A selection of English ESL printables with beginner (pre-a1)

Ask your students to learn it by heart! Read it aloud and learn it as a poem. 
Practice with them! Teach them how to learn it.
For children, self-confidence is crucial because it influences their willingness to try new things, take risks, and persist in the face of setbacks. A confident child is more likely to participate in class, make friends, and explore new interests. 

"Boost-Their-Confidence" Reading For Young Learners!

Complete this activity with the present simple. We use the Present Simple To express habits and routines, general facts, repeated actions or situations, permanent emotions and desires:

The simple present

The "Back to School" series is for young learners, level A1-A-2. I tis supposed to repeat the material the students  have already learned. The worksheet can also be given as homework.

Back to school- In Mom's kitchen

Unit 2: I Love Fashion
Grade: Second grade (2nd)
Topic: Clothes TEST
Skill: listening comprehension / Writing words - Vocabulary
This worksheet includes activities to learn vocabulary related to clothes

My Clothes-2nd grade TEST

Every day, I wake up early, I have breakfast and go to school by bus or with my parents. School starts at 8:00 AM. In the morning, we have classes like math, English, and science, with a break to eat a snack and play with friends. At noon, we eat lunch together in the cafeteria, followed by more classes and activities like drawing or music. School usually ends at 3:00 PM. On Wednesdays, I practice sports with Miss Yussra. My favourite school subject is English, I study it on Sundays, Mondays, and Thursdays. I enjoy learning new things and spending time with my classmates. After school, I do my homework and then play outside with friends. 

my daily routines at school

I prepared Listening&Speaking&Writing&Grammar activities based on lyrics of the song. It is designed for Elementary level. The song's lyrics is easy to be followed. 

Song activity with 4 skills

En castellano, las expresiones “there is” y “there are” (y sus formas en el pasado y en el futuro), se utilizan diariamente para explicar hay algo o que existe algo en algún lugar. Por ejemplo, en castellano, antes de hacernos la compra en el supermercado, podemos preguntar “¿Hay leche en la nevera?”. En cambio en la gramática de inglés, esta misma pregunta sería “Is there milk in the refrigerator?”. Cuando necesitamos saber informaciones sobre un evento que ya ocurrió, podemos preguntar “ Were there too many people on the lecture last night?” (¿Había demasiadas personas en la conferencia de anoche?).Por lo tanto, there is, there are y sus variaciones sirven para hablar sobre la existencia (o no) de cosas o personas.

there is there are SESSION

This is a worksheet using present simple tense for the grammar. It has eight true or false questions to answer. Correct answers aren't provided. It is used for junior level.

Description of Someone

We love playing this game in esl classes with children, it's called 'stepping stones'. I make two groups, they line up. I show them a card, whoever says the correct answer with the right pronunciation, can jump one stone ahead. The one group that crosses the river first is the winner. There's a small story to th game: they stand on the one side of the river and i on the other. They have to cross the river to get to me, but there are crocodiles in the water, so they can just hop on the stones, to cross the river to my side. You can use these cards to easily create the game pathway for the children.

Stepping Stones Printable Cards

This worksheet will permit teachers to start the class dinamically. Sometimes students feel frustated in the English classes, so, why not start the class with music; it  will make students feel motivated and ready to work.

Back for good

Una hoja para aprender algunos objetos importantes que podemos ver en el aula. Es una hoja ilustrativa, no hay ejercicios. Se ajusta a un nivel pre A1. Se puede entregar a los niños que pueden colorear los objetos.

El material escolar 1

This is an interesting worksheet for students after reading the chapter 2 of the Book "Sally's Phone" from the Bookworms series of Oxford University Press. 

Students will have the chance to acquire language and explore new vocabulary by reading this book. 

Oxford University Press Bookworms are based on some original fiction works that are graded according to language proficiency students levels.

This is an interesting worksheet for students after reading the chapter 2 of the Book "Sally's Phone" from the Bookworms series of Oxford University Press. 

Alphabet soup Sally's phone

Beginner (pre-A1)

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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how to accuse somebody of something in English

how to apologize, say sorry, forgive and express regret in English

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

how to describe things or people in English

how to emphasize important things in English

how to encourage or discourage people in English

how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

how to express cause and effect in English

how to express interest in something in English

how to express likelihood, probability in English

how to express likes and dislikes in English

how to express sequence and chronology in English

how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

how to keep a conversation going in English

how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

how to reassure somebody of something in English

how to refuse and object to something in English

how to remind people of something in English

how to rephrase, paraphrase what was said in English

how to say thank you, express gratitude in English

Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

26,215 Beginner (pre-A1) English ESL worksheets pdf & doc