A selection of English ESL few and a little and little printables

In this worksheet, pupils will have to draw food and drinks in the fridge. Then, they will have to explain what's inside using quantifiers such as a, an, any, some, a few, a little, many, lots of, a lot of, much. 

What's in my fridge? COUNTABLES AND UNCOUNTABLES

1.Past Simple or Present Perfect Simple

2.“ a lot of, a few, a little”

3. too, too much, too many, (not) enough

4.correct the spelling of the words 

5.Read and answer the questions

6.Conversation . Answer the questions

Final exam grade 6

Exercise 1 - look at the things and the frige and write 10 sentences using there is/are + quantifiers, negative sentences are also possible.

Exercise 2 -Fill in the gaps with much, many, a lot of, little or few. 

Exercise 3 - Complete with some or any

Quantifiers

A  little worksheet on language and culture  that always promotes discussion and a few laughs along the way. Good for cultural comparison too and what is behind the euphemism. It goes well with the nine minute US video for which there is a link at the bottom. Be warned - some might find it offensive.  The first two minutes make the point strongly enough. 



I usually ask students to work iin pairs or small groups to speculate on the meaning of the euphemisms some of which are very obvious and familiar and others a little more obscure especially if you are not British.



There are also lots of articles out there too and a partiuclarly language and culture  one from The Economist in 2011. If interested I can send you it.

Euphemisms

a quizz to learn a little more about saint Patrick and Saint Patrick's day (with key). Pupils ask the questions to someone who has the correction; the one who answers must make full sentences. (there are a few french words in the instructionscthat can be suppressed)

saint patrick

THEY LISTEN TO THE SONG. DO A GAP FILL AND FEW OTHER ACTIVITIES FOLLOWED BY ONE IN WHICH THEY CREATE ADDITIONAL LYRICS TO THE IS FUNNY SONG. THE OBJECTIVE IS THEY HAVE FUN, LEARN A FEW WORDS , FET CREATIVE AND SING.
FEW SUGGESTIONS OF POSSIBLE LYRICS ARE INCLUDED.

CHICKEN NUGGETS SONG

Pre-intermediate levels for teachers who are fed up with their students say"very" all the time. A nice little dice game for them to practice the different ways of saying it and a few, short explanations of the vocabulary and usage. Extra examples can be added every class until they are comfortable with the alternatives.

Alternatives to Very

There are 6 activities 1- ss have to find the food in the grid and write them under the right picture 2-write the food in the right column 3-complete with a-an 4-choose the right option some-any 5- complete with much-many 6- complete with a few-a little

FOOD AND DRINK 2

A great Spot the Differences picture! With mine, first I put the pictures up and play 'Splat!'. Then I give out the pic and they circle the differences. Next - Which picture? Then, a few comparisons (as on p.2). Then, it's their turn. I leave them with just the pictures. Beginners have to write 10 words; the others can write full sentences. Any advanced students can make up a story about the picture. I have included a little word scramble ex and T or F. KEY INCLUDED. 

Spot the Differences

Created by www.primaryleap.co.uk



This is great for handing out to kids at the beginning of class. They can write down a few things about themselves and get to know a little about the children in their class.



I am one of the content developers at primaryleap.co.uk. This resource can be used for home learning or in the classroom. I hope you find it useful.



Back to school - All about me

You can use this worksheet to train:

- countable/uncountable nouns (e.g. apple, pear, banana, egg and water, wine, milk, jam, chocolate);

- quantifiers (some/any, much/many, a lot/a few/a little);

- containers (a bar of chocolate, a dozen eggs, half a dozen eggs, a jar of jam, a bottle of oil/milk/wine etc);

- such expressions as a loaf of bread, a head of lettuce, a bunch of bananas/grapes etc.



I usually use this worksheet to develop speaking skills: Students work in pairs or small groups. One student looks at the picture and chooses one of the baskets. His task is to describe the basket in 7-10 sentences (depending on the level of the students), the rest of the students listen and then guess the basket. 



However, it can be also used as a writing exercise (e. g. the teacher gives each student a basket number and the students have to describe them in writing) or as a listening exercise (e. g. the teacher describes all the baskets randomly and the students have to number them on the worksheet). 



WARNING:

There are wine bottles in the pictures, so I wouldn't use this worksheet with children. 





Which basket?

The idea was for my students to get practice reading and recognising different countries names in English through various fun exercises.  The countries are mostly the easy ones, but i like to throw in a few that they probably don't know of as well.  

1) Match the different countries to their flags and landmarks. 

2) Fill in the missing letters to complete the capital cities.  

3) Group the countries into the correct continents.  

4) And a few light quiz questions at the end.  



Having some colour flash cards of the flags helps a lot, as the B&W printouts make it a little difficult to guess the flags. 



This is week 1 of a two week lesson plan, the following week my plan is to teach nationalities and foreign languages. 



But you could easily use this work sheet as an intro into an individual or group project and have the students write or do a presentation about a foreign country or the country that they would most like to visit.  



I hope you find it useful.



Thank you

Countries and Capitals

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

53 Few and a little and little English ESL worksheets pdf & doc