A selection of English ESL chair printables

word search about everything in the classroom such as pen, book, pencil, table, desk, etc.

things in the classroom

A matching exercise where the students can learn words like

clutches, wheelchair, etc.

health problems 

Match the furniture with the pictures of rooms. Here kids may macth the cards with the objects of furniture with the pictures of room. Besides, they can use There is/There are structure for practice. There are words such as a sink	a sofa	to have a shower

a bath	a bed	to cook dinner

a cooker	an armchair	to have a rest

an oven	a chair	to play with friends

a TV	a fireplace	a fridge

a mirror	a picture	to brush teeth

a wardrobe	a carpet	a clock

a bookcase	shelves	a washing machine



Match the furniture with the pictures of rooms

Divide the classe into pairs.  One student should ask his(her) partner about the furniture. 

Example. " Where is the couch?" The partner answers: "The couch is in front of the window" or "it is next to the armchair". The students have to use the prepositions

If you want to practice more, you can find more of my worksheets about the same topic here

https://en.islcollective.com/mypage/my-creations?search_key=prepositions&type=printables&option=published&id=5163&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=12



Prepositions - Furnishing the room

First, they solve the problem of which missing piece of the deck chairs  goes where. Then, they supply the correct present tense in the descriptions and finally, they write one themselves. The key (and a suggestion for their own description) is on page 2. 

present tense practice with a puzzle

Much and many are used to describe quantities but apply to different types of nouns. Much is used with uncountable nouns, which refer to things we can’t count individually, like water, time, or information. For example, we say, “How much water do you need?” or “I don’t have much time.” Many, on the other hand, is used with countable nouns, like apples, books, or cars, as in “How many books do you have?” or “There aren’t many chairs in the room.” Both are common in questions and negative sentences, but in affirmative sentences, casual alternatives like a lot of or lots of are often preferred: “There is a lot of traffic today.” Both can also appear in comparisons (much more work, many more opportunities). The distinction is simple: use much for things you cannot count and many for things you can. Understanding the countable vs. uncountable rule makes their usage clear and effective.








Much and Many Practice

This is vocabulary worksheet for little children, fun activity like table, chair, crayon, glue, scissors, book, teacher, color, match, pronunciation,  there is not solution

school objects

Classroom objects - tracing page - matching page - table - chair - desk - scissors - glue - pencil - book - notebook - paper - pencil case - schoolbag - crayon - ruler - eraser - board etc. 

Classroom Objects

Young learners circle the correct answer. Where are the toys? They are on/in/under/next to the ... Is it under the chair? - Yes,it is/ No, it isn't. Pupils read the questions, look at the picture and then answer the general questions with the verb " to be ".

You can use this worksheet with kids and young learners.

Yes/No-questions about the location of toys

Students must read this text from Emma's Diary where Emma talks about her winter break and Christmas holiday. Emma spends the holidays with her family, playing games, winter sports, and more! Students must answer simple questions about the text to practice reading comprehension skills. Video: https://youtu.be/vFlO4FPcLPM  


There is a matching video to go along with the text with vocabulary and pictures at the end of the video. The answer key is included on the second page of the worksheet. 


Vocabulary: glitter, cool, bean bag chair, VCR, skipping, sledding, tobogganing, wipe out, show off, figure out, hang out, trip over something


Make sure to subscribe to Learn English Diary if you want me to continue this series! Check out my other episodes on the channel.

Simple Reading Comprehension with Questions + Video (Episode 7: My Winter Break)

AFTER LEARNING THE FURNITURE'S NAME. STUDENTS WILL USE THEM TO CREATE A LIVING ROOM. 

CUT, PASTE AND PLACE THEM AS YOU WISH.

VOCABULARY 

ARMCHAIR

CLOCK

PICTURE

PLANT

SOFA

CARPET

COFFEE TABLE

WINDOW

CURTAINS

CUSHIONS



MAKE A LIVING ROOM

Describe a picture with classroom objects such as 

board

desk

chair

clock

map

floor

ceiling

light

door

window

blinds

bin

wall

Designed to trigger conversation about classroom English.

In the classroom

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

54 Chair English ESL worksheets pdf & doc