A selection of English ESL fce printables

Argumentative essay  practice with a bit of theory .Instructions on how to write core statements, what is the structure of a paragraph. How to start and finish argumentative essay of 200 - 250 word long

argumentative essay

Gringlish cards are back in a new form- all in English! 75 cards in all. This time the error is shown in red on the top of each card with the incorrect word underlined and italicized. The correct English form is written in black below. The correct replacement words are underlined and italicized. 





These errors are so common and so difficult to eradicate- because even some teachers make them. It's important to correct these errors as they give the false impression that the speaker doesn't know English very well. 





SET 1:GREEK SPEAKER errors- Greek/English cards:


Found here:





  https://en.islcollective.com/resources/printables/worksheets_doc_docx/gringlishcommon_errors_for_greek_speakers/adverbs-of-time/72031




Role Play - English Errors - 75 Cards - Greek Speakers

Writing practice:  Students complete the clues and then guess the answers (which all begin with the letter G)



Speaking practice:  Students write a different letter in the middle and write words beginning with that letter in the outer circles.  They have to describe each word using relative clauses and their partner guesses what it is.

Relative pronouns practice

This worksheet would help you teach your students to describe a person only looking at their shell. A whole worksheet will be uploaded for describing the character of a person but until then let's play with adjectives.

Physical description - adjectives

An exercise in which the students are supposed to rewrite the sentences using the words in brackets. It might be useful especially for people who are getting ready for exams such as FCE, CAE, etc.

SENTENCE TRANSFORMATIONS 8 (ALTHOUGH, DESPITE, IN SPITE OF)

In this simple speaking game your students will practice developing short talks about a topic. This can be played in pairs or with individual students. With larger classes I'd recommend splitting them into groups of around 4.



The topics are the ones you will typically find on B2 exams such as the FCE / Cambridge First. They are appropriate for high school students.



The last row contains topics that may be controversial in some countries. Please be careful to review and remove them if necessary.

Just a Minute - Speaking cards - B2 Teens

SENTENCE TRANSFORMATIONS 12 (TOO and ENOUGH)

These are the lyrics of the song This is Halloween which was composed by Danny Elfman. It appears at the beginning of the movie The nightmare before Christmas. Hope it works since I work on Open Office.

This is Halloween

Another phrasal verb worksheet with bingo, a story and debate. There is also an FCE reading and use of English practice test at the end. Answers are included. This time it is on the subject of relationships. I have looked it over for mistakes a couple of times, but you know how these things go. If there are many mistakes, please let me know and I will update it once I have corrected them. The final story needs some work, to be honest, but it serves the purpose.

Phrasal Verbs about Relationships

Based on the worksheet by "dobrawaa" this board game should be used by 4 players to have an optimal experience.

To play this game you need to 2 dices and 4 small objects of the same colour for each player.

The objective of the game is to take the 4 pieces from your circle to the line of your colour in the middle, to do this you must place one of the objects on the starting arrow, roll the dices and advance the number of spaces obtained on the roll, each time a player lands on a space he/she has to say a sentence with the words written in that space, if the player fails s/he has to go back to his/her previous space, when you've moved through the entire board you get to access your own line, you win by getting your 4 objects to the line.

If you get the same number on both dices you can roll them again or move one of your objects outside the game into the board.

If another player lands into the same space occupied by an earlier player, the second player has to give a sentence with the words on the space, if the second player is correct the first player has to move his object from the board to his/her starting circle.

The small circle in the middle of the board is a shortcut, players can land on it by getting the exact number, if they are on the starting arrow they would need to roll a 5 to access the shortcut, to get out of the shortcut you need to roll snake eyes (1 & 1) or (6 & 6),  so the risk-benefit is quite high; if another player lands on the shortcut the first player is removed from the board and needs to roll the same numbers on the dices to get a new object on the board.



To make it easier to print in black and white printers each color has a different texture so that teachers can easily and unexpensively photocopy it.

Advanced future board game (Ludo)

An intermediate-level speaking lesson on shopping. (Shopping-related picture descriptions, role plays, questions). Targets: enhancing argumentative skills, developing vocabulary.

Shopping

I prepared some grammar exercises dealing with tenses so that students can practice them when they are mixed in sentences or texts.

There are some exercises to complete the gaps with the given verbs and there aren't any answers. It is very simple to understand. I use these kind of activities with my students to prepare the grammatical part of the exams.

Mixture of tenses

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

531 FCE English ESL worksheets pdf & doc