A selection of English ESL so that printables

A short text that I hope your pupils can read and do the exercises. They find adverbs, adjectives, past forms, etc... And they also answer some  questions after reading. Thanks.

MY GRANDMA FIONA

Film analysis referring to action, camera, sound, light (without key); to be used as a kind of group puzzle; build groups of students that  concentrate on each aspect; then the students build new groups consisting of experts on each aspect and exchange their findings so that everybody fills in each box. Together they then answer the points at the bottom of the page.

Introductory scene of Shakespeare in Love

25 pairs of matching cards 

  - 13 pairs: "I can"

  - 12 pairs: "I am"

(the last page is an image for the back of the cards)



Students match the pictures to the sentences. 





GO FISH (play in groups of 3-5)



Deal 5 or 7 cards to each student. Put the remaining cards facedown in a stack in the middle of the group.



First, each student removes any pairs in their pack and makes a pile for their matching cards.



Then students decide who plays first (rock, paper, scissors).



Students will now ask each other questions to get new cards to make as many pairs as possible.



The first student chooses ANY other student to try to get a card from.



The student must use the picture or sentence on their card to make a question. 



QUESTION FORMAT: 

Can you *verb* *noun*?  OR  

Are you *adjective*?



For e.g. "I can speak Chinese" -> Can you speak Chinese?

  "I am hungry"  ->  Are you hungry?



If the student has the matching card, they answer [Yes I can / Yes I am], and gives the student the card.



The first student will take the card and add that matching pair to his pile. 



If the student does not have the matching card, they answer [No I can't / No I'm not]. 



The first student will take a new card from the stack in the middle. 



If the new card makes a pair, the student adds that matching pair to his pile. 



Then the play moves to the next student, and so on. 





The GOAL is to make as many pairs as possible (not to finish first). So if a student runs out of cards, he will take a new card from the stack in the middle to continue play. 



The key is to listen carefully to everyone's questions because that will tell you which cards they have, so you know who to ask when it's your turn. 





You can also use these cards for Memory, Karuta, or any number of activities. For example, have students change tenses, or change subjects, etc. 

Go Fish cards

The students have to find the correct word for the pictures. The answers are on the second page. It can be used as a classroom poster or you can give it to the students so that they can forma pictures dictionary

If you like this worksheet, you can find more about Valentine's day here:

https://en.islcollective.com/mypage/my-creations?search_key=Valentine&type=printables&option=published&id=5163&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=

Valentine's day

It is a task that involves the use of 6 thinking hats and 8 thinking maps which are tools used in teaching or learning higher order critical thinking skills. This is also available in ESL printables. Developed by Sirhajwan Idek

Why  Build Green ( Six Thinking Hats & Thinking Map)

Coming from a country that belongs among the greatest consumers of beer all over the world, I sometimes use this worksheet to teach my students a bit about our national treasure:-) This document actually consists of three types of activities, so you can choose which information you want to share with your students. Enjoy:-)

Beer Facts

This worksheet is for adults and high school, level B2 students. The students read the text and answer true or false  questions. There are also open questions that students have to answer. The text should also introduce a debate about the subject.

The Phenomenon of Influencer Popularity

This is a science worksheet, a diagram of the ear. Students must label the parts of the ear with the vobaulary listed, try to remember the parts of the ear. Also, they must go to a video link that gives a short explaination about hearing loss. After watching the video, students should explain in their own words how a person could possibly lose their hearing.

The Ear and How We Hear

Fun exercise/game for beginners to learn speaking and interacting in English. Vocabulary: family words and basic vocabulary. Skills: Speaking and asking questions. Asking: "Have you got. Answering: Yes, I have / No, I haven't.



A good follow up is to ask the students to write sentences about the people they now know something about. That way they also practice "Has got". I.e. "Marie has got a brother". I asked them to then also write the sentences on the white board.

Have you got bingo

Here are the little cards with prepositions to play two games "Snap!!" and "Memory" You can also find the instructions at the end of the document. Before playing these games, my students get familiar with the prepositions and their use in context through the use of flash cards which introduce them, and which I have uploaded in other 2 docs that you may find useful. Hope you can enjoy it!! 

Snap/Memory Prepositions

I'VE ALREADY UPLOADED THIS ACTIVITY BUT THERE WAS A PROBLEM AND IT COULN'T BE SEEN COMPLETE. I'M UPLOADING IT AGAIN SO THAT YOU GET THE COMPLETE VERSION. A VERY SIMPLE TEXT TO ANSWER QUESTIONS.

READ AND ANSWER

This quick survey is playfully entitled 'under the weather' but the last thing it could do is to depress your students in any way. It's just a simple pairwork speaking activity which you can  always resort to if you have to tackle any geography- or climate-related issues. From experience I know that it's 'talkable' and some interesting observations usually come to light. So let things clear up! :)

Under the weather? - speaking activity

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

2,549 So that English ESL worksheets pdf & doc