A selection of English ESL can i have 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

Simple exercise for kids in primary school, they will learn how to ask for something eat or drink in a bar or restaurant. Level: primary school, level A1 or pre A1.

Can I have?

each player starts with 4 cards and asks another player..can i have 2 lemons? if the other student has that card he must give it

then the other student asks a question to someone else

player who has more pairs wins

print 2 copies of each page, laminate, cut and have fun :)

can i have (food)

Students must match the word to the object . Good for first session with students as beginning of school year. Use with flashcards and flashcard games as a way to assess group's level

Classroom vocab - Can I have _____ please?

I´ve just prepared this lesson plan, wich contains some ideas on how to use the Serie "LOST", Episode 20 from Season 1. I use my netflix account to watch it, but you can find the serie on dvd. My esl students always ask me to practice their listening skills and pronunciation. One of the best ways to do this is by using medias, such as series and movies. I choose this episode because it contains a beautiful message by the end, while the action gets the viewers and makes the video interesting. Instructions and Ideas for teachers: This kind of worksheet can be worked on many different ways, and you are able to invent your own way of using it. 1)	You can give the first part of the transcript to the students read, as they are reading a drama piece. They will imagine the scenes by reading. The teacher can help with the translations by giving an vocabulary background. The students can also be divided in characters, so each one reads its speaks on the role. 2)	Before showing the episode, you can create a talking about the reading and ask the students to try to imagine the characters they acted. You can work on adjectives and describing people here. 3)	Now you have some options. I would start by showing the episode, till the part they’ve read, with subtitles (in Portuguese, in my case). They’ll have the opportunity to watch the episode relaxed, because they already know the speaks and the story. So they must focus on trying to listen and read the transcript, while they verify the pronunciation. They can take notes and discuss with the class after watching. 4)	An other option could be by playing the video but they will only listen to the audio, without watching the scenes. They’ll be reading the transcript while listening. You can use a “gap fill” system to test their listening skills. Hope you enjoy! Sincerely, Teacher Mariana Fonseca - Brazil

Serie Activity: Lost - Episode 20, Season 1 - PART 1

I´ve just prepared this lesson plan, wich contains some ideas on how to use the Serie "LOST", Episode 20 from Season 1. I use my netflix account to watch it, but you can find the serie on dvd. My esl students always ask me to practice their listening skills and pronunciation. One of the best ways to do this is by using medias, such as series and movies. I choose this episode because it contains a beautiful message by the end, while the action gets the viewers and makes the video interesting. Instructions and Ideas for teachers: This kind of worksheet can be worked on many different ways, and you are able to invent your own way of using it. 1)	You can give the first part (or the second, if you already made the first one) of the transcript to the students read, as they are reading a drama piece. They will imagine the scenes by reading. The teacher can help with the translations by giving an vocabulary background. The students can also be divided in characters, so each one reads its speaks on the role. 2)	Before showing the episode, you can create a talking about the reading and ask the students to try to imagine the characters they acted. You can work on adjectives and describing people here. 3)	Now you have some options. I would start by showing the episode, till the part they’ve read, with subtitles (in Portuguese, in my case). They’ll have the opportunity to watch the episode relaxed, because they already know the speaks and the story. So they must focus on trying to listen and read the transcript, while they verify the pronunciation. They can take notes and discuss with the class after watching. 4)	An other option could be by playing the video but they will only listen to the audio, without watching the scenes. They’ll be reading the transcript while listening. You can use a “gap fill” system to test their listening skills. Hope you enjoy! Sincerely, Teacher Mariana Fonseca - Brazil

Serie Activity: Lost - Episode 20, Season 1 - PART 2

YES/NO QUESTIONS



Yes, I can.

No I can't.



Yes, I am.

No, I'm not.



Yes, I have.

No, I haven't.

Yes/No Questions

1. I wish my car so much. (not cost) 
2. I wish I in a bigger flat. (live) 
3. I wish I better at English. (be) 
4. I wish people more. (recycle) 
5. I wish our holidays longer. (be)
 6. I wish I speak Spanish. (can) 
7. I wish I that writer. (know) 
8. I wish I my exam. (not fail)
 9. I wish my sister me with my Maths. (help)
 10. I wish these bags so heavy (not be)

Complete these wishes with correct from of the verbs in brackets

Today some variants of the worksheets I sent yesterday but to practise "Have" as a standalone verb without got: "I have".  "Do you have?", "I don't have". Shall we say it in the American way, with names of animals here: some of you may find it useful.

I have / I don't have

A simple worksheet for younger learners to help them practise saying things they like and don't like. Ss draw and label the things they like and don't like. Mine was to help practise vocabulary for foods and sports, but you could edit this to use whatever vocab you like. When ss have finished, they can present what they have drawn, or could ask each other in pairs what they have drawn. 

I like/I don't like

You can use this worksheet to help young pupils practise expressing likes and dislikes . there is one exercise about degree of comparison and where they have to fill in the gaps with comparative and the superlative forms of given adjectives. Hope you enjoy it.

I like/ I don't like

There's 2 activities that can be used together or separately. First is "I wish I knew how it feels to be free" -- Lighthouse Family version. And the other is a speaking activity about "I wish.." and then giving reasons. 



I give a quick breakdown on how I used the activities.



Everything customizable to your students level and the amount of time you have, or depth you want to go into.

I wish...

 Classroom Poster & Poem for kids .Using present simple & past simple.Weather vocabulary. Sts have to read and learn the poem , they can write about "their rainy days. 

1,654 Can i have English ESL worksheets pdf & doc