ESL WORKSHEETS & LESSON PLANS Beginning Level
By Paul J. Hamel
ESL WORKSHEETS & LESSON PLANS Beginning
Level
By Paul J. Hamel
The worksheets in this e-book have been developed to supplement English-asa-Second- Language textbooks and curriculum -- not to replace them. They are meant to enhance and bring variety to an already-existing school English language teaching program. The worksheets are designed to be duplicated and distributed to students. The worksheets can be used at home, school, or for any other independent setting. They can also be used to make overhead transparencies or be projected onto a whiteboard or smart board on which students can see the worksheet and write directly onto the projected image. Each worksheet is accompanied by a detailed step-by-step lesson plan and suggested teaching techniques to assist the instructor in providing an interesting and successful lesson. The lessons can also provide a useful resource for substitute teachers and tutors. The e-book opens in a PDF and there is no need to print out the whole book. Lesson can be printed out as needed. Copyright © 2010 by Paul J. Hamel All rights reserved No part of this publication may be stored in a retrieval system or transmitted in any form or by any means electronically, mechanical, recording, or otherwise without the prior permission of the copyright owner.
For more information concerning this publications go to ““eslworksheetsandlessonplans.com.” or contact Paul J. Hamel at “paul.hamel@ymail.com.”
INTRODUCTION Reproducible worksheets have unquestionably played a prominent role in education beginning with the invention of the ditto machine or spirit master, photocopier, overhead projector, and now the “Smart Board.” Worksheets serve as an important tool in supplementing, reinforcing, and expanding your lessons. No matter how good or complete the content of your textbook or curriculum may be, there will always be a need to fill in the gaps in knowledge and skills your students were assumed to have learned. The value of worksheets in teaching English as a Second language is clear. Worksheets help students: •
review and understand already-taught materials in a new way
•
learn through a variety of different methods
•
develop writing and spelling skills
•
have fun in doing challenging grammar and vocabulary building assignments
•
keep their minds active and engaged
•
learn new words and phrases on a topic
•
make inferences, evaluating choices, and drawing conclusions
•
refresh and help retain grammar points and vocabulary they have just learned
•
visualize the new words through photos
•
continue learning outside of the classroom
Crossword puzzles help teachers: •
supplement textbooks and curriculum
•
extend and reinforce their lessons
•
keep their students’ interest
•
provide extra homework or classroom assignment to improve English skills
•
provides additional methods of presenting grammar and vocabulary building
•
reinforce already-taught structures and vocabulary words
•
use as a review tool that is less intimating and less threatening than tests
Paul J. Hamel, June, 2010
TABLE OF CONTENTS NOTE: The worksheet titles are listed alphabetically and are not meant to be taught sequentially.
ESL Beginning Level TITLE ITEM # 1. A FEW, A LITTLE, A LOT OF, Pair Practice, Fill In 0099 2. ABOVE, BESIDE, BELOW, BEHIND, IN FRONT OF, 0128 IN BACK OF, NEXT TO, Pair Practice, Writing 3. ACROSS, ALONG, AROUND, OVER, UNDER, THROUGH, 0127 AROUND, Pair Practice, Writing 4. BETTER and WORSE, Pair Practice, Vocabulary Building, 0119 5. Body Parts, Pair Practice, Vocabulary Building 0019 Fill In , Class Discussion 6. CAN and CAN’T, Animal names, Common verbs, Writing, 0095 Class Discussion 7. CAN, Modal Verb, At the Shopping Center, Vocabulary Building 0094 8. Clothing, Find the Differences in Clothing, Discussion, 0055 Games, Vocabulary Building 9. Counting, U.S. Money, Reading, Counting, Oral Drill 0053 10. DO and DON’T, Imperative, Basic School Rules, Reading, 0013 Writing, Class Discussion 11. DO and DON’T, Present Tense, Reading, Fill In, 0046 Vocabulary Building 12. DOES and DOESN’T, Present Tense, Reading, Fill In, 0045 Vocabulary Building 13. Following Simple Directions, Operating Common Machines, 0002 Reading Comprehension 14. Forming Possessive Adjectives with ‘s, Student Mixer, 0016 Vocabulary Building, Class Discussion 15. GOING TO, Future, Expressions of Time, Writing, 0097 Vocabulary Building 16. HIM, HER, IT, THEM, Object Pronouns, Common Verbs, 0121 Pair Practice, Writing, Common Verbs 17. HIS, HER, THEIR, Possessive Adjectives, Pair Practice, 0011 Writing, Vocabulary Building 0011 18. HOW MUCH and HOW MANY, Pair Practice, Writing, 0098 Fill In, Vocabulary Building 19. Imperative, Common Verbs, Household Chores, 0014 Ordinal Numbers, Reading, Writing 20. MORE and LESS, Pair Practice, Fill In, Class Discussion, 0118 Vocabulary Building 21. Names of Basic Clothing Items, Student Mixer, 0012 Class Discussion, Vocabulary Building
PAGE 6-7 8-9 10-11 12-13 14-15 16-17 18-19 20-21 22-23 24-25 24-25 26-27 28-29 30-31 32-33 34-35 36-37 38-39 40-41 42-43 44-45
TITLE
ITEM #
22. Names of Family Members and Relationships, 0063 Vocabulary Building, Class Discussion, Fill In 23. Names of Food Containers, Crossword Puzzle, 0092 Vocabulary Building 24. Names of Fruit, Crossword Puzzle, Vocabulary Building 0066 25. Names of the Days and Months, Expressions of Time, 0067 Vocabulary Building 26. Names of the Parts of the Day, Expressions of Time, 0068 Vocabulary Building 27. Names of Vegetables, Crossword Puzzle, Vocabulary 0065 Building 28. NORTH, SOUTH, EAST, WEST, FAR FROM, NEAR, 0129 CLOSE TO, Prepositions of Location, Pair Practice, Writing 29. Numbers, Listening and Reading Comprehension 0070 30. Opposite Concepts, Common Adjectives, 0015 Vocabulary Building, Writing 31. Prepositions of Location Review, Vocabulary Building 0005 32. Present Continuous Tense, Common Verbs, Pair Practice, 0125 Writing, Vocabulary Building 33. Present Tense, Common Verbs, Household Responsibilities, 0020 Writing, Class Discussion 34. Present Tense, Student Mixer , General Personal Information 0017 35. SAY, SPELL, PRONOUNCE, Common Clarification 0064 Questions, Pair Practice, Class Discussion 36. Telling Time, Pair Practice, Fill In, Vocabulary Building 0018 37. TO BE, Short Answers, Pair Practice, People Categories, 0028 Vocabulary Building, Fill In 38. Using Social Language, Vocabulary Building 0061 39. WANT and WANT TO, Use of the Infinitive, Pair Practice, 0096 Writing, Vocabulary Building 40. WHEN, WHERE and WHAT TIME, Expressions of Time, 0124 Pair Practice, Fill In 41. WHO and WHAT, Question Words, Reading an Office 0123 Directory, Pair Practice, Fill in 42. WILL, Future Tense, Taking a Trip, Pair Practice, 0031 Vocabulary Building Useful Teaching Tips, Techniques, and Activities Other Educational Materials by Paul J. Hamel
PAGE 46-47 48-49 50-51 52-53 53-54 56-57 58-59 60-61 62-63 64-65 66-67 68-69 70-71 72-73 74-75 76-77 78-79 80-81 82-83 84-85 86-87 88-94 95
Note: Some lessons in the Intermediate Level Book may also be appropriate for beginning level students.
ESL Beginning Level
Pair Practice • Vocabulary Building • Fill In
A little, A few & A lot of
1 Directions: Read and pronounce the names of the items below. slice glass water
tickets
bread
spoon
sugar
cup
carton milk
cash
homework
pencils
gas
coffee
plate
liter/ gallon people
friends
books
dollars
problems
food
Directions: List the items above under A FEW or A LITTLE below.
A FEW
(Count) tickets _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________
lock
relatives
hours
A LITTLE
water do you see?
I see a little water?
How many tickets do you see?
Student 1: How much/How many _______ do you see? Student 2: I see _________ .
3 Directions: Write “a few,” “a little,” or “a lot of” below.
1
2
3
hair
(Non-count) water _______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________
2 Directions: Practice asking with another student How much with “How much?” and “How many?” Answer using “a little,” ”a few,” and “a lot of.” See the examples ►
coins
4 Interview: Ask another student the questions below. Write the answers using “a few,” “a little,” or “a lot of.”
Student Sur vey
I see a few tickets.
?
1. How many brothers/sisters do you have? ________ 2. How many relatives do you have? ____________ 3. How much money does gas cost? ____________ 4. How many hours do you sleep? ______________ 5 6 5. How many books do you read in a year?_______ 6. How many close friends do you have?_________ 7. How many hours do you study? ______________ How much fruit How much cash 8. How much do you like __________? __________ do you eat? I is in the photo? 9. How much __________________ ? __________ eat _________ It’s__________ _________fruit. _____ money. 10. How many __________________? __________
How many How much tea How many apples are do you drink? people are there? There I drink _______ there? I see a few apples. __________tea. ______ people. ______
4
How many children are there? There are ________.
elsworksheetsandlessonplans.com
© Paul J. Hamel 2010 • Lesson 0099
ESL Beginning Level
Pair Practice • Vocabulary Building • Fill In
Teacher’s Notes
1
Before distributing the worksheet, begin the lesson with a conversation using “how much” and “how many” to determine how much the students already know about how these expressions are used. (See lesson How much & How many, Item #0098).
2
Distribute the worksheet. Introduce the vocabulary and pronounce the names of the items for each photo. Have the students model the pronunciation of the words after you. Make sure that the students know the following countable nouns: glass, carton, cup, slice, spoon, liter, gallon, lock (of hair), and plate. Point out that these words are countable and can be used with non-countable words in expressions with “of.” Examples: a glass of water, a carton of milk, a cup of coffee, a slice of bread, a spoon of sugar, a liter/gallon of gas, a lock of hair, and a plate of food.
3
Explain that we use “a few” for items that can be counted and “a little” for items that cannot be counted. Then, direct the students to list the items in the photos under the columns “A FEW” or “A LITTLE”.
4
Introduce the structure by asking questions such as the examples below. Continue asking similar questions about the remaining photos.
5
How much water do you see in the photo? How many tickets do you see?
Vary the questions by using other verbs such as “want,” “have, “need,” “eat,” “drink,” “study,” “like,” etc. Examples:
6
7
8
I see a little water. I see a few tickets.
How much money do you want? How many friends do you have? How much do you like ice cream?
How much coffee do you drink? How much food you eat for dinner? How many hours do you study?
Explain that “a lot of” is the opposite of “a little” and “a few” and is used with both count and non-count nouns. Examples: How many friends do you have? I have a lot of friends. How much money do you want? I want a lot of money. Repeat the drill in exercise 2 eliciting answers with “a lot of.” Ask about friends, relatives, cousins, the cost of a car, gas, etc. Direct students to exercise 3 on the worksheet. Identify the items in the photos and have students repeat them after you. As a oral exercise ask the students to use “a little,” “a few,” and “a lot of” in the blank spaces below the photos. Expand the activity by asking for volunteers to pose original questions using “How much” and “How many” using “a little,” “a few,” or “a lot of” in the answers. Finally, have the students write the expressions on the blank lines provided. (Answers: 1. a few; 2. answers will vary; 3. a lot of; 4, a lot of; 5. answers will vary; 6. a lot of) Direct the students to the Student Survey in exercise 4 at the bottom of the worksheet. As an active listening and reading exercise, read the questions to the class orally and have the students underline any unknown words. Then, explain any unfamiliar vocabulary. Ask the students to provide two original questions at the end of the survey. Finally, discuss the answers in a class discussion. FOLLOW UP ACTIVITIES
9
10
Emphasize the use of such words as “food,” “money,” ”work,” “furniture,” and “hair” with the question “How much?” Some students tend to use the question “How many?” with these words. It may be useful to drill these in the following types of contrasts: How much money? A little money. How much work? A little work. Stress that the use of the article “a” is essential. Lack of the article produces a negative impression. Compare: I have little time. (almost none) I have a little time. (a small quantity)
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I have few friends. (almost none) I have a few friends. (some) © Paul J. Hamel 2010 • Lesson 0099