A selection of English ESL accent printables

This work sheet includes a text with its resource, a vocabulary work and practice. It is aimed to promote a healthy discussion about English accents and I've used after teaching my ss about all the spelling and vocabulary differences between those two. I hope you all enjoy and for any quires please access the link in the WS for more details about the text, you can also add more information. Thanks have fun!

British vs. American Accent

This is a complete lesson plan and handout which is especially useful for Ss living and working in Ireland. It is a humourous video depicting the variety of Irish accents and how they can be recognised. It's great for showing and discussing language variety and can be used to encourage Ss to discuss the variety in their own L1. Even if your Ss don't live in Ireland, it can be a good springboard for a discussion on how accents and even words vary across all languages. It will be quite challenging but is good for sound discrimination also. The lesson plan and links to videos are included in the download. It can be a fun lesson for any class and Ss should be encouraged to 'play' with the language and take on different accents.

A Guide to Irish Accents

Your responses will help us understand your perspectives on accents, pronunciation, and spoken English skills.  The questions and the activities will support and embolden students in their course of language learning.

SURVEY ON ACCENTS AND FLUENCY

Students listen to 3 audio announcements. They complete gist and detailed listening activities based on those audios. Answer key and direct links provided on second page. This is a great opportunity for learners to listen to a variety of dialects, and fast-paced speech in a noisy environment. Works great for upper intermediate and advanced learners.  Enjoy!



Airport Announcement Listening B2/C1

Students have to choose the appropriate answer between can, can't, have to and don't have to to complete sentences. They also get a chance to pronounce the word "can't" with an American accent and a British accent

MODALS - Can, Can't, Have to, Don't have to

Students listen to Salford's 'Punk Poet' John Cooper Clarke's famous poem 'I Wanna Be Yours.' This listening comprehension is challenging as it is delivered in a strong Manchester / Salford accent. It is ideal for students who plan to one day live in the UK, especially the North-West. 

John Cooper Clarke - I Wanna Be Yours

Summer song from 1988 written by Beach Boys which became a huge hit after a movie 'Coctail'. It is a worksheet designed for A1/A2 level, adults or teenagers. Students can practise listening to American accent. It's a great way to finish your school year and wish your students a wonderful time on the beach :)

Kokomo Beach Boys

Past tense practice and Halloween song.  It's really funny if you persuade your students to say the song in their scariest English accents.



http://www.youtube.com/watch?v=SOFCQ2bfmHw

Monster Mash

This worksheet supports teaching the different ways we pronounce the "O" in American English.  If an ESL speaker wants to reduce his foreign accent, he needs to learn the different SOUNDS of English.

Different Ways to Pronounce O in English

This exercises are based on a video on Youtube that explains Easter activities and traditions in Britain. It is very interesting as the girl has a clear accent and says curious things about the festivity in her country.

*THERE IS A MISTAKE!!* Instead of Easter Bunny Competition, it's Easter Bonnet Competition!

Easter Video Activities - mistake in description

*This is the UPDATED version with the typo fixed*



This is a grammar worksheet for students learning the past tense and the past Continous. I have kept this layout very simple. Feel free to edit it as you wish! But please, if uploaded again, give me credit where it deserves :) 



This worksheet is a fill in the blank worksheet with an aspect at the end to create your own sentence. 



You could deepen the lesson by having students identify and define unfamiliar vocabulary and/or identifying the personal pronouns. This could also be a good review worksheet, or a worksheet to see what the student/s already know. 



I did not provide an answer key so it would be best used with a teacher who is fluent or a Native English speaker. I am from the US, so my answers are in line with our accent and dialect. 



hope you find this worsheet helpful. 

Past tense vs. past continous 

Document created along with the American Accent training PDF. 

It contains some basic vowel sounds in English to practice in different ways. 

I usually ask my groups to rap it, say it as poem or just read it.

Make sure to screen it, exagerate the sounds the first times for them to get it and adopt/adapt to your convenience!

Vowel sounds and rhymes practice

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

50 Accent English ESL worksheets pdf & doc