A selection of English ESL dangerous 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

It is an activity very useful to understand the use of the verbs GO, DO  and  PLAY related to SPORTS. It also includes vocabulary sports equipment and dangerous sports. 

Verbs and sports

Learn about 7 different natural disasters. 
Learn how they happen, where they happen and what you should do to avoid them or to be safe in the worst case. 
 
Explanations are not 100% accurate and precise but it gives good and simple way of understanding these phenomenons. 
 
Works much better if you can show them some photos of actual events first, talk about them, ask them, let them try to explain and then hand out the worksheet. 
 
Answers are given below in wrong order. 
 
Ask your students if they saw some of those in the news or even in real. 
Which is the strongest? Do they happen more often recently?

Natural Disasters

Funny Christmas play for 9 characters (can be reduced to 3-4 or increased to 15+ by reassigning the lines). This play will take 6-7 minutes to perform and is easy to remember as most actors only have a few lines. It focuses on the inflow of cheap, low-quality toys from abroad. It could also be used for a discussion about labour conditions, child exploitation and the world´s addiction to cheap imports. Enjoy. 

Short Plays (4): Quality Alert at the North Pole

Ss read through a list of the world´s most dangerous animals. They must choose the right word from 3 options. Special attention is paid to link words, conjunctions, verb+prepositions and the use of infinitive/gerund.

25 of the Most Dangerous Animals In The World

This worksheet consists of four different exercise. In the first exercise, students have to make sentences according to the chart. In the second one, they have to match the adjectives with their opposites. The third exercise is just to translate some adjectives into your language and the last one, they have to unscramble the adjectives. Hope you find this worksheet useful for your students. Thank you! Cha.

Superlatives and Opposites

The students already know many different jobs. 
Now ask what they want to be in the future and why. 
Will that job be dangerous and important? 
What do they need to be to make their dream come true? 
 
I want to be a doctor. 
Because I want to help sick people. 
It is dangerous because I operate on people. 
It is important because people need cure. 
I need to be smart and careful. 
 
Choose the right answers from below. 
Answers what you need to be to become certain job are up to the students.

Jobs 2 - What do you want to be?

This has a couple of uses. It can be a straight forward reading with a vocabulary word list linking exercise. It can also be a way of introducing a role-play that involves agreeing and disagreeing and the vocabulary used that can be practiced in a controlled manner. It can also be used to stimulate a debate on dangerous sports, health and safety and childcare. The instructions are contained within the worksheet. Advanced groups only. Have fun!

Dangerous Sports Reading/Role-Play

With this board game students will talk about and discuss possible dangerous situations, animals and objects, what can happen and what to do in case this happens to you.

Board Game - Danger Zone

A conversation game. Danger is a very appealing subject. Students are encouraged to add as much information about each danger as possible. The game was inspired by a student who wanted yet another danger game (this is the second I have created). Editable. Change the animals or dangers. Background color not shows in preview. 
 
Speaking Cards: 
 
<a href="https://en.islcollective.com/resources/printables/worksheets_doc_docx/danger_strikes_again_cards/animals-dangerous-animals/74488" target="_blank" title="https://en.islcollective.com/resources/printables/worksheets_doc_docx/danger_strikes_again_cards/animals-dangerous-animals/74488">https://en.islcollective.com/resources/printables/worksheets_doc_docx/danger_strikes_again_cards/animals-dangerous-animals/74488</a>

Dangerous Animals Boardgame + Roll Play

Lots of dangerous things are going on! Some exercises here to practise the present continuous tense and prepositions. Unscramble the sentences. Key included for unscramble exercise. 

Nightmare House!

Dangerous animal cards. Information about some of the most dangerous wild animals on earth. Can be used alone or with the Super Danger or Danger Strikes Again boardgames. 
 
Game # 1 
<a href="https://en.islcollective.com/resources/printables/worksheets_doc_docx/danger_strikes_again_2/animals-dangerous-animals/74490" target="_blank" title="https://en.islcollective.com/resources/printables/worksheets_doc_docx/danger_strikes_again_2/animals-dangerous-animals/74490">https://en.islcollective.com/resources/printables/worksheets_doc_docx/danger_strikes_again_2/animals-dangerous-animals/74490</a> 
 
Game #2 
 
<a href="https://en.islcollective.com/resources/printables/worksheets_doc_docx/danger_strikes_again_game/animals-danger-game/74489" target="_blank" title="https://en.islcollective.com/resources/printables/worksheets_doc_docx/danger_strikes_again_game/animals-danger-game/74489">https://en.islcollective.com/resources/printables/worksheets_doc_docx/danger_strikes_again_game/animals-danger-game/74489</a>

 Dangerous Animals Fact Cards Classroom Poster

A webquest to discover the biggest, longest, highest, most dangerous everything in Oz

35 English ESL worksheets pdf & doc: dangerous