A selection of English ESL native printables

1. & 2. page: short reading text about the Native Americans' history - SQUANTO (best known for Helping the Pilgrims survive their first winter in America) + short notes about the US state he came from;

 3. page: short quiz (reading comprehension) + writing task (student must write a short text with his own opinion);

FULLY EDITABLE.

Native Americans (USA):  Interpreter/guide SQUANTO  - 3 pages

NATIVE AMERICANS/FIRST NATIONS - basic things; students have to match the description with the picture; It's a good worksheet to start a converstaion about how much the ss know about the Native Americans.

NATIVE AMERICANS/FIRST NATIONS match with the picture

Have fun with your kids and teach them about the First People (Native Americans) with this word search puzzle. Native Americans were the first people to settle in our country. They have been here for thousands of years.



Find the themed words related to Indigenous People's Day.



It’s a good way to practice vocabulary during your Native American Day.



In this Native Americans themed puzzle, words are found forward, down, and diagonally.



Native American wordsearch puzzle consists of 33 words such as



Bow



Hills



Creek



Pima



Hopi



Igloo



Inuit



Arrow



Canoe

Sioux



Kiowa

Tribes

Rivers

Plains

Adobe

Arctic

Teepee

Pueblo

Apache



Navajo

Buffalo

Hunting

Farming

Choctaw

Harvest

Iroquois

Chippewa

Cherokee

Occupations

Breech cloth

Wampanoag

Native Americans



Teepee Shaped word search puzzle is a perfect way to learn more about history. My students adore learning history through historical symbols and monuments.



Native Americans Word Search Puzzle - Teepee shaped wordsearch 

The story of the First Christmas, I have a couple of similar worksheets for A2 - B1 levels. I simplified this one. There is also one multiple choice exercise, one vocabulary exercise and questions about the story. 

The First Christmas, Nativity, Past Simple A1

What time is it? Explanation

There are two common ways of telling the time.



Formal but easier way

Say the hours first and then the minutes.



Example: 7:45 - seven forty-five



For minutes 01 through 09, you can pronounce the '0' as oh.



Example: 11:06 - eleven (oh) six



More popular way

Say the minutes first and then the hours. Use past and the preceding hour for minutes 01 through 30. Use to and the forthcoming hour for minutes 31 through 59, but .



Example 1: 7.15 - fifteen minutes past seven



Example 2 : 7.45 - fifteen minutes to eight



Another possibility of saying '15 minutes past' is: a quarter past



Another possibility of saying '15 minutes to' is: a quarter to



Another possibility of saying '30 minutes past' is: half past A good source to practice vocabulary on daily routines and time.Note

Use o'clock only at the full hour.



Example: 7:00 - seven o'clock (but 7:10 - ten past seven)



In English ordinary speech, the twelve-hour clock is used.(i)



Beispiel: 17:20 - twenty past five



For times around midnight or midday you can use the expressions midnight or midday / noon instead of the number 12.



Beispiel: 00:00 - midnight



Beispiel: 12:00 - midday or noon



To make clear (where necessary) whether you mean a time before 12 o'clock noon or after, you can use in the morning, in the afternoon, in the evening, at night. Use in the morning before 12 o'clock noon, after 12 o'clock noon use in the afternoon. When to change from afternoon to evening, from evening to night and from night to morning depends on your sense of time.



Example: 3:15 - a quarter past three in the morning OR a quarter past three at night



More formal expressions to indicate whether a time is before noon or after are a.m. (also: am - ante meridiem, before noon) and p.m. (also: pm - post meridiem, after noon). Use these expression only with the formal way of telling the time.   in English.

Time and daily routines (EFL for spanish native speakers)

complete with correct tense. use the help in brackets. listening time.Listening is a great way for your students to enjoy and use their English knowledge. you can share this link with your students and watch the singer in a unique performance.  https://www.youtube.com/watch?reload=9&v=CMPfJdOazrk

Review tenses, Native Vocabulary, season with Leslie Odom Jr.

The Native Americans were the first people who lived in North America. In Canada they’re called “The First Nations”. This is a short history suited for elementary and advanced leves. Fully editable.

Please, check my other Worksheets lessons/uploads about Native Americans and 'Native Americans-CODE of Ethics '- Proverbs (PPT, 22 slides) and other topics:



https://en.islcollective.com/mypage/my-creations?search_key=&type=printables&option=published&id=416269&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=48

and also my PPTs (PowerPoint presentations)!

Native Americans/Indians/First Nations - SHORT HISTORY + quiz (reading comprehension)

Native Americans/First Nations: reading comprehension and speaking exercise about CELEBRITIES Who CLAIM NATIVE AMERICAN HERITAGE (reading & Crossword puzzle; Key included!).

Native Americans (USA): CELEBRITIES - 2 pages (reading, Crossword puzzle+Key)

Short unit about the importance of the land with the scrambled words to be filled and a small excercise at the end  (key included). Fully editable.

Please, check out PART II and also my other Worksheets about Native Americans and other topics:



https://en.islcollective.com/mypage/my-creations?search_key=&type=printables&option=published&id=416269&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=48

and also my PPTs (PowerPoint presentations)!

Native Americans/Indians-lesson part I 'WE ARE THE LAND'

Short unit about the importance of the land with three short excercises: a quiz  (key included), reading and writing. It can be used with PART I, or seperately.

Fully editable.

Please, check out my other Worksheets about Native Americans and other topics:



https://en.islcollective.com/mypage/my-creations?search_key=&type=printables&option=published&id=416269&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=48



and also my PPTs (PowerPoint presentations)!

Native Americans/Indians-lesson part II-'WE ARE THE LAND'

1. & 2. page: short reading text about the Native Americans' history - JIM THORPE (Native American’s and one of the world's greatest athletes in history) + short notes about the US state he came from;

 3. page: short quiz (reading comprehension), matching sentences + writing task (student must write a short text with his own opinion);

 FULLY EDITABLE.

Native Americans (USA): Athlete; Olympic gold medalist JIM THORPE  - 3 pages

this is a reading comprehension worksheet, the text is an interesting article that shows the struggles of young native Canadians, i added some activities including direct questions and reflective ones that encourage thinking and reasoning, a true/false task and the last activity is to write a presentation about the topic which can be done as a speaking task or a written one.



this worksheet is best used after tackling the topic with the students. 

I Admit It: I Hold Racist Views About Native People In Canada

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.

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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

280 Native English ESL worksheets pdf & doc