A selection of English ESL going out, entertainment printables

Going out, entertainment

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

Multi-purpose activity: vocabulary related to the towns and buildings, prepositions of place, and oral or written descriptions of places. It can also be used to plan a dialogue to ask and give directions or to ask students what actions people can do in each shop or building. 



More worksheets about the same topic here: https://en.islcollective.com/mypage/my-creations?search_key=town&type=printables&option=published&id=620769&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=12

THIS IS MY CITY

An exercise to evaluate students' reading and understanding the use of silent letters in English word formations.  Some of the words used in this exercise are in gibberish, and have no meaning in English; they are used here only for the purpose of sounding in-line with the correct words.  This also checks the students' spelling abilities, and their accuracy in reading.  Mostly, this exercise comes to ensure the students' familiarity with silent letters in the English language, AFTER they have already gone over the topic learned the vocabulary. 

English Silent Letters Excercise

Easy exercise for beginners to encourage them to write their own story. there is a word bank for ideas and prompts at the beginning of the sentences. Hope it's useful.

Let's write a short story

This reading comprehension gives beginners some reading practice. They first have to read the passage, then complete all the activities that follow. I hope you find it useful.

Reading Comprehension: Stuck in the Desert 

This is a writing activity aimed at A2 students but can be used for other levels  just by editing the instructions. I have planned this one as a test. Students use any verb tense and vocabulary relatred to trips and tourism.

Here you are another similar practice:

https://en.islcollective.com/resources/printables/worksheets_doc_docx/writing_an_e-mail_-_test/verb-tenses-holidays/75488

If you want to introduce this topic, it's also useful this task:

https://en.islcollective.com/resources/printables/worksheets_doc_docx/melissas_trip_to_london/verb-tenses-london/75596

AN E-MAIL FROM LONDON

This is a short story in which many verbs in the simple past are included in order to practice them. Children then have to answer true or falso questions in order to check their understanding.

A simple past story

This is a simple writing activity aimed at Beginner/ Pre Beginner ESOL adult students. There are 5 activities (you can adapt them to your audience). They include a simple comprehension, sentence ordering, a gap fill, writing your own letter and a correction activity. This activity was created for ESOL students taking Entry 1 ESOL and Functional Skills writing exams.

Writing a letter to a friend.

There are seven colourful and fun pictures that the students are supposed to talk about the things wrong and normal in the pictures. So they can use a diverse vocabulary and structures.

What's Wrong with the Pictures? Speaking Activity

The objective of this worksheet is to  improve writing , reading , reading comprehension and listening. Is a reading comprehension and writing worksheet . It's a dialog between two charachters, an image and you have to draw lines, guesing the charchters name.

In the park

A small worksheet on the correct use of so and such. It's probably better to get them to put their pens down and tell you the answers. I sometimes play "finish the sentence" (it was so hot that ...) with them after teaching this structure. That normally helps them. Answers are at the back as always. 

So and Such

Good for A2 students and upwards. A good old game of battleships with a difference. You must put X´s where you want your ships, bombs, pirates to go (it tells you how many squares to cross and how many ships you can put) then just play as normal, except use the phrases in the boxes to formulate sentences. (eg. On Saturday, would you like to watch a movie...) and if it matches your square you cross it off. Once you´ve got a whole ship, you must shout "arrr me hearties!" 



So there you have it. Pirates. Battleships. Verb tenses and a great way to get students talking.

Pirate Battleships

In this exercise, students answer the question: "Why do you go to....?" and they answer it using the infinitive of purpose (to+inf). They can ask follow-up questions if possible.

34 Going out, entertainment English ESL worksheets pdf & doc