A selection of English ESL flat printables

This worksheet is for junior students. The task has ten situations with two variants (A or B),  you have to match the picture with the right variant. The topics are House, Flat, Furniture.

In the house, in the flat

A writing exercise to practise vocabulary and sentence writing

at beginner or elementary level. Write in sentences - remember capitals, full stops. Try to use adjectives.

Writing about your flat and your area

Describe the pictures and talk about your house or flat using the questions and the word bank. It can be used on level A2 or B1. Pictures from google images. Thanks in advance for your kind comments. Hugs from Hungary! 

Picture-based discussion elementary - (7) Your house/flat

Students will learn ESL vocabulary needed for a flat descriprion on a level A2+, B1- (equipment, prepositions of place). They will do different ESL exercises and later practise speaking in the last two exercises

All about a Flat (UK) or Apartment (USA)

There are two version of the texts, one text contains tools and materials used to change a tire and the other text describes the procedures. It is followed by an grammar word order tasks, a critical thinking questions and an higher order thinking essay. Download all information gap tasks. 

Information gap task 6/7: replacing a flat tire

Blank Filling Exercise 
"Flat To Fact" is a diss track by Ellect, featuring astrophysicist Neil deGrasse Tyson, created in response to rapper B.o.B's song "Flatline," which promoted the flat Earth theory. The track addresses misconceptions about Earth's shape and emphasizes the importance of scientific evidence. 
SOUNDCLOUD.COM

Using "Flat To Fact" in a Space Education Unit:

1. Introduction to the Flat Earth Debate:

Historical Context: Discuss ancient beliefs about Earth's shape and how scientific understanding has evolved.
Modern Misconceptions: Introduce the 2016 debate between B.o.B and Neil deGrasse Tyson, highlighting the persistence of flat Earth beliefs.
2. Analyzing the Song:

Listening Session: Play "Flat To Fact" for the students.
Lyric Examination: Provide printed lyrics and identify key arguments and scientific references.
Discussion: Explore the song's messages and how it counters flat Earth claims.
3. Scientific Exploration:

Evidence of Earth's Shape: Discuss phenomena like the horizon, time zones, and satellite imagery.
Critical Thinking: Encourage students to question sources and seek empirical evidence.
4. Creative Engagement:

Debate: Organize a classroom debate on the flat Earth theory versus scientific evidence.
Project: Have students create presentations debunking common space-related misconceptions.
5. Reflecting on Science Communication:

Role of Media: Discuss how music and media can influence public understanding of science.
Effective Communication: Analyze how Tyson uses the song to convey scientific truths engagingly.
By incorporating "Flat To Fact" into your curriculum, you can address scientific misconceptions and promote critical thinking in an engaging manner.

  



Song: "Flat To Fact" in a Space Education Unit:

Students work in pairs.The first partner gets page 1 and the second one gets page 2. One of the students asks questions in order to find out more information about the house/flat for sale, while his partner checks if he has formed the questions correctly and answers the questions. Then they reverse roles.

Asking and giving information about a house/flat for sale (There is / there are) 2 Pages

Pupils have to discover the people's names in the flat. For that they read the instructions and write the names under each picture. An answer key is provided.

Prepositions of place

This is a worksheet to encourage students to make up sentences using comparatives and superlatives of adjectives.  First , students are guided to talk about houses / flats in pairs. Next , they work on a table and make sentences about the houses in the pictures using comparative and superlative forms of the adjectives provided. Then they are encoraged to write a paragraph about their friends’ houses  after they find out about them asking their friends questions about their houses. This worksheet is also available in "busyteacher".

comparatives and superlatives

Julie went to visit a flat to rent yesterday and now she's telling her friend about it.  Report the sentences.  KEY INCLUDED.

REPORTED SPEECH

Flashcards created with the use of the icons from flaticon.com. You can use them with very young children. They have description at the bottom. I hope you'll like them. Have fun!!!

Easter Flashcards

I use this game in either A4 to send home to reinforce work we have done in class or on a vinyl 1.2m by 0.8m on the board with an 30cm inflatable dice for classroom use.  It is easy to edit to put your own pictures in. It is based on the BBC programme Get Squiggling Letters. I made 5 of them to cover the alphabet A-Z

Snakes and Ladders

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

188 Flat English ESL worksheets pdf & doc