A selection of English ESL pizza printables

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

A story about an Italian man who cooks pizza in England. There are questions and some true or false statements. Saltimbocca alla romana is an Italian dish made with veal. It means jump in the mouth. 

Angelo's pizza (it is the best!)

Listening exercise for students to learn new vocabulary and increase their listening skills. Helps with comprehension.  Allow students to listen at least twice. Perfect for Pizza Day, 9th Feb. https://www.youtube.com/watch?v=jEUJTo6-stg

Pizza Angel Veggie Tales song lyrics

What do you like on your pizza?

Put everything you like on your pizza. Ask each other questions to find out what your partner likes/does not like. Write down what your partner likes on his pizza. Compare!



What do you like on your pizza?

It includes the simplified lesson plan.



Ordering pizza over the phone role-play activity suitable for adults or teenagers.



I would like... and Can I have... practice.

How to order a pizza on the phone

Here you are three activities related to food and preferences. 

First the students listen to a conversation about how to make a salad. Then they match the most usual topping to preapre a pizza to their names. Finally, as a speaking task, they describe their favourite pizza. 

As an extra-task, they could design some posters with the drawings of their pizzas or play a role-play in a restaurant. 

Key, script, audio file link and QR code provided.

COOKING TASTY

Food wordsearch including some easy vocabulary about food and drinks (water, milk, chocolate, cake, fish, cereal, toast, pizza...). Done with 7-y-o and 8-y-o students as a review of the vocabulary that we have previously studied in class.

Food wordsearch

WHO - WHAT - WHERE - ???



This is a great game for kids but it takes some explanation and some preparation.



Everything you need for this game is included in this Word document. 



There are reverse sides for all 24 cards.

The check lists for the teams are on page 7.

The rules to the game are on page 8.



(Email me if you want the rules in Thai.)



Who is eating the food? What food are they eating? Where are they eating the food?



There are eight people... (Blue cards)

There are eight foods... (Green cards)

There are eight rooms in the house... (Red cards)



Try to find out who is eating what and where!

(Only the teacher knows the answer)



"Is Jane eating a slice of pizza in the bedroom?"



If the team has any of the three cards in your question they must show you only ONE of the cards.

When you see the card you can cross it off the list because you know that the teacher does not have that card.

When you think you know the three cards that the teacher has you can ask him a question...

The question can be like this...



"Teacher... I think that Susan is eating popcorn in the kitchen."



If you are right you win the game.

If you are wrong you lose and you cannot ask the teacher again.

(BE CAREFUL: You can only ask the teacher ONE TIME!)

CLUE (Cluedo) for KIDS!

A find someone who activity. ex: Find someone who likes pizza...likes dancing... etc. Great activity for the classroom to get students talking. 

Likes/Dislikes Find Someone Who

banana, pizza, chocolate, hot dog, sushi, spaghetti, phở, cheese, meat, breakfast, honey, watermelon, avocado, dessert, ice-cream, potatoes, lemon, milk, sugar, strawberry, vitamin, healthy, biscuit, lunch, dinner, ketchup, sausage

Food Taboo Cards

Students ask up to 8 of their classmates 'Do you ever?' for each of the actions in the second column. Make sure the students answer using advebs of frequency. Next, sentences can be written based on the answers e.g. '(Name) sometimes eats pizza.'

Do You Ever?

Food- Do you like broccoli?. these words in the worksheet taken from the song do you like broccoli.. Super simple songs.. ice cream donuts pizza popcorn bananas .

Do you like broccoli?

Concrete nouns are things that you can experience through your five senses: sight, smell, hearing, taste, and touch e.g. flowers, pizza, window.

Abstract nouns are things you cannot see, smell, taste, hear, or touch e.g. shopping, appetite, luck. Students look at the nouns below and write them in the correct column. This worksheet was created by www.primaryleap.co.uk





73 Pizza English ESL worksheets pdf & doc