A selection of English ESL british culture printables

An additional worksheet to work with BBC material:



https://learnenglishteens.britishcouncil.org/uk-now/video-uk/bonfire-night



3 tasks:



1- speaking with given vocabulary, 

2- match the phrasal verbs (learning apps, ENG-PL), 

3- answer the questions with phrasals

Bonfire Night - BBC additional worksheet

match the sentences using the proper irregular verbs and using your personal knowledge

if you cannot find the right answers  do not hesitate to look up on the internet (not for the verbs , for the cultural aspect)





Game of Trivia - Test Your General Knowledge - For French Speakers

Listening activity. Listening to the song I´m an Englishman in New york,sang  by Stin, it is a listening thought to do with children up to 10 years old or adults, where they have to hear the missing words on some paragraphes and order the sentences in another paragraph.

Listening EnglishMan in New YOurk

This worksheet is based on a video I found on YouTube. The main topic is STREET FOOD. If you need, you can change some items in tasks 3 and 4, so it suits your students' experience better. Also, you can come up with more questions and ideas for discussion. Your students can work in pairs, smaller groups etc. This is more of an inspiration rather than a finished worksheet. It can help your students to develop their LISTENING and SPEAKING skills.

What You Should Eat: Borough Market in London (speaking, listening)

Song activity to discuss cultural shock. Works with vocabulary, lisening and comparison between British English and American English. Used in an EFl class to illustrate Cultural Shcok unit

Englishman in New York

 Reading the context 


 colouring the flag 


 fill-in the blanks 


 true or false statements 


 answering questions about the passage 


 match the words (Students can draw lines) 

Introduction to Ireland

**Please Note - This file is not the whole activity, please read the instructions and pictures on our blog.**



https://www.bingobongokids.com/3d-reindeer-christmas-cards/



Kids just love making crafts, so we love to make crafts part of our activities in our English school in Japan. We made a super-cute 3D reindeer Christmas card.



Kids can practice asking for the necessary items, and practice writing their own names and the names of other people, which makes this craft activity perfect for even very low-level learners.



The attached file is for the back of the card.



You\'ll also need the following:

Construction paper for the background (we like green on white)

Brown construction paper (for the head)

Yellow or orange construction paper (for the antlers)

White dot stickers (for snow)

Scissors

Googly eyes, printed eyes, or black marker

Stapler

Double-sided tape dispenser or glue

Colored puff ball (red if you make Rudolph)



It\'s really easy to make and only takes ten minutes!



Once again, check our blog to see how it looks as a finished product!



https://www.bingobongokids.com/3d-reindeer-christmas-cards/



3D Reindeer Christmas Card Craft Worksheet

It's never too early to get your students ready for IELTS and to teach them reading test strategies. 



This easy ELEMENTARY reading on 'Butter Tea' - a tea drunk in Tibet, Nepal and Bhutan, requires students to scan for keywords and find NO MORE THAN TWO WORDS to complete the sentences.



Great early IELTS preparation and also a very good cultural diversity/inclusion reading on food and drink.



Answers located in text on page 2.

Reading: Butter Tea (Elementary / IELTS prep)

The worksheet includes two tasks as well as the key. The first task is a very short introductory text about NYC with a gap filling activity and the second task is a picture and description matching. I wouldn´t print the pictures - I would project them+ I would  print the texts only. Students would walk around the class and match the correct picture with the correct description. The peer assesment would follow and finally the class check. :-) Enjoy

The City of NEW YORK

Hi teachers,



I recently published a free lesson plan on Fluentize based on a video with tips about how to make better decisions.



I would say this lesson plan is probably most suitable for upper intermediate (B2) students.



In order to view the video, please visit the lesson page on Fluentize via the link below.



https://app.fluentize.com/lesson/decision-making



This post contains the first half of the lesson materials. You can download the full lesson lesson directly from Fluentize when you're registered and logged in.



As you'll see in the lesson plan, students discuss topics and questions related to decision-making in addition to a quote about decision-making. It then includes some video viewing / listening comprehension exercises. The post-viewing sections include activities on quotes from the video and CCQ discussion activities based on vocabulary featured in the video. The grammar activity features the usage of usage of adjective + preposition + gerund combinations. There is an an additional speaking task and grammar activation included, as well as a quiz and review section.



It all can be accessed on Fluentize just by signing up for free!



Thanks,



Jake from Fluentize

How To Make Better Decisions - ESL Lesson Plan (B2)

Students will learn different gestures and ways to greet others throughout the world. They will listen, read and speak and also do a test at the end of the sheet

Strange Gestures and Manners Around the World

A text related worksheet. Students learn about the 5th of November with different activities such as a quiz, writing sentences, right or wrong, word search. 

Worksheets doesn´t include an answer key and is based on workbook series "Lighthouse". 

Guy Fawkes day (British history)

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)

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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

146 British culture English ESL worksheets pdf & doc