A selection of English ESL alter printables

This is the x-rated scenario for the uploaded video of Walter, the world's grumpiest old man- the alter ego of the ventriloquist, Jeff Dunham. Hilarious and crazy.



Video found here:



https://en.islcollective.com/video-lessons/meet-walter-worlds-grumpiest-old-man

Scenario for: Walter the Weatherman

Kids  find the number said by teacher and colour it as the teacher says

eg - 11 is pink,12 is red,  kids have to colour all the numbers 11 12 and the file can be altered into pdf

Find anf colour the numbers 11-20

students have to listening to the song and match the phrases, choose the correct alternative, put the phrases in order and fill in the gaps

GOO GOO DOLLS LISTENING

Find all of the text from the first verse of the song "All I want for Christmas" by Mariah Carey. Each word follows straight after the last one. If you get stuck, you can always check the solution. Good to do with one of the videos. My students really enjoy this alternative to traditional word searches. Answers on Page 2. Happy Christmas!

All I want for Xmas Text Maze

This document came about through working with high level students including teachers who insisted on using high frequency / low value words - especially nice, lovely, cute, awesome! Not appropriate I would argue at high B1 and above where students need to stretch their vocab. Though this can be shortened for them.



This can be challenging but your B2s think more about word choice and nuance and above never use 'nice' again. C1s and 2s realize there is more in their passive vocab than they use.



There is no correct version, it depends on your particular take. In a multicultural class it can be interesting to compare answers and attitudes. 



It can of course be adapted, extended, reduced, used with other materials with alternatives given or adjectives categorized for lower levels. 



Best done individually then in groups. Usually about an hour needed.



Enjoy - I don't anymore, but it is very effective and  I have yet to find a group of students who have not found this memorable.

Nuance 

Yut Nori is a traditional Korean board game.  It uses sticks to move game pieces around the board.  If sticks aren't available, coins may be substituted.  

Yut Nori: Alternative play

This worksheet helps young learners at the Beginning level to learn how to talk about themselves. First, they read the example which consists of a table with basic information and a written text based on the information. Then, students are asked to prepare their own information table using pictures or drawings, add a photo of themselves (alternatively draw themselves) inside the frame and then write about themselves.

Writing Practice "About me"

strategy to help keep students focused on their goals in class.  was developed for an online class. May be altered to help in a traditional classroom



created by me and Jennifer Healey

On task/ refocus strategy

A short worksheet and basic game to help students find alternatives to the word "say" in reported speech. They should all work with the sentences that are given, but you will need to explain that the verb "announce" is normally used for giving news to people.

Alternatives to Say: Indirect Speech

Song- this is a worksheet for practicing listening hability with your teenagers esl students, the song is called in case from Demi Lovato. They will have to write the words they heard, order the sentences and choose the correct alternative.

In case


This worksheet enhances students' comprehension skills and encourages critical thinking by exploring an alternative storyline of *Frankenstein*. The lesson begins with warm-up questions to engage students, such as discussing the last book they read and what they know about *Frankenstein*. The original storyline is then summarized, detailing Victor Frankenstein's creation of the monster and its subsequent rejection by society. In contrast, an alternative version is provided where the creature is accepted and integrated into the community, highlighting themes of empathy and acceptance. Students will read both versions and answer comprehension questions to ensure understanding. Additionally, discussion questions are included to foster deeper analysis and critical thinking. To support language development, a translation activity is provided with key phrases and vocabulary from the texts, translated into Czech and English. This activity not only helps students grasp the story better but also expands their vocabulary at an A2-B1 level. This engaging lesson plan is perfect for teens, blending classic literature with modern language practice and moral discussions.

What If Frankenstein Was Treated with Humanity?

This board game is for general use, but can also be combined with six sets of free multiple choice questions and challenges covering whatever topics or grammar you would like your students to practice. These can be chosen from a huge range, and accessed by smartphone via a QR code.

More details regarding where to find question sets, as well as full game instructions and alternative game boards are included in the document.

Happy gaming!

Snakes and Ladders

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

292 Alter English ESL worksheets pdf & doc