A selection of English ESL teacher printables

Let´s practise farm animals.Then listen to your teacher to colour. 

FARM ANIMALS

This material will be useful and helpful for teachers who teach topic "In the city": tasks for describing locations and the way from one place to another will be interesting for students.

Getting Around The City

Students have to read the sentences and circle true (T) or false (F). There are 25 sentences based on several animals/pets and their abilities. For students aged 9-11. Can be given as an additional activity or for homework.

Pets/ Animals + true/false

It's a reading comprehension on the topic of bullying and the negative aspects of it especially in sport. Student read the text and do the activities.This topic can be used as a paper to be presented at the eighth grade exams.Answer key included.

Bullying: the dark side of sport

Easy exercise for young learners on some of London´s most famous monuments and people. my pupils loved it! Elementary level.

Hope you like it.

Semplice esercizio( associa e colora) per studenti di scuola primaria che si approcciano con la conoscenza dei principali monumenti di Londra.



 

We are in London!

Wherever you study, you need to have the willpower to stick to your schedule.

In the modern world and pandemic conditions of living, students don’t have a choice and have to study distantly. For lots of students’ switch to distance learning and new study, conditions are so hard!

But why is distance learning so hard? Surely when you have the chance to set your schedule it should be easy. Well, here are the problems I’ve noticed:



•	Being Strict with Yourself



This moves me onto this point. To stick to your schedule, you need to be strict with yourself.

The story from personal experience of a student:

“When distance learning started I thought that it will be so easy and calmed down. After two months of just breezing through my course and getting by with an average of 55%, I’ve decided it’s time to put some effort in. Due to procrastinating, I have four papers left to write and couldn't manage them by myself. I realized that I need college paper help ( https://writingapaper.net/college-paper-help/ ) because I wanted to have good marks on both of them. Working so hard to finish last semester I decided to be stricter with myself this semester.



 



•	Time Management Is a Must



Time management is essential when distance learning. I knew that before, students have to have good time management skills. Not everyone has the time management skills. It doesn’t come naturally to all, and it’s one that I believe is quite difficult to learn (although not impossible).

You need to set up a schedule to do well with distance learning. But setting a schedule is relatively easy. Sticking to it is the hard part. Life and work get in the way, you want to spend time with family, and before you know it a whole week has gone and you haven’t once opened the books.



•	No Tutor Around All the Time



A tutor only does that job part-time, so she’s not around all the time. I think this is one of the factors that makes distance learning so hard. When students were in the university, they would be able to discuss problems with my lecturers all the time.

Now students have to email the teacher first to make sure they are available before calling. It takes time and makes communication slow and less effective.

Distance learning so hard, and it isn’t an easy method of studying. It’s not the thing to do because you want to use up some of your spare time. You need the skills to manage your time and be strict with yourself. Otherwise, you’re going to struggle.

At the same time distance learning offers student lots of possibilities and new methods of studying such as Zoom conferences, using of online paper editor  and online study platforms.



What do you think about distance learning? Is it as effective as offline study?



More resources:



1. Custom Essay: Consequences of High School Bullying



2. Custom Assignment Writing Services



3. 3 Ways to Buy an Essay Online (Only One Is Correct)



4. ESSAY WRITING SERVICE NUMBER ONE



Why Distance Learning Is So Hard

This is a short test where you can find two exercises 1.- use of comparatives and 2.- use of directions like: go straight, turn left, turn right and a map included

Test

This lesson introduces students to the rules for the pronunciation of -ed endings. It includes writing and speaking practice.


Get the FREE PDF with teacher's notes and answers here:


https://tefllessons.com/product/ed-endings-pronunciation-lesson/


There are 100 + FREE resources on TEFLlessons.com


Here are some more links to our FREE' lessons.


https://tefllessons.com/product/talking-about-films/


https://tefllessons.com/product/social-media-speaking-lesson/


Enjoy :)

ED-Endings Pronunciation Rules & Practice

The material will be useful and helpful for teachers who need to summarize and systematize lexical knowledge of the students and working out practical skills of using vocabulary of the topics "Travelling", "Planning the trip" and teach grammar rules about using article "The" with geographical names"

Travelling. Planning the trip. Article "The" with geographical names

This test will be helpful and useful for teachers who work with past simple and need to teach their students to use this tense and make sentences correctly; task is very interesting for elementary students.

Grammar. Past simple

You will need to write in the sentences (looking at the picture) was / were / wasn't / weren't.

Task difficulty level: easy.

If you do not understand, ask the teacher or classmates. 



Good luck!

 

Was/were/wasn't/weren't

This worksheet is for young learners, A1-A2 level. You can use this at the end of the lesson as a game. Show the picture for about 1 minute. Then ask the students questions about it.
Or you can ask the children to make 5 questions each and ask a partner.
Directions and examples for the teachers are included.


Picture detective - Looking out of the window

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)

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

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

4,864 Teacher English ESL worksheets pdf & doc