A selection of English ESL speaking printables

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~

It is a material for speaking practices. It combines drawings and ideas to tell about how students use their time in Ramadhan. This material supports students to be more confident in speaking English. 

RAMADHAN AND THE HABITS

This material will be useful and helpful for teachers who teach English grammar, work with Reported Speech: teach how to change affirmative sentences and questions from Direct to Reported Speech.

Reported Speech. Affirmative Sentences and Questions

COMPLETE THE LIST OF QUESTIONS WITH YOUR OWN INFORATION. THEN YOU CAN PRACTICE WITH A PARTNER TAKING TURNS TO ASK EACH OTHER. YOU'LL FIND SOME QUESTIONS VERE EASY TO ANSWER.

ESL - PERSONAL INFORMATION /PRESENT SIMPLE

This A2-level worksheet is designed for preteens (ages 11–13) to build reading and speaking skills through a simple opinion-based text. The article argues that schools should start later so students can get more sleep, feel better, and learn more effectively. It includes a short, easy-to-understand reading (~300 words), a real-world example in a “Learn Box” about a school in Seattle that changed its schedule, and 5 discussion questions to help students share their own opinions. Perfect for speaking lessons, critical thinking practice, or classroom debates. Great for pair work or small groups.



School Should Start Later

A dialogue about a visit to an Emergency room for treatment, for a cut foot. This is a typical conversation. Students work in pairs, and play the role of patient, and Doctor.

A dialogue about a visit to an Emergency room for treatment, for a cut foot. This is a typical conversation.

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!

Making proposals with doraemon.

This speaking activity can become a playful argument. It can be pairwork or a sort of walkabout. The rules are simple: each student is assigned A, B or C and in pairs (or in groups of three) they read out the statements from their cards to their teammates as if they took it  for granted. The other student's task is either to confirm it or express disagreement. Sometimes these ''clashes'' turn into lots of laughter! :) 

I think you... - class survey

Christmas conversation cards

Simple interview game for students to practice "do you like~?" with their classmates. EXAMPLE INTERVIEW DIALOGUE: A) Hi! Do you like fish? B) Yes I do! A) Are you a cat? B) No, I'm not. *NOTE Geared towards Japanese students, as tht's where I used this worksheet. 

'What do you like?' Interview Game

This document includes:
- Lesson plan: presentation, guided practice, and activities to ensure and asses understanding
- Lingokids online resources: Links available on the first page
- Extension activities: 'I spy' board game, craft activity, and a movement activity 

NUMBERS 1-10: Students will learn key words related to numbers from 1-10


  Students choose the correct wh word and conjuagte the verbs.

  Correction of answers.

  Finally, a speaking activity. The students answer some easy questions. The teacher then chooses a question per student. Each student reads his question and his answer.

Review of Wh questions

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

6,511 Speaking English ESL worksheets pdf & doc