A selection of English ESL how can i get there printables

This activity I use with my elementary students so they can practice how to provide information about  Sao Paulo (Brazil) subway map.



This act can be changed to a pair work act. as Student A/B.



Hope you like it

Directions at the subway/underground

The exercise sheet is to practice asking for a place and giving the diractions like "go straight ahead", "turn left", "on the right". The students can also practice the question form "How do I get there?"

Asking directions

We love playing this game in esl classes with children, it's called 'stepping stones'. I make two groups, they line up. I show them a card, whoever says the correct answer with the right pronunciation, can jump one stone ahead. The one group that crosses the river first is the winner. There's a small story to th game: they stand on the one side of the river and i on the other. They have to cross the river to get to me, but there are crocodiles in the water, so they can just hop on the stones, to cross the river to my side. You can use these cards to easily create the game pathway for the children.

Stepping Stones Printable Cards

This worksheet can be done as an oral activity. One student asks the student sitting next to him:"Where were you yesterday?"  When he gets the answer to his question he makes another one: "What did you do there?" Ex: "Where were you yesterday?" "I was at home." " What did you do there? " "I studied English." Etc. 

In this way students look at the pictures, and ask and answer questions, practising the simple past tense at the same time.

where were you yesterday? what did you do there?

After the 'introductions' worksheet, this is the first *real* story in the series following the O'Malley family. It's a Sunday morning and Mr. O'Malley gets up and lets the kids watch TV so that this wife can sleep.



After students have read this, I tend to ask how they feel about his parenting strategy. Is TV the right way to shut kids up? Should she be waking up? (I should add -- these stories are meant for adults, though there is no 'adult content.')

O'Malley 001 - Sunday Morning

English test on Present simple, Present continuous (and pc for future), there is there are, questions words, listening, writing (informal email). Time: 1 hour - 1 1/2 hour. I suggest doing the listening first. 

Teachers can ask for answer key and marking guidelines at practise.english.exercises@gmail.com

We would really appreciate receiving feedback on the test. You can fill in this form: https://docs.google.com/forms/d/e/1FAIpQLSdm48Lt9J-34Q4GJSO32G-Wp5BpIXpRb_dt5fZkbk_YIo-yig/viewform?usp=sf_link

Students can get the answer key, but they are kindly invited to send their test to show that they have done it.  



Present Simple and Present continuous

As a  current teacher of native Spanish speakers, I often get asked when and how to use the preposition "to." Here is a lesson plan I created to help them. First, there is a list of rules with examples. Next, students must place "to" in the correct part of the sentence and match the sentence with the rule. A key is provided for the 2 aforementioned activities. Next, students must answer trivia questions using the preposition. As extended practice, there is a page where students can create their own sentences. Enjoy!

The Preposition To: Activities and Trivia TBL 

The objective of this worksheet is to enable student's basic understanding about the usage of adverbs of frequency. It is an ideal for pair work and to test students' knowledge about grammar. it can take from 5 to 10 minutes depending on students level and understanding. 

Students can easily understand the usage of adverbs of frequency by just writing under the correct picture. It is a fun worksheet and it worked with many students. i always use it with all levels of students. It is suitable with all age groups too but it's ideal for adults.

Teacher should divide students in pairs and give simple instructions which is "write the correct adverbs of frequency under the picture" and then show them the worksheet". Regarding the feedback teacher can solve the worksheet by himself and give students a brief feedback. The worksheet does not have a solution in it so teacher can give feedback according to his convenience. I normally let students exchange their worksheets with each other pair and let them evaluate their peers. I give my brief feedback afterwards so that students can get the clear idea about it.

Students loved it so i decided to share it with everyone out there.  





Adverbs of Frequency

I teach some children who have troubles in their school English classes because they cannot read English well enough.



The objective with the dice is to get them to practice pronouncing CVC words so they learn how sounds go together and from that the spelling.



I have many activities for this, but I like using dice in class so made up this set.



You will make some nonsense words but even if you use "real" words many will not be useful to the learner for years. So, nonsense is OK.



There are two consonant dice, one for the first position and the other the last. There are two vowel dice though you only need one. (This was for my benefit.)



Cut the dice accurately so they fold up better. I glue them together but you can use tape too.

Set of Dice for Practising CVC Words

Survey sheets to be used with the personal information (1) roleplay cards.  There are many different ways to use these depending on the motivation and level of your students.  With my lazier students I choose a student to come to the front and pick a character from the bag and then guide the rest of the class to ask the questions, listen to the answer and then ask how do you spell that?  More motivated students can each be given a card and then mingle to get the information of as many characters as possible.  Then I usually do a quiz using the information.

Personal Information (2) Survey Sheet

Q & A Sheets can be printed out for your reference. They are not meant to be handouts for students.

They are in .doc format and can be edited for you preferences.

Lesson materials are in American English. Of course, these can be edited if you'd like.



Q & A Sheets are intended for one on one private lessons with students who want to improve English conversation skills, But they can also be used as warm ups for classrooms – especially when students are paired with two different native languages.



The Q & A Sheets are split into four different groups on one page – this is for weekly lessons. There are around ten questions or lines for each lesson. Of course, some students might fly through a whole Q & A Sheet in one lesson. (Try to encourage those students to answer in more detail, not just say 'yes' or 'no.') Students can practice asking you for your answer by repeating the question or asking 'How about you?' for example. For students who are better speakers, they'll have no trouble explaining answers in details. You can even ask follow up questions.



These Q & A Sheets are what I use for my private lessons. Students get lots of speaking time and get to have more authentic conversations on interesting topics, so they love it! It's easier for me because I just print out one sheet for a whole month and use it for all of my students. The Q & A Sheet for each month will introduce a topic and a few questions, then all I have to do is listen and engage in a fun conversation.

February Q & A Sheet

This is a lesson based on an online personality quiz. It measures how much of a risk taker you are. The worksheet is used to help students understand the language in the quiz. First they race in pairs to scan the quiz and complete the phrases. (optional: the pair to complete it first get a prize) then they discuss what they think the phrases mean by reading the quiz more carefully and inferring. Then there are questions to check their understanding of the vocab. Once they are confident they can complete the quiz and get and discuss their results. Link: http://www.allaboutyou.com/health/health-advice/personality-test-personality-quiz-risk-taking?click=main_sr I created it for a good pre int class but it could be used and adjusted as necessary up to upper int level

Are you a risk taker?

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

31 How can I get there English ESL worksheets pdf & doc