A selection of English ESL follow instructions 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.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

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

Can You Follow Instructions?

Imperative Verbs - Following Instructions, Listening and Writing

In this worksheet there is a crossword. There is also an activity where the students read and follow the instructions (Ex. Colour the t-shirt red) For lower level students you can read out the instructions instead.

Clothing worksheet- colour and crossword

You can use this ws to present jobs and practice present simple. You can make ss talk about these people first.Then, Ss have to cut the sentences and paste them with the corresponding person. This ws contains instructions and a suggestion of a follow up act.. It is completely editable! Have a nice day!

Jobs and Present simple

This is a speaking game where students practice the following strucutre:



Q: Do you have any ...............s?

A: Yes, I have some ..............s.

A: No, I don't have any ..........s.

----------------------------------------------------



I included a detailed instructions of how to run the activity.

----------------------------------------------------



The cards can be used as well as a memory game of the various food quantity

----------------------------------------------------

Hope it's useful to your students. Mine enjoyed it.

Speaking Cards: Any, Some, Food quantity (44 cards)

This is the 4th and last ESL worksheet in the series BE GOING TO. Here you can find activities 2&3 which follow doc 3/4 with the same name. Anyway, they can be also used independently. Students practise the use of BE GOING TO for future plans. They also learn about cities in the world, their monuments, typical food, etc. Enjoy it!! 


Plans For Next Holiday - BE GOING TO Exercise + Instructions & Key

Part 3 of the BULATS (Business English) test lasts 4 minutes and comprises a role play with the examiner, followed by a brief discussion on a related topic.  The candidate is given a role card with topic and instructions to find out 3 things and to give their opinion on the information they obtain.  At the bottom of the card the related discussion topic is given.  Candidates need to practise asking questions to obtain information and then giving and exchanging opinions. These cards can be printed out for exam practice in the run up to the exam. Please note that the topics are not taken from past exam papers but have been invented by me just for practice to suit the type of (employed) students that I teach.  Please feel free to adapt the material to suit your own requirements. 

BULATS Speaking Test Part 3 - communicative activity

Write the names in the correct box and colour following the instructions

my family

I created this group activity as a game for students to understand the importance of word order in English at the same time they have fun. You will find:

- 2 boards (you will need one board per student)

- 75 cards (15 subject cards, 15 verb cards, 15 object cards, 15 places cards and 15 time expressions cards) One copy is enough for a group of 5 students.

- and a spinner (you will need a paper clip and a pencil. Press the pencil tip through the paper clip and onto the centre of the spinner circle. With the other hand flick the paper clip like a spinner).

HOW TO PLAY:

Place all the cards on the table so that students can see the pictures. Students take turns flicking the paper clip spinner. They take the cards according to the instructions in the spinner and place them on their boards. The first player who completes the three sentences has to read out loud his/her sentences saying the correct form of the verb in the simple present. If the player does so ok, then he/she is the winner.

As a follow up activity you may ask them to read their sentences and write them down on their notebooks.



BUILDING SENTENCES BOARDS + 75 CARDS! PRES. SIMPLE

Pair Work exercise useful for practising speaking and listening skills and giving/following instructions. Put students in pairs and give each half of the worksheet. Student B tells student B where to go on the grid and what to write or draw. Make students can not see each other´s sheet. This ws allows the whole class to practise simultaneously. At the end of the exercise, Ss should compare their answers to the teacher´s answer sheet. Enjoy.

Pair Work - Listen, draw, write (2)

Conversation worksheet. Students are presented with 12 characters and must choose only 5 to take with them to a new planet to restart humanity. Then they must compromise with their partner to choose 5, and then again in a group of 4. (Pyramid discussion).

Each character has positive and negative points, such as the racist farmer/hunter, or the violent chemist. 

Written by a native English speaker and useful for multiple purposes (descriptions, law and order, civilisation, debate techniques, suggestions, opinions, comparative adjectives, superlatives etc.)

Contains instructions and also a possible follow-up activity in which students role-play being on a damaged hot-air balloon approaching a desert island, and students must argue to their peers why they will be useful. Then there is a vote on who will be cast into the ocean!

Conversation: Moving to a New World

Use this in class as an aide to the use of "Used to, still, not anymore." Students take it in turns to read out sentences one by one. Once all the sentences are read out, instruct them to ask questions such as; "Did Danny used to eat bacon?" followed by "does Danny still eat bacon?" etc.

191 Follow instructions English ESL worksheets pdf & doc