A selection of English ESL tea printables

This is an imaginary story for students either to read or listen with comprehension questions and drawing activity.

The first time I did this activity with my students, they all got enthusiastic to retell the story as it is so funny.

This activity includes an mp3 file, but I just could not insert it in such website. If you need it, just let me know through emailing me: omar-dh@live.com.

Please, do not forget to pray for me if you benefit from such an activity.

Imaginary story: Green Tea

A beautiful picture with a true or false activity and a gap fill/cloze exercise. A full answer key is provided. Good to practise the present simple and preposition of place. 

An invitation to tea

This is a worksheet with 3 parts to practice fruit names and interrogatives related to the topic. A- Match and Read: Look at the pictures and choose the corresponding words. B- Questions and answers: Have students talk with inquiries to expand their ideas. C- Talk and Write: Information gap of pair work to have students talk. All the pictures are from http://openclipart.org. 

The Cool Fruit Tea

5 O'clock Tea Poem

I made this lesson as a follow up to "The Tradition of 5 o'clock Tea" lesson. The text is an extract from the website of the company called The Tea Terrace. It is a good lesson for discussing this aspect of British culture and also learning some marketing vocabulary. It includes an exercise on phrasal verbs.

The Tea Terrace Food

This worksheet is about tea and the roles it plays in Turkey. There are many engaging tasks like listening, speaking, vocabulary and writing to make the lesson fun and engaging.

TEA TIME IN TURKEY

A short grammar guide and 4 exercises to practise the use of a, an, some and any with countable and uncountable nouns. B&W version and KEy included. Have a nice day mada :)

Would you like some tea?

My worksheet is consists of 2 pages. A text for reading and exercises. 5 o'clock tea is famous all over the world, but not some many people know its traditions and facts. Hope both teachers and students will like my work!

Tradition of 5 o'clock tea

This is a passage about that English habit of taking afternoon tea. This is an updated version of a worksheet I have uploaded previously. They hve to match the definition with the cakes and do the T/F. There is a key for the match-up. 

Afternoon Tea in the UK

A fun new lesson to learn the history and fun facts about coffee and tea. Warm-up and conversation questions, listening comprehension questions, vocabulary builder, idioms, words in context exercise, listening exercise, transcripts, and answer key. Note: this is just a teaser of the full lesson. For full access, sign up as a TeacherPro at: www.pocketpassport.com



Watch the YouTube video here: https://youtu.be/rGtKRc80XJ8



Coffee Vs. Tea - The History

If you have students who work with a lot of Brits, or are moving to the UK, this might be helpful for them. It's a role play about how to offer and accept a cup of tea. There are a few tasks presenting and practicing the target language before the role play task itself.



Tips



You can use the illustrations to explain 'kettle', 'sugar lump' and 'pot' if the students get stuck.



Point out that these are the general phrases but that some regions may have their own unique slang. It's all right, because no one except locals will be expected to know it.



During the role play in exercise 4, if you have access to a kettle, you could actually make the drinks for authenticity. Why not?



Answer Key



1 As a morning drink, on an office break, when guests come round, with meals etc.



2 Sophie takes her tea with just a dash of milk. Mike takes his tea milky with two sugars. Fred doesn't drink tea at all.



3 

1) Fancy a ...?

2) cuppa

3) I've just put the kettle on.

4) How do you take it?

5) I like it

6) Milky

7) two sugars

8) I'm not much of a tea drinker.



NB: In certain situations, we stop using partitives. Here, we can say 'sugars' instead of 'lumps/spoonfuls of sugar'.



4

a 2

b 5

c 4

d 1

e 3



Time for Tea Role Play

Starting point: "Consent - It's simple as tea" video. 

It's about raising sexual consent awareness. 

Activities: watching and listening, reading, grammar(do you mind / would you mind), speaking and writing.

Final task: produce a poster and a play for an in-school campaign.

consent, it's simple as tea

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

9,156 Tea English ESL worksheets pdf & doc