Toggle navigation Toggle Search. Action Images. At the Park Action Image. Describe this busy park scene using complete sentences to talk about the actions, or use this image as a prompt to practice tenses, give des Students can use complete sentences, Farm Action Image.
Use this action image for verb practice. Students describe the scene and identify actions using complete sentences Image Prompt: What Are They doing?
Describe what's happening in the three action pictures in this image prompt, using the present progressive tense Image Prompt: Verb Tense Practice. Practice using verb tenses to describe what's happening in the three action images Characters in Action: Progressive Tense. Cut out and use the images to practice the progressive tense to describe parallel actions Find the Shapes Image. Find and identify shapes, including circles, squares, triangles, and rectangles in this image activity What Has Been Happening Here?
Solve the mystery illustrated in this image using the present perfect progressive tense What Has Just Happened?
How to teach ESL speaking and writing with pictures
Image Prompt. Practice the present perfect tense by writing captions for each image about what has just happened What Happened First? Past Tense Sequence Activity. Use this past tense sequence worksheet for students to sequence past tense events using the past simple and past perfect appropriately.
Be Careful! Action Image. Find all the potential hazards in this ELL Action Image, and describe them using conditional sentencesIf a picture paints a thousand words, your students should be able to come up with at least a hundred or so to describe an image.
For younger students, choose an image that seems to come from the middle of a story and which contains some people or animals. Older and more advanced students could be given an image of a landscape. It is fairly easy to search for images on the Internet to view or download. Links to useful sites are in Resources section below. You could also use clip-art, cartoons, magazine images or even your own photographs.
Action shots work well, as do photos of people or animals in unusual positions or with strange expressions on their faces. Ask the students:. As you go through the questions above, list all the vocabulary suggested on the board. Try not to preempt the students: this should come from their reactions and their ideas about the picture, not yours.
Depending on your students, have them work either on their own or in pairs to write out the story. It should have a beginning, a middle and an end, as discussed during the question time. Encourage them to make it funny. Enchanted Learning Intended for K to Grade 3 learners, some of the images are too "babyish" for older students.
Images are mainly black-and-white. Available as a paperback on Amazon with photos, artwork and cartoons, this book includes suggestions of how they can be used to prompt story-writing in Grades 3 — 5.
Story It has some picture prompts for Grades 3 — 6. Some have a beginning already written out for continuation. Bright Ideas provides a photograph with a written prompt. Suitable for middle school. Bright Hub Education. Skip to content.
I also really like how they peer edit. That is one of my favorite things to do, and the kids always love editing each other's work! Amy Eclectic Educating. I love looking back at students' work and seeing all the progress they have made! That is wonderful that your students see their own progress too! Lori Conversations in Literacy.
I love this activity! When the students explain their drawings, are they explaining each picture they illustrated in each other's notebook? This is a great idea for writing. I'm new to ESL and am placed in middle school grades I've been searching for a while.
What would a writing rubric for Writing 6. That's my current problem. I teach them various beginner vocabulary, but I'm told that since they are pulled during the content area, I have to teach them that content as well.
I can come up with modified materials to teach them different concepts, like story elements or characterization, but I need to know how to grade them at their ELP level, especially for writing. How do I explain to a classroom teacher that a level 1 is going to be drawing pictures instead of writing to show characterization, for example.
How do I respond to teachers who expect ELP level 2 students to write a 5 paragraph essay after using a graphic organizer that these ELs just don't have enough English to write all that. How should I help them modify that writing rubric for the ELs' levels?
Any guidance you can share would be most appreciated. Thank you so much! It has all the standards broken down by what you can expect students to produce at their individual proficiency levels. This is the link to 6th grade, but there are examples from K I hope it helps! Thanks for the comment!
I really appreciate it. Copyright Everyone Deserves to Learn. Navigation menu Home Meet the Teacher Shop! We are chugging right along in Newcomer Class!Writing ESL essay writing is hard for most students and many will struggle at first before learning to write well. They should help your students develop their grammar and vocabulary skillswhile teaching the how to write coherently. Writing practice should never be boring! One of the best methods to engage students of any age is to play a game with them.
Games of different styles and mediums are constructive, fun ways to teach and learn. For students, games break up […]. With a population of 1. There are so many regions and ethnic groups within the country that it would take a good while to go through the nuances of each delicacies and cooking styles!
But there are many aspects of Chinese cuisine and […]. In the same vein, and by adding a mere splash of creativity, your trash can has not just transformed into a trove of treasure but into a whole new world of prop possibilities too. Here are […]. Toggle Navigation. Teacher Life Company Resources. Teacher Life. Log In. Teach with VIPKid. However, writing skills are a crucial part of learning a new language.
Describe your favorite fictional character in as much detail as possible. Describe a famous person — e. Focus on both their appearance and personal traits. Discuss how they look and their personality. Describe your most memorable holiday or vacation spot in as much detail as possible. Describe a photo or work of art in as much detail as possible. Pick your favorite food. Describe what you taste, smell and sense while eating or drinking it. For example, how to get from your home to your school.
Describe the landmarks someone might see along the way.Teachers Pay Teachers is an online marketplace where teachers buy and sell original educational materials. Are you getting the free resources, updates, and special offers we send out every week in our teacher newsletter? All Categories. Grade Level. Resource Type. Log In Join Us.
View Wish List View Cart. Results for esl activities: writing with picture prompts Sort by: Relevance. You Selected: Keyword esl activities: writing with picture prompts. Grades PreK. Other Not Grade Specific. Higher Education. Adult Education. Digital Resources for Students Google Apps. Internet Activities. English Language Arts. Foreign Language. Social Studies - History. History World History. For All Subject Areas. See All Resource Types. On each page, students must look at the photo, list items they see, and write a paragraph using those words and des.
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40 ESL Essay Writing Topics + Prompts
Wish List. Here you have 33 different writing prompt activity sheets. All 33 writing prompt pages include visual pictures just like the preview!! These writing prompts provide a visual picture and lined handwriting paper where students can describe the picture using sensory details. Pages Table of Contents. Writing-ExpositoryWritingHandwriting. Kindergarten1 st2 ndHomeschool.
WorksheetsHandoutsGraphic Organizers. This pack contains 17 pictures with corresponding vocabulary. Students can color the picture and write as many sentences based on their level and vocabulary. PreKKindergarten1 st2 nd.Speaking and writing are the productive aspects of a language.
They are also much more difficult to master because one needs to retrieve the information they already have and present it to the listener or reader.
I see this all the time: a student says they studied English in their country for a number of years sometimes it is five, six or more years but when it comes to speaking English, they fall silent.
They can crack grammar easily sometimes, better than a native speakerbut they cannot find the words to express themselves in a simple conversation.
As someone who learned English as a foreign language myself, I totally understand how it is. After all, learning and teaching grammar is something that can be easily measured by rules and completing worksheets. Conversation, on the other hand, is usually artificial at best. While it has to be done and one of the ways to do it is to have a weekly topic that the class discusses — from vocabulary building to reading about it and other activities — if you are learning English as a foreign language, you likely forget it the minute you close the doors and go back to your world where you understand everything and there is no need for English.
This kind of language learning requires a lot more motivation and dedication; it requires a very strong why and for a lot of younger learners, English is just another class that they have to pass. Until life brings them to an English speaking country. They are sisters both in high school and studied English in their home country for roughly the same number of years seven or even eight, to be more exact.
However, one of them is very competent in English and the other one, although she is familiar with basic grammar, is not able to communicate at all. They also proved a point, once again, that motivation in learning English as a foreign language is extremely important. And that the need to understand what is going on around you in an English speaking country, fuels that motivation when you are learning it as a second language. As you already know, my favorite way of teaching speaking and writing is one that makes the students invested in their own learning.
That is, finding a topic that they feel strongly about, or are curious about. It goes without saying that incorporating all four language domains — listening, speaking, reading and writing — is super important.
In order for a beginning level student to be able to express themselves on any given topic, they need a few things:. In order for an intermediate level student to be able to express themselves on any given topic, they need to continue expanding their vocabulary through reading and listening, and then actually applying that knowledge in their own production. Therefore, to encourage my own students to be braver in communicating in English, I created a few resources that I have been using quite successfully.
This is a sheet that I use with my very beginning levels to see what they think about their own learning and to track progress. It is also a wonderful motivational tool because at first, the progress I see and the progress they see is so different. However, as time goes by, the students begin to realize that progress is, in fact, being made. As I already mentioned in my blog post about teaching strategies for beginnersvisuals are extremely important. The above activities include pictures that will allow your students to share what they already know and practice their English in speaking and writing.
All of the above worksheets and more! It is a place where I upload teaching materials and ideas for different levels of English learners every couple of weeks. All of the above resources are wonderful to get you started. Super valuable resource and I am not just saying it — those who have tried it including the students! I help busy ESL teachers beat the overwhelm of teaching beginners with ready made resources, actionable tips and meaningful coaching.Geri McClymont is passionate about education.
Writing is painful for many students. Even my formerly reluctant writers now look forward to writing in their journals and sharing what they wrote with the class. Give students a highly engaging photograph prompt—preferably displayed on a large classroom screen for all to see. If the photo includes people, choose very expressive faces that may elicit emotions in your students. Color is great but black and white can be equally compelling, such as in the case of a street scene, a mysterious, abandoned house, or a person whose face or body language speaks volumes.
Write the following directions above the photo and read them aloud, so students can both see and hear them:. Think: Who? These questions are meant to encourage them to use details in their writing. The key here is to demonstrate an active, genuine interest in the photo.
Your students will feed right off your energy. Your enthusiasm will be contagious. This should include the entire writing process! Look at the photo for a little while, ponder on it, and think aloud so your students can hear you.
Continue pondering aloud as you write. Go back and change a few words or an entire sentence as you continue thinking aloud. Spend 5—10 minutes on this. Let students know they will have their chance to write about the same photo when you finish yours. For now, you are modeling what the writing process and finished product look like.
Students want to be acknowledged as individuals. This means taking the time to listen to what they have to say through their writing. When you convey to them that their thoughts matter, that what they write has value, their guards will come down and they will take greater pride in their writing. I tell my students how fascinating it is that so many people can look at the same photograph and yet have completely different ideas as to what is going on.
Walk around the room as your students write. Validate their responses and encourage them to write them down. After students have had time to write their responses, encourage them to share their work with their partner and to offer each other one compliment and one suggestion.