A selection of English ESL accidents printables

Accidents

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)

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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: 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: unmixing and 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

With this board game, students will practise GIVING ADVICE in an enjoyable way. Pre-teach possible ways to give advice first, focusing ont he form SHOULD or SHOULDN´T, although there are many other ways to give advice (short grammar summary included). Answer key with sample advice included for almost half of the game squares. Let´s make learning fun.

Board Game - Advice Needed

First, students have to tell the story of the little guy using all the words on the right side of the worksheet. Next, they have to add some more details to the story based on the 10 questions provided. Finally, students add to the story some of the “story phrases” at the bottom. Page 2 suggests follow-up tasks. Page 3 features my sample stories (1 short+1 long version). This story telling task could be used for almost all levels. Students on more advanced levels simply add more elaboration and a broader range of vocabulary to the story. Bless up, Kisdobos 

Desert Island Story (Storytelling based on picture prompt)

Breaking News - Past Passive Speaking Activity: Ss are organised into small groups. Each group gets X pictures and their task is to come up with a story / a piece of news connected to the picture. The main aim of this task is to form as many sentences in passive voice as possible. The groups then present their stories using a style that resembles news programmes. T can write some sentences on the board to help Ss mime this style, e.g. “Good evening, this is...” / “Hello and welcome to... Radio...” 
 
Source of the photos: 
1. dailymail.co.uk 
2. spiritualunite.com 
3. drstevebest.wordpress.com 
4. india.com 
5. windsorstar.com 
6. davidhagerman.typepad.com

Breaking News - Past Passive Speaking Activity

Learn about 7 different natural disasters. 
Learn how they happen, where they happen and what you should do to avoid them or to be safe in the worst case. 
 
Explanations are not 100% accurate and precise but it gives good and simple way of understanding these phenomenons. 
 
Works much better if you can show them some photos of actual events first, talk about them, ask them, let them try to explain and then hand out the worksheet. 
 
Answers are given below in wrong order. 
 
Ask your students if they saw some of those in the news or even in real. 
Which is the strongest? Do they happen more often recently?

Natural Disasters

Passive ESL worksheet about the unlucky Olympians. Ss have to come up with passive sentences based on the pictures, and say what happened to each unlucky athlete. It also teaches that there are some verbs (e.g. fall, rip, lose, break, etc.) that stay in the active when they mean that something happened by itself: Eg. "The baseball bat broke. Nobody broke it, the wood was just too weak." As a follow-up, students can draw more unlucky athletes with stick figures.

Unlucky Olympians 

A Conditional 1 worksheet. As we know, Murphy’s Law is one of the governing principles of the universe. :) It states that "If anything can go wrong, it will." Storm chasers, just like anyone else, are subject to Murphy’s Law. Your studentÂ´s task is to look at the picture and create relevant Murphy’s Laws about their situation. 

Murphy´s Law for Storm Chasers (Conditional 1.)

accidents and emergency

Try this fantastic video activity on future predictions. The activity is an activation task. It should be done after students have been taught how to use the various ways to make predictions, including "might..., will..., and be going to...". 
 
Find the video: 
On YouTube, by searching for “English Through Videos: Future Predictions - Family Guy”. 
Or by using the link below. 
https://www.youtube.com/watch?v=G_qSRKZmMDU 
 
Instructions: 
 
- Watch the video. 
- When the video pauses, make predictions about what you think will happen next. 
- It can be done as a speaking activity (in pairs) and/or as a writing activity using the worksheet.

Future Predictions Video Activity - Family Guy

Comic strip: A chef is cooking in the kitchen when he hears the phone ringing. While walking to the phone, he slips on a banana peel and falls on his back. Tell the story according to the pictures.

Accident in the kitchen - Picture story

The worksheet contains pictures of safety signs in a construction site or in a shop. The student has to match the pictures with the words in a word bank below the worksheet.

SAFETY SIGNS 

This fun video activity is to practise using past modals "should have.." and "would have..." to discuss past mistakes. The video describes the Top Ten Stupid Mistakes made by people. Learners should listen and fill in the missing information to show they understand the mistakes. Then they can give their opinions and suggestions about the past using past modals. This can be done as a speaking and/or writing activity. There are more detailed instructions on the worksheet. 
 
Copy and paste this link to find the video: https://www.youtube.com/watch?v=C5AvDdeEx48 
Or search YouTube for: "English Through Videos: Past Modals "Should have...Would have..." - Discussing Mistakes"

Past Modals: "Should have... Would have..." - Discussing Mistakes

You can use this exercise to practice "Possessives". It is also a reaading worksheet. There are two reading comprehension exercises after the text: True/False sentences and questions. This worksheet is suitble for students with elementary and pre-intermediate level.

76 English ESL worksheets pdf & doc: accidents