A selection of English ESL phonetics printables

The worksheet helps in teaching phonetic symbols. Basic flashcard without pictures. Cut out the symbols and you can play games with it. e.g. use another sheet with words containing the sounds, and play memory game with your student(s).

Phonetic Symbols Cut Out

A performer called Victor Borge, came up with this as a comedy routine, but its use as a teaching aid should not be overlooked.



The basic idea is, for every punctuation mark, full stop, comma etc, you make a funny noise that mimics the shape, so full stop is a short sound, like a beat boxed bass drum! A comma on the other hand would be like a creaky door quickly opening – you get the idea.



Be creative and think of your own or better still, get the students to come up with their own or just watch Victor Borge in action on Youtube and copy his sounds. Doing it this way may be a bit noisy but if you get the students to make the shape in the air, it is reinforcing learning –and fun too!

Victor Borges - Phonetic Punctuation

This is another worksheet related to phonetics. Students need to identify one word that has the underlined part pronounced differently in a group of 4 words. Come with key.

Phonetics (2) - Multiple Choice Questions

This worksheet contains 20 questions. It was created to test students´ pronunciation. They need to choose one word that has the underlined part pronounced differently from the rest. Come with key.

Phonetics (1) - Multiple Choice Questions

This is a song transcribe by me in phonetics. The idea is that students must be able to guess all the lyrics once they have studied all the phonetic symbols related standard british english

WHEN I'M GONE (SONG) PHONETICS

The best chart for you to teach the vowels and diphtongs in english. The phonetics symbols are shown in a beautiful and weel-organized chart. Students will live it!

VOWELS AND DIPHTHONGS PHONETIC CHART

This worksheet is a good way to practice reading the words with the same sounds but which are differently written. It also helps students to practice word order in sentences and questions. It trains the intonation of English sentences, too. My students like such exercises very much.

Phonetics and Reading: [w], [ð], [ɛə]

Same list as before but I added phonetic. This is useful for French speakers to not only know the irregular verbs but also how to pronounce them properly, A good guide.

Irregular Verbs with Phonetic French Translation

Here is aworksheet to practise phonatics in a funny way with phrases containing names of animals and adjectives, a fuuny duck, ashy chinese fish, an American gorilla..thanks ever so much Mada for the template

Sound park: Funny phonetics with animals and adjectives

 You need 1 sample for 2-3 students. Cut the cards. students have to match the pictures and the trancription and pronounce it correctly. this worksheet helps kids revise the pronunciation.

Match Phonetic symbols with the pictures (Super minds 3 Unit 3)

Two tasks to help students understand the differences and practice the use of similar common words in English. The ws also contains a B&W version and the teacher’s handout with keys included. Hope it’s useful. Thanks for downloading and have a nice day!

Excuse me? – phonetic ws • confusable words • 2 tasks • B&W version • teacher’s handout with keys • editable • 3 pages

A worksheet dealing with phonetics and some of the major difficulties my students usually have (maybe the same as yours). There are 7 exercises to differentiate vowel and consonant sounds, to differentiate z and s sounds an three exercises with the ending “ed” sound of regular verbs in the past. After the students do the exercises, they’ll find the transcriptions on the second page for auto-correction. The teacher may want to check it orally after their own correction. The worksheet is completely editable / correctable to better fit your needs or your students’ vocabulary and level. Hope it’s useful. Thanks for downloading and have a nice day!

Phonics!!! – 7 different tasks [z / s sound; final ed in the past; vowel sound; th sound] with phonetic transcriptions for auto-correction or oral correction. ((2 pages)) ***editable

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

402 Phonetics English ESL worksheets pdf & doc