Blank filling exercises for practicing using the correct question tags for different situations. The exercises come after detailed explanations and examples of question tags and their usages.

Question Tags & Exercises

One page worksheets covering 7 conversation topics: 1. family, 2. food, 3. school, 4. shopping, 5. jobs, 6. hobbies, 7. travel. Each worksheet has 4 questions, pictures with vocabulary.

Conversation Topics 1-7 (A1-2)

60-minute A1-level ESL class for teens and adults - introduce, practice, and activate activities included. Introduce concept, key vocabulary with CCQ and ICQ, word-to-meaning match, gap filling, and speaking tasks. Made by Anton Norris - ESL and IELTS teacher from Ireland with 15 years of experience in China and Ireland.

ESL: A1 - Swimming by Anton Norris

Blank filling exercises for practicing using the correct comparatives and superlatives for different situations. The exercises come after detailed explanations and examples of comparative and superlative forms of adjectives and adverbs and their usages.

Comparatives and superlatives of adjectives and adverbs

Reading activity using present continuous and marine life, it was meant for a EFL 6th student and for a 30-min online class. i don't know what else to add here.

present continuous (now)

Family vocabulary 
Useful presentation to check family vocabulary using The Simpsons characters. _It can be used with A1 level students of ages between 10 to 17.

Family vocabulary

These slides contain a summary of the uses of Simple Past and Past Continuous, with examples and activities for students to do. Also, there is an explanation on the use of time sequencers and some connectors.

Simple Past, Past Continuous, and Time Sequencers

This lesson has minimal instructions, the reason is because it leaves the teacher plenty of scope to fit to their teaching style. There is a Dora the Explorer video which links to this:  https://youtu.be/6BD7k24t2KU?si=4eYClBOJgYQtmlgu  I like to play the video and get the student to name (and write down the animals as they appear) before we start using this lesson. 

The slide deck is set in a fun Dora the Explorer jungle theme to keep young students engaged. Here is what is included in the slides:
Animal Vocabulary:  Animals, including the monkey, fox, lizard, chicken, toucan, bird, mouse/rat, leopard, armadillo, parrot, tiger, deer, and elephant
.
Comparatives and Superlatives: Practice with describing animals using the structures "bigger than," "smaller than," and "the same size as"
.It also covers identifying "the biggest" (the elephant) and "the smallest" (the parrot)
.
Opposite Adjectives Focus: This section reviews pairs like good/bad, wet/dry, cold/hot, fat/thin, big/small, dirty/clean, slow/fast, easy/hard, and loud/soft
.
CVC Reading Dialogue: A short, simple dialogue using primarily CVC words and example sentences (like "An armadillo is quite big" and "Tigers are bigger than deer") for reading practice.
.
Writing Practice: Interactive prompts have been added encouraging students to copy and write down the animal names and adjectives.
.

Dora Jungle Animals Comparatives

 A communicative, interactive language-learning resource designed to engage students in speaking, role-play, and problem-solving around the theme of travel. It’s structured to encourage pair and group work, with clear prompts that guide learners to use English in practical, real-world contexts.

The Great Escape-Travel Vocabulary and Speaking Practice

Presentación en PowerPoint diseñada para jugar en clase. Contiene preguntas de opción múltiple sobre cultura general, ideal para evaluar conocimientos de forma divertida y dinámica.

Quiz interactivo de conocimientos generales

An interactive PowerPoint for kindergarten students to learn the basic parts of the face, including eyes, ears, nose, mouth, and hair. The presentation uses colorful pictures and simple activity to help young learners identify and name each part.

Parts of the Face – Kindergarten

A PowerPoint presentation that helps students learn how to write an opinion paragraph. First, they will determine the components of opinion texts. Then, step by step, they write an opinion paragraph about allowing students to use smartphones in the classroom.

Opinion Writing (PPT)

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)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

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>

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