A selection of English ESL first friend 1 printables

Vocab: apple, ant, bird, bag , dog, date , cat, coat

1. Objective: learn Vocabulary 

2. Type: Worksheet

3. Tasks: Match and Fill in the blanks

4. Tips: With nice illustrations, teachers can use this worksheet for various purposes such as reviewing vocab, games, activities. Hope you guys enjoy my work! 

U1 First Friends 1 Vocabulary (Phonics)

This worksheet is interesting when dealing with flatmates or friendship. I use it to introduce the topic with my students and they really enjoy the activities !

1) identification of the document

2) listening + wordsearch

3) vocabulary activities ( 2 different types )

4) grammar activity : conditional 1 : if + v. present tense, subject WILL + VB



Enjoy & have fun !

Friends

first the students complete the letter with the correct forms of the verbs in present simple. as a follow up they can write a reply to Christie telling her about themselves

A letter to a friend

They read the passage about a girl who gains a friend and then loses her. Then the complete the exercises, a T/F and a set of questions. Then, they can think about the important issue of bullying. Well dear friends, I first uploaded this worksheet ages ago. Forgive me for re-uploading it, but Crystal is back on the scene and I will write about what happens next. And she WAS a bully! Miguel was telling the truth, but Lara did not want to see it. 

RC: Lara has a new friend

use for the first meeting of the course. it's about asking and interviewing friends. Give each student at least 1 copy, ask them to start interviewing their friends, and then take turn. after all have their at least one of their friends data, they have to report the result to all friends

getting to know friends

A worksheet that introduces the subject of best friends first by speaking about students’ best friends and then in pairs students will use the given vocabulary or their own words to find the similarities and differences between their friends :)

Best Friends part1

your students draw their best friend, the kids should make a draw of their best friends and paint the image. once they have done the first activity, the students have to describe their friend with physical adjectives and also with adjectives related to personality.

Draw your best friend

This fill-in-the-blank listening activity goes along with this clip from Friends Season 10 Episode 06 "The One With Ross' Grant": https://www.youtube.com/watch?v=E4F0UnnHFzM



NOTE: There is a weird interlude in this video from 1:30-2:30; be prepared to skip past it.



First, I like to have my students listen and watch the entire clip without the worksheet. The second time through, I give them the script handout to read along with as they listen, pausing at the blanks to see if they have an idea of what word or phrase is missing. If it seems especially difficult, I usually provide a word bank on the board. After, I ask if they have any questions about vocabulary or expressions.



The answers are provided in order on the fourth page of the document.

Friends Listening Activity - Joey's Lipstick Commercial

Happy Family – Friends

Everybody must have a card. You are the boy or girl on the left side (the biggest picture on the card)

Find your friends without looking on each other cards. 

Ask each other questions about cloths, hair, skin, bags, etcetera.

You can practise different grammar constuctions:

For  example:

•	Do you have a green shirt?

•	My friend has a green shirt.

•	I am looking for someone with a green shirt.

•	My friend is wearing a green shirt.

Answer with:

•	Yes, I have a green shirt.

•	No, I haven’t got a green shirt.

•	No, I don’t have a green shirt.

•	I am wearing a green shirt.

•	I am not wearing a green shirt.

If you found one of your friends, go on looking for other friends. Who is the first who knows all of his friends?



If you cannot make groups of 4 in your class, you can give a (few) student(s) two cards.



Happy Family - Friends

Work in pair

Choose and circle.

Ask your friend first then answer too



What's your favorite...?

Id Cards for first days classes, for students practice and knows theirs friends

ID Cards

Gap-filling exercise, based on First Friends 1 class book. Ask the Ss what things they take to school (one is not (toy) ). After putting down the missing letter ask children to write the whole word.

My school things

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)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

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

47 First friend 1 English ESL worksheets pdf & doc