A selection of English ESL go or goes 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

You need each card in two ex. Each player gets 5 cards, the rest goes into the deck. The objective of the game is to make as many identical pairs as possible, asking other players for the matching card.



The structure of the question is: “Is the cat (prep.) the box?” or “Are the cats (prep.) the box?” or “Is there a cat (prep.) the box?” or “Are there two cats (prep.) the box?



The structure of the answer is: "Yes there is/there are/it is/they are" (the asked player pass the card) or "No there isn’t/there aren’t/it isn’t/they aren’t, go fish!" (the requesting player picks a card from the deck).



The prepositions are: in, on, under, above, behind, in front of, between, next to.



Card Game Prepositions of Place

This worksheet has several examples of dialogue. Students must be careful of where the commas and quotation marks go. The 'He said,' part of the sentence is sometimes called the 'tag.' By noticing if the 'she said' part comes before or after the quote, students can remember if the comma goes inside or before the dialogue. 



Using American punctuation rules.This practice is useful before they try to add dialogue to their own essays.

Punctuating dialogue. Quotation mark practice 

Picture description with some exercises. Note that 'family' is a collective noun and you can use singular or plural. So, a family go and a family goes, both of these are OK.

A happy family go to the park

This worksheet accompanies a powerpoint which reviews the passive voice and goes into transitive and intransitive verbs which can/can't be used in the passive. For the ppt look for 'Passives for advanced students' or go to my profile. Enjoy!

Passives for advanced students

This fill-in-the-blank listening activity goes along with this clip from Friends Season 10 Episode 03 "The One With Ross' Tan": https://www.youtube.com/watch?v=fvVT3N5dZq4



First, I like to have my students listen and watch the entire clip without the worksheet. The second time through, I give them the script handout to read along with as they listen, pausing at the blanks to see if they have an idea of what word or phrase is missing. If it seems especially difficult, I usually provide a word bank on the board. After, I ask if they have any questions about vocabulary or expressions.



The answers are provided in order on the third page of the document. 





Friends Listening Activity - Ross' Tan

I usually use such material when I want to cheer up my students a little bit. Here is some child taking a lie detector session. The questions are easy and clear, the same goes with the answers. You also have some kind of script from this video, so you can practise these questions with your student. The answers are included as well. The link to the video: https://www.youtube.com/watch?v=hLLM0jye1zg&list=LLoWeuqj9nwLhY32Wq9oqgOw&index=1





For more worksheets go here: http://www.znoproblem.com/d1-83-d1-87-d0-b8-d1-82-d0-b5-d0-bb-d1-8f-d0-bc/



or  go here ->

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or subscribe to my channel here ->

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Hope you'll like it!

A funny video worksheet (Jimmy Kimmel talk show episode)

This is a writing vocabulary exercise where students fill in the blanks under each picture with the correct name of the occupation. I show a brief video that goes through each of these jobs before I give the worksheet, and when the worksheet is given out, I put a copy up on the overhead to help get the students going. This is a great exercise for spelling, and also for practicing the alphabet, as this activity can be done together as a class. Afterward, the students can keep these sheets in their binders to refer to later. 

What's my job?

Students choose a mark of their own. (star, smiley face, heart, diamond, but nothing to elaborate.  It's not art class, Kenny!)

Decide who goes first, and the first person can enter her mark anywhere on the board.  She would then combine the two sentence portions to make a sentence or question.

The second person would then enter his mark anywhere on the board and also make a sentence or question.

The point of the game is to get four in a row.  Once a player gets four in a row, she should draw a line through the four and score a point in the score section (if you try to count at the end, you'll go nuts.)  The person with the most point at the end of the game is the winner.

present perfect

to practice  the girl... who

This is a video worksheet connected with the cartoon Peppa Pig. The topic is going to a museum. There are 3 sections: Before you watch, While you watch and After you watch. These sections consist of different tasks. Study new words, complete, true or false, answer the questions. 

https://www.youtube.com/watch?v=1ckFNhI9F5Y&t=4s 

This is the link to the video.

Peppa goes to a museum

The objective of this board is to train the digraphs, but the examples are easy with a low level of complicity. It's a fun activity that helps to get acquainted with the digraphs. if a child is in the square with a snake for the second time and doesn't want to go back, so he or she can read the words in the square and goes further.

The rules of reading (digraphs + vowel revision) (part 3)

This lesson consists of a number of differentiated activities. As a lead in I would recommend talking about poetry or how we describe things, to familiarise learners with the themes and generate discussion. There is quite a lot of content here so you may want to split the lesson or not use it all.  



The first exercise is an adjectives/collocation exercise where learners have to match flashcards with adjectives and objects (the adjective needs to go with what it describes (e.g. blue>sky)) with visuals to support understanding. There are also blank set of flashcards where higher level learners can write their own adjectives and objects. 



This is followed by a poem of five verses. I would recommend reading it together and discussing it with learners first. The first exercise is for learners to match which images on the right goes with each verse. This is followed by a reading for detail exercise which involves learners identifying which senses are spoken about in each verse. When learners have finished reading the poem, spend some time looking at the structure (e.g. first verse introduces the scenes, the following verses focus on different senses). This will help with the writing exercise. 



Following the reading learners can then either use this poem as a basis for their own poem (changing certain words) or write their own poem. 

22 Go or goes English ESL worksheets pdf & doc