A selection of English ESL kitchen objects 1 printables

Everything you can find in a kitchen. One page has the objects laid down and written their names underneath and the second one has only the objects and the student must remember the words that describe them. Good luck!

Kitchen Objects 1

A simple way to have students memorize some easy words related to the kitchen.

The Kitchen

Identify the correct rooms in the house and correct household objects.

My House worksheet

A set of flashcards that I use as a supplement to real objects and kitchen utensils...

Eating - FLASHCARDS

Students need to list as many objects that can be found in various rooms in a house such as in a bedroom, bathroom, kitchen and living room. This is to see how much learners know about the space where they live.

Whats in the room

This worksheet helps students revise vocabulary related to items used in the kitchen, furniture and prepositions of place. First, students label the objects, then read a short passage and choose the correct option, finally they can draw their own kitchen.

Vocabulary and Prepositions - In the kitchen

An easy reading passage about a grandma's visit. They count the kitchen objects and ten answer the (basic) questions. Good, fun practice for beginner adults. NOTE: 'proper' is used by young people to mean 'really', Gran, Grandma, Granny, Nana - all commonly used.

Easy Reading - Grandma's Visit

This worksheet includes exercises to review and recycle vocabulary of objects we find and use in the kitchen. It is a simple worksheet that can be used to elicit previous knowledge or as a cooler. Great for A1-A2 students and for one on one sessions. 

Vocabulary: In the kitchen

In this worksheet, students have three exercises which involve the contents found in each room of the house. This worksheet, in particular, includes the bathroom, the kitchen and the bedroom. In the end, students can pick out which objects belong to which room. I hope this will be of use to you :) 

Contents of the room

A word search you give your students so they can become familiar with household objects. Before handing out the sheet ask students what have they got in their living room/kitchen/bathroom/bedroom. Ask them to draw on the board and write the vocab if they know it . Divide class in to appropriate groups and then give them  each a word to find, once they have found it and circled the word, write into the table beneath the word search. They then swap words. Make it competitive , use different colours for each object and encourage students to use phrases like " I found lamp." - "Where is fan? I can't find it." Then go on to ask the students " Have you got a ..? How many have you got? Where is it? Who uses it? etc..

Things in my home word search

The beginning letters H to L represent a diverse set of sounds and words in the English language.
H often begins words that denote things that are big or important, like "house," "holiday," or "harmony." It's a versatile letter used in common verbs like "have" and "help."
I starts words that relate to concepts or objects, such as "ice," "idea," or "inspire," often conveying something personal or internal, like "individual" or "imagine."
J marks words that are often linked to movement or joy, such as "jump," "journey," or "jungle."
K is mostly found in words related to knowledge or sharpness, like "king," "kitchen," or "keen." It’s also essential in words that convey contrast, like "know" and "knot."
L opens words related to both lightness and strength, such as "love," "light," "learn," and "lake." It’s a letter that provides balance in many linguistic contexts.
These letters form the foundation for much of the vocabulary used daily.

words with beginning letter h to l

I made this fun team quiz for the last English lessons of term. It could also be used as a first lesson warmup for students above beginner level, or used multiple times with fresh questions. Students can work in small teams and make funny team names.



My original questions are:



Round one (Spelling):

How do you spell~?

1: kitchen

2: musician

3: restaurant

4: international

5: omelet

6: professional



Round two (Mystery Pictures):

I showed the students warped or very zoomed in pictures of objects and animals and they simply have to write down what they see. Prepare to get some funny answers!

I took the pictures from this website of solutions for a mobile phone game: https://game-solver.com/zoomed-in-answers/



Round three (What's wrong?):

Students have to listen to and read the sentences and find the grammar mistake in each one. They then write down the correct word or grammar.

1: Do you want somewhere to drink? - something

2: Andy Murray is a man which plays tennis. - who / that

3: This is an book I like. - a

4: I’ve saw that movie last week. - I

5: Mrs. Rios has already prepare dinner. - prepared

6: I’ve just coming back from a trip to Australia. - come



Round four (Shiritori):

Shiritori is a Japanese game where you have to write down as many words as possible in a certain time (2 minutes is good). Each new word has to start with the last letter of the previous word. Choose a category which all words must fit into, such as, animals, foods, or verbs.



Round five (Q & A):

The students listen to the question and write down an answer.

1: What is the biggest man-made structure on Earth? The Great Wall of China (it’s over 4000 miles long!).

2: Which is the smallest prefecture of Japan? Kagawa.

3: What is the 20th letter of the English alphabet? T

4: What is the second largest country in the world? Canada (Russia – 17,075,000sq.km / Canada – 9,985,000sq.km / USA – 9,827,000sq.km).

5: What letter is between ‘Y’ and ‘I’ on a computer keyboard? U

6: How do you say thank you in Spanish? Gracias.

(By all means, change the questions if you want to)



Award prizes such as stickers to the winning team of each round, or simply award the team with the biggest total score at the end.



The BIG English Quiz

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>

Get here and you are ready to study in English at university

12 Kitchen objects 1 English ESL worksheets pdf & doc