A selection of English ESL new horizon printables

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

This worksheet is good for anyone learning the present perfect continuous. It's meant to be a writing activity and speaking activity. If you are a junior high school teacher in japan, this worksheet was made for students in the third grade on pages 24-28 in the new horizons textbook. Please explain the present perfect continuous in detail before handing out this worksheet. Write your own examples on the board. This worksheet must be done with a partner and/or group. Make sure the students write the name of the partner answering the question. *feel free to edit the worksheet to match your school or institution.

Present perfect continuous- how long have you been~? - ~has been~since/for~

Completing the English learner crossword about animals is a fun and engaging way to learn new vocabulary while reinforcing language skills. In this task, learners will fill in the crossword grid with animal names based on clues provided for each horizontal and vertical space. Each clue describes a different animal, its characteristics, or its habitat. Learners need to use their knowledge of animals and their English vocabulary to find the correct answers.
As they work through the puzzle, students will improve their spelling, word recognition, and understanding of animal-related vocabulary. They will also practice interpreting clues, which may include synonyms, descriptions, or wordplay. This activity encourages critical thinking as learners make connections between the clues and the words that fit both the description and the crossword grid.
By completing the crossword, students will have fun while expanding their knowledge of animals and enhancing their English language skills, making learning both educational and enjoyable!

Animals- crossword (boardgame)

There are six Vegetable Bingo Cards. A teacher names vegetables. Students cross the picture of the word they hear. 

If a student has a line vertically or horizontally, S/he says bingo. 

It's a simple and funny game that helps students to pay attention and recognize the new words through listening.

Vegetable Bingo Flashcards

This is a lesson plan I've made for my teacher training final exam.

The lesson plan is divided into two lessons. In the first one, students will be introduced to must and mustn’t. They will watch a video with which they will practise either classroom language and using must and mustn’t to talk about rules, and either write rules for their ideal teacher. In the second lesson, students will be introduced to have to and its negative and interrogative forms. They will listen to a track about foreign cultural habits and daily routines, and read the text related. They will then play a 20 questions game and write rules for a hotel. This last lesson will help students review vocabulary about tourism, and develop their intercultural awareness.

All the worksheets are taken from:

teach-this.com

New Horizons (book)

learnenglishkids by British Council

must - musn't - have to lesson plan

This puzzle features a collection of 12 holiday-themed words hidden in a grid. Words are placed only horizontally and vertically. After finding all the words in the grid, ask students to match the words and the pictures. 

Christmas Word Search

This is a teacher's guide meant to teach beginning sounds.  You can modify it to meet any phoneme you wish.  

Phoneme isolation is when you say the sound of focus.  Then give two examples of familiar words using the sound.  Phoneme blending is say each sound individually and slowly, then a little faster, with emphasis on the chosen phoneme and finally at regular speed.  Onset and Rhyme, write the word on the board and then cross out the beginning phoneme and and a new sound.  Say "change the /b/ to a /s/ and listen to them change the sound.  Synthetic phoneme is the opposite of blending.  You say is at a regular speed first, they must break it down sound by sound.  Example: you say "bat", they say /b/ /a/ /t/.  For analytical phoneme I give them small white boards.  I say a word and they must write it down in their "sound boxes".  They draw a line horizontally through the middle, dividing the board like a hamburger.  At the top, they must first use and "x" to mark each individual phoneme they hear.  So, if the word is "dog", they ought to put three "x"es at the top of the board.  Then they vertical lines in between the "x"es to further show separation and below each "x", they have to write the letter(s) that represent the phoneme they think they hear.  This takes practice, but they pick it up quickly.  The more advanced they become, the less important the lines and 'x'es become.  At the very beginning, I accept c or k for /k/ as well as c or s for /s/.  Or, if the word is tall and they give me t/a/l, it's ok.  I do make sure to emphasize that this is ONLY for sounds and although it helps with spelling, it isn't perfect.  Finally spelling.  These are their spelling words for the week or however long you focus on the phoneme.  Clap them, snap them, hit the floor, pat their neighbor's leg or back, etc.  Do each word at least three different ways.  This is best followed up with reading simple books focusing on the phoneme you just taught.  I have used this with adults (minus the spelling part where they clap and smack the floor!) as well as kindergartners with great success.   





Short a, e Guide

This worksheet is meant for Japanese second grade junior high school students. Page 85 in the new horizon textbook. First, explain the grammar and write your own examples on the board. Then, hand out the worksheet and have the students practice the adjectives matching the pictures. Next, have students write the correct superlative sentence that matches the picture. *encourage students to write their own superlative sentences. Lastly, have students present their sentences.

Superlatives- Cheetahs are the fastest animals in the world.

This was made from the new Horizon text book used in Japanese schools. Its a simple lesson with a picture game at the end. students draw a picture and ask people if they know the person in the picture, then get their signature. 

Do you Know Him?

This worksheet is good for beginners who were recently introduced to because. Please explain the grammar and give your own examples before handing out the worksheet. This worksheet is ideal for Japanese 2nd year JH students who are on page 28 in the New Horizons textbook.
Let me know how it works out!

Because- use because to begin a clause and separate two clauses.

Expand your horizons by traveling after high school instead of immediately starting a work towards a traditional college degree. Traveling to places with different cultures exposes you to new ideas and career paths. Learn important communication and organizational skills, and strengthen your ability to adapt to new situations. While you are traveling, take time to volunteer or even find paid work. Experience abroad stands out on a resume and a college application.

Sports in College

This activity is made for beginners learning the comparative and superlative- more than and most. If you are a teacher in japan, this grammar point is found on page 86 in the jh new horizons 2 textbook. First, explain how to use more than and most. Then, handout the worksheet and make sure students write their names at the top. Next, have the students choose a topic they find interesting and write three options for it in the blanks. *i used convenience stores as my example. Demonstrate the conversation with a partner. Make sure you show the students that they must write their classmates name and their answer in the blanks. Then, have students sit down after they have completed the survey. Finally, have students write their results and ask for volunteers to present them. *if their results are even, have the surveyor decide which ones he thinks are more popular than the others. If you have time left, have the students give their opinion on a topic. Encourage students to use a difference adjective. *i used sports and exciting as my example. After they finish, ask for students to volunteer and present their opinion.

Class survey- comparative/ superlative- more~ than- most~

This worksheet was designed for third year japanese junior junior high school students. The talking point is located on page 67 in the new horizons 3 textbook. First, handout the worksheet and explain the bolded proposals. Then, have the students practice the conversation. Next, review the locations, activities, items, and helping phrases. After that, have the students work in pairs or in groups and have them write their own conversation. * they don't have to use the example words and phrases. Lastly, have the students present their conversation in front of the class. Applaud their efforts!

13 New Horizon English ESL worksheets pdf & doc