A selection of English ESL come printables

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

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)

Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

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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

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)

Improv game / Role play / Miming or drama activity

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

Whole page with prompts for speaking practice - can be used for either introducing oneself to the whole group or as an interview exercise. This worksheet can be used as a whole class activity: give students some time to prepare their answers. Then can can individually introduce themselves to the whole class. Alternatively, they can make up all the information and use it for a pair work interview. This worksheet comes in both colour and b/w.

Let me introduce myself

Another crossword for beginners of English. It comes with a helpbox with words needed in the crossword. Fully editable.

Sport Crossword

Have your students choose describing adjectives from the different boxes and write them under each animal. These adjectives are merely meant as suggestions, and the best thing is if they can come up with suggestions of their own. Also have them write down the name of each animal. 
This can either be used as an individual worksheet, or a basis for a group or class discussion.

Describing animals (adjectives)

Count the objects and complete the sentences with There is/ There are.

How many... are there?

A worksheet of the series “jobs”, designed for high beginners or lower intermediate, with a short text and 5 tasks (comprehension + grammar) providing some practice on the use of the infinitive. The keys are at the last page and the worksheet is completely editable / correctable. Hope it’s useful. Thanks for downloading and have a nice day!

Welcome onboard! – reading comprehension + grammar (the use of the infinitive) [5 tasks] KEYS INCLUDED ((3 pages)) ***editable

Writing Clinic´s Creative Writing Prompts are designed to provide ideas and to get students writing with ease. This worksheet comes with a story starter and a word bank so students know what is expected of them.

Writing Clinic: Creative Writing Prompts (4) - The Haunted House

A 2-page worksheet with various exercises to practise the use of SOME/ANY/MUCH/MANY/A LOT OF/(A) FEW/(A) LITTLE. Suitable for elementary,  pre-intermediate and intermediate learners.

SOME/ANY/MUCH/MANY/A LOT OF/(A) FEW/(A) LITTLE

reading with questions ( true-false)  about the origins of the Christmas tree in Europa that probably  come from Alsace  in France. First text in the Middle Age

Christmas tree

This speaking and creative thinking worksheet contains 30 ´Odd One Out´ exercises that are all but obvious and quite challenging. Students can work in groups and try to come up with the most creative, original or correct solution. Divide the class into small groups or pairs and give each group some exercises (e.g. 5 per group). To make it more competitive, you could give each group one or more points per valid answer. It is also a good idea to give the same exercises to different groups to see if they think alike or differently. There is no answer key for this worksheet as this would defeat the purpose of this creative thinking exercise. Enjoy.

Conversation Corner - The Odd One Out

Writing Clinic´s Creative Writing Prompts are designed to provide ideas and to get students writing with ease. This worksheet comes with an ´ideas list´/writing prompts so students know what it expected of them. Students should first choose if they´re going to write about their upcoming summer holiday or their last summer holiday.

Writing Clinic - Creative Writing Prompts (11) - Summer Holiday

Have your students choose describing adjectives from the different boxes and write them under each type of food. These adjectives are merely meant as suggestions, and the best thing is if they can come up with suggestions of their own. Also have them write down the name of each type of food. 
This can either be used as an individual worksheet, or a basis for a group or class discussion.

Describing food (adjectives)

First, students have to tell the story of the little guy using all the words on the right side of the worksheet. Next, they have to add some more details to the story based on the 10 questions provided. Finally, students add to the story some of the “story phrases” at the bottom. Page 2 suggests follow-up tasks. Page 3 features my sample stories (1 short+1 long version). This story telling task could be used for almost all levels. Students on more advanced levels simply add more elaboration and a broader range of vocabulary to the story. Bless up, Kisdobos 

1,519 English ESL worksheets pdf & doc: come