A selection of English ESL celebrities (stars, famous people) printables with video or movie activity, listening comprehension

Video or movie activity

Celebrities (stars, famous people)

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

This worksheet is designed to be used with a YouTube video. It helps learners practise the use of the Simple Present tense to describe daily routines. Play the video using this link:   https://www.youtube.com/watch?v=ZuXACPrJNHw&feature=youtu.be



It is a gap-fill activity. The video shows lots of pictures which show the Queen's daily routine. The pictures have sentences describing them with a word missing. There are three words to choose from written below the sentences. Learners must choose the correct form of the verb, using the Simple Present tense and with or without the third person singular "s" ending. 



It can be done as a speaking activity or as a writing task using this worksheet. The answer key is provided. 



Disclaimer: The video is simply a fun way to practise the use of the grammar structure. The information in the video is not a factual account of the Queen's daily routine. Also, it includes pictures of the Queen herself as well as actors impersonating her. I hope your students enjoy it!



Simple Present for Daily Routines - The Daily Routine of the Queen

Song to practice Past Simple regular (most) and irregular verbs. Student slove to listen to music so this is a way to review verb tense painlessly and while having fun.

Pink - Who Knew - Song Gap Fill

A fun ESL video activity to review the use of the "BE GOING TO" future tense. Students should watch the video (found here: www.youtube.com/watch?v=kMsI8UR2DcE). You can hand them this ESL worksheet before they watch the video, so they can guess the right answers, or they can answer them while watching it, it's up to you. After they watch the whole video, they must write sentences using the "BE GOING TO" form and the answers they checked. Thank you for checking it out! Have fun!

Mr. Bean in Room 426. BE GOING TO Practice

THIS WORKSHEET WAS DESIGNED TO BE USED IN THE LISTENING SKILLS BUT YOU CAN USE THE FOUR SKILLS. 

I PROVIDE YOU WITH THE YOUTUBE LINK AT THE END OF THE PAGE. I HOPE YOUR STUDENTS ENJOY IT. 

LEONARDO DICAPRIO'S SPEECH

Here is a listening exercise I've prepared for a 13-year-old Taylor fan. It comes with a video interview with the singer, some multiple choice questions and 2 post-listening writing/speaking activities.   

Interview with Taylor Swift

A lesson based on a short video interview with Forbe's Magazine writer Matthew Herper about an article he wrote on Bill Gates' charitable work. Reading the article could be a homework assignment that could then be used as the basis for a subsequent conversation lesson. 

Bill Gates Like You've'Never Seen Him - Video Lesson

Open tasks to discuss the song "Flowers" and talk about Miley and Liam's relationship and their breakup. Being such a controversial artists, these activities give food for thought.

Flowers by Miley Cyrus - Vocabulary and Listening Comprehension

This is a listening worksheet for an interview with the singer Billie Eilish on CBS Sunday Morning, where she discusses her music and the release of her debut album. There is a vocabulary exercise and comprehension questions on the video. Answers are provided. 

Interview with Billie Eilish 

Worksheet for The Addams Family. The class should know the names of each member of the Addams Family and what is distinctive about each one. Where do they live? Is this a comedy or a drama.

The Addams Family - Link to Movie or TV Show

As an extension of a project on bullying; i showed them David Lynch's film ) Adapted from Tom Vicary's book about the TRUE STORY of Joseph Merrick, The Elephant Man , you will find plenty of exercises and they can compare the book and the film 

The Elephant Man  David Lych's film review

This is a song activity for students of all ages. I made it for my secondary students and they really enjoyed it.The objective of this lesson is to listen and enjoy it. It has different activites such as fill in the blanks, matching, complete with the correct word and tense. 

Song- dancing with a stranger Sam Smith

This worksheet is based on Woody Allen's film, there's a summary of the plot and the list of the main characters. I did my best to find copyright free images but i may have failed. If so, please, be kind to send me a PM and i´ll remove the pictures. 

22 Celebrities (stars, famous people), Video or movie activity, Listening Comprehension English ESL worksheets pdf & doc