A selection of English ESL vowel printables

READING CONSONANTS AND VOWELS IN A CLOSED SYLLABLE

reading for the illiterate.

reading for the beginners.

reading rules and analogies.

reading for the immediate beginners.



READING CONSONANTS AND VOWELS IN A CLOSED SYLLABLE

My own remake of the vowels sounds - inspired by jolly phonics



Read the words and point to the pictures emphasizing the vowels sounds a/e/i/u/o.



The children look at the picture box. Say the word box ask the children to listen out or the /o/ sound.

Point out that in the line of short vowels above the picture the /o/ has been circled.



The children look at the rest of the pictures and say the words for them circling the short vowel above. Also write down the words under neath the pictures. The last picture has 2 vowel sounds see if your children can pick them up!



Finally a word search containing 4 of each vowel sound to find.

Short Vowels a/e/i/o/u  RE-UPLOADED

The objective of this board is to train the digraphs, but the examples are easy with a low level of complicity. It's a fun activity that helps to get acquainted with the digraphs. if a child is in the square with a snake for the second time and doesn't want to go back, so he or she can read the words in the square and goes further.

The rules of reading (digraphs + vowel revision) (part 3)

an amount of basic irregular  verbs.Level A1 and A2. The vowels are presented in different colour just to help children with learning difficulties memorise them easier.

Chart - Irregular Verbs - Vowels in Colors - For Greek Speakers

The objective of this board game is to train the reading of single consonants, especially Gg and Cc + e,y,i, besides the revision of vowels is presented. So it's a good contunuation of the first part with a low level of complicac.y You should pay special attention to the reading of the letter u in the open syllable, at it is read as [u:] after the consonants r and j. 

The rules of reading (English single consonats + vowel revision) (part 2)

I created this worksheet based on transport vocabulary especially for my second year elementary students who are learning English with Explorers. I hope you like it!

EXPLORERS 2 UNIT 2 TRANSPORT - FILL IN THE GAPS WITH VOWELS

It's a set of dice as the title suggests. These are smaller dice than my other similar upload. They are meant for beginners learning the few rules of reading English.

Sets of Dice for CVC, CVCe, R-Controlled, and Long Vowels

This is a vocabulary exercise for Unit 5 of the Japanese/English textbook My First Trip: Key Phrases for Traveling Abroad by Tae Kudo.



It's good for intermediate or high school level learners or younger students with higher level English abilities.



Students need to fill in the missing vowels for each of the key vocabulary words. There is a total for each vowel at the top of the worksheet so they have an idea of how many of each vowel they should have.

My First Trip | Unit 5 On the Train / Bus - Missing Vowels

Become aware of the difference between words with a short vowel and words with a long vowel, which you may not have in your own language; pronounce, read definitions, remember meaning and pronunciation from images; use derived words in context

Vocabulary - long vs short vowel words; words derived from EMPLOY and OPERATE

It is a boardgame for students learning long vowels.

 [e] eigh, ai, a_e, ay

 [i] ee, _ie_, e_e, ea

 [aɪ] i_e, ie, igh
Put 2-4 students in a group. Each student rolls the dice and moves their game piece the same number of spaces. Once land on a space, he/she should read out loud the word.

Long Vowels- [e] eigh, ai, a_e, ay; [i] ee, _ie_, e_e, ea; [aɪ] i_e, ie, igh Board Game

A worksheet dealing with phonetics and some of the major difficulties my students usually have (maybe the same as yours). There are 7 exercises to differentiate vowel and consonant sounds, to differentiate z and s sounds an three exercises with the ending “ed” sound of regular verbs in the past. After the students do the exercises, they’ll find the transcriptions on the second page for auto-correction. The teacher may want to check it orally after their own correction. The worksheet is completely editable / correctable to better fit your needs or your students’ vocabulary and level. Hope it’s useful. Thanks for downloading and have a nice day!

Phonics!!! – 7 different tasks [z / s sound; final ed in the past; vowel sound; th sound] with phonetic transcriptions for auto-correction or oral correction. ((2 pages)) ***editable

Students have to choose and write the correct article for the singular food or animal nouns. Either they need to put A before nouns starting with a consonant or they need to put AN before nouns starting with a vowel.

A/an for singular food or animal nouns

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

366 Vowel English ESL worksheets pdf & doc