A selection of English ESL didn't printables

Max and Tina decided to have a cleaning day yesterday. But they didn't have time to do everything. What did they do and what they didn't? What did you do yesterday and what you didn't?

Cleaning Day - Household Chores

Gapfill and selecting word order on this lovely Ed Sheeran song. Give out the question sheet and play the song. Only use the lyric sheet for verification and help with the translation task. 



Used it with my 3ème today (15 years old - mixed class of 30) and it was a total success. They asked if they could sing it, which I agreed to - at the end of the lesson. Will do more of this (... and I believe that singing is really important - just that I didn't expect it with 15 year olds!!)  



(For homework, I asked them to go to the video on Youtube, and describe what Sheeran is doing at certain moments - eg, 0.32" - playing piano.)

Photograph – Ed Sheeran

This is the weird story of a diamond that is said to be cursed. You can do many activities with the text. I didn't write it myself, I read the story and then I found the text in internet,

Hope you find it useful

THE HOPE DIAMOND

I created this because I didn't find a worksheet which included only the form "have got" - it is what my pupils will be doing first and the coursebook doesn't use the "has got" form until much later on. 

Have got - writing practice

It's a writing activity that the students are going to write sentences about themselves using the structure used to and didn't use to. They are going to practise used to.

WHAT DID YOU USE TO DO

When I uploaded the worksheet I forgot the Black  & white  version!! :( Sorry. I didn't remember that sometimes it's difficult to take colour copies. This ws it's an easy review of Present Continuous.

Present Continuous B&W.

This is a workshop based on a video (I didn't make the video) to make the students get the main illness vocabulary, expressions, suggestions and the pronounciation. Students have to go many times to the video to solve the workshop. It is mainly a listening comprehension workshop.

talking about illnesses

My students didn't know anything British patriotism, this is the reason why I created that worksheet.

1) students watch a video

2) they find missing détails

3) they do different listening/understanding activities

4) they do a grammar activity to use simple past.



Easy and interesting ! Enjoy !

WW1 : The Poppy Story

Students express actions, habits and activities the didn't do in the past. 



You can watch this video for activity 4. 

https://www.youtube.com/watch?v=dQ70IjdXnvg



Past simple, negative did. 

This video activity was primarily designed for adults at pre intermediate and above levels. The central theme is reincarnation, but it is not mentioned in the worksheet so it won't spoil the activity 2 when the students are supposed to identify the central idea of the episode. Both students who knew the series and those who didn't appreciated the activity.

Born again

I made this to practice my grammar. It's a story about the past. Yesterday was my friend's birthday. Amy, she was born in September. September is the month when I tend to get sick. Because last month my family was going on a trip to a cold area. which made me unable to go. I'm very worried. What were they doing yesterday? What were they thinking yesterday? Were they feeling happy without me or were they feeling sad without me? When I was sick, I was forgetting to tell her that I couldn't go.

Whenever I see my friends, I feel uncomfortable because I didn't go to the birthday party. I thought to myself that she hated me. Amy wasn’t reading the book with me. Amy wasn’t eating with me. Amy was not staying with me. I was not speaking until Amy talked to me.

While I was feeling sad. There was a loud noise. “Happy Birthday!!!” I was shocked. My brain was empty. Amy said “Lucy, were you forgetting that today is your birthday?” I'm relieved that my friends weren't hating me. How was I forgetting my birthday?





Lucy's Worries

Practice each emotion together as a whole class. 

Have the students repeat an example to get started: 

"The last time I felt angry, I didn't get what I wanted."

Invite students to choose an emotion, and call on each student to share a story about what happened the last time they felt that emotion. 

Emotions Guided Discussion

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

139 Didn't English ESL worksheets pdf & doc