A selection of English ESL can ability printables

Students look at the picture and write sentences to decribe the dog physically and its abilities.

Has got Can about a dog

AIMS:
The major aim of this exercise is to talk about skills and abilities.
•	to practice target language of modal verb CAN
•	to practise informal conversation
•	to learn about classmates' skills and abilities
•	to share important facts about each other

Can you ....(skills and abilities) speaking exercise

Whole chapter about physical activities, abilities and healthy habits. Level : A2. Grammar: ING-forms with certain verbs and CAN-CAN\'T.

Audio tracks are to be found in Gateway A2

About sports and health

Exercises to practice present simple and present continuous and past simple and continuous. There's also a reading included with some questions to answer. 

Solutions not included. 

Present simple & continuous, past simple & continuous

Yet another homophone worksheet but this time with words that begin with different letters. There is a short card game that can be printed, laminated and used to consolidate, and below is a wordwall game to play online. The answers are on the back. For advanced levels, the vocabulary box at the foot of the page can be covered up. 

https://wordwall.net/resource/56793697

Homophone Fun nº 5

A battleship game to revise be, can and have got structures to talk about animal actions, body parts and other characteristics. Students make simple sentences to find out where their partner's (or the teacher's) ship are. Rules like for any other battleship game. Depending on your student's language abilities you might want to pre-teach / revise some vocabulary before playing the game, e.g. animal actions (jump, fly, run fast, swim etc), body parts (big teeth, long tail, four legs) or places (forest, house, river, jungle or Africa, Europe - to say where the animals live). Enjoy.

Can_have got battleship

This worksheet is used as the warming up activity( or sometimes to sum up the knowledge from the previous lessons)It's the simplest worksheet, you need to cut out the questions, then you give it to students, they need to drag out one paper and ask smb in  the group.

Can you say this in English

A supplementary worksheet to help students practice giving advice and describing illness and injury.  The images are of Anime characters, which many of the students will know (depending upon the country you teach).  



Was originally used for an ESL class in Asia, but could be usefully for different ages and English abilities.  

You Should See a Doctor

In this engaging activity students will use 'can' to get further on the board. On each tile their character will face an obstacle during their adventure. You can play this activity in the easy or difficult way:



- In the easy way they can just say sentences. For example, when they are on the 'There is fire in front of you.' tile, they just say something to go through (e.g. I can use water) and they can go on until someone wins.



- In the more difficult way, you can create cards (with water for the fire, a sword for the monster, a boat for the sea, a key for the door, a magic spell, a car to be quick, a cell phone to be able to call, some meat for the shark, a giraffe as something tall.) Make at least 4 or 5 from each card. A student can only go further if they have a card, otherwise they will say I can't go because I need something. This will make the game longer but much more enjoyable and exciting.

Ability boardgame

This worksheet is for practising can and can't with the 2018 Olympic mascots. In this lesson, students learn how to talk about ability using the modal verb can/can’t. Answer key provided.

 Soohorang and Bandabi have got talents!

This is a very simple puzzle yet very interesting specially for kids who are studying phonics. It can enhance the students ability to think and use their motor skills as well.

Phonics ( letter i) jigsaw puzzle

Young learners can listen to the song (Anything you can do I can do better) and complete the blanks with the correct form of adjectives in comparative. 



It is an interesting listening activity for them. There\'s a video on Youtube students can watch before or/and during the activity. They can try to sing it at the end.



LINK: https://www.youtube.com/watch?v=puNpoC4BicU



Anything you can do I can do better - song

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

502 Can ability English ESL worksheets pdf & doc