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

This worksheet is related to the 4th Episode of London Central series. Students can practice the Present Simple tense during the pre-watch conversation and practice new vocabulary from the episode.

The link for the episode: https://www.youtube.com/watch?v=OScScFkXJzY&ab_channel=EnglishConvos

London Central Episode 4 

I usually use this worksheet like a warmer. At first, the teacher shows children just photos (he/she covers the task itself) and Ss name pics. After it, children choose one that they like (everybody chooses different one), then T opens the task itself, Ss read out their option and think about it for 1 minute (they can take some notes in the notebooks). Then, Ss talk (you can set the time limit).Completely editable.

talk about youself "Places"

Students will have the opportunity to check out some places in a city, plus practice their listening skills while watching a video of the "Tiny House" in The USA, that shows this place.

PLACES IN A CITY

PRESIDENT INAUGURATION 2021.

ILLUSTRATIONS. LESSON MATERIALS, VIDEOS, QUIZ: QUESTIONS AND ANSWERS. SOCIAL STUDIES MATERIALS FOR THE STUDENTS OF FOREIGN LANGUAGE DEPARTMANETS.

PRESIDENT INAUGURATION 2021

This is a vocabulary worksheet you can use as a diving board to talk about environmental concerns. There is a vocabulary exercise followed by two categorisation tasks and a discussion task.



Tips



For exercise 2, remind students that some groceries will go into two categories.



As a follow up task, you could ask students to think of more groceries and research whether a) they are eco friendly and b) have possible replacements.



Answer Key

1) box of eggs, magazines, bottle of milk, carton of juice, tropical fruit, lightbulb, batteries, clingfilm, can of beans, packet of rice, jar of honey, soap, tea bags, beef, tissues, bouquet of flowers



2) plastic - magazines, carton of juice, clingfilm, packet of rice, soap, tea bags, bouquet of flowers

paper - box of eggs, tissues

bio - box of eggs, tropical fruit, can of beans, packet of rice, tea bags, beef, bouquet of flowers

metal - lightbulb, batteries, can of beans

glass - bottle of milk, lightbulb, jar of honey



3) The eggs, tropical fruit, beans, rice, tea, beef and flowers are compostable.

The magazines, the milk bottle, the can, the jar and the soap bottle are reusable.

The box, the magazines, the carton, the bottle, the lightbulb, the batteries, the clingfilm, the can, the rice packet, the jar, the soap bottle and the tissues are recyclable.



Suggested Answer Key

4) The baked beans, the box of eggs, the bottle of milk and the honey are the most eco friendly. However, you can swap canned beans for dried beans and the products should all be local.



Magazines contain plastic. They could be replaced with magazines made of recycled paper or e-zines.



Cartons contain plastic. They could be replaced with fruit which the student juices themselves.



Tropical fruit has to be imported. They could be eaten very occasionally and replaced with local, seasonal produce.



Lightbulbs could be replaced with long lasting bulbs or LEDs.



Batteries should be rechargeable.



Clingfilm could be replaced with Tupperware, or even better, metal containers.



Rice could be bought in paper or fabric based packaging. 



Soap could be bought in bars in card or paper packaging (or even made by the students).



Most tea bags contain plastic. They could be replaced with loose tea leaves.



Beef is very bad for the environment. It could be eaten very occasionally, if ever, and only from local sources. 



Tissues could be replaced with handkerchiefs.



The flowers themselves are bad for the environment as they need to be farmed in a way which uses a lot of water then imported. To replace them, students could grow their own from seeds in the garden and re-use water from the house to grow them.



NB: This is in British English. If you would like an US English version, it wouldn't take long to make. Please just message or comment with the words you need to replace.

Eco Friendly Groceries

This is a simple listening exercise intended for beginner readers. The teacher should choose/read one word from each line of the WS, and the students will highlight (only) the word they hear. Can be done with underlining etc... but in my experience, students LOVE highlighter activities.

Highlight the word you hear

Students  use this worksheet  while they are creating role play  , or writing opinion essay.  There are  opinion expressions which are useful  for the students.  These expressions are not only helpful to students but adults who are learning to write opinion essay. 

Expression opinion

Listening activity. Lesley gore - you don't own me. Circle the correct option, write the title of the song. Song to work on the International day for the elimination of violence against women (25N)

LESLEY GORE YOU DON'T OWN ME

There are a number of rules that shows the difference between the present perfect simple asnd the past simple+ there are some exercises where you can trai nthe usage of both

Present perfect vs Past Simple

This is a conversation/debate based activity, where students are presented with a case about infidelity, trust, honesty and other relationship situations, to promote critical thinking and discussion. 

Can trust be regained?

This worksheet is meant for very young learners. It can been done with children in kindergarten who are learning to read. They have to look at the picture and circle the correct word.

If you want to practice more, you can find more of my worksheets about the same topic here

https://en.islcollective.com/mypage/my-creations?search_key=food&type=printables&option=published&id=5163&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=12



Wordsearch - Vegetables

an amazing lesson full of different exercises, with a song and an interesting game based on TPR. You will also find flashcards. Let me know what you think! Enjoy!

89,967 E English ESL worksheets pdf & doc