A selection of English ESL cambridge printables

I've made these worksheets for my students to get ready for the test. Students must work a lot with the dictionary in order to find the different word categories. 

The worksheets can be given for homework or as an ice-breaker.

Word Formation Practice for Cambridge First

Read the text given below. Match the headings (A-F) with parts (1-6) of the text.Goog luck!!)))

Read about Oxford and Cambridge universities!

Cambridge Preliminary English Test Simulation of exam that has to be done in an hour and a half. during the exam you must use a pencil B or Hb because you will put all your answers on an answer sheet that will be given to you before the exam. Please check your name, surmane and date of birth before you start and if there are any mistakes please comunicate quickly. no solutions are given but many words and activities are very good. reading and writing are to be done together and please be careful to check your answers before you hand in. Good luck.

Cambridge PET Reading and Writing 2.2

This worksheet is designed for use in preparation for the Cambridge English: Young Learners (YLE) exams, specifically at the **A1 Movers** level, which aligns with the **CEFR A1** level. The focus of the activity is on vocabulary related to everyday objects and the description of appearances, which is a key component of the exam's speaking and reading sections. The matching exercise helps students reinforce their vocabulary by linking words like "chair," "flag," "paper towel," and "clock" to corresponding images. This is typical of the types of tasks found in the YLE exams, where students are asked to demonstrate their understanding of common vocabulary. Additionally, the follow-up questions encourage students to practice descriptive language, an important skill for both the speaking and writing sections of the exam. By describing characters in the image, identifying weather conditions, and discussing the classroom setting, students enhance their ability to use descriptive language in context, preparing them for tasks that require more detailed responses about appearances and surroundings in the exam.

Picture Description : young learners Cambridge exam

A task  from a series to revise food and drink

vocabular for the PET. It should be followed by

a crossword puzzle. With key. It might be

useful :D

Cambridge PET Vocabulary 2 - Food and Drink

This document has three parts. The first is short texts with emphasis on the same aspect of grammar. The second are texts with more gaps than in Reading Part 6 as intensive training. The third part are texts similar to those found in the exam, although a bit shorter. 

Reading Part 6 Cambridge B1. Intensive Practice.

Here you can find some extra activities to learn new words, children will read the definitions and guess the words and complete these new words in sentences.

Also, children can give definitions o each other to practice speaking. 

Storyfun for Movers (Cambridge) Story 2  Henry's Family

Here you can two extra exercises - to present vocabilary and label the pictures and to listen to the story and complete the missing words. All the words are toys from exercise 1.

Storyfun Starters (Cambridge) Story 1 Come and play

My exercises for unit 53 (daily routines) from - cambridge - english vocabulary in use (pre-intermediate & intermediate) (2004). There is one gap-fill exercise, one matching exercise, two exercises for making questions and three other exercises. It also contains an exercise for revision or it may be used as homework. 
 Solutions may be find in the english vocabulary in use book, as the exercises are based on its text. 
 Any teacher is able to solve the exercises themselves, do not worry:-)

Daily routines - extra exercises for cambridge - english vocabulary in use (pre-intermediate & intermediate) (2004) - unit 53 - daily routines

9 page review of grammar and vocabulary at A1 level. This can be used as a teacher guide or as a review for your student. So both can check and see if all important points have been covered and learned. Illustrated throughout. Editable. Add your own vocabulary or grammar. 



Part 2 found here:



https://en.islcollective.com/resources/printables/worksheets_doc_docx/a_level_reviewpart_b/adjectives/105985

A Level Review: PART One

Get lerners to interpret the sequence of pictures,Then provide them with a mind map to study a good oral narrative. They have to  decode the pictures to form the text.

Movers speaking- Mind  map I

This worksheet includes reading, listening activities, and vocabulary practice. find the audio at this link https://english-portal.com.ua/worksheet/the-history-of-halloween#topadv

This worksheet was created by https://english-portal.com.ua

The history of Halloween

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.

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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

1,481 Cambridge English ESL worksheets pdf & doc