A selection of English ESL pyramid printables

the food pyramid for esl to help students understand the vocabulary related to food and create an atmosphere of interaction.  It can be use to begin a discussion in class abou the perfect diet and the diference between the local and the American diet

The food pyramid

I love compound words because students can learn three new words using one compound word. That is why I have created these puzzles with 12 compound words. Instructions are on the last page. When you extend the cards you can use them like flashcards. Hope you will like it and have fun :).

Compound words puzzles/pyramids

ESL learners from 1st to 3rd grade of Primary Education can practice gradual writing skills and acquisition of grammar, sentence structure and vocabulary through this exercise. 



In this particular case, it is focused on adjectives about physical appearance and personality, but it could be done with any grammar point. 

PYRAMID WRITING PRACTICE- ADJECTIVES

A reading comprehension about the Pyramids in Egypt with a second page of questions, there is an exercise with was/were and an exercise to put some verbs in the past simple. Hope it's useful

The Ancient Pyramids of Egypt

 It's a diagram of the Food Pyramid where pupils fill in the food items and groups, a reading text about food nutrients and a worksheet to check their understanding of the information given. 

The Food Pyramid and Nutrients

This is a text on the pyramids at Giza

It is followed by some comprehension exercises: true / false questions, and gap filling questions on the text 

Hope it's useful.



The Great pyramids at Giza

For low-mid level students that have trouble with sound differentiation.



Listening pyramids are for students to practice hearing the difference between English words that are spelled/sound similar.



It's played in groups for large classes or individually for smaller classes. First, I have the students practice pronunciation by repeating after me. Then explain the meaning of any unfamiliar words.



For the game, I read each word twice for very low level students and once for higher level students. I usually play each pyramid twice but obviously you can keep repeating it until the students can get it correct quickly.

For Example: Pyramid A- 1st reading – glass, heart, pup, wrong, very. Answer is #4.

Pyramid A- 2nd reading – class, hard, pub, long, berry. Answer is #5.



To make it more fun I have each group send one student to race to the board to tap or grab the number of the answer. I usually put characters’ pictures on the board, (like Pikachu and Hello Kitty) and the students race to be the first to grab the picture.



You can also just have students raise their hand with the correct answer.



In a 50 minute class I will do 6 pyramids (twice each) then switch to a spelling race. I have one student from each group race to see who can spell the word correctly the fastest (by memory and by listening only). I give two points to the fastest team then one point to all other teams that were correct. This works on their listening, spelling and writing.

Listening Pyramid (listening tree) game

Reading comprehension task. Perfect for A2 and B1 level students. A short text about the construction of pyramids in Egypt plus eight questions to the text. Finding information in the text.

The origins of Egypt's Pyramids

The worksheet titled "The Truth About Pyramids and Ancient Aliens" is designed to engage students in critically analyzing the popular myth that ancient aliens built pyramids around the world. Through a humorous and informative reading passage, students will learn about the practical reasons why ancient civilizations independently adopted the pyramid shape for their structures. The worksheet includes discussion questions that encourage students to explore why such myths persist and what archaeological evidence debunks them. Additionally, an activity comparing pyramid construction techniques across different cultures will highlight the shared architectural knowledge of ancient societies. The worksheet is visually enriched with a comical illustration of an alien spaceship hovering over a pyramid, emphasizing the playful tone of debunking the myth. Finally, a homework assignment prompts students to research and debunk another historical myth, fostering critical thinking and evidence-based reasoning.

Ancient Aliens and the Pyramids.

Food pyramid and ihealthy and unhealthy food.

Food Pyramid - Healthy and Unhealthy food.

This is a story related to Great Pyramid of Giza, a famous landmark. It can be used in reading activities. It is also available in ESL printables. Developed by Sirhajwan Idek

Famous Landmark ( Great Pyramid of Giza)

Comprehension and vocabulary: Ancient Egypt Pyramids-short text and speaking excercise; Students should read the text first and then speak about it, answer the questions or similar. Fully editable.

Ancient Egypt Pyramids-short text and speaking excercise

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

58 Pyramid English ESL worksheets pdf & doc