A selection of English ESL contents 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

Worksheet with clipart pictures & giving description of contents of Caroline's schoolbag, then using clipart to ellicit description of 2 other bag contents.  Then creative writing re: pupi's own bag.  Focus: a, som, there is, there are

schoolbag contents description

This handout was created to improve knowledge of basic contents after a Placement test at an Adults school. It includes Prepositions of Place, Pronouns, Verb Be in Simple Present, Wh-Questions and Word Order exercises. You can modify anything you want and erase my name.

 It doesn't include Answers. 

BASIC GRAMMAR CONTENTS

This is an activity for students to learn the names of things in a first aid kit. They are to match the words to the pictures or for more of a challenge, write the words under the pictures. 



For free environmental resources, visit my website at www.projecttesol.co.uk and follow me at https://twitter.com/ProjectTesol

first aid kit contents 

In this worksheet, students have three exercises which involve the contents found in each room of the house. This worksheet, in particular, includes the bathroom, the kitchen and the bedroom. In the end, students can pick out which objects belong to which room. I hope this will be of use to you :) 

Contents of the room

Some dialogues focusing on conditional 1, it's easier than the other one I made. There're some practices at the bottom. Hope this is helpful for both speaking and grammar classes.

Conditional 1- Dialogues and Exercise (easier content)

Small trial which includes various topics,  Family, Animals, Prepositions, School items, Singular and Plural, Translate numbers. Worksheet to demonstrate ability.

2º Primary varios contents related to Oxford rooftops

In this worksheet you can find screenshots from the movie Fear of flying. Students describe what they can see and try to guess the order of the pictures and the story of the film.



We mentioned this video in our new tutorial on How to teach English using videos:

https://youtu.be/ktqPSH6s854  

The key idea is that you give out these five pictures to students, each of which represents one moment from the story. They speculate what might be happening and what the correct order of the pictures is in the narrative, then watch the video to check.



We found the video at film-english.com: 

http://film-english.com/2013/11/04/fear-of-flying/  

You will also find a lesson plan here with ideas about how to use this video in class.



Fear of flying - Using screenshots to predict content

We share with you tips and tricks on how to write essays. Before starting reading, I recommend that you familiarize yourself with the online assignment help. Always choose services carefully to help you complete your assignments.

Understand the importance of the editorial quality of content

In this worksheet you can find screenshots from a short animated video about five tips every presenter needs to know about people. Students describe what they can see and try to guess the tip the pictures represent.



We mentioned this video in our new tutorial on How to teach English using videos:

https://youtu.be/ktqPSH6s854 



The key idea is that you give out these five pictures to students, each of which represents one idea from the video. They speculate what the tip for presenters might be, then watch the video to check.



We found the video at film-english.com: 

http://film-english.com/2014/07/07/5-things-every-presenter-needs-to-know/  

You will also find a lesson plan here with ideas about how to use this video in class.



5 things every presenter needs to know - Using screenshots to predict content

This worksheet contains 40 exercises to practice on confusing words (verbs, adjective vs. noun, homophones, etc). In alphabetical order, with contents and KEY.
July 2023: Updated!

Confusing Words - part 1

Looking at the contents of the suitcases in the pictures Ss make guesses about the travellers. Qs help them deal with the task. They're also asked to justify their opinions.  

Holiday suitcase 1

This is the second worksheet with 40 exercises (more than 200 sentences) to practise on confusing words. 9 pages. In alphabetical order, with contents and answer KEY.

70 Contents English ESL worksheets pdf & doc