A selection of English ESL dozen 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)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

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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

It's a movie worksheet for pre-intermediate students. It includes mainly listening comprehension activities and a grammar exercise (present simple). There is also a short speaking exercise.

Cheaper by the Dozen

Students are answering questions related to the movie. Then, they compare their answers before the correction. A follow up activity can be a discussion on the movie.

Movie: Cheaper By The Dozen 2

Picture based activity. Students complete twelve sentences in the present simple, describing a young person\'s daily routine. I then have my students draw a template of a dozen pictures and write twelve captions describing their routine or that of a favourite animal or cartoon character.  

My Daily Routine

You can play this game in different ways. 1.	Easy version: Players only have to say the name of the animal. e.g. ItÂs a cow. 2.	More difficult version: Players say the name of the animal and one or more things they know about it. e.g. ItÂs a cow. It gives milk. It eats grass. 3.	Spelling version: Players have to spell the name of the animal correctly (and say something about it) 4.	Writing version: Players write the name of the animal and one or more sentences about it. 5.	Question version: Players ask and answer questions about the animal. You can of course invent five dozen more ways to play it. Have fun!

Board Game - The Animal Kingdom

Download the free ESL flashcard pack “Body Parts 1” for our set of flashcards showing a number of body parts.



The body parts covered are: hands, legs, eyes, ears, a mouth, a nose, a head, shoulders, knees, toes.



These double-sided flashcards can be used not only to review each body part from the illustration alone, but also from the written forms as well.



Dozens more free flashcard packs are available on our website!

https://www.bingobongokids.com/free-esl-efl-english-flashcards/ 

Body Parts Flashcards - BINGOBONGO Learning

Here's a chart with some basic vocabulary for beginners. Fruits, vehicles, numbers etc. I think it's a good sheet to brush up the sts reading skills but there are dozens other ways to use of course. I use it for reading as well spelling. I hope it's useful for some of you.

My first vocabulary chart

A rather complete exercise on shopping which can be used for consolidation after teaching the vocabulary and grammar involved for shopping. It has a picture matching exercise that talks about the products and their quantities (a box of, a dozen, a packet of, etc.). It´s designed to be done in pairs with student A filling out his/her worksheet and student B doing the same. There are prices under the pictures that can be used in a role play later. Once the first part is done, you then have a short dice game to practice the fixed expressions used for shopping. After that, the picture matching exercises can be used along with the shopping lists provided for the students to practice their shopping vocabulary. An answer key for the first exercise is on the last page.

Let's Go Shopping

This ws completes the dozen. It is a reading ws designed for beginners of English.

Read & Tick 12

You can use this worksheet to train:

- countable/uncountable nouns (e.g. apple, pear, banana, egg and water, wine, milk, jam, chocolate);

- quantifiers (some/any, much/many, a lot/a few/a little);

- containers (a bar of chocolate, a dozen eggs, half a dozen eggs, a jar of jam, a bottle of oil/milk/wine etc);

- such expressions as a loaf of bread, a head of lettuce, a bunch of bananas/grapes etc.



I usually use this worksheet to develop speaking skills: Students work in pairs or small groups. One student looks at the picture and chooses one of the baskets. His task is to describe the basket in 7-10 sentences (depending on the level of the students), the rest of the students listen and then guess the basket. 



However, it can be also used as a writing exercise (e. g. the teacher gives each student a basket number and the students have to describe them in writing) or as a listening exercise (e. g. the teacher describes all the baskets randomly and the students have to number them on the worksheet). 



WARNING:

There are wine bottles in the pictures, so I wouldn't use this worksheet with children. 





Which basket?

Some questions to how life has changed because of the corona virus. Lines are included to note down keywords prior to the discussion or conversation. Can be split in two groups - one for each page.

Corona - Life has changed

 ﻿Разработаны к видео: ﻿

"Elizabethan theater- Shakespeare and The Globe" и "Elizabethan theatre explained by Willy!"Разработчик: Л.А.Милованова 2014 год



ОТВЕТЫ: 

Shakespeare’s Theatre



Choose the right Variant!





1.	Shakespeare’s Theatre refers to the Elizabethan Theaters during the reign of Queen:

a)	Elizabeth I.  		b) Elizabeth II. 		c) Elizabeth III.



2.	What is the name of Shakespeare’s Theatre?

a) “The Sphere”		b) “The Globe”		c) “The Circle”



3.	What shape has Shakespeare’s Theatre got?

a) the shape of an “O”		b) the shape of an “U”	 c) the shape of a “T”



4.	Who built Shakespeare’s Theatre?

a) Jane Addams		b) James Burbage 		c) Robert Owen



5.	How many people visited Shakespeare's theater in the 16th century?

a)  several dozen 	b) several hundred	 	c) several thousand



6.	Shakespeare’s Theatre was expensive.

a) True		b) False



7.	Vendors were selling beer, apples, oranges and nuts … the performance.

a)  before		b) during 		c) after



8.	The performance usually had no scenery, except simple props like chairs, tables, swords, canvases of the sun and the moon.

a) True		b) False



9.	The actors, the plays, the theatres  were all regarded by the authorities as:

a) respectable	b) immoral



10.	Shakespeare’s Theatre had to be … the city property.

a) inside		b) outside



11.	Visitors and actors in the theatre got wet, when it rained, because there was no roof in the Shakespeare’s Theatre.

a) True		b) False (only visitors)



12.	The stage was so small that no more than … actors could appear at the same time.

a) 7		b)   9 		c) 12



13.	The parts of the young women were acted by

a)   girls  		b)   boys		b) men



14.	There were no curtains and artificial lights in the theatre.

a)  True		b) False



15.	To show people that the play has started, a flag flew at the top of the theatre with its emblem. To tell the people what kind of play was going to be performed they raised a coloured flag. 



Please, match the colour of the flag with the performance:



White -> Comedy 



Red - > History



Black - > Tragedy



Вопросы Викторины Театр Шекспира

Beetle worksheet about beetles and their place in science. 



Beetle Facts 

Adult beetles have two sets of wings.

Female beetles usually lay dozens or hundreds of eggs.

Most beetles only live for a year.

Beetles cannot see very well, so they communicate using pheromones, sounds or vibrations.

A pheromone is a chemical that sends signals to others of the same species or colony. For example, female insects can release pheromones to attract males for mating. Males may release pheromones that alert others of possible danger or to food.

Some beetles are not considered pests. "Ladybugs" are beetles and are considered to be good luck in many cultures. "Fireflies" and "Lightning bugs" are also beetles. They glow in the dark to communicate.



12 Dozen English ESL worksheets pdf & doc