A selection of English ESL pizza printables

Use these cards to give children cues about what to say when they go to a pizza restaurant. Some children will be waiters and some children will be costumers.

Pizza restaurant role play

The worksheet contains 3 exercises. Read the article about pizza. Create a story about the people in the two pictures. Answer the questions concerning food and drinks. Enjoy the worksheet! To find more worksheets like this, visit my website!

FOOD AND DRINKS reading+conversation

1. Ss write their favorite pizza toppings on the left.

2. Ss ask their partners about their favorite pizza toppings. e.g Is there any ham? -yes, there is a lot of ham in my pizza.

3. Ss draw their partners' pizza on the right.

4. Ss report to class about their partners' pizza e.g. In Jane's pizza, there is a lot of ham and a little cheese, but there aren't any pineapples.



Perfect to practice some, any, much, many, a lot of, etc.

make your pizza - countable & uncountable nouns

The series board games should be a funny, playful way to practice vocabulary and grammar orally. The instructions for the teachers are included. This game is suitable for all age groups.





Instructions for the teacher:





Preparation


•	Print the board games on tick paper or a cardboard; laminate them if you want to use them many times.


•	Find tokens for each student.


•	Provide dices.


•	Divide the class into groups of 3 – 4 students each.


•	Give each group a board game and a dice.


•	Give each student a token (or bean, coin, button, etc.).





The game


•	The players put their tokens on the first square.


•	The first student throws the dice and moves his token ahead the corresponding number of squares.


•	The student says how often he does the shown activity


•	Example: I eat pizza once a week.


•	If the answer is correct, the student stays, if the answer is incorrect, he has to go back where he came from.


•	If the student comes to a square with the symbol , he rolls the die again.


•	The first student who takes a number that places his token on “FINISH” or surpasses it is the winner.This game could be done as a pairrworkThe first student asks : How often do you eat pizza?


The partner answers : I eat pizza once a week.In this case, dont use a die and ignore the symbol and the written commands. Use one case after the other.



always


frequently


usually


often


sometimes


occasionally


once in a while


seldom


rarely


never


once a week/ month/ year


every day


Boardgame - Frequency - How Often

Cut out the cards, divide your students into pairs and put the Food cards face down in front of them. Students choose 6 cards, they will be surprised to see the ingredients. They mustn't show each other which ingredients they've got. Their task is to draw their unusual pizzas and then describe them to the class.

Pizza Chefs 

Students match the pizza ingredients and toppings to the pictures on page 1. Then, they cut the labels that describe the steps to making pizza and stick them to the pictures on page 4 (labels on page 2). In page 3 students draw their fav pizza and write the toppings it has. They also interview some friends in class to ask what their fav toppings are and write answers in the chart. On page 5 students look at a pizza and describe what different toppings there are on it (see slices). Finally they invent a new pizza AND a sweet pizza.

No answer key provided though the pics make it intuitive. 

You may want to cut out the labels instead of having kids cutting them.

You may want to download the "Sweet mango" font so that everything looks nice on each page.

PIZZA RECIPE

This worksheet contains a passage about the history of pizza. Students must read it and answer the questions below. Vocabulary is quite easy. Activity for A2 students.

The history of pizza - Reading comprehension

recipe

1)	Hi there! Today we are going to cook some pizza. But first we should go shopping to buy everything we need to make it. Think of the things you need and write a shopping list.

2)	Now to be sure that you know how to cook pizza let’s watch the video. Make notes of the things you hear.

3)	What about your favourite pizza? Write down the recipe and share it with your mates. 

COOKING PIZZA

It's a funny reading comprehension with different activities ( true/false, answer the questions, writing corner and grammar corner) , I hope it can be useful!

I love pizza!

Card game for asking practice. 

Do you have any...

May I have...

Can I have...

Go fish

1)  Put in order the following steps to do a pizza.  2)  The pizza I prefer is.  3)  Chose the pizza toppings. 4)  Draw your pizza.  5) Speak about your favorite pizza. 

MAKE A PIZZA

Find the ingredients of the sandwich, connecting food to its types, completing the story about the caterpillar, preparing the menu, reading exercises about pizza and fruit salad

food

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

74 Pizza English ESL worksheets pdf & doc