A selection of English ESL english business printables

Students are asked to 1) identify adjectives, nouns, and even one verb (outgrabe) without knowing their definitions or translations. 2) indicated the verb tenses used (present and past simple) 3) Answer a few comprehension questions.

Jabberwocky: spotting forms of speech

Have you at any point longed for turning into an author? Or then again ever liked seeing your name imprinted in brilliant letters on the front of a smash hit book? All things considered, in the event that you just shouted a thundering 'hellfire yes' as loud as possible, odds are you're intended to be an essayist. You are intended to help change the world and motivate individuals' lives through the intensity of your words. 

How to get better at writing

Listening, Vocabulary work and written (and why not Video!) production based on a funny video by Daniel Emmet (from America's Got Talent). He sings about coronavirus in his pyjamas on the tune of "Nessun dorma" by Puccini. 



A good laugh, but also good optimism!

Nessun Dorma... alla Corona

This B1-level worksheet explores how transportation works in six English-speaking countries through short, realistic interviews. Each 250-word reading features a speaker from a big city (e.g. Vancouver, New York, Prague, London) who describes the transport options in their city and compares them to other parts of their country.

After reading, students answer multiple-choice comprehension questions for each interview. Then, they complete vocabulary activities to practise useful phrases (lexical chunks) such as “the traffic is terrible,” “I prefer taking the tram,” and “in the countryside, people usually rely on cars.”

To support speaking fluency, students use the chunks to complete and personalise sentences about their own experience. They then answer discussion questions in pairs or groups.

Bonus activity
Students should look at the pictures provided and describe them in paragraph form. They should use useful transport-related vocabulary and aim to write at least one paragraph (5–7 sentences) per picture. This can also be used as extra speaking practice. Encourage students to include opinions, comparisons, and their personal preferences when describing the images.

Transportation in My Country – Reading, Vocabulary & Speaking Practice (B1)

In this worksheet a student has a chance to solidify the ability of saying numbers in English. Besides, the material provides captivating facts about our world.

BIG NUMBERS: FACTS AND FIGURES

This B1-level video quiz is designed to engage students in discussions about difficult colleagues and workplace dynamics based on the video by Amy Gallo. The quiz includes vocabulary matching to reinforce key terms, comprehension questions to ensure understanding of the concepts presented, and conversation questions to encourage students to share personal experiences and opinions about handling difficult colleagues. The discussion-based format promotes critical thinking and fluency, allowing students to practice their speaking skills in a meaningful context while exploring real-world workplace challenges. This activity is ideal for students who want to improve their English through practical and relevant conversations.

troublesome colleagues.

listening and followig lyics, discusion and reflection after a first litening and reading, present simple and present continous verbs reconition, useful vocabulary.

PS and PC, don't speak song worksheet

Beginners English - Well, more or less. You can use the images to get them to say positive and negative statements. Get them to repeat if necessary. Once that is done, Ask them questions that require a "yes they do" or "no they donï¿½t" answer. Once that is done, get them to practice asking each other questions and answering using the same structure. You can then start asking where, what, how do they etc. questions. Once satisfied, they can take them home and complete the exercises as homework. The answers are on the back.

Do they? - Present tense practice 3rd person plural

On those three pages, you can find healthy routines for the morning, the evening and for the homework session. It also includes affirmations to use before each routine.

Setting routines and reading affirmations

Because this is a very long class, I have to keep my students busy for an hour or more, I am having to send this class in 2 parts. It's for advanced students at least upper intermediate. The questions for the reading are in this section.

Part 2 Pierce Brosnan's Life of Challenges and Heartbreak

Learning objectives: 

work with vocabulary, speaking cards, teach speaking lexically (based on "Dazed & Confused" by Ruel), choosing the correct word form, conversation questions to get Ss talk (lexical recycling);

Song Based Love ("Dazed & Confused" by Ruel)

This is a listening exercise which I use with my B2 students so as to give them some extra listening practice. The actual recording that accompanies the worksheet can be found on the BBC site, The English We Speak.



http://www.bbc.co.uk/podcasts/series/tae



The studenys are given the handout and I let them read it over, just in case there is any vocabulary that needs to be explained. I do not however explain the expression which is the backbone of the listening task.

Afterwards I usually play the recording. If the students are a bit weaker I let them listen to the recording twice.



I have included a scanned copy of my answer sheet with my handwriting on it. I hope it's helpful. Sorry if there is some Greek written on it here and there.



Chuffed

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

2,447 English business English ESL worksheets pdf & doc