A selection of English ESL printables with beginner (pre-a1)

This material will be useful and helpful for teachers who teach elementary, beginner or kindergarten students to make plural form of nouns by adding -s (pencil - pencils)

Plural Nouns for elementary

Students must unscramble 5 Halloween words and write sentences using the Halloween vocabulary. There are also empty picture frames for students to draw pictures if they finish the activity early. This matching video: https://youtu.be/ml_ce0b2Pjw gives students 60 seconds to solve each word and then the words are magically unscrambled on screen. 


To make the exercise easier for younger learners, you may provide the first letter or last letter of each word. Teachers can use this as a 5 minute activity at the end of class.

Unscramble 5 Halloween Words - Vocabulary Activity + Video

Research paper writing involves creating a detailed and systematic written document that presents the results of original research on a specific topic. It requires thorough investigation, analysis, and interpretation of the subject matter. By following these steps from https://essaywritercheap.org/research-paper-writing-service/ and utilizing available resources, you can create a well-structured and insightful research paper that contributes to your field of study.
Here’s an overview of what research paper writing entails: 
Key Elements of a Research Paper
1.	Title
o	A concise and descriptive title that clearly reflects the content of the paper.
2.	Abstract
o	A brief summary of the research, including the research question, methodology, results, and conclusions.
3.	Introduction
o	Introduces the topic and provides background information.
o	States the research question or hypothesis.
o	Explains the significance of the study.
4.	Literature Review
o	Summarizes and evaluates previous research related to the topic.
o	Identifies gaps in existing knowledge that the research aims to fill.
5.	Methodology
o	Describes the research design and methods used to collect and analyze data.
o	Includes details on participants, materials, procedures, and analytical techniques.
6.	Results
o	Presents the findings of the research in a clear and logical manner.
o	Includes tables, charts, and graphs to illustrate the data.
7.	Discussion
o	Interprets the results and discusses their implications.
o	Relates findings to the research question and existing literature.
o	Addresses any limitations of the study and suggests areas for future research.
8.	Conclusion
o	Summarizes the main findings and their significance.
o	Restates the research question and how it was addressed.
9.	References
o	Lists all the sources cited in the paper, formatted according to a specific citation style (e.g., APA, MLA, Chicago).


Research paper writing tips

Training of the present, past and future simple tenses for the 3rd grade. Children chose and put the right tense looking at words of frequency. There are about 54 sentenses

Simple tenses revision

Pupils will learn affirmative and negative forms of the verbs Have got / Has got. Funny Monsters will help pupils to remember short forms of the verbs for affirmative and negative sentences. And they will also help pupils learn how to make short answers for interrogative sentences.

Have got / Has got with funny Monsters

Each student receives one card. They only know first and then random time in the schedule. Their task is to mingle and complete the schedule by asking other students. 

Time and schedule information gap mingling actvity

This review material for Elementary students includes days, months, and things at school. Users are free to Share (copy and redistribute the material - e.g. republishing on other internet platforms - in any medium or format) and Adapt (remix, transform, and build upon the material) for any purpose, even commercially. Under the following terms: Attribution (users must give appropriate credit, provide a link to the license, and indicate if changes were made

Days, Months, Things at school

Students should already know how to pronounce the letters of the alphabet and how to form upper and lower case letters. Cut the page in half (partner a and partner b). Students spell the words to each other (they have half of the words each).

English alphabet speaking practice game

this chart is a CVC Reading for kindergarten it is very common and very easy to teach to the students. you can teach them the rhymes and add more rhythm. hope you like it.



et Family

This material I created to do a revision with my students from Children 1 - We use the power up material and I am focusing on the units 3 and 4

The revision is based on little gammat and vocabulary

Revision for Ch 1 

kind of follow up exercise to the one created by colin granger



learners will place some mice in the kitchen and then answer the questions of others trying to find out where the mice are

can be used as a basis for pairwork revisiting the prepositions in English

 



mice invading a kitchen

A full class lesson plan full of activities and explanations that all beginning level students could utilize. The main focus is a vocabulary section



Practice ‘How are you?’ & memorize some vocabulary words 

Matching

Beginner (pre-A1)

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 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

26,355 Beginner (pre-A1) English ESL worksheets pdf & doc