A selection of English ESL american traditions printables

It's an interesting reading about the origins of the feast. You can add some questions, it's useful to revise past tense, I hope you like it. ( I usually use this passage asking the traditions of my pupils for Christmas or typical feast of their own country: Ecuador, Marocco, Albania, Pakistan)

Thanksgiving: a North American tradition

Video transcript How to Have a British Christmas - Anglophenia with a quiz game and some ideas for a lesson plan. You can change the rules of the quiz game depending on the level of your students. Here you can find the transcript, the quiz, the lesson plan and a few extra ideas. They'll be practising vocabulary, listening, speaking and reading.https://www.youtube.com/watch?v=v2W3QR9WXdA

VIDEO How to Have a British Christmas - QUIZ AND LESSON PLAN

In this fun seasonal listening comprehension quiz, students guess the answers to some Christmas traditions around the World, then whatch a Youtube video to find out if their guesses were correct. The listening skills can be adapted to the level of the students (lower-level students are asked to listen for key words, while higher level students can listen for general meaning). This is a great activity to raise awareness about cross-cultural differences and similarities and can be used to start a conversation/debate on the topic.

10 Christmas traditions around the World

A short quiz to discover differences between Canada & the USA. One of the holidays that is celebrated differently is Thanksgiving, so an informational worksheet on Thanksgiving is included--discusses history, traditions, food, etc.

Canada vs USA, Thanksgiving

For American football fans ( or not ! ). Your pupils will know everything about the SB : history, traditions, game,... So, enjoy ! To check if they have understood, there are 5 different activities :)

The American Super Bowl 2019

This worksheet has different contents for students in 8th level latin american high school. For example: countries, nationalities, traditions, physical descriptions, personal pronouns and possessive adjectives. 

Famous people

The worksheet is based on the video that explores the origins of Easter traditions and introduces major US Easter symbols. The tasks help to develop students’ listening skills and vocabulary. The assignment contains listening for gist, listening for details, and comprehension questions. The speed of speaking may seem a bit fast for weaker students, but the tasks include text-based prompts that can be used as scaffolds for listening tasks. The students get a chance to explore the traditions common for their culture and find out more about the roots of popular Easter symbols. The tasks can be used for independent studies or distance-learning classes.

Easter Traditions in the USA 

This listening exercise explores the history of contemporary Halloween traditions and observances, such as bonfires, jack o’lanterns, costumes and trick or treating.



Halloween is traced back to the Irish festival of Samhain - a Gaelic festival marking the end of the harvest season and the beginning of winter or the "darker half" of the year. 



We discuss how a holiday that is now celebrated worldwide actually started with the Irish Celts - an ancient Irish people.  Also defined as a person who speaks a Celtic language or a descendant of such a person: the Bretons, Irish, Welsh, and Highland Scots are Celts



Listen here: http://engagingireland.com/index.php/2014/10/26/ep-31-a-history-of-halloween-traditions/

Or search on the Podcast app: Engaging Ireland  Ep 31. – A History of Halloween Traditions



The History Of Halloween - LISTENING

This worksheet includes 5 activities: 1 exercise about vocabulary (complete text with words with the help of pictures), irregular verbs which are in the worksheet, 1 reading exercise (comprehension + grammar logic, for example, the end of the sentence cannot star with a verb if the beginning ends with 'an'), 1 exercise about the negative form of verbs (work on the modals) and an easy crossword. Hope it is useful and enjoyable for your students!

Thanksgiving - Origins + Traditions - Crosswords + Exercises

Before discussing ANY culture in class, it is essential that your students know what the definition of culture is; otherwise, they will be lost moving forward. 



Following are effective suggestions on how to teach the definition of "Culture". 



First, as a starter, ask your class what "culture" is? Then after you write all of their answers on the board, give them the definition which is " the characteristics and knowledge of a particular group of people that includes language, tradition, housing, food, economy, government, and institutions. 



Next, reinforce that word definition by showing them the colorful visual mind map on your PowerPoint. 



Lastly, for your next lesson, use the blank black and white mind map as a starter to assess how much they remember and then fill in the knowledge gaps. Good luck!! : )

What is Culture? Mind Map Spider Diagram Exercise Template

Perfect for 1st grade students to know basic vocabulary about Day of the Dead celebration in Mexico. Students must interact with the worksheet and paste in each part of the altar the correct name of the object.

DAY OF THE DEAD ALTAR VOCABULARY

An interesting and informative passage about Native American traditions.

Running Bear

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

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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

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how to express agreement /disagreement in English

how to express approval and disapproval  in English

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how to express likes and dislikes in English

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how to inform somebody about some news in English

how to interpret what was said in English

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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

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how to rephrase, paraphrase what was said in English

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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

70 American traditions English ESL worksheets pdf & doc