A selection of English ESL floor printables

This pack of flash cards is designed to teach the young learners about time period of a year and its division into seasons, months and day and its parts. In addition, students learn to refer to the number that represents each month and the number of days in each month. You can use the flashcards spread on the table or floor and get the kids talk about their daily routines during different parts of the day, their favorite season/ month. 

flashcards- teaching seasons, months, parts of the day 

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

Coloring signs to display in the classroom to help our students to learn the vocabulary related. A fun activity for beginners, they could work as flashcards. Two pages, eight signs with the following words: Wall, Board, Clock, Door, Cupboard, Window, Chair, Floor.

Parts of the classroom, coloring signs.

A worksheets of vocabulary needed in a department store. it has two speaking based questions. Students will first match the words with the correct floor in the store then ask and answer using these words.

Clothes and Accessories 

Printout cards to use during a lesson about food. You can use it in group work as well as individual work. The way I use it: I put the cards on the floor and ask students to stand in a line. Their task is to jump in the right direction to vote on a certain meal. 

Rating meals (print horizontally!)

The students  look at the picture and read the statements. Say if they describe the appartement in the ground floor, the fist floor, the second floor or in all three.

Picture description - Merry Christmas

This worksheet deals with locators (between, opposite, behind, etc.). You´ll find the floor plans of four different rooms in a house, five items will need to be placed in each room according to a lay out read by the teacher, and some of the items will need to be colored as well (eg: there is a blue chair between window 1 and window 2). The drawings of the items are already presented so to help the pupils who wouldn´t know how to draw them. On the last sheet, you´ll find every instruction you need to read to your students. Can be used as a class activity or as a test.

Locators Prepositions The House

ROOMS IN THE HOUSE.NAMES OF ROOMS.  FURNITURE. STYLES. CLASSICAL , TRADITIONAL AND MODERN ROOMS. READING, WRITING, PRONUNCIATION. ASKING AND ANSWERING QUESTIONS. FLOORS. FOR TEENS AND DIVERSITY STUDENTS.

ROOMS IN THE HOUSE

Dominoes - the activity helps wold recognition and speelling, cut the worksheet in the small domino cards, in pairs or small groups children create words by putting the correct dominoes cards side by side:  Key: floor,upstairs,lift, town, city, downstairs,calcony,live,house,village,basement,street,flat,garde

Dominoes - My home 

Prepositions of place
This is the 4th worksheet about the Taylor Family. See previous worksheets for other grammar points.

Background
This a a worksheet from a book that I created to help visual learners review grammar, learn vocabulary and practice speaking. The book is about a typical family who live in England. John and Sue are the parents of Emily and Peter. They live with their dog Barney. 

Introduction
This worksheet can help learners practice a number of different things, for example,
             - vocabulary
             - prepositions of place

Task 1: Look at the worksheet and using vocabulary describe each picture. Don't make 
             sentences with prepositions just yet, i.e,
             'In this picture there is a sofa.'
             
Task 2: Using prepositions of place learners say where Barney's bone is, i.e,
             'The bone / Barney's bone is ON the sofa and BETWEEN Peter and Emily.'

Task 3: If you have two learners, they can ask each other questions, i.e,
             A: 'Where is Barney's bone in this picture?'
             B: 'It's on the floor.'
             A: 'Is Barney's bone on the floor?'
             B: 'No, it isn't. It is on the sofa.'

The Taylor Family - prepositions of place

This worksheet is to help each student develop present continuous speaking, reading and writing skills. there will be two seperate groups.The idea is to initiate conversation on an elevator in a professional business manner. The scenario will first partake in the classroom and then on an actual elevator. 

 The objective will be depending on the time of day, the student will either say "Good morning, Good afternoon, Good evening, How are you?, or which floor?, How is your day going? In the classroom the students will have to act out the scenario.  

Elevator Relfator

Discourse markers play a crucial role in speech and spoken communication. Here are some of the key reasons why discourse markers are important in speech:


Signaling Relationships Between Ideas:
Discourse markers help speakers indicate how different ideas, thoughts, and statements are connected and related to one another. Words like "first," "however," "in addition," and "therefore" signal the logical flow and organization of the speaker's message.

Providing Clarity and Coherence:
Discourse markers assist the listener in following the speaker's train of thought and understanding the overall coherence of the message. They help guide the listener through the discourse, making it easier to comprehend the speaker's points and follow the logic of the conversation.

Regulating the Flow of Conversation:
Discourse markers are used to manage the back-and-forth of conversational exchanges. Words like "well," "you know," and "I mean" can be used to hold the floor, shift topics, or signal a change in direction within the dialogue.

Expressing Attitude and Stance:
Certain discourse markers, such as "actually," "honestly," and "in my opinion," allow speakers to convey their perspective, attitude, or stance on the topic being discussed. This helps the listener better understand the speaker's orientation and frame of reference.

Facilitating Interaction and Engagement:
The use of discourse markers can make speech more interactive and engaging for the listener. Markers like "you see," "look," and "listen" can draw the listener's attention and encourage their active participation in the conversation.

Enhancing Fluency and Naturalness:
Appropriate use of discourse markers can make speech sound more fluent, natural, and conversational. Overuse or misuse of these markers, on the other hand, can make speech feel stilted or unnatural.

Discourse Markers

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

39 Floor English ESL worksheets pdf & doc