A selection of English ESL stop the bus printables

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

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)

Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

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

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)

Improv game / Role play / Miming or drama activity

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

A basic fill-in-the-blanks (cloze) activity in which students give general information about themselves and their likes and dislikes. Popular with students aged 10 - 14. After they have completed the worksheet I do a "speak for 30 seconds without stopping exercise" in which they can read off their paper but must not stop speaking for 30 seconds. Gets them talking which is great

Let me introduce myself

Popular game where students try to find words in different categories starting with the same letter. Several different game cards as well as blank templates can be found in this file. Just copy the lot on A4 (resize and copy 2 cards per A4 to save paper). Enjoy. 

Categories Game - The Category Game - Stop the Bus

here is a practice in which students use should or shouldn't  to say what is necessary to stop BULLYING at school; I made it  to give my students some food for thought to help them write and enact a dialogue on the subject

Say no to bullying! should/shouldn't practice

I've made these as a game to practice some of the most used comparatives (cheaper, more difficult, larger, more expensive etc.). You may play however you like. I usually use them along with a Ladders and Snakes board (everytime a student stops at a ladder or snake square, they must answer one of these questions. If they're at a ladder square and the answer is correct, they may go up. If wrong, they stay where they are. However, if they're at a snake square and the answer is correct, they stay where they are, but if it's wrong, they have to go down). Have fun!

Comparative Questions Flash Cards

That is an activity İ created for young learners (approx. 3rd-4th grades). It 's only focused on teaching regular verbs but could be easily edited to include irregular ones. 
 
Procedures	 	Time 
Warm up	Start the lesson talking about superheroes and what students know about them. 	 2-3 min. 
Stage 1. Presentation of vocabulary. 
	Tell SS that you want to check how well they know the superheroes and show them slides asking what they see. When showing the last slide tell them that they are going to read a story about spider ask them to guess what the story will be about.	2-3 mins 
 Stage 2. Reading 
	SS read the text and match the gifts with the heroes. Get feedback and ask if they liked the story.	 10 min. 
Stage 3. Grammar	Focus SS on colourful words in the text and elicit past forms. Then, work out the rule with the students. 
(Adding –ed to the verb). Check they understand we double ‘p’ in ‘stopped’. You can check again making chain activity by saying verb and the next person says the past form. 
 
	 5 min. 
Stage 4. Controlled practice. 
(Fill in the gaps) 
 	Focus SS on the pictures and sentences. Elicit first one. SS work alone or in pairs writing the sentences. Check with the whole class.	 5 min. 
 Stage 5. Freer practice 
Playing mime game ‘guess what İ did yesterday’.	Demonstrate the game by miming some actions (for example ‘laughing’) Ask ‘what did I do yesterday’ and elicit You laughed. Students then come in turns in front of the class miming different actions and others trying to guess. 
	 10 min. 
Follow up and homework	 SS write about a day of their favourite character.

Story to teach Past simple(regular verbs)

Activity on the use of the expressions of quantity: TOO MUCH/TOO MANY/LESS/FEWER/ENOUGH 
 
link to the video: http://www.youtube.com/watch?v=puRphMT4qcU

Video Worksheet: "Mr. Bean at the Bus Stop"

Category Game. Each player chooses a category and you got through the alphabet and try and fill in each categories. The first to complete all categories can shout 'Stop the Bus' and the others have to stop.

Stop the Bus

This worksheet is very self-explanatory and works as an excellent opener.  Have your students work in groups or pairs. Can be a "stop the bus" style activity. The worksheet focuses on places, great review of names of countries and cities.  Good introduction for a geography lesson.

name three places (preview looks weird but its totally fine!)

Goldilocks, the Unauthorized Version: Fun game of mistake finding. I added a number of surprising changes to the original story. You can read aloud the story, and your Ss have to stop you when they hear an alteration. To prepare them for the task, you can read the original story first. The story is so classic and well known, it will be a fun FUN MISTAKE FINDING IN THE STORY. An activity for your class to do. You can use it with older students too, for comic relief. Then you can get them to write emphatic ´Cleft´ sentences like, ´It wasn´t close to a uranium mine where Goldilocks lived, but a forest.´ PS. Page 2 shows all the changes, Page 3 has the original story. Bless up, Kisdobos

Goldilocks and the Three Bears (Unathorized Version))

A reading comprehension about a couple with the surname 'Christmas'. There is a true/false exercise and some comprehension questions. NOTE: in British English, we do not put a stop after Mr or Mrs, but in American English they do. Just so you know! 

RC: Mr Christmas and his wife Mary

This worksheet is to help show the reasons why it's difficult to understand native speakers and also to help fluency. I did a similar worksheet before but with this one there are some tracks to help. Simply click here to download. <a href="https://www.dropbox.com/s/0482hsp8e36uywa/linking20and20elision203.zip?dl=0" target="_blank" title="https://www.dropbox.com/s/0482hsp8e36uywa/linking20and20elision203.zip?dl=0">https://www.dropbox.com/s/0482hsp8e36uywa/linking20and20elision203.zip?dl=0</a> 
Answers are on the back. The worksheet can also help your students to start pronouncing whole sentences with better fluency and help them to stop trying to pronounce absolutely every letter in the words they are speaking, as some of them are wont to do. Some of the tracks are my friends and some are from podcasts and audio books.

Elision, Linking, Assimilation: Connected Speech 3

Worksheet which wants children to know what bullying is, by learning some vocabulary and reading a real case about Diego, a Spanish kid who commited suicide. There are questions about the text and a writing activity. 
In memoriam Diego González

47 English ESL worksheets pdf & doc: stop the bus