A selection of English ESL crown 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

Vocabulary words practice with their groupmates. Students need to make a group. Distribute the board game sheet with dice for each group. Do the rock, scissors, papers to determine who will go first. Students needs an eraser for marking.

New Crown - Word Bank

AIMED AT SPANISH SUTUDENTS

1. Fill in the gaps - Translate the missing words, verbs... into English.

2. What do the words in bold mean?

3. What do you think about the Spanish royal family?

Spanish Royal Family - Crown Princess Leonor of Spain

This is a writing exercise to encourage students to use a variety of sentence types when writing. 



The assignment consists of comparing two short stories about Jack breaking his crown. The first story is written with only simple sentences, and the second one uses all three general sentence types.



After reading and comparing, the students write about a time they were scared using only simple sentences. Then, for revision, they will write the same story using different sentence types. 



Note: This assignment presupposes knowledge, or lessons taught, on the three general sentence types: simple, compound, and complex. 

Writing with Variety

This is a fun activity you can add onto a lesson about history/museums. They will name their museum, draw it, write about it, and draw 3 pieces for their museum. 



Vocabulary to pre-teach (ideas): piece, exhibit, collection, museum, history, ancient, knight, shield, crown, necklace, mummy, bracelet, king/queen, statue, gallery.

Make Your Own Museum

Yet another battleship-type game, Disney princesses edition. 

"Ships" included -- a shoe (takes one slot), a crown (takes two slots), and a pony (takes three slots). 

Modal Can Battleship Disney Princesses

A straight up grammar worksheet based on the Japanese Junior High School New Crown textbook, grade 3, lesson 4, page 40, aimed at giving additional grammar practice for the structure, It is (adjective) for (object) to ...



Not very exciting, but I was searching for this and couldn't find it, so thought I'd make one myself!

It is important for me to study hard

There are 7 pages-colouring sheets - in honour to the Queen's Platinum Jubilee.

Suitable for preschoolers but also the very young ones.



Please, check out my other Worksheets about UK, the Queen and other topics:



https://en.islcollective.com/mypage/my-creations?search_key=&type=printables&option=published&id=416269&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=48



and also my PPTs (PowerPoint presentations)!

U.K.-The Queen's Platinum Jubilee - Coloring pages

LONDON

London is the capital of the UK as well as England.

It has got 9 million people.

The River Thames flows in London and divides it into two parts.

There are 33 districts in London – “The City“ is the heart of London

It is important cultural, financial, industrial, historical centre of Europe.

The first underground was opened in London in 1890.

There is the busiest airport there – Heathrow.

TYPICAL SIGNS of LONDON are: 



- red double decker buses

- red telephone boxes

- red post boxes

- underground signs

- black taxis

- beefeaters

SIGHTS of LONDON:



Buckingham Palace – the official residence of British Queen.

The Houses of Parliament – the seat of British parliament with its tower – BIG BEN – one of the iconic symbol of London.

London Eye – the biggest Ferris wheel, it takes thirty minutes to go round and see a lot of sights from the top.

Tower Bridge – the iconic symbol of London. It has two towers and it opens in the middle to flow ships through it.

Tower of London – the oldest building in London, it was a prison, royal palace, a fortress. Now it’s a museum of arms and crown jewels. 

Trafalgar Square – the largest square with the NELSON’S COLUMN in the middle guarded by four lions, there are a lot of fountains and statues there. 

National Gallery – art museum

Madame Tussaud’s Museum – the museum of wax figures of world famous people

British Museum – about 8 million works from all continets of the world

Harry Potter Musuem – Warner Bros Studio – the permanent filmaking exhibit of Harry Potter films

Hyde Park – one of the largest London parks

Picadilly Circus – famous shopping and entertainment centre, famous for its video displays

Oxford Street – the busiest shopping street in Europe, there are more than 300 shops there

Greenwich – a royal observatory, there the Prime meridian there. 



London - notes

Following the CV Vs. Resume lesson, this lesson comes to crown what should be displayed on a resume and known as a personal profile. It could be fun and engaging. 

Personal Profile

History of Poland.

A Ukrainian Vision.

A SHORT HISTORICAL OUTLINE OF THE HISTORY OF POLAND AS SEEN BY A UKRAINIAN, WHOSE FATHERLAND WAS IN IMMEDIATE DEPENDENCE OF THE POLISH CROWN, OPPRESSED AND IGNORED.

BEST PAGES OF HISTORY. SUCCESSES AND REALITIES. 

HISTORY OF POLAND. A UKRAINIAN VISION.

To illustrate - During a circular dance, with everyone moving from left to right in concentric circles, the photojournalist usually rotates with the subject he or she is trying to photograph by panning the camera, moving it crosswise across the scene to increase background blur and subject sharpness. To get the desired effect, the photographer will move from left to right while the subject moves from right to left, freezing them out with the flash and leaving the surrounding party as a blur. One of the main keys to successfully capturing these photos is using the rear-curtain sync feature on the camera, which makes the flash go off at the end of the exposure rather than at the beginning. This allows the camera to record motion and then stop it at the end with the flash.



Conversely, with front-curtain sync, when the flash turns off first and then the camera picks up motion, it can distort the moment you try to stop.



GOING TO FLASH.

Dragging the shutter can allow you to use blur to your advantage, creating the effect of an object crossing your path. This helps capture the sense of motion, an effect usually seen in professional auto racing photos. Otherwise, taking a photo with enough speed to stop the action results in an image that lacks the same dynamic atmosphere.



Of course, the longer focal length of a long lens increases the likelihood of noticeable camera shake and blur at slower shutter speeds, which can sometimes be creatively desirable. Generally speaking, a 50mm lens should be used with a shutter speed of at least 1 / 50th of a second to produce a sharp image. Moving slower than that will probably result in motion blur, whether desirable or not. The 24mm lens has the same effect at about 1/225th of a second; the 100mm lens at 1/2100th of a second. Some tara wedding photographers at https://taraweddings.ca/wedding-videography/ even try to reduce the shutter speed to 1 / 15 seconds or slower with a 24mm lens or to at least 1 / 60 seconds with a longer lens to create maximum blur.



During a typical wedding day, many moments can make perfect use of this technique; from the bride's hasty preparations at home to members of the bridal party walking down the aisle, to the newly crowned couple walking out of the church as husband and wife for the first time. In any of these cases, panning the camera along the path of your subject will create that stunning "frozen in time" effect, complete with a blurry background of motion. When editing your shot, keep as much of the motion-filled background as possible, as this is really what gives the moment life and a sense of place.



Panning the camera around the scene at slow shutter speed also turns any light source, be it candles or light bulbs, into streaks of light that can create some interesting effects. Turning the camera in a circle during a long exposure produces circular bands of light. Another trick worth trying is to zoom in and out when the shutter is open, which can create some fun effects. Experiment, but realize that some techniques can be difficult to keep up with the plan.



Tara Wedding Videography

An activity for grade 6 students. A wordsearch for different places in town. Lesson 2 step 2 for crown Jr.  This is good for improving the spelling and expand their vocabularies.

12 Crown English ESL worksheets pdf & doc