A selection of English ESL hometown printables

Grammar (adjectives)

Text Comprehension

describing cities

asking and giving suggestions

talking about travel

listening comprehension

Modal verbs Can't Shoulsn't

Listening to descriptions of cities and hometowns

Interchange 1 Unit 11 test

3 songs about my hometown, New Orleans. Students enjoyed listening and learning about stuff uniquely New Orleans. 



Drop me off in New Orleans by Kermit Ruffins 

Go to the Mardi Gras by Professor Longhair

Goin' Back To New Orleans by Dr John 



Songs, 3 songs about New Orleans

Students learn the story of the first Christmas as told by Spotlight English: https://youtu.be/YRUOl74F7r4



Discussion:

•	Do you celebrate Christmas?

•	What do you usually do on Christmas Eve and Christmas Day?

•	Do most people go to church at Christmas in your hometown?

•	What’s the best Christmas you’ve ever had?

•	What does Christmas mean to you? 

•	What do Christian’s celebrate at Christmas?

•	Have your feelings towards Christmas changed since you were a child?

•	Do you know the story of the first Christmas?



Vocabulary:

1.	census

2.	blessed

3.	stable

4.	manger

5.	hay

6.	shepherd

7.	announce

8.	savior

9.	miracle

10.	sacrifice

11.	come over

12.	holy

13.	praise

14.	settle down



I recommend two listens, one for main ideas and one for detail.



After listening students are encouraged to do the word search at the end.



Audio here: https://youtu.be/YRUOl74F7r4



The First Christmas

Sts have to talk /write about \"my hometown\" using usde to.B&W ws is provided.

 Vocabulary: Places in town.

Used to

The students have to fill in the blanks using much, many or  a lot (of). They also have to describe their hometown using these quantifiers.

 If you want other worksheets about the same subject, you can find them here:

https://en.islcollective.com/mypage/my-creations?search_key=quantifiers&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





Quantifiers

Classroom Poster. It can be used as ws: to review Concrete Nouns & Abstract Nouns. Comparatives.
Sts. Have to talk about health in their countries or hometown.If teacher wants they can write some lines too.



Health is better than wealth.

The goal is to get studetns to talk about advancements in transportation. The writing task encourages to think outside the box to find a possible solution for transporation problems in their hometown.

5 Advancements in Transportation Technology

Students are asked to give local's advice about their hometown and complete an oral presentation after filling in the worksheet.

Ask a Local (ESL)

 

		Greet someone and introduce oneself (name and age) correctly in English using the verb (to be) in the present simple, the possessive adjective (my) and the cardinal numbers.

	Develop accurate pronunciation through recognizing /ei/, /ai/ and /i/ sounds and using them in oral productive competencies

 

	Introduce themselves (name, age and hometown) using the grammar tools: the present simple (am- is- are- live), the personal pronoun (I), the possessive adjective (my), what, the capitalization and punctuation accurately in contexts.

INTRODUCING TEST BY BOUGHERARA ZINEB

This worksheet is designed to prepare students for the Maturita speaking exam on the topic of “Our Planet.” It combines reading, speaking, vocabulary, and critical thinking activities in a structured way. Students begin by working with useful opinion phrases and key vocabulary related to the environment. They then read six different texts, each written as a short speech by a speaker from Canada, the USA, the UK, the Czech Republic, New Zealand, and Australia. Each speaker introduces their hometown and shares their personal opinion on environmental issues such as climate change, nuclear energy, renewable sources, recycling, or the balance between economy and ecology. The readings are 250–300 words each and are followed by comprehension questions for homework, so students can practice scanning for information and summarizing ideas. In class, students also practice picture description with contrasting images of clean and polluted environments, as well as map work where they locate each city mentioned in the texts. The final activity is a ranking discussion in which students decide which environmental actions are most important, using opinion phrases to agree, disagree, and negotiate with their classmates. Czech translations are included for the ranking task to support lower-level learners. The worksheet gives students practice in reading comprehension, speaking fluency, describing visuals, and building topic-specific vocabulary, while also encouraging debate and critical thinking about real-world environmental issues.

Our planet package: Exam prep


This activity is designed for the first lesson back after Summer Vacation, but can easily be adapted for other holidays or breaks. It's a slightly more specific version of the "Find Someone Who" game where students have to stand up and interview other people looking for people who have done the exercises in question.


Start with a warm-up where the class discuss what they did during their Summer vacations in pairs or small groups. This activates schemata and gets the class thinking about speaking in past-tense in English.


When the class are sufficiently warmed-up, give them the handout and tell them to write some "Find Someone Who" statements in the first column. Remind them they should be using third person subjects (his/ her/ their) and to write in past simple tense. These statements can be general (-returned to their hometown) or specific (-went to the London History museum with a friend from their home country). Remind the class that since they're going around trying to fill out their sheet, more general questions are easier to get answers for.


Next give the class a few minutes to write in some follow-up questions. I'd remind students that follow-up questions need to be related to the question they've asked. I'd also  recommend encouraging students to use a different question word  for each follow-up question to ensure they revise a wider range of question types and don't fall into just having "Who did you go with?". If your class are REALLY tired, you can let them use the same question word.


Before you have them play the game, I would revise the basics of Find Someone Who. The basic rules are that they need to find someone who has done each of the things in the far left column. Go over the question structure; they shouldn't be saying "Went to Kumamoto" they should be asking "Did you go to Kumamoto,". Also make sure that they should only write down a name if the person says "yes". They can't add someone's name if they say "no" and must find another person. It's recommended that you make a rule that they can't have the same name twice to encourage them to go around and talk more people.


Once you've done that, set them loose! The class should stand up and move around the question asking and answering questions. The exercise is designed to take about 30 minutes, and act as a longer, slower lead-in to classes after a Summer holiday. I'd recommend monitoring the class to make sure their grammar is correct.

Find Someone Who (Summer Vacation Edition!) - Activate Schemata for that first day after Summer Holidays

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

23 Hometown English ESL worksheets pdf & doc