A selection of English ESL printables with advanced (c1)

This is a quick test to evaluate SS about the plural of nouns.  It includes one example of virtually every kind, such as : +s, +es, irregular plurals, etc.

Besides, in order to save some paper and take care of the planet every page will serve for three students! :)

TEST- PLURAL FORMS

 3 pages of - A COMPREHENSIVE LIST OF MODAL and SEMI-MODAL VERBS, THEIR USE AND EXAMPLES OF HOW THEY ARE USED.  A COLOUR GUIDE HELPS TO FIND MODALS USED IN A SIMILAR WAY.  If you find this useful a hit on 'like' or a 'thank you' would be greatly appreciated.

3 pages - MODALS AND ASSOCIATED VERBS

This worksheet contains 18 conversation cards and a matching exercise. The cards can be cut out if desired and be used as conversation questions. Can be used with both young learners and adults (pre-int to upper-intermediate). Suitable for teens, university students and adults. I usually cut up the questions and put them in the middle of the table. Students take a question in turn and read it aloud, so the others need to listen carefully and the ´reader´ needs to pronounce well. Then I let students answer the question - either students volunteer or we pick one at random (make sure everyone gets involved). After the questions I sometimes give a handout to each student in order to do the matching exercises discuss the quotes.

Let's Talk about London

(with Answer Key) This worksheet is based on the song The Show Must Go On by British rock band Queen. Before listening, the students are given a number of words from the lyrics and are asked to rewrite them in rhyming pairs. Then they try to complete the lyrics using these rhyming pairs. They listen to the song and check their answers. Finally, they do a vocabulary matching exercise so that they can understand the lyrics better. I have also included a short factual text (adapted from Wikipedia), which will help Ss get a wider understanding of the song. 

(song) The Show Must Go On - Queen 

This worksheet contains 18 conversation cards, an useful language box,a matching exercise and a question box. The cards can be cut out if desired and be used as conversation questions. Can be used with both young learners and adults (pre-intermediate to upper-intermediate). The answers to factual questions can be found in one of the boxes at the bottom. You should be able to figure out which numbers answer which question. (+/- 1,000,000 words in English, 370,000,000 native speakers, avg vocab of 12,000-20,000 etc.)

Let's Talk About English

Listening exercise for students to learn new vocabulary and increase their listening skills. Helps with comprehension and can be used to show different adjectives in song. Allow students to listen at least twice.



Blank Space by Taylor Swift

Part 2 of the BULATS (Business English) speaking test requires candidates to choose one (from 3) topics and speak for 1 minute. They have 1 minute to choose and prepare, and then one minute to speak. The topic has 3 points which must be included, and one question which must be answered. This document has 20 topic cards that you can print and cut out to practise the activity.  I created them for my (employed) students so they may not be suitable for all candidates, but feel free to adapt the document to suit your own circumstances.  Note that the topics are not taken from past exam papers - they were just invented by me so please do not think that these particular topics will necessarily crop up in the exam. The purpose of the cards is to allow candidates to practise preparing and organising their thoughts quickly and getting familiar with how long one minute feels when they are speaking.

BULATS Speaking Test Part 2 - talk for one minute

2 exercises to revise defining relative clauses. Thanks Martin Phillips for clipart. Hope it's useful! Gloria

Defining relative clauses

A reading comprehension task with a true/false activity, W/H questions, sentence completion, inferring word meaning from context and interpreting pronoun referents.

The text is great!

pages : 2

Eat healthy food.

Learn the difference between used to, be used to and get used to. The worksheet tells the reader the difference between used to, didn't use to, be used to and get used to. With sentences to fill in the blank and then rewrite sentences. 

Used To, Be Used To, Get Used To

A collection of short riddles i have gathered over the years. I'm sure u know most but it's nice to be reminded of a few. Useful as warmers/ creating classroom discussion etc. answers provided.

big kiss

59 Riddles

Another 5-Minute activity card for your "first-aid kit". It is a good activity if you want to bring some fun into your lessons. Check my uploads for the previous ones.

A 5-Minute Activity #4

Advanced (C1)

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.

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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>

Get here and you are ready to study in English at university

7,202 Advanced (C1) English ESL worksheets pdf & doc