A selection of English ESL ask for help printables

Part of a Real English unit which allows students to practise using expressions needed when carrying out everyday tasks eg Asking for help in a store, asking for a room number at a hospital, etc. Brainstorm possible questions as a class and decide which is the most polite or the most commonly used.

Real English- What do you say when...

This worksheet, Can I Please…? Role Play Scenarios, is designed for pre-teens and young teens to practice polite communication and negotiation in everyday situations. Each scenario is written in story form (120–150 words) and places the student in a realistic dilemma with a parent or teacher. After reading, students act out the situation through role play, switching roles between child and adult. Useful phrases are provided as sentence starters to help students practice speaking politely, asking for permission, making compromises, and explaining their feelings. The activity works well in pair practice, roleplay drills, or guided conversation lessons. It is especially helpful for obedient students who need support in learning how to express their needs respectfully in English.

“Can I Please…? Speaking Practice for Teens”

This form consists of a template for students to use when they are listening politely to a classmate's presentation. Using this form to assess behavior/listening skills during presentations will help keep students on task, as each form will be graded and you can assign points to ensure students listen with respect to a classmate's presentation.  



Presenters are pre-informed that their presentation must include at least three facts for their classmates to record.  

Take notes when your classmate is presenting

A USEFUL SPEAKING ACTIVITY FOR BEGINNER LEVEL STUDENTS.I HOPE IT WILL BE USEFUL .IT IS DESIGND TO FOSTER TEAMWORK AND SPEAKING ABILITIES AMONG STUDENTS.IT IS AN ICEBREAKER ALSO.

A USEFUL SPEAKING MATERIAL FOR BEGINNERS

A USEFUL ACTIVITY THAT CONSISTS OF BASIC QUESTONS.ALSO A GOOD ICEBREAKER AND HELPS TO BUILD UP A SENSE OF TEAMWORK BETWEEN THE TEACHER AND STUDENTS ALSO.ENJOY IT.

Interesting tasks for kids! Guess , find the proper eggs. Match the proper picture. The worksheet will help to make your lesson more interesting, not dull, moving! Enjoy it.

Easter for kids

Obligation - must, have to, mustn't
Lack of obligation - don't have to

This is the 6th worksheet about the Taylor Family. See previous worksheets for other grammar points.

Background
This is a worksheet from a book that I created to help visual learners review grammar, learn vocabulary and practice speaking. The book is about a typical family who live in England. John and Sue are the parents of Emily and Peter. They live with their dog Barney. 

Introduction
This worksheet can help learners practice a number of different things, for example,
             - vocabulary
             - modal verbs for obligation (must, mustn't, have to, don't have to)

Task 1: Remind SS of the Taylor Family (if you are using this worksheet as part of a 
             series). What do they remember about the family? For example,
             'Peter plays computer games.'
             'John drives to work every morning.'
             Tell the SS that Emily and Peter go to a typical school in England. 

Task 2: Look at the worksheet and using vocabulary describe each picture. 
             Ask SS: 'What can you see in each picture?'
             Go through the vocabulary and difficult verbs (uniform, pupil, offer, give presents ...)

Task 3: This worksheet would probably work best if you have already taught the language of 
             obligation and lack of obligation. However, it can be done as an introduction. 
             As an introduction to obligation you can ask SS to look at each picture and say what     
             are good things to do and bad things to do, from the point of a pupil at school.
             Then you could teach obligation.

             If SS are familiar with obligation then it's a simple review exercise. To make it more 
             challenging you could go over the difference between 'must' and 'have to', for        
             example,
             T: At Emily and Peter's school you must OR have to wear a school uniform.
             S: You 'have to' wear a school uniform because the rule is from somebody else, i.e, the 
                 school.

Task 4: For group work, SS could write the rules for students and teachers in their 
             dream school.

The Taylor Family - Obligation

The worksheet seeks to develop students’ speaking and listening skills in business and/or professional settings. The video-based tasks introduce common strategies and give tips on the ways employees can use to ask their bosses for a pay rise. The assignment contains dialogues acted out by an employee and an employer, and students focus on the language patterns and vocabulary they can use to get their point across and achieve their goal in business communication. The worksheet contains a dialogue scheme to help students practise their own dialogues.  

English for Work. How to Ask for a Raise

This worksheet can be used by elementary teacher, with children at A.1 level of the language. For me, it worked as a review of the following grammar/vocabulary subjects:



(1) Verb "to be";

(2) Demonstratives;

(3) Possessive adjectives;

(4) Have/has got;

(5) Colors;

(6) Clothes and personal objects;

(7) Asking and saying the age;

(8) Asking where someone is from.



There's a translation activity at the end of the worksheet, that I suggest the teacher to ask as homework. Maybe, depending on the level of each student, they might need some help in reading, pronouncing some words and answering to the questions. Help your students out while they work with it!



Remember: it is always good to avoid using any worksheet before teaching all the subjects that are contemplated by it. It can demotivate your kids. 



I hope you all enjoy working with it! 



:-)

Reading comprehension for kids 

This is a worksheet that helps students to determine the main idea and supporting details of texts. Audio recordings are available through the following links:

https://www.youtube.com/watch?v=kaLT2Z4cl7Y

https://www.youtube.com/watch?v=4m8PH60ogfY

Listening for main idea

The given dominoes are aimed to help beginners learn Stationery vocabulary they have studied before. You just have to cut the cards off and give them out to pairs or groups of students. You can also ask your students to name words using phrases written on the blackboard: It is a.../They are ...  or This is a .../ These are... .

I hope you will find these dominoes useful.

Enjoy your class!!

Stationery dominoes for beginners

This is a lesson to help students develop fluency and accuracy when asking for and giving advice. It includes conversation questions, a reading dialogue, focus on structures for giving advice and plenty of writing and speaking practice.



We have a teacher’s copy (including teacher’s notes and an answer key) and a student version which you can email to your class for online lessons available in PDF format here.



https://tefllessons.com/product/language-for-giving-advice/



Try our other FREE 'Language for...' lessons here...



https://tefllessons.com/product/agreeing-disagreeing/



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Language for Giving Advice

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

764 Ask for help English ESL worksheets pdf & doc