A selection of English ESL can can't printables

it is an easy worksheet for children to practice speaking about abilities (can, can't) in a funny way. It consists of 15 questions. Students have to answer with simple " I can" or "I can't". Dare your students to prove if what they are saying is true. For example ask them to bark like a dog or do a push-up ;) 

Can you? prove it!

This is a very easy worksheet for young learners in order to introduce or repeat Halloween vocabulary. The children have to number the pictures. Smaller children could paint them. You could use the sheet even for children who can't read if you say the words and they find them in the picture.

If you want to practice more, you can find more of my worksheets about the same topic here

https://en.islcollective.com/mypage/my-creations?search_key=Halloween&type=printables&option=published&id=5163&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=12



Halloween - The haunted house

coul/couldn't  can/cant

I created this worksheet for my 3rd year primary school children who are learning English with Explorers. You'll find other 7 worksheets on the same topic. I really hope you like it!

EXPLORERS 3 UNIT 2 - I CAN ....., BUT I CAN'T

Hi, here is one of my last contributions of the school year, the holidays are round the corner! Students have to complete with CAN or CAN'T according to the meaning and match the sentences to the pictures.

What can they do?

This worksheet is to begginers to revise what they have already learned during the English classes.

There are twenty questions about question words, present simple, adverbs of frequency, can/can't, past simple and how much and how many.

There isn't a solution.

Begginers Conversation Questions

This worksheet is about the modal verb can and can't. Students need to learn the grammar structure of this modal verb before completing the exercise. In addition students need to understand the meaning of the two modal words.

Can and Can't Practice

This worksheet is young students in order to practice face vocabulary. The students have to number the pictures. You can use this even with children who can't read yet if you dictate the words.  You can use it as a game or a competition too.

If you want to practice more, you can find more of my worksheets about the same topic here

https://en.islcollective.com/mypage/my-creations?search_key=Halloween&type=printables&option=published&id=5163&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=12



Picture dictionary - Happy Halloween

Animals and Colours.

I created my own activities and minibook on the story "Brown bear" after finding a minibook here: http://teacherslove.blogs.sapo.pt/14695.html



I will follow up the work with a song found here: http://morewithmusic.bandcamp.com/track/brown-bear



Several activities: 

- a "code game" to find animal vocabulary

- a wordseach puzzle to practise the vocabulary

- a writing page to memorize it



- a minibook: colour the animals according to the sentences and create the minibook



Also included: a template to create your own minibooks and explanation so you can fold them right. (well, I tried explaining but it's not easy)



How to create a minibook without glue or staples and with a single sheet of paper is not my idea, unfortunately, I can't remember where I first saw it.



Brown Bear, Brown Bear, what do you see?

Using the example children have to color complete the sentences and draw their favourite animals

My favourite animal

An old management lesson I remember doing in the distant past most likely there are a million other versions of this out on the net. I made this one to cover as many nations as I could and to discuss the topic of discrimination and different jobs.  Each person has an odd quirk which you can use to discuss how they can work together or why they can't.  Encourage the students to explain their choices. 

Once the students finish choosing their island castaways I like throwing problems at them for them to solve like: 'the engineer's wife has a baby where will the extra food come from?'. 'If any fights start how can they work together?' 

You can also have the students make a plan to escape the island.

I added myself as number 12 as a joke, feel free to change it.

Every time I bring this activity out it has been a hit I hope it will be for your classes as well!  Best of luck!

The Island

Fill in the gaps with the verbs in brackets using modal verbs: can, could, must and have to in affirmative, negative or interrogative / question form. Use the right tense. 

CAN, COULD, MUST AND HAVE TO

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

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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

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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

491 Can Can't English ESL worksheets pdf & doc