A selection of English ESL accident printables

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

Try this fantastic video activity on narrative tenses including Past Simple, Past Continuous, and Past Perfect. The activity is an activation task. It should be done after students have been taught how to use the various narrative tenses.



Find the video:

On YouTube, by searching for “English Through Videos: Past Simple and Past Continuous Narrative Tenses – Describing Accidents”.

Or by using the link below. 
https://www.youtube.com/watch?v=IQBAoVeUvh4&index=6&list=PLv3S1p03_uOZ6NsPTQnuzqSPJnr9Po7cR


Instructions:



- Watch the video.

- Try to remember all of the clips. 

- Talk to a partner and discuss what happened in each clip. Can you remember them all?

- Write descriptions of each clip using the correct past tenses.



Narrative Tenses - Accidents - Slips and Falls

Learn simple car vocab. Gap fill an account of a car accident with the correct past tense verb. The Police have more questions - form their past tense questions from prompts. Then, verbally tell the police what happened in the past from 'various' accident prompts. Wrte a report for homework

A car accident - past simple practice

A worksheet dealing with crime vocabulary with 4 tasks (vocabulary = 2 + comprehension = 2) for intermediate ESP students. The keys are included on the last page. There are two short texts: one written by myself and the second is taken from Wikipedia = http://en.wikipedia.org/wiki/Columbo_(TV_series). The worksheet is completely editable / correctable. Hope it’s useful. Thanks for downloading and have a nice day!

A cold blooded murder or an accident? – crime vocabulary + comprehension [4 tasks] KEYS INCLUDED ((4 pages)) ***editable

With this board game, students will practise GIVING ADVICE in an enjoyable way. Pre-teach possible ways to give advice first, focusing ont he form SHOULD or SHOULDN´T, although there are many other ways to give advice (short grammar summary included). Answer key with sample advice included for almost half of the game squares. Let´s make learning fun.

Board Game - Advice Needed

First, students have to tell the story of the little guy using all the words on the right side of the worksheet. Next, they have to add some more details to the story based on the 10 questions provided. Finally, students add to the story some of the “story phrases” at the bottom. Page 2 suggests follow-up tasks. Page 3 features my sample stories (1 short+1 long version). This story telling task could be used for almost all levels. Students on more advanced levels simply add more elaboration and a broader range of vocabulary to the story. Bless up, Kisdobos 

Desert Island Story -Storytelling Basd on Picture Prompt

The classical survival game about ten shipwrecked people: Two of them must leave the lifeboat within 30 minutes, or the ship will sink. The ws contains ten role play cards and a ws to justify the decision who will live or die. 

Shipwrecked - A Survival Game - Role Play

These are worksheets I have made based on key vocabulary from an English textbook for Dutch learners. I will be making booklets for each unit & lesson from the book.



Page 1: Solution or could be used for role-play.



Page 2: Copy of dialogue for students.



Page 3: Vocabulary page. I use this page first. I cut up vocabulary and have students match the English and Dutch. Then I take away the Dutch and get pupils to complete the conversation. Then read it together.



Page 4: Comprehension.



Page 5: Using to be/finishing sentences/translationg sentence (English key provided on last page)



Page 6: Putting a conversation in order and crossword puzzle



Page 7: Solution



I accidentally deleted my last copy of this while trying to add updated version. Sorry.

On holiday/Visiting London: 7 pages

We sometimes have to test the local emergency switchboard operators and I have some of the older role-plays left over. So, here they are. Cut out the cards and divide them into “operator cards” and “casualty cards.” On a board make a mind map of the kinds of questions emergency switchboard operators and accident victims would ask each other. Give an operator card to one student and a casualty card to another. The student with the operator card is on the emergency switchboard and must answer a ringing phone. The student with the casualty card must provide and answer relevant questions while the operator must ask for the appropriate details and decide on a course of action while giving suitable advice. The rest of the students must then vote on whether or not the operator acted for the best. Tell the operators to start with the phrase, “999 emergency. Can I help you?” (911 for our cousins across the pond) Take notes of any structure, pronunciation, grammar and intonation problems and then address them when the exercise is over.

Emergency Switchboard Role-Play

Passive ESL worksheet about the unlucky Olympians. Ss have to come up with passive sentences based on the pictures, and say what happened to each unlucky athlete. It also teaches that there are some verbs (e.g. fall, rip, lose, break, etc.) that stay in the active when they mean that something happened by itself: Eg. "The baseball bat broke. Nobody broke it, the wood was just too weak." As a follow-up, students can draw more unlucky athletes with stick figures.

Unlucky Olympians 

Students always enjoy this game. Here´s a worksheet for the classic ranking game where Ss have to agree on the items to be saved from a shipwreck, and rank them in order of their importance. Great for a warmer or icebreaker, or if you have unplanned time left at the end of the class. You can practice argumentation and the language of recommendations, too (Why don´t we ...? We should ...; We had better ...;). Once you checked the solutions, even if the Ss got them wrong, itÂ´s good to announce that they have been found and rescued. Luck is important in life! :) Using the official US Marine Corps items and solutions I rewrote the scenario a little bit, and created a simple, nicely formatted and usable worksheet for ESL/EFL classes.

Lost at Sea - A Survival Game

A Conditional 1 worksheet. As we know, Murphy’s Law is one of the governing principles of the universe. :) It states that "If anything can go wrong, it will." Storm chasers, just like anyone else, are subject to Murphy’s Law. Your studentÂ´s task is to look at the picture and create relevant Murphy’s Laws about their situation. 

Murphy´s Law for Storm Chasers - Conditional 1

I asked Bart to help me with teaching again, this time with the passive structure. Make sure Ss understand the main logic behind the passive: it´s used to answer questions about what happened to something/someone, as opposed to questions about what someone/something did. Students now have to say what injury or mishap happened to Bart. Page 2 has the solutions.

119 Accident English ESL worksheets pdf & doc