A selection of English ESL should 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

to practice vocabulary, pupils should read the transcription of the words ant fill the words in the crossword.

I hope you'll like it very much. It took me only 1,5 hours to prepare this worksheet..

Family, crossword

This ESL worksheet can be done orally or by writing. The students look at the pictures or read the statements and should give advice what people should or could do. Ex. It’s raining outside and i can’t play tennis. You could read a book. For more advanced students you could delete the statements and the students have only the pictures. They should find a creative advice. Ex. I was in an expensive restaurant. But there was a spider in my soup. You could try it, because spiders are very healthy.

Giving advice - what could they do?

The series board games should be a funny, playful way to practice vocabulary and grammar orally. The instructions for the teachers are included.

If you like this game, you can find more board games here:

https://en.islcollective.com/mypage/my-creations?search_key=Board+games&type=printables&option=published&id=5163&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=12





Board game - Christmas

This is a Christmas version of a popular drinking game. The game should be played by at least 4 - 5 people. One person reads the question e.g. "Never have I ever sent Christmas cards". If you have done it, you lose one point (you can count them on your fingers) - you have 10 points in total. The person who has lost a point, must answer this question and talk about it for at least 30 seconds. The person who has the biggest number of points at the end of the game wins.

Never have I ever - a game - Christmas topic.

This is a worksheet that aims to review the Passive Voice through the context of video games. It could be used as an introduction too with some small changes.

Created for young teenagers, the worksheet has speaking and grammar elements. It relies fairly heavily on the students being at least semi-interested in video games!

For the controlled quiz task, give half the group "A" prints and half "B" prints. Students should work together to answer the questions then change partners with a student on the opposite side in order to get the answers.  

*** I will try to upload the accompanying PowerPoint soon.

VIDEO GAMES / THE PASSIVE VOICE

This is a 2 page worksheet about linking words. The teacher should review the meaning of each linking word and how it is used in a sentence. A speaking review might also be a good idea as this is a tricky exercise.

Linking Words Worksheet

This lesson aims to help students to revise the verb "to be" and extend knowledge about the most popular cities in the world. First, students read small texts and then put the correct verb form "am is are" in accordance with the context. In the next stage, students should be divided into pairs and ask each other the questions given in the worksheet. This small speaking activity will give students the opportunity to use the "to be" form in the process.

Popular cities to visit

The series "For or Against" is intended to stimulate discussion for advanced students. Before the teacher gives the students the worksheet, they should make a list together on the board. Then they can discuss in pairs, or in small groups, the statements of the worksheet. There is always a page that brings vocabulary to discuss and argue.

If you like this sheet, you will find other discussions here:

frequency

If you want other worksheets about the same topic, you can find them here:

https://en.islcollective.com/mypage/my-creations?search_key=For+or+against&type=printables&option=published&id=5163&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=12



For or against - Gap- year

Student should make a relative sentence about a person (who), a thing (which), a place (where) or an expression (which), depending on the cell they fall. They must take a card for the proper group. 

Trivial relative sentences

Great game to incorporate directions, prepositions of place and places in the city 

How to play

1.	Give each player a counter and tell them to place it anywhere around the edge of the board

2.	Roll the dice to decide who goes first. They person with the highest number starts

3.	The player chooses a card from the pile for the direct they move, then rolls the dice to indicate the number of spaces

4.	Players move around the board based on the direct and number of spaces indicated

5.	When they land on or near a location they should say:

a.	I am in ….

b.	I am next to …

c.	I am in front of…

d.	I am behind …

6.	The winner is the first person the to complete the check list or the one with the most places checked off if you run out of time



In the city direction game

Based on the game 'The end of the world' this is a game/discussion topic/warmer for business people/adults. There are 12 employees in a company. You can only keep 8. During The first discussion the students should reach a consensus. They are then given the additional information to see if they change their minds. 

Business - Who's fired?

Sts have to read the passage about famine. Then they have make a list with immediate and future needs. On the 2nd page sts have to use MUST MIGHT SHOULD CAN WILL and COULD to make sentences. On page three the sts have to discuss 3 statements and clearify their opinions/look at the pics and have a conversation going with the rest of the sts. I hope it's useful for some of you.

3,018 SHOULD English ESL worksheets pdf & doc