A selection of English ESL american dream printables

READ THE TEXT AND FINISH THE TASKS BELOW. 

TASK 1: ANSWER THE QUESTIONS BY FILLING IN THE BLANKS. 

TASK 2: FIND THE MISTAKE AND CORRECT IT BY READING AGAIN THE TEXT

This worksheet is suitable for students from grade 4 to grade 7

I LOVE COOKING 

this worksheet is about practising the vocabulary in the topic Under the Sea. This is used for students in primary school or secondary school as well. Love to share with our teachers

VOCABULARY: UNDER THE SEA

Dr. Martin Luther King Jr. was the most important leader of the American civil rights movement. He helped unite a nation with his powerful speeches and use of non-violent protests. His 1963 “I Have a Dream” speech is one of the greatest in human history. King’s efforts to end racial discrimination earned him the Nobel Peace Prize in 1964.

Dr Martin Luther King Jr.

A grid to use with the video "Coming to America" on youtube

Coming to AMerica

A worksheet where students can write down new words they've learned and define them. Good for students to keep track of new words and remember them better. Drawing a small doodle in the definition box helps, too.

New Vocabulary Words Template

Questions about a TED talk to practice listening comprehension. After that, you can ask them to write down 10 things they would like to do before they die to discuss in class.

Before I Die - Candy Chang (TED talk questions)

Cinderella story based on simple past tense. Students complete the story using simple past tense, then answer the given questions and summarize the text in groups. 

Simple past - story

This is a group activity. First it is a "read and run" dictation, then they solve a puzzle. 



Students can work in groups of 2-4 people. 



First  print and cut the 16 clues in large font / big strips of paper. 

Then stick the clues around the classroom (ideally using magnets). The clues should be facedown so students cannot read them from afar. 



To start, one student from each group will run to any clue. 

They read and remember the clue.

Then they return to their group and tell them what the clue said. 

The group members will write the clue. 

The students can take as many trips as needed to remember the clue, but the teacher can recommend that they try to remember half of the clue / one sentence at a time. 

The students should take care to also copy the clue number so they can keep track of what they have already written. 



Students cannot take the clue cutout back to the group! And they should not try to read across the room (some might haha). 



It's fun if the "read and run" is a race among the groups. 



Once all 16 clues are copied, the group will use the clues to fill in the table. 

Most clues are straightforward but some will require logical deductions. 

At the end, 1 box in the table will remain empty, and that will be the answer to the puzzle question. 





Of course, teachers can opt to do the logic puzzle only, where they skip the "read and run" and simply give the students the handout with the clues and students solve the puzzle. 



Logic Puzzle (Jobs)

An activity based on a song by Miley Cyrus. It is useful to work with the present continuous or -ing forms. There are gap-filling parts mixed with sections where you have to order the lines. For lower levels, it should be done while they are listening to the song. Advanced students will find it more challenging if they are allowed to give it a try before listening and then check their answers while they listen.

The Climb, Miley Cyrus

Read the passage about TV programmes and fill in the blanks with the correct word

This worksheet can be used by students in secondary or high school. The answer keys are no limit

READ AND FILL IN THE BLANKS

Learn all about Johnny Depp in this lesson. His childhood, early dreams and goals, and more. This is a teaser of the full lesson. Sign up to Pocket Passport for the full lesson with activities, transcripts, and answer key: www.pocketpassport.com



Check out our full lesson index here: https://bit.ly/38w5r7c



Watch the video here: https://youtu.be/iopG7cauEO8

Johnny Depp Biography

Practise the will future! 



With this worksheet you can practise writing positive and negative sentences about your personal hopes and dreams as well as new year's resolutions.





Will-future - hopes and dreams + new year's resolutions

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

41 American Dream English ESL worksheets pdf & doc