A selection of English ESL fear 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)

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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

In this worksheet you can find screenshots from the movie Fear of flying. Students describe what they can see and try to guess the order of the pictures and the story of the film.



We mentioned this video in our new tutorial on How to teach English using videos:

https://youtu.be/ktqPSH6s854  

The key idea is that you give out these five pictures to students, each of which represents one moment from the story. They speculate what might be happening and what the correct order of the pictures is in the narrative, then watch the video to check.



We found the video at film-english.com: 

http://film-english.com/2013/11/04/fear-of-flying/  

You will also find a lesson plan here with ideas about how to use this video in class.



Fear of flying - Using screenshots to predict content

There are several exercises!

It's an excellent activity to improve listening skills.

We really hope you enjoy this worksheet!



Song: Everybody wants to rule the world

By: Tears for fears

Fly High 2015

Tears for Fears - Everybody wants to rule the world

In this guide, we have analyzed the structure of the essay and tips for writing it. Including advice from paperhelpwriting.com: you become more receptive to a certain type of information by paying more attention to it. 



Understanding how to argue and explain is a significant experience that will come in handy both in your writing and in your daily life. If you don't have any writing experience you should contact best essay writing services.



Also in the document, we have added some useful resources:



English & Humanities Tutoring



How to write a good essay



Common mistakes when writing an essay: how to avoid them?



How to write an essay correctly and overcome the fear of a «clean slate»?

A complement to my worksheet BE PRESENT TENSE, very similar.

To those teaching French people, this can only be useful since there are so many expressions which use AVOIR in French as opposed to  BE in English. However, other teachers might be interested as well.

To Be Or Not To Be - How to Express FEELINGS and SENSATIONS: Hunger, Thirst, Fear etc. - Feelings - Verb TO BE Present tense, negative, interrogative, interro-negative, tags, short answers

Students have to put the days of the week and months of the year in the correct order. 

Days and Months 

Match the vocab with definitions.  Useful for the Trinity GESE grade 10 conversation phase.

Stress Management Vocabulary

A 5-minute-activity ws about 2012-13. Students think about events in 2012 they loved, did, hated etc...and also look at 2013 -what they wish for the new yeear and what they fear etc. Happy New Year.

A 5 Minute Activity 2012/13

Colour in and trace feelings inspired by the 'Inside out' movie :) This is aimed at younger learners who cannot yet write. The vocabulary included is: Anger, Disgust, Joy, Fear and Sadness. 

INSIDE OUT colour in and trace

A song that talks about common sources of stress.  (For the Triniity Grade 10 GESE topic:  Stress Management)

That I would be good

The worksheet contains prompts for a speaking exercise. It suggests three situations to give the possibility to students to discuss about personal choices, fears, ambitions.

Speaking activity

this dialogue has sentences using the present perfect tense. Grammar thus is presented in a context. The activity is open because the students can end the dialogue the way they want to. Also, they can underline the sentences with the verbs in the tense pointed out above and create their own sentences using those verbs. 

Present Perfect Tense in a dialogue 

DON'T tell your students this is Thriller, one of the most famous songs by Michael Jackson. That's why it is organized as it was a tale, a horror tale. Tell them they are going to read a horror story, and they must try to understand the paragraphs without the missing words, in which there are hints to know the title. Check unknown vocabulary and correct pronunciation while you ask them to read sentences. At the end, ask them to invent a title for that story. Then, tell them you are going to listen to that text read by a famous actor called Vincent Price, who was famous in the USA because of his voice and horror movies. Ask them to listen carefully and write the missing words they manage to understand. Play the song. They will have a nice surprise.

Funny fact: The voice at the end of the song is Vincent Price's, actually. 



Enjoy!

52 Fear English ESL worksheets pdf & doc