A selection of English ESL printables with proficient (c2)

Brainstorm on the educational and pedagogical experience of Reggio Emilia. Handout suitable for humanities students.

High school students with B2 level of English.

Reggio Time Experience 

PRESENT SIMPLE IN ENGLISH AND OTHER LANGUAGES.

ENGLISH, ITALIAN, SPANISH, OLD ENGLISH, GOTHIC, LATIN, OLD CHURCH SLAVIC 33 MAIN VERBS IN THE PRESENT SIMPLE. TYPOLOGY.

PRESENT SIMPLE IN ENGLISH AND OTHER LANGUAGES.

MASTER-HEALER. 

DOTTOR GUARIGIONE. 

ЧІЛьНИЙ ЦІЛИТЕЛь.

WHAT TO DO, WHEN YOU NEED TO HEAL YOURSELF OR OTHERS? 

CHE FARE, SE VUOI GUARIRTI O VUOI GUARIRE GLI ALTRI? ЩО РОБИТИ, ЯКЩО ТОБІ ТРЕБА ОЗДОРОВИТИ СЕБЕ ЧИ ІНШИХ?

MASTER-HEALER. DOTTOR GUARIGIONE. ЧІЛьНИЙ ЦІЛИТЕЛь.

Use this documet to become familiar with terms related to political science.  This document can be used independently or in a group setting.  It's designed for business English or advanced English learners interested in delving deeper into vocabulary terms.

Political Science Vocabulary Words - English

The task is simple. The DOCUMENT have everything from simple instruction to complex processes that will take more than enough time to complete. Tripsitter Psychedelics

The Tripsitter Document

Using the dictionaries' definitions, try to verify the completeness of the definition of the term "genocide". Try to define the tautologies and to get rid of them.

GENOCIDE.WHAT IS IT?

TRANSLATION. TRADUZIONE. ПИСьМОВИЙ ПЕРЕКЛАД.

TRADUZIONE E LE SUE ESEGENZE. TRANSLATION AND ITS REQUIREMENTS. ПИСьМОВИЙ ПЕРЕКЛАД І ВИМОГИ ДО НьОГО. КОРОТКИЙ КУРС У ТАБЛИЦЯХ. A SHORT COURSE IN TABLES. UN CORSO BREVE IN TABELLE.



TRANSLATION. TRADUZIONE. ПИСьМОВИЙ ПЕРЕКЛАД.

FORMER SOVIET LEADERS ABOUT UKRAINE.

UKRAINE WAS BEFORE THEM. THEY CAME LATER.

WHAT LENIN, STALIN, KHRUSHCHEV, BREZHNEV, ANDROPOV, GORBACHEV THOUGHT ABOUT UKRAINE AND ITS FUTURE.

FORMER SOVIET LEADERS ABOUT UKRAINE.



2. How many people have died since the conflict in Ukraine started?

over 1 thousand people

over 10 thousand people

over 100 thousand people

over 1 million people

Answer: B



3. Which condition in the Minsk II agreement happened in reality?

All heavy weapons were banned in the security zone.

Russian armed forces had to leave Ukraine.

Donetsk People's Republic and the Luhansk People's Republic were recognized as separatists areas.

None of them.

Answer: D



4. When was Ukraine part of the Russian Empire?

In the 17th century

In the 18th century

In the 19th century

In the 20th century

Answer: C



5. According to the video, what was Putin’s aim behind Ukraine invasion?

to expand its territory

to declare war on Western Europe

to stop Ukraine from strengthening its ties with Western Europe

to protect innocent civilians from being bullied by Ukraine's government

Answer: C



6. Who assured the separatist rebels in the Luhansk People's Republic (LPR) and Donetsk People's Republic (DPR)?

the Russian military

the US military

the EU military

the Ukrainian military

Answer: A



7. Which is NOT mentioned as an organization that funds the Ukrainian military?

Ukrainian oligarchs

Members of the Ukrainian parliament

The Kiev government





Answer: D



8. What is the purpose of the video?

To analyze roles of different countries in the Russia - Ukraine war

To predict the future of conflicts in Ukraine

To examine relations between Russia and Ukraine

To explain the reasons behind conflicts in Ukraine

Answer: D



Trí tuệ

This a reflective essay on life and humans. A reading to help learners and people take some time to reflect and redirect their perspectives on life and appreciate some gifts we are endowed with.

Ants and Humans: A Reflection on Scale, Resilience, and Fragility

This is an AI Generated response to a very important question.
It is not really a worksheet. 
It is more of a reflective reading considering how the powerful have been using their might.

MUSK KINGS THE WORLD

Scent of a Woman - film worksheet includes 4 advenced exercises for after watching the film:
1. True/False
2. Multiple Choice Questions
3. Multiple Matching 
4. Open questions based on the watcher's opinion

Scent of a Woman - film worksheet

Proficient (C2)

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.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

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

2,854 Proficient (C2) English ESL worksheets pdf & doc