A selection of English ESL go straight printables

Tape the pictures on the wall in random order and not in a straight line. Then have two teams of students. One student from each team has a ball to throw. These students will start from opposite directions. When you say go, they must throw the ball at the picture and say what it is. If they are younger students have a teacher nearby to help with difficult pictures.

Body Parts Flashcards

In this activity students have to complete with prepositions: between, opposit, next to, etc. Then they give directions with: go straight of, turn left, turn right,

The city- prepositions

These file can be used as a poster on the classroom walls or as a flashcards to teach how to give directions. There are expressions such as;

Go straight ahead

Cross the street

Take the first left/right

Take the second/left/right

Turn left

Turn right

It's on your left/right.

Go past...

You can cut the pictures from the commands and laminate them separately to have students play matching game. If you want you can stick magnets at the back of the pictures and this way the students can play on the board.

Giving Directions

I just made this very basic worksheet for giving directions,  as if you were in a taxi directing the driver. The instructions are in Japanese. It's aimed at Japanese elementary students with very low English ability. It includes capital letter tracing, and writing practice. The idea is to play a game that uses the vocabulary prior to doing the w/sheet. It may be of some use to you. P.S. You'll need a tracing font installed in your word processor to view the traceable font. Alternatively, when I get home, I'll scan it and upload it as a separate, JPEG worksheet.

directions worksheet

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

Wouldn't it be nice to get up and go - anywhere!!! Stuck at home sucks;( Anyway, here is a selection of wonderful places to think about. They choose the correct option, then on page 2, match them up with their countries. So, the answers are on page 2. For matching up place and country of origin, it's pretty straightforward, so I haven't included a key there. One I didn't know was that Al Aqsa masjid is in Israel.  What I do, is get them to choose any 5 landmarks and do a research topic on them. Hope it will be useful guys and stay strong!

Landmarks of the world

The exercise sheet is to practice asking for a place and giving the diractions like "go straight ahead", "turn left", "on the right". The students can also practice the question form "How do I get there?"

Asking directions

With more advanced students, you could go straight into the exercise and see how many differences they can spot by themselves. For more elementary students, there are sentences and they decide which picture is being described. Then, there are sentences to model how to compare and contrast the pictures and they write up three themselves. 

Spot the Difference!

It's a straightforward numbers BINGO game for up to 48 students. 



Each card has the same 25 numbers on them but 5 numbers on each card are circled in red.



Every card is different. There are no two cards the same.



Also, there is a reverse side and a blank sheet included.



I have used my set many times already and for large classes it's a great warmer or closer.



HINT: I hand out the laminated cards with a very small piece of blank paper so they can write down their numbers as they are called out. I use a 'blank' paper card to mark off the numbers as I call them out.



It's a great listening exercise and lots of fun for pretty much all levels.



The students can call back the numbers from their card if they think they have won.



Good luck...

LUCKY NUMBERS!

Baisc direction expressions (go straight, turn left, go 2 blocks, etc) were pre-taught.

Students practice following directions and giving directions. Includes information gap activity. Includes Map.

Fully customizable. Students enjoyed this one, especially if you tell them they give directions for the longest or the shortest route they want

Directions

This speaking activity is designed for these students who take their first steps in speaking. You can safely give it a go with beginners or elementary students. As you see, the questions are very direct and may push some people out of their comfort zone. So if you don't want this introductory 'interrogation' to be  too harsh, you can let your students know equally straightforwardly that they don't have to give the very exact details concerning their private situation. Instead of saying 'I'm divorced,' they can say 'I'm single,' instead of saying 'I live in Rome,' their response can be about living in Paris etc. Of course, it's not about lying - just about recognising the communicative functions of the messages given and putting it all across correctly. :) 

21 things about you! - quick questionnaire

3 PAGES FULL OF SITES WHERE YOU CAN PRACTICE THE ADJECTIVES, FOR ALL LEVELS, FOR ALL SKILLS. JUST CONTROL AND CLICK ON EACH LINK AND YOU GO STRAIGHT TO THE EXERCISE.

WEB SITES WITH ... ADJECTIVES

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

26 Go straight English ESL worksheets pdf & doc