how to describe things or people in English

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

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)

Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

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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 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

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)

Improv game / Role play / Miming or drama activity

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

Nine speaking cards to talk about daily routines. Eight of them are completed, the ninth one is for students own day. 

Daily Routines Speaking Cards

This is a worksheet to practise and review how to describe people including physical description, adjectives describing character and personality, free time activities, hobbies, abilities and personal information.

People Description

A simple worksheet to drill and practice the different uses of, 'have to',  'has to',  'don't have to', and, 'doesn't have to'. This was designed as a quick activity for Japanese junior high school students following a lesson on auxiliary verbs. The two tables at the top of the worksheet act as a reminder for the students, but this worksheet can also be turned into a quick test by removing the tables.

Have to / Has to / Don't have to / Doesn't have to

The objective of this worksheet is to practise skills for Countable and Uncountable nouns. Its a grammar-focused worksheet, which can be done individually or as part of a group. It covers 4 tasks which focus on the vocabulary of food alongside grammar using words such as \'much\' \'many\' \'any\' and \'some\' along with quantifiers of food for example a\'a bag of rice\' and a \'bunch of grapes\'. The worksheet has been designed to be fresh and modern. 

Countable and Uncountable Nouns

This worksheet is designed to be used with a YouTube video. It helps learners practise the use of the Simple Present tense to describe daily routines. Play the video using this link: https://www.youtube.com/watch?v=ZuXACPrJNHw&feature=youtu.be 
 
It is a gap-fill activity. The video shows lots of pictures which show the Queen's daily routine. The pictures have sentences describing them with a word missing. There are three words to choose from written below the sentences. Learners must choose the correct form of the verb, using the Simple Present tense and with or without the third person singular "s" ending. 
 
It can be done as a speaking activity or as a writing task using this worksheet. The answer key is provided. 
 
Disclaimer: The video is simply a fun way to practise the use of the grammar structure. The information in the video is not a factual account of the Queen's daily routine. Also, it includes pictures of the Queen herself as well as actors impersonating her. I hope your students enjoy it!

Simple Present for Daily Routines - The Daily Routine of the Queen

Learning about feelings. Complete the sentences using the appropriate adjectives to describe feelings. 
There is a link for watching a video about the same vocab.

Feelings

Best way to get to know your students, their preferences as well as their knowledge of vocabulary. 
Depending on the level students can write sentences, words and add pictures to be more complete. Once it's done they can present their poster to the others.

all about me

This printable, downloadable handout is best suited for high school students and elementary school students at Pre-intermediate, Intermediate and Upper-intermediate level. It is valuable for consolidating present simple tense expressed with CAN in English, and is excellent for working on your class' Writing skills.

Superheroes can they

Here is an easy worksheet that can be managed by any level students. In this worsheet students will have to match the correct physical description to the corresponding picture. keys are not included.

who's who?

This worksheet is designed to be used in conjunction with a YouTube video to practise the use of the Present Continuous / Present Progressive tense. Play the video using this link https://www.youtube.com/watch?v=qFApUDdHcTU 
 
The video shows Mr Bean going through his day doing numerous different activities. There is music playing over the video. Each time the music stops, students should describe what Mr Bean is doing using the correct grammar. 
 
The activity should be done as a controlled practice or an activation task after the grammar structures have been taught. It can be done as a writing task using this worksheet or as a speaking activity with the video alone. 
 
The answer key is provided. 
 
I hope your students enjoy it! :) 
 
Student Instructions: 
 
1. Watch the video. 
2. Look at the actions Mr. Bean is doing when the music stops. 
3. Write sentences describing the actions. 
4. Use the Present Continuous (Present Progressive) tense. 
 - E.g. “He is watching TV. 
5. Practise using contractions. 
 - E.g. “He’s watching TV.

Present Continuous (Present Progressive) - What is Mr Bean doing?

Level 1 of a three part series to practice the verb, 'to be'. This simple worksheet focuses on present simple tense, in positive form. 
This worksheet was designed as a short activity for Japanese junior high school students.

To be verb practice Level 1

  A  multiple choice worksheet to revise appearance and personality adjectives,  comparatives and describing people.  This worksheet is intended for middle school students. 

559 English ESL worksheets pdf & doc