A selection of English ESL pencil printables

A Variation on the Make a Monster Game



Vocabulary is intermediate, although the .doc file can be edited for your preferred level and vocabulary. 

All ages enjoy laughing at the crazy drawings.



Another element can be added to review vocabulary (numbers or colors). 

For example, if the vocabulary is body parts and colors, one roll will determine the body part and another will determine the color. (pink nose, blue arms, etc.)

You can even use two dice and more vocab if you'd like.



Materials: a die or two, a whiteboard or chalkboard, paper or this print out and pencils/markers if your students don't already have them.

Scary Face Halloween Game

Hi, dear collegues! I am going to use this worksheet with my elementary level students aged 6-9 to revise articles (you can easily skip this), introduce Christmas vocabulary with the help of pictures. (Children read aloud the words and look around to find them on the walls of the classroom)The teacher helps if needed.Then I show them cards with Christmas pictures,True - False Game and we drill a bit. Then I have these vocabulary words in the wordsearch puzzle and we find the words revising capital and small letters, putting the words in alphabetical order. And Then we listen to the song and first use pencils to fill in the gaps with the pictures. While checking, we write the words down. We translate the song into the native language. Then we sing along! once or twice.

Please, write me if you like this worksheet and find it useful and don't forget to download the wordsearch puzzle which I created to accompany the worksheet. P.S the link to the song

https://www.richmondwonders.net/activity-book-audio#

Songs & Chants Track 40 Look at Santa

A Happy Christmas Song!

Oral practice activity. Give all the students: a backpack, a square with a list of objects and a not matching group of pictures. The students should walk around the class reading the list: I have a pencil, an eraser, etc... The classmate listens to the list and check his/her group of pictures. If all the pictures match, he/she says: "Bingo, here you are" and gives the student who read the list the matching pictures. This student now has: the list, the corresponding pictures and the backpack cover. Tell them to glue the list, cut the pictures (if you want) and glue over it, After that, glue the left  side of the cover (the "backpack) in a way the student can open it, like a book and see the objects inside "the bag"!

What´s in my bag

This task will be helphul for teachers who teach kids alphabet and colours; it will be great for teaching recognising letters, names of colours and training to work with pencils.

Colouring page. Alphabet

Teacher says some numbers,students circle the number the teacher says.Students draw the numbers in the correct order.Second activity students draw the school objects they have in their pencil case and answer the question.Finally students will answer general questions

Revision:Numbers,school objects and questions

Colouring page. Alphabet. Colours

This is a simple 'Where are you?' board game. Students can work in pairs or small groups. They should take turns rolling a die and moving their game piece (eraser, pencil, etc.) When they land on a space, the other stududents can ask 'Where are you?' and the student should respond with 'I'm. at the ~.' The first one to the finish line wins.

Where Are You Game (Target Grammar: 'Where are you?')

Indulge your child's imagination with our vibrant collection of summer and vacation-themed coloring pages! From sandy beaches and playful dolphins to tropical jungles and ice cream cones, each page is a delightful adventure waiting to unfold. 

Let your little ones explore the sunny side of life as they color their way through lazy days by the pool, exciting trips to the amusement park, and unforgettable moments under the bright summer sun. These coloring pages are not just about filling colors; they're about sparking creativity, igniting imaginations, and creating cherished memories that will last a lifetime. 

Whether your child dreams of building sandcastles, sailing the high seas, or simply enjoying a refreshing summer treat, our coloring pages provide the perfect canvas for their summertime fantasies to come to life. So grab your crayons, markers, or colored pencils, and get ready for endless hours of creative fun as your child embarks on a colorful journey through the joys of summer and vacation!

Plus, discover even more coloring sheets available on our website at https://kolorowanki.net.pl/kolorowanki-lato-wakacje/. So grab your crayons, markers, or colored pencils, and get ready for endless hours of creative fun!

Coloring Pages for Kids: Summer and Vacation Themes

an amazing lesson full of different exercises, with a song and an interesting game based on TPR. You will also find flashcards. Let me know what you think! Enjoy!

CLASSROOM OBJECTS - School supplies

Blow it up and use it for decoration in your classroom. My students like the pencils with useful information.

Poster: What Writers Write

This is the second of two pages for the Jolly Phonics Group 1.  They can be used for Infants from 3-5 to help reinforce pronunciation and also to assist with pencil holding skills.  They can colour the image and then draw their own in the box.

JOLLY PHONICS GROUP 1 PAGE 2 

I prepared this for my young infants class.  



They can´t read or write but love to do worksheets.  



They can see that something is missing and can draw a line to link an item on the left to the pictures on the right. It helps with their pencil holding skills and observation. 

Christmas - Link the missing item

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

149 Pencil English ESL worksheets pdf & doc