A selection of English ESL q&a 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 is a pair gap activity



There are 2 stories (A and B handouts). 

Each story is missing information. 



First, students write questions to find the missing information. 

They can sit with a partner with the same handout and work together to make the questions (A/A , B/B)



Then they will change partners and sit A / B 

The teacher will give the story cutouts to Student B.

Student A will ask their questions and the Student B will find the answer in the story. 

Student A will write the answer into the blank space in their story. 



Then change, and Student B will ask questions and Student A will find the answers in the story.

Students make pairs and ask each other the warm up questions. It can be timed to see who is the fastest pair!

Warm Up Q & A

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

For Thai Students…



There are 40 simple and/or commonly used questions and 40 answers. (A total of 80 cards.)

To help the students read the cards, the phonetic English in Thai script is underneath the questions and answers.

A translation of the English question or answer is at the bottom.

There is a reverse image for the cards on page 7.



The phonetic Thai translation may not be perfect on every card but I did the best I could!



This is a great learning activity for young learners. After they have played the game a few times they will enjoy practicing their English by asking you questions and giving you answers.



In the next few weeks I will have an almost identical game ready with the questions and answers being of a higher level.

 

One of the reasons I decided to go to the trouble of making this game was that I got tired of students acting out the motion of drinking a bottle of water instead of asking me, in English, permission to leave the classroom to do it.



Also – The images are Jpegs squeezed into a Word document so they are not the greatest of quality. Feel free to email me if you like this exercise and would like the original bitmap images so you can print your own, higher quality, cards…



KKM



www.khunkrumark.com



Thai Q & A domino game

Past tense practice with dates. Prepared for student to work in pairs. Students ask and answer questions about the three people and the dates written in number form. They have to complete a table.  Each student has a table with different information missing.

Past Tense Q&A with Dates

A colourful information gap activity for elementary students, that gives them practice speaking, listening and writing the PRESENT CONTINUOUS form. The activity also gives them practice with pronouns and is/are.



Suggested procedure

Cut the A4 worksheet into As and Bs. Split the class into As and Bs and let them decide on what the people in the pictures are doing. Monitor and shape language - once they can describe what the people are doing, match A and B students into pairs. Instruct students to ask, answer and write present continuous statements about what the people are doing.



Worksheet is editable

Information gap: present continuous Q & A

The aim of this worksheet is to practise forming "Did you...?" (Y/N) questions and also open questions (Who/What/When/How/When/Why etc) in the simple past using regular verbs. It's also useful for practising the correct pronunciation of different verbs' "-ed" endings, like the 't' sound of 'watched' or the 'd' sound of 'played'. Hope you find it useful.

Past simple - regular verbs - Q & A

 first let the students do a word search of the target vocab. hand out flash cards, find your partner (matching Q&A), memorize Q&A, return flash cards to teacher and perform your Q&A

random science trivia Q&A flash cards

a warm up or wrap up activity that gets learners to come up with questions related to business / company work topics. You can extend the activity by asking participants to add follow-up questions after their partners answer the first question. Pretty straightforward and can be adapted to add more difficult vocab if learners are higher level

Business Topics WH-Q&A Board Game

Matching pairs to practice asking and answering questions (in past tense). 



Memory / Concentration game



Turn all the cards face down

Students try to find matching pairs by flipping 2 cards at a time

However, when they find a matching pair, they must say the question and answer before they can pick them up

 - Suggesed verbs are all irregular past tense, but grammar structure can change according to the lesson objectives





Memory Cards Game - Q&A - Past Tense Verbs

Questions and sample answers about Ireland and Irish culture - a great way to begin a lesson about countries and multiculturalism. use this resource to discuss all the different facets of culture, stereotypes, food, history, religion, language, dance and music
key words and questions included

Introduction to Ireland and Irish Culture Q&A

A board game requiring at least two players. It could be used as a warm up, at the beginning of the course but also as a review. Dice & counters needed, or a coin (head - 1, tails - 2, or the other way round).
Questions are in the simple present, simple past & present perfect. 
You can adapt the game easily.
Enjoy!!!

13 Q&A English ESL worksheets pdf & doc