A selection of English ESL bee 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

This is a two-page worksheet, I find doing the second page first is easier for students since it tells them exactly which type of pronoun to use. I tried to make the sentences as easy for children to understand as possible and kept the plurals more obvious on the first page. I use this for young students, probably 8-9 years old who have been learning English for about a year or so. 



Personally, I change the names every semester to match the names of the students who will be doing the sheet. It makes it much easier for them to understand which gender pronoun to use (since gender pronouns are so annoying). Since this is a .docx it is fully modifiable and nothing is locked down. 



I am pretty sure I adapted this from somewhere but it has been modified so much that I figured I would upload it. 

Possessive Pronouns

Divided into two parts: 1) Brief explanation about how to tell the time and two exercises about it. 2) Picture dictionary of school subjects and one exercises based on a school timetable (grammar structure to practice: have got). Students have to answer questions with "what, when and what time". Key to the exercises has been included. (5 pages)

Telling the time & School subjects

Koji The Ninja will teach your students the prepositions of time. Page 1 is the picture dictionary, Page 2 is the practice sheet. I created this little guy having been inspired by PhilipR's Bobby Baloney (thx). Also Thx to Évi who was there when I first drew Koji! Bless up, Kisdobos

Koji The Ninja teaches time prepositions: IN, ON, AT

This worksheet is designed to be used in conjunction with a YouTube video to practise the use of "comparatives and superlatives". Play the video using this link  https://www.youtube.com/watch?v=LfPGyb5pZpg   



There are a set of questions which can be answered by watching the video. All of the questions and answers require use of comparative and superlative adjective structures.



The activity should be done as a controlled practice or an activation task after the grammar structures have been taught. 



The answer key is provided. 



I hope your students enjoy it! :)





Student Instructions



1. Watch the video.

2. Read the questions before each clip. Try to guess the answers while talking to a partner.

3. Watch the clip carefully to find the answer.

4. Write the answers on the worksheet provided. 

5. Use comparatives (adj+er / more +adj) and superlatives (the adj+est / the most +adj) to answer the questions.



Comparatives and Superlatives - World Knowledge Video Activity

This ESL worksheet gives students extra practice in choosing between WILL or BE GOING TO when talking about future plans in English. We use BE GOING TO when talking about a plan that has been scheduled (ex: We are going to go to the park next Friday). We use WILL for decisions IN THE MOMENT (That sounds fun, I will go with you), THINGS WE HOPE OR THINK WILL HAPPEN (I think he will come to the party/He will probably come to the party), or THINGS THAT ALWAYS HAPPEN (The Sun will come out tomorrow. Christmas will be on December 25th, etc.).



This ESL printable is not meant to teach students the rules, they will not be successful if you have not already worked on this with them. It is meant to be extra practice to improve their grammar skills.

WILL or BE GOING TO practice with Key

In the vain hope that a few pictures would help my students distinguish between the past continuous and simple past, I knocked together this worksheet. I haven't tried it yet. Let's hope it works. An answer key has been provided. 

Past Continuous and Simple Past Picture Exercise

a rebus story about  Easter bunny to read and color and answer true or false. this worksheet  has been already uploaded on ESLPRINTABLES site. Lidia

an easter bunny story

This worksheet is designed to be used in conjunction with a YouTube video to practise the use of the Present Continuous / Present Progressive tense. Play the video using this link https://www.youtube.com/watch?v=qFApUDdHcTU



The video shows Mr Bean going through his day doing numerous different activities. There is music playing over the video. Each time the music stops, students should describe what Mr Bean is doing using the correct grammar.



The activity should be done as a controlled practice or an activation task after the grammar structures have been taught. It can be done as a writing task using this worksheet or as a speaking activity with the video alone. 



The answer key is provided.



I hope your students enjoy it! :)



Student Instructions:



1. Watch the video. 

2. Look at the actions Mr. Bean is doing when the music stops.

3. Write sentences describing the actions.

4. Use the Present Continuous (Present Progressive) tense.

 - E.g. “He is watching TV.

5. Practise using contractions.

 - E.g. “He’s watching TV.

Present Continuous (Present Progressive) - What is Mr Bean doing?

Kids turn the words into plurals by adding an 's', 'es' or 'ies'. This worksheet is handy for kids practising plurals and can be easily used in the home without much assistance! This worksheet was created by www.primaryleap.co.uk

Plurals: 's', 'es' or 'ies'?

This is a modified version of Past Perfect - Past Perfect Continuous boardgame. ItÂ´s been changed so that it can be used to practice Present Perfect vs. Present Perfect Continuous. The rules are similar - the person who can make the biggest number of sentences about given topics is the winner.

Present Perfect - Present Perfect Continuous - a boardgame

Cut the cards. Give each small group a set of cards and dice. Students take turns throwing the dice. The student who gets the lowest number takes a card and answers the question. If two students get the same low number, they both have to throw the dice again to see who gets the lowest. Repeat the same procedure until most questions have been answered or until you run out of time. Enjoy! 

CONVERSATION QUESTIONS - JOB INTERVIEWS

Rules for in - on- at and some sentences to practise newly gained knowledge.

PS. In and on has been misplaced in the screen picture but is correct in the ws.

1,430 Bee English ESL worksheets pdf & doc