A selection of English ESL lower case printables

letter matching activity, Montessori inspired.

Upper / lower case alphabet matching

Writing, pronunciation and oral exercise to learn the English alphabet, as well as Upper and Lower case. 

Pronunciation as it would sound in Spanish or Italian languages- but you can adapt to your own students.

The Alphabet with Upper and Lower Case

You can find the pdf version and many more free worksheets and songs at our website: https://www.bingobongokids.com



The "ABC to XYZ (Lower Case)" English Race Time Game Board" is a fun and simple game like Snakes and Ladders for students to play with their friends or with the teacher. Practice the accompanying "ABC to XYZ (The Alphabet Song)" video on YouTube at: https://www.youtube.com/watch?v=Vdz23OUPL58



Simply roll the dice and move along the board, reading each letter out loud. More advanced students can practice phonics by reading each letter along with the attached picture, such as "c, c, crab!".





If you want more reading and writing practice then go to the link below where you can download or purchase our new educational FUN!book!



https://www.bingobongokids.com/product/super-easy-abcs-123s-writing-practice-phonics-funbook-ago-kids-english-learning/

A-Z Lower Case Alphabet - ESL Board Game 

Designed for learners who use a different script. 

Some common words are written in capitals.  Learners need to write the same words in lower case, referred to as 'small letters'.  Two examples are given for reference. 
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Write on the lines.  Teacher should highlight that some small letters go below the line, as shown in the instructions at the top.

Change words in CAPITALS to lower case (small)

1-Students should match the upper case words on the left with the lower case words on the right. 2- Next they must decipher what colours are written and colour in the words.

Elementary reading practice, upper and lower case. Theme: colours

Students draw lines to match the upper and lower case letters.

Students then write the upper and lower case alphabet out (A to Z) in the right hand column.

Alphabet Upper and Lower Case Letter Matching and Writing - for kids

This is a very simple game with a dice and cards. Place all the cards face down. Children throw the dice in turns. They call out the part of the body they get. Then they they pick up a card and make a sentence with can or can't and the corresponding sense. Eg: (Dice: Nose. Card: Flowers.) They should say: "Nose. I can smell flowers". In that case, they get the card. But if when throwing the dice, they get "ear", the sentence should be: "I can't hear flowers". In that case, they have to leave the card on the table face down again. The student who gets more cards wins. ("My 5 senses" picture on the dice is like a wild card, they can choose the part of the body they want) You can also ask your students to describe the pictures using: soft, hard, wet, hot and cold.

MY 5 SENSES GAME

a worksheet designed to familiarize young and new students with the upper and lower case letters of the Alphabet. Students must fill in the blanks with the missing letters of the Alphabet.

Alphabet - Fill in the Blanks

This w/s supports a set of flashcards I uploaded recently. The teacher displays the FCs and the students have to: 

Write the words in upper case, 

draw a line to the correct picture, 

and finally, write the word again in lower case.



Morning Routine Worksheet

Lower and upper case matching 1

I have used this for a few years now and have found it to be very useful. There is a small section of a train timetable on the first page with some examples of "How many times a day ...?" questions as well as "How often does ...?" and "How long does it take ...?" along with some small explanations of the grammar. Once all the grammar has been done, the students can practice asking questions in pairs about the train timetable on the next page. There is also a dice game for the slower students and a tiny lesson plan just in case it isn´t very clear.





Train Timetable Activity - Grammar practice and Role-play

This is the capital letter version.



Find and circle each of the kinds of weather. After your students have found and circled the correct word, they can get writing practice by writing the word two times!



This worksheet integrates well with our "How Is The Weather?" song: https://www.youtube.com/watch?v=rB5spT6AcwQ



We have other versions of this worksheet in lower case and with greater difficulty on our website. Find the original worksheet and the rest in the series at:



https://www.bingobongokids.com/ago-kids-esl-resource-center/?swoof=1&product_view=list&worksheet_type=word-search-esl-worksheets



Don't miss our other free resources including worksheets, flashcards, videos, games, teaching articles and more!



"How Is The Weather?" Word Search Plus Writing Practice

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

36 Lower case English ESL worksheets pdf & doc