A selection of English ESL classroom vocab printables

These are a two documents that I created to help me manage classroom vocabulary. One is to hand out to the students, so they can fill in the vocabulary we covered in class.



The other document is for the teacher to use to keep track of both the vocabulary that has been learned and how often it has been reviewed.



I wrote a pretty extensive blog post on how I use these documents right here:



https://journeymanefl.wordpress.com/2018/11/10/classroom-vocab-review/

Documents for classroom vocab management

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?

This worksheet was created by https://english-portal.com.ua

Christmas pack  3. Speaking, listening,  spelling and more. you can  find the audio at this link https://english-portal.com.ua/worksheet/Christmas_Pack_3#topadv 

I am one of the content developers at English Portal. These resources can be used for home learning or in the classroom

Christmas pack 3. Speaking, listening, spelling and more

This worksheet focusing on jobs vocabulary can either be used as an individual or team reading exercise (page 1) or as a team game (page 2). As an extension, you can even make it into a writing lesson which students will surely enjoy. Full instructions provided on page 3. Have fun. 



Please note that some of the jobs are depicted as being female jobs such as nurse but this is not always necessarily so although in many countries the proportion of female nurses is much higher than male nurses. It goes without saying that both men and women can both be nurses and doctors so maybe take this moment to create awareness among your students in the classroom. Of course housewives are female as well but you might want to introduce the word house husband to make it clear that it is not necessarily the woman who stays at home.



Job Riddles (1) - Easy

Christmas Pack 1 includes vocabulary practice, reading and listening activities for beginners or elementary students audio https://english-portal.com.ua/worksheet/Christmas_Pack_1 

This worksheet was created by https://english-portal.com.ua

I am one of the content developers at English Portal. These resources can be used for home learning or in the classroom

Christmas Pack 1

There are 5 pages: the idioms poster, a page with definition cards of the idioms (could be used for conversations), a colorful ws practicing the idioms, a b&w version of the ws and a key. Who could ask for anything more?!

5 Page People Idioms + Vocabulary + KEY : Classroom Poster

Disaster cards can be used for the Let's Explore Boardgame or for vocabulary development. Examples of major disasters with an explanation. 



The game can be found here: 



http://en.islcollective.com/resources/printables/worksheets_doc_docx/lets_explore_boardgame/places-geography-game/72197 



Famous landmarks cards:



 http://en.islcollective.com/resources/printables/worksheets_doc_docx/famous_landmark_cards_4_lets_explore_game/places-landmarks-monuments/72196 



Students should learn about and discuss natural disasters, famous landmarks, and world capitals before playing the game.

 Natural Disasters Speaking Cards Classroom Poster

Ws on practising/reinforcing classroom vocabulary. Key included. Have a nice day!:))

In the Classroom Vocabulary Exercises

Trueor false? Rewriting activities and a new vocab. box :)

imperatives

A game to practise the conditional and reported speech. A good activity to open a group up and have some fun in the class.



Teacher's notes

Objectives



1.Provoke a fun and light hearted conversation in the classroom.

2.Conditional Type II

The doctor must use the conditional type II as mush as possible with phrases such as:

I think you should … if you were a dog, you would …

3.Reported speech

The patient will practice reported speech when they report back to the class about the advice the doctor has given them.



Level



Intermediate-Advanced



Time Allowance



20-40 minutes



Group size



2-24 students



Procedure



1.Cut out the situation cards.

2.Cut out the top half of first page and give out.

3.Split the class into groups of two.

4.Talk about the joke.

5.Go over any relevant vocabulary.

6.Explain the role play situation to them.

7.Tell each group who is the doctor and patient.

8.Give the patient one card face-down.

9.Give each group 5-10 minutes to develop the situation.

Note:  Try to encourage the groups to act out the role play situation as they will enjoy it much more.

10.Each patient reports to the class saying what the doctor advised them to do.

11.Change roles in each group.

12.Vote which doctor gave the best advice.



PSYCHOLOGIST'S GAME

...and the third one on the topic. Key included.

Classroom Language Vocabulary Exercises

Vocabulary worksheet containing AMERICAN ICONS & LANDMARKS. It has two sections: Match words and pictures (matching exercise) and Write the Words (reading & spelling exercise). Can be used a worksheet or classroom quiz (instructions and answer key provided).

Vocabulary Matching Worksheet & Quiz - American Icons & Landmarks

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.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

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

831 Classroom vocab English ESL worksheets pdf & doc