A selection of English ESL bread printables

Answers :

1. b. Agrabah

2. c. Bread

3. c. Street Rat

4. b. Magician

5. c. Crackers

6. d. Rajah

7. a. She didn\'t want to be controlled all her life

8. c. A ruby

9. a. True

10. b. To become a prince

11. a. Freedom

12. a.An apple

13. c. To be saved

14. b. False

15. b. He becomes a genie

Aladdin quiz (disney)

Reading a story "The Gingerbread Man" with children. Made on the baise of Usborne STORIES FOR LITTLE CHILDREN.

All the tasks are devided into: before, while and after reading. 

The first part represents matching animals with the sounds that they produce. 

P.S. before using this worksheet compare it with your story "The Gingerbread Man", there can be some differences. 

The Gingerbread Man

This is a Christmas crossword. So, Students have to complete the crossword and they can colour the pictures because B&W version is included. Thank you! Cha. 

Christmas CROSSWORD (B&W and Key Included)

Activity for practising past simple tense (regular and irregular verbs). It is a famous story about Gingerbread man, so the activity can be used around Christmas, but it is not necessary. There are two versions - the easier one has the verbs in brackets immediately next to the gaps, the more difficult one has the verbs all together at the end of the text so students have to find the proper verbs for each sentence.  

The Gingerbread Man - 2 Versions - Reading and Gap Fill

Bingo is a fun activity for little kids to practice food words. You need to cut the cards and give to each pupil (each card contains 8 pictures).The words are the following: Food: meat, sausages, a potato (potatoes), cheese, bread,

chocolate, jam, ice-cream, a lemon (lemons), an orange

(oranges), a banana (bananas), an apple (apples), a carrot

(carrots); cakes, sweets, a pizza, soup, fish, chicken

Drinks: water, juice, tea, coffee, milk

Food vocabulary

Everyone wants to eat delicious food and enjoy the taste of life. Apart of enjoying the food, individual forgot to focus on the quality of meal. There are multiple differences between healthy and unhealthy foods through which you can easily decide what to choose for eating.



Healthy Foods. 

It is referred as the food which is beneficial for health in terms of nutrition and it also fits your body. Healthy food may be considered as organic food (pure from chemicals), whole foods and natural food etc.



Unhealthy Foods.

The best way to describe the unhealthy food is the less nutritional food containing high amount of calories, fat and sugar. This type of food is high in protein although body needs protein but in a particular amount.



Healthy Food vs. Unhealthy Food



Examples of Foods: 

Healthy food is rich of energy such as fresh fruits and vegetables, leafy greens, raw nuts, sprout, yogurt and honey etc. While unhealthy food are white bread, pastas, hot-dogs, chicken roast,chips, chocolate etc



Health Effects: 

By consuming healthy foods fatigue, depression, headache, joint pains, lungs problem could be resolved while unhealthy food welcomes the cardio vascular diseases (CVD), obesity, diabetes and also other chronic diseases.

Healthy & Unhealthy Food

Christmas flash cards to learn the following words:

1.	Angel 

2.	Baubles

3.	Bells

4.	Candle

5.	Candy cane

6.	Christmas tree

7.	Elf

8.	Lights

9.	Reindeer

10.	Santa Claus

11.	Sleigh

12.	Snowman

13.	Star

14.	Stocking

15.	Present

16.	Holly

17.	Wreath

18.	Gingerbread man

19.	Christmas card

20.	Mistletoe



Christmas Flash cards

story with questions and grammar exercise

gingerbread man

To play Foods Go Fish print out two sets of the cards per group of 4 to 6 students, ideally on card stock. Deal out four cards to each player and place the remaining cards in a pile. Each player then tries to get pairs by asking any player they choose, for example "Would you like some bread?" If the player has the card they must reply, "Yes, please!" and hand it over. If they do not they must reply "No, thank you – go Fish!" Pairs are placed in front of the player and the player who gets rid of all their cards first wins. You can also use the cards for Memory and Snap...

Foods Go Fish Cards

It contains things you have to and don´t have to do when you have pets. Also have excersices with comparatives and superlatives using diferent adjectives and dog breads. Hope you like it and find useful!!!

Pets and more

It's an easy version of a play script based on a very well known fairy tale "The Gingerbread Man" that can be used with EFL / ESL students during the Christmas time. 



The script is best suited for young learners, 6-8 year olds, but you might want to make some changes to it to make it more challenging and suitable for older students, too.



You can also add some background music, animal/nature sounds or songs and nursery rhymes to make it even more attractive.



I used it with my 2nd graders (year 3 in the UK) and it turned out to be a great success, all the parents and other students enjoyed watching it:-)



Have fun!:-)

The Gingerbread Man - play script

A worksheet to help beginners with some common words with the short 'a' and 'e' vowel sounds.  The first activity needs the vowels to be added, then match with the pictures.  The second activity is a crossword.

Watch out - there are two words with alternative spellings - head and bread.

Designed to be followed by a minimal pairs listening activity.

Words with short a and e sounds worksheet

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

64 Bread English ESL worksheets pdf & doc