A selection of English ESL eating printables

what do people eat, again

There are two sheets to my reading, scanning and comprehension exercise. The exercise includes speaking, listening and comprehension.



1.	An article for the student to read.

2.	A question sheet for you to read to the student.



I suggest you copy and paste into two different documents.

Send or give the article to the student to read aloud to you. Then ask the student questions from the question sheet, they’re in the same order as the article. Most of the answers are one or two words; just be aware that some students will read a whole paragraph knowing that the answer is somewhere in it. For me, that’s not good enough! 



Finally ask the student to read the article again and while you correct their pronunciation as necessary.  



What Brits Eat - Part 1

There are two sheets to my reading, scanning and comprehension exercise. The exercise includes speaking, listening and comprehension.



1.	An article for the student to red.

2.	A question sheet for you to read to the student.



I suggest you copy and paste into two different documents.

I convert the article to pdf format, as the student’s device doesn’t need MS Word installed for it to display.



Send or give the article to the student to read aloud to you. Then ask the student questions from the question sheet, they’re in the same order as the article. Most of the answers are one or two words; just be aware that some students will read a whole paragraph knowing that the answer is somewhere in it. For me, that’s not good enough! 



Finally ask the student to read the article again and while you correct their pronunciation, as necessary.  



What Brits Eat Part 3

There are two sheets to my reading, scanning and comprehension exercise. The exercise includes speaking, listening and comprehension.



1.	An article for the student to read.

2.	A question sheet for you to read to the student.



I suggest you copy and paste into two different documents.

Send or give the article to the student to read aloud to you. Then ask the student questions from the question sheet, they’re in the same order as the article. Most of the answers are one or two words; just be aware that some students will read a whole paragraph knowing that the answer is somewhere in it. For me, that’s not good enough! 



Finally ask the student to read the article again and while you correct their pronunciation, as necessary.  



What Brits Eat Part 2

Ask	students to	fill	in	the	first	column	on	their	own.What do you eat for breakfast,dinner,supper?? Write that in the next box down. Keep going until you fill in all:) Have fun! 



What do you eat for...?

There are five texts about eating habbits in some countries. To check the understanding of these texts you can use the exercise. You can also ask more questions on the texts. Thank you!!!

What Do People Eat In Other Countries

It is the second worksheet about eating customs in different countries. I think you can find some useful information for your students. The worksheet has a key. Thank you!!! 

Do You Know Anything About Eating Customs?

Worksheet for a lesson (2 parts) Ss are supposed to be creative in designing a menu for their new restaurant, working out a dialogue and ordering food.

Eating out in New York Part 1

A simple picture of a girl eating a meal. This is for the young ones. The exercises are to practise some basic structures: there is/isn't, the present continuous and some prepositions. 

Picture description: Milly is eating her breakfast

Eating out in New York Part 2

A test on healthy eating.

The listening is from the test on unit 3 of the book Swoosh 8.

Look out for version B under the same name.

Includes grammar on quantifiers and relative clauses.



8th Grade Healthy Eating test, version A

A test on healthy eating.

The listening is from the test on unit 3 of the book Swoosh 8.

Look out for version A under the same name.

Includes grammar on quantifiers and relative clauses.

8th Grade Healthy Eating test, version B

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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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>

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399 Eating English ESL worksheets pdf & doc