A selection of English ESL china 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

There are two sheets to my reading, scanning and comprehension exercise. The exercise includes speaking, listening and comprehension.

1.	An article for the student to read.

2.	A question sheet for you to read to the student.

I suggest you copy and paste into two different documents.

I convert the article to pdf format, as the student’s device doesn’t need MS Word installed for it to display.

Send or give the article to the student to read aloud to you. Then ask the student questions from the question sheet, they’re in the same order as the article. Most of the answers are one or two words; just be aware that some students will read a whole paragraph knowing that the answer is somewhere in it. For me, that’s not good enough! 

Finally ask the student to read the article again and while you correct their pronunciation, as necessary.  


Chinese Animal Years, a simple reading article

There are two sheets to my reading, scanning and comprehension exercise. The exercise includes speaking, listening and comprehension.


1.	An article for the student to read.


2.	A question sheet for you to read to the student.


I suggest you copy and paste into two different documents.


I convert the article to pdf format, as the student’s device doesn’t need MS Word installed for it to display or print.


Send or give the article to the student to read aloud to you. Then ask the student questions from the question sheet, they’re in the same order as the article. Most of the answers are one or two words; just be aware that some students will read a whole paragraph knowing that the answer is somewhere in it. For me, that’s not good enough! 


Finally ask the student to read the article again and while you correct their pronunciation, as necessary.  


It Was Elementary, an article for Year 7 and above.

My dictation exercise includes listening, writing, speaking and scanning and comprehension. There are four sheets to my dictation exercise.


1.	An article sheet for you to read to the student.
2.	A vocabulary sheet for the student, send this to the student.
3.	A question-and-answer (Q&A) sheet for the student. This is also sent to the student.
4.	A question sheet for you to read to the student.


I suggest you copy and paste into four different documents. The question-and-answer sheet can be used for other dictations.


I convert the vocabulary, and question and answer sheet to pdf format, as the student’s device doesn’t need MS Word installed for it to display.


Send or give the vocabulary sheet and Q&A to the student. Dictate the questions to the student. Then check they’ve written them fully by asking them to read the questions they’ve written. Be aware some will attempt write only a couple of key words! Next you read the article to the student, but not too fast. I usually read it twice, maybe emphasizing the answers. Finally, you ask the student the questions and check their answers. Maybe re-read the relevant part so they can hear the answer.


I use this dictation with Junior New Concept English Book 1A Unit 14.

Dication based on Junior New Concept English Book 1A Unit 14.

Multiple choice comprehension questions for fans of the Adventure Time series. I used it with a developmentally delayed young man but could be good for comprehension at any age providing student is interested in Adventure Time.

Adventure Time Season 2, 2nd half

This article is aimed at my first-year students. 
I convert the article to pdf format, as the student’s device doesn’t need MS Word installed for it to display or print.

Send or give the article to the student to read aloud to you. Maybe ask a few simple questions, make them one- or two-word answers; just be aware that some students will read a whole paragraph knowing that the answer is somewhere in it.

Finally ask the student to read the article again and while you correct their pronunciation, as necessary.  


What's that Western Food, a very simple reading excercise

Reading lesson based on the new animated Chinese film called "Ne Zha 2". The article is written for intermediate ESL students with 10 multiple choice questions that use higher-order thinking skills. Also has prompts that can be used for speaking and writing. https://eslfrog.com/ne-zha/

“Ne Zha 2” Makes History as the Highest-Earning Animated Film

Students interview their classmates by making questions with the verbs in the table. Then, they write down their classmates' answers in 3rd person.



Demonstrate making questions with the class before beginning. It's best to do a positive question and a negative question.



When students are finished, you can play Bingo with the squares on the table and offer a prize to winners.



Adjust content and duplicate Bingo tables to suit the needs of your class.

Interview Game plus Bingo template

Watch the YT video, answer the questions about the facial recognition system in China, and fill in the gaps with expressions from the video. It is recommended to watch the video with the subtitles.

Facial Recognition

My dictation exercise includes listening, writing, speaking and scanning and comprehension. There are four sheets to my dictation exercise. 

1.	An article sheet for you to read to the student. 

2.	A vocabulary sheet for the student, send this to the student. 

3.	A question-and-answer (Q&A) sheet for the student. This is also sent to the student. 

4.	A question sheet for you to read to the student. 

I suggest you copy and paste into four different documents. The question-and-answer sheet can be used for other dictations. 

I convert the vocabulary, and question and answer sheet to pdf format, as the student’s device doesn’t need MS Word installed for it to display or print. 

Send or give the vocabulary sheet and Q&A to the student. Dictate the questions to the student. Then check they’ve written them fully by asking them to read the questions they’ve written. Be aware some will attempt to write only a couple of key words! Next you read the article to the student, but not too fast. I usually read it twice, maybe emphasizing the answers. Finally, you ask the student the questions and check their answers.  Maybe re-read the relevant part so they can hear the answer. 



Famous People dictation, out of date but change people and places as necessary

What's that Chinese Food, a very simple reading exercise

This article is aimed at my early years students. 
I convert the article to pdf format, as the student’s device doesn’t need MS Word installed for it to display or print.
Send or give the article to the student to read aloud to you. Maybe ask a few simple questions, make them one- or two-word answers; just be aware that some students will read a whole paragraph knowing that the answer is somewhere in it
Finally ask the student to read the article again and while you correct their pronunciation, as necessary.  


What Are They Doing 1 - An early years (2 or 3) reading article

Choose the best answer for student grade 7 ARE YOU AN INTERNET ADDICT?
Experts say that millions of people around the world are one click away from ‘online’ addiction.
The Internet is where we spend more and more of our time. But for a growing number of people, it’s an out-of-control habit that interferes with normal living and causes severe stress on family, friends, loved ones and work.
Kimberly Young, clinical director of the Centre for Internet Addiction Recovery and author of the book Caught in the Net, says that about 5% to 10% of Americans – 15 to 30 million people – may suffer from Internet addiction and the problem may be even greater in countries like China, Korea and Taiwan. It’s a global problem.
Coleen Moore, coordinator of resource development at the Illinois Institute for Addiction Recovery, says she has clients from college age to early adulthood who spend 14 to 18 hours a day online. But Young notes that it’s not just how long people spend using a computer; it’s what they’re doing online. 
To help people with their diagnosis, Young developed a test that uses a 20-question survey to measure levels of Internet addiction. “There are no real drugs for this yet,” she says. “It’s not about medication, it’s more about therapy.” The estimated recovery time varies. At the Illinois Institute for Addiction Recovery, some patients need 30 to 90 days of in-patient treatment, followed by a continuing care program. But Internet addiction recovery, like any other addiction, requires lifelong treatment, experts say.
Online gaming is the form of Internet addiction most rapidly growing among young people. “Initially we primarily had people addicted to surfing the Web, chat rooms, virtual communities and things like that. Now we are looking more to gaming,” Moore says. “Gaming is certainly one of the things that could get people addicted to the Internet, because it has such compelling content. But I don’t think games are any more likely to cause Internet addiction than any of the other forms of entertainment”.


181 China English ESL worksheets pdf & doc