A selection of English ESL go sports printables

This test is all about summer camps. As usual you have reading comprehension, grammar, vocabulary and written practice. Key is included. 

For version B of this test go to 

https://en.islcollective.com/resources/printables/worksheets_doc_docx/test_a2b1_-_summer_camps_-_version_b_special_need_students/past-simple-vs/101522

For the listening test go to 

https://en.islcollective.com/resources/printables/worksheets_doc_docx/listening_test_-_sports_camps_a2b1/sports/101269



TEST (A2/B1) - SUMMER CAMPS - version A (regular students)

Now a series of worksheets to learn or revis e names of sports and free time activities ,secondly a multiple choice activity: fooball going to the cinema, running , playing chess..

sports and hobbies :multiple choice activity

This gap filling activity allows for building up skills in using five most commonly used irregular verbs through completing five short question - answer exchanges. These short dialogues can be role-played by learners. Answer sheet is included.



This resource can be used on it's own or (recommended) as a follow up activity for "We Go In For Sport Every Day: Irregular Verbs" - another worksheet from my collection.



On my page you can also find a set of cut-up matching cards with the target irregular verbs: these can be used either as a warming up / revising activity before working on the worksheet, or as a recap in the end of the lesson.



Hope this new worksheet will be well liked by you.

We Go In For Sport Every Day: Irregular Verbs Gap Fill

This has a couple of uses. It can be a straight forward reading with a vocabulary word list linking exercise. It can also be a way of introducing a role-play that involves agreeing and disagreeing and the vocabulary used that can be practiced in a controlled manner. It can also be used to stimulate a debate on dangerous sports, health and safety and childcare. The instructions are contained within the worksheet. Advanced groups only. Have fun!

Dangerous Sports Reading/Role-Play

This worksheet is for an ESL / ESOL speaking activity about sports.  On the first page, are several examples of short speeches about sports likes and dislikes, about what they do to keep fit.  On the second page, students can write their own speech about their personal likes and dislikes, as well as what they do to keep fit.  Second page includes an area for planning out what they want to say (in the same manner of City and Guilds exams) as well as a place to write out their speech in full.

Language includes like, don't like, play, watch

Images are suited for adults.  Black and white worksheet ideal for photocopying.

Making a simple speech about sports

Cut out the following cards. Divide students into pairs or they can work individually. Put the Do-Play-Go cards face up in front of the students and matching cards face down on the desk. Students' task is to match the correct words with "make", "go" or "do".

DO/PLAY/GO - Matching activity

33 questions discussing the Olympics, sports and a bit of health. I normally use speaking exercises at the start of my classes to get every body speaking and linking in to the lesson theme/topics. With London 2012 coming up this would be a great way to get any classes from elementary-intermediate talking and thinking about the Olympics. Just cut them out, place them face down in the middle of the room and get students to pick them at random and then ask another student - go around the class and repeat.

Olympics and sports discussion.

These cards may be used for lots of activities when teaching and reviewing sports vocabulary as well as like and don't like. There are five sets of cards:

Set 1: like sports picture cards.

Set 2: don't like sports picture cards.

Set 3: sports word cards.

Set 4: sports equipment with words.

Set 5: sports equipment without words.



You may use them as prompts for students to make sentences and also to play games such as:

old maid, piggy goes and go fish! (Instructions in the worksheet)

SPORTS AND EQUIPMENT CARD GAMES

This is a simple grammar worksheet where students select the correct verb (play/go/do) to use with different sports. I created it for a group of kids with mixed beginner to elementary level abilities as an in-class activity that can be taken home as a study aide. 

Play, Go, or Do?

Hello, I have pilled up many sports, activities, games, plays and sorted them out according to the verbs (GO/DO/PLAY) that they collocate with. There is no transation into any other language, or explanation what they mean. It is just a summary/ a list of many common, but also unusual activities and sports. I hope you will find them interesting and worth learning! :-) Make a comment bellow, please.

GO / DO / PLAY activities

They have to play this game in small groups, they practice questions in present continuous third person singular and their corresonding answers, back of the cards and instructions included in the document. ;)

Sport Bears Go fish Game

I have pulled together a collection of resources from ISL Collective and other websites to teach Phrasal Verbs and compiled them into a resource list divided by General Resources, By Base, By Particle, & By Topic. Enjoy! 

How to Teach Phrasal Verbs: A Comprehensive Guide (Resources from ISL Collective + More) 

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

122 Go sports English ESL worksheets pdf & doc