A selection of English ESL in the fridge printables

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

Quantifiers - some & any
This is the 3rd 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,
             - food vocabulary & containers
             - countable and uncountable nouns
             - there is/isn't, there are/aren't
             - has got/hasn't got
             - some/any
  
Task 1: Learners identify what items Sue has got in her fridge, i.e,
             'Sue has got some wine.' - 'Sue hasn't got any sausages.'
             OR
             Learners can say what there is/isn't, there are/aren't, i.e,
             'There is some wine.' - 'There isn't any milk.'
             'There are some eggs.' - 'There aren't any beans.'

Task 2: If you have a partner you can ask each other questions using any, i.e,
             'Has Sue got any wine.' Yes, she has./No, she hasn't.
             OR
             'Is there any wine?' - Yes, there is./No, there isn't.
             'Are there any beans?' - Yes, there are./No, there aren't.



The Taylor Family - some & any

This worksheet has a lot of engaging tasks for students; reading, comprehension questions, speaking, turn taking, etc. The video part is really useful for concentration and note making.

USELESS BUT AMAZING INVENTIONS

In the first two exercises students are asked to fill in the blanks with some any much many and food and drinks vocabulary, using the pictures. In the Third task they identify the food in the fridge and in the fourth task they draw food and write the words.

Much Many Some Any Food and Drinks Vocabulary

My Fridge

This is the second version of the food game I uploaded minutes ago. I realized on seeing it on the site that I had uploaded the wrong version, the rough one. This can be used in 2 different ways. As a vocab game with younger ones. Or for older students to train with "some" and "any". Step 1: in pairs students decide what's in their fridge. Step 2: another pair of students throw the dice and according to the drawing they get on they ask "Are/ Is there any... in your fridge?" Step 3: the 1st pair must answer "Yes, there are/is some." or "No, there isn't/aren't any." Step 4: the 2nd pair note down the answers. Last step: in the end the 2nd pair must report to the class about what's in the 1st pair's fridge.

Food game 2 (food game corrected)

This can be used in 2 different ways. As a vocab game with younger ones. Or for older students to train with "some" and "any". Step 1: in pairs students decide what's in their fridge. Step 2: another pair of students throw the dice and according to the drawing they get on they ask "Are/ Is there any... in your fridge?" Step 3: the 1st pair must answer "Yes, there are/is some." or "No, there isn't/aren't any." Step 4: the 2nd pair note down the answers. Last step: in the end the 2nd pair must report to the class about what's in the 1st pair's fridge.

Food game

Here is a worksheet to work on the quantifiers some/any. It can be added to a lesson plan on food, recipes or even likes and dislikes.

The pupils have to ask each other questions to know what's in the fridge. In the end, they create a shopping list to get the remaining ingredients.

Some/any interaction exercise

This exercise is part of the READ AND TALK series. First read the article and make sure that the student(s) understand(s) it. Then discuss the following questions.

I have already tried it out with one of my students and we had a very interesting conversation! :-)

READ AND TALK - Trapped in Subway fridge

Delicious Food! WRITING TASK. First at all, students have to colour the food which is in the fridge. Colour the countable items with green and uncountable items with red. Then they have to write about what they see in the fridge using names of food, containers, adjectives and quantifiers. Enjoy!

Delicious Food! WRITING TASK

This activity is aimed to practice the countable and uncountable nouns. Work in pairs, each student will have to ask the proper question to find the differences between his/her fridge and his/her classmate's fridge. 

How much or how many?

There is- there isn't 

student will know how to use There is - there isn't

“There is” (usually abbreviated to “there’s”) is used for singular or uncountable objects in the affirmative:



There’s milk in the fridge. (Uncountable “milk”)

There’s a window upstairs. (Singular “window”)

There’s ketchup on my chips! (Uncountable “ketchup”)

 



“There are” (sometimes abbreviated to “there’re” but not often) is used for objects in the countable or plural form in the affirmative.



There is- there isn't

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

31 In the fridge English ESL worksheets pdf & doc