest animal was the peacock.</td>
		</tr>
		<tr>
			<th>Peacock:</th>
			<td>I&rsquo;m the prettiest animal of all.</td>
		</tr>
		<tr>
			<th>Parrot:</th>
			<td>I&rsquo;m the prettiest animal of all.</td>
		</tr>
		<tr>
			<th>Narrator:</th>
			<td>The loudest animal was the lion.</td>
		</tr>
		<tr>
			<th>Lion:</th>
			<td><em>[loudly]</em> I&rsquo;m the loudest animal. Hear me roar!</td>
		</tr>
		<tr>
			<th>Parrot:</th>
			<td>I&rsquo;m the loudest animal. Hear me&hellip;</td>
		</tr>
		<tr>
			<th>Lion:</th>
			<td><em>[looks at parrot]</em> Roar!</td>
		</tr>
	</tbody>
</table>

<p><em>The parrot flies offstage.</em></p>

<table class="horizontal">
	<tbody>
		<tr>
			<th>Narrator:</th>
			<td>The lion was the loudest, but the noisiest animal was the parrot.</td>
		</tr>
	</tbody>
</table>

<p><em>The parrot flies back onstage.</em></p>

<table class="horizontal">
	<tbody>
		<tr>
			<th>Parrot:</th>
			<td>The noisiest animal was the&hellip;hey!</td>
		</tr>
		<tr>
			<th>Everyone (except parrot):</th>
			<td><em>[Laughter]</em></td>
		</tr>
		<tr>
			<th>Narrator:</th>
			<td>The saddest animal at the zoo was the polar bear.</td>
		</tr>
		<tr>
			<th>Polar Bear:</th>
			<td><em>[sadly]</em> This zoo is too warm.</td>
		</tr>
		<tr>
			<th>Everyone:</th>
			<td><em>[sadly]</em> Aww!</td>
		</tr>
		<tr>
			<th>Parrot:</th>
			<td><em>[in a more serious voice]</em> It&rsquo;s true. This zoo is too warm for the polar bear.</td>
		</tr>
		<tr>
			<th>Everyone:</th>
			<td>You can say that again.</td>
		</tr>
		<tr>
			<th>Parrot:</th>
			<td>This zoo is too warm for the polar bear.</td>
		</tr>
		<tr>
			<th>Narrator:</th>
			<td>One day, the zoo animals had a meeting.</td>
		</tr>
		<tr>
			<th>Elephant:</th>
			<td>It&rsquo;s too warm for the polar bear at this zoo. What are we going to do?</td>
		</tr>
		<tr>
			<th>Lion:</th>
			<td>The polar bear needs to go home.</td>
		</tr>
		<tr>
			<th>Peacock:</th>
			<td>The polar bear needs to roam.</td>
		</tr>
		<tr>
			<th>Parrot:</th>
			<td><em>[excitedly]</em> The polar bear needs to go home. The polar bear needs to roam.</td>
		</tr>
		<tr>
			<th>Everyone:</th>
			<td>The polar bear needs to go home. The polar bear needs to roam.</td>
		</tr>
		<tr>
			<th>Narrator:</th>
			<td>The zoo animals made some signs.</td>
		</tr>
	</tbody>
</table>

<p><em>Animals hold up signs that say:</em> The polar bear needs to roam. Send the polar bear&nbsp;home.</p>

<table class="horizontal">
	<tbody>
		<tr>
			<th>Narrator:</th>
			<td>The zoo visitors made signs&nbsp;too.</td>
		</tr>
	</tbody>
</table>

<p><em>Zoo visitors walk across the stage showing their signs:</em> Send the polar bear home. The polar bear needs to&nbsp;roam.</p>

<table class="horizontal">
	<tbody>
		<tr>
			<th>Narrator:</th>
			<td>One day, visitors stopped coming into the&nbsp;zoo.</td>
		</tr>
	</tbody>
</table>

<p><em>Visitors walk offstage.</em></p>

<table class="horizontal">
	<tbody>
		<tr>
			<th>Narrator:</th>
			<td>All of the animals were sad. The saddest animal was still the polar&nbsp;bear.</td>
		</tr>
		<tr>
			<th>Lion:</th>
			<td>This zoo feels too quiet.</td>
		</tr>
		<tr>
			<th>Elephant:</th>
			<td>This zoo feels too big.</td>
		</tr>
		<tr>
			<th>Peacock:</th>
			<td>I don&rsquo;t feel pretty.</td>
		</tr>
		<tr>
			<th>Polar Bear:</th>
			<td>I feel too hot.</td>
		</tr>
		<tr>
			<th>Parrot:</th>
			<td>Too quiet. Too big. Too hot. Not&nbsp;pretty!</td>
		</tr>
		<tr>
			<th>Narrator:</th>
			<td>One day, the zookeeper made a big&nbsp;announcement.</td>
		</tr>
		<tr>
			<th>Zookeeper:</th>
			<td>We are sending the polar bear home! The polar bear needs to&nbsp;roam!</td>
		</tr>
	</tbody>
</table>

<p><em>Zoo visitors walk onstage and tear up their&nbsp;signs.</em></p>

<table class="horizontal">
	<tbody>
		<tr>
			<th>Narrator:</th>
			<td>All of the animals cheered! All of the people cheered too.</td>
		</tr>
		<tr>
			<th>Everyone:</th>
			<td>So long, Polar Bear!</td>
		</tr>
	</tbody>
</table>

<p><em>Everyone waves. The polar bear runs happily off the stage. The parrot flies across the stage with a sign that says THE&nbsp;END.</em></p>

<h1>Vocabulary</h1>

<table class="horizontal has-borders">
	<thead>
		<tr>
			<th>Vocabulary</th>
			<th>Meaning</th>
		</tr>
	</thead>
	<tbody>
		<tr>
			<th>you can say that again</th>
			<td>I agree strongly</td>
		</tr>
		<tr>
			<th>roam</th>
			<td>to move about freely</td>
		</tr>
		<tr>
			<th>cheer</th>
			<td>to express happiness/success loudly</td>
		</tr>
		<tr>
			<th>so long</th>
			<td>goodbye</td>
		</tr>
	</tbody>
</table>

<h1>Related</h1>

<ul class="resources">
	<li class="lesson"><a href="https://ellii.com/courses/113/lessons/2427">Word Bank: Zoo Animals</a></li>
	<li class="lesson"><a href="https://ellii.com/courses/116/lessons">Fun Grammar Lessons: Adjectives</a></li>
	<li class="lesson"><a href="https://ellii.com/courses/116/lessons/2532">Fun Grammar Lessons: Superlatives</a></li>
	<li class="lesson"><a href="https://ellii.com/courses/72/lessons/1263">Discussion Starters: Climate Change</a></li>
	<li class="lesson"><a href="https://ellii.com/courses/72/lessons/1220">Discussion Starters: Zoos</a></li>
	<li class="flashcards"><a href="https://ellii.com/flashcard_genres/14/flashcard_categories/6">Flashcards: Animals</a></li>
</ul>

<p>Find ESL Library&rsquo;s lesson on <a href="https://ellii.com/courses/113/lessons/2427">Zoo Animals</a> in the <a href="https://ellii.com/courses/113/lessons/">Word Bank</a>&nbsp;section.</p>


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Tara Benwell