A selection of English ESL goal setting printables

An interesting text for reading comprehension, speaking and writing. Answer Key included

The Art of Goal Setting

This is the second set of dominoes to introduce the vocabulary of fashion (clothes, jewels, shoes...) of a game of loto about shops and facilities.  It enables children to practise the present simple, express a goal or cause. Enjoy it!

Fashion dominoes

This is the first set of dominoes to introduce the vocabulary of health, emergency situations and treatment to play a game of loto about shops and facilities. When taking a card, the player says where he goes and why.  It enables to practise the present simple and  express cause as well as talk about health, treatment and emergency situations.

Emergency Situations Dominoes

This is the fourth set of dominoes to introduce a game of lot about shops and facilities.  This one is about furniture. It will enable players to practise the present simple and express goal and cause. Have fun!

Shopping for Furniture Dominoes

This is the third set of dominoes to introduce the vocabulary of food (fruit, vegetables, meat and fish) of a game of loto. It will enable the players to practise the present simple and express goal and cause.

Shopping for Food

Having a Summer Bucket List is a great way to set your goals and have fun! 

You can choose each activity every day and try something new in your life! 

First of all, students can read this list. Then tick the things he/she definitely wants to do.Practising "to be going to" will help student to talk about their plans. If the year of study isn't finished yet, student can start doing bucket list activities and share emotions with their peers and a teacher.

Secondly, this list can be used while making up role-play activities. Student's can make up their own dialogs.

Thirdly, students can play different games. For example, one student can show any activity using gestures and other students should guess what this activity is in English.

Finally, student can have fun giving task to each other. For example: "Max, your task is to dance in the rain, take a picture of it and share with us".

I've tried to make this worksheet colourful, so the students could feel the atmosohere of summer and enjoy their summer holidays!

Summer Bucket List

Motivation and New Goals Setting. Free ESL Lesson plan for B2-C1 about motivation and setting goals in the new year reviewing inverted sentences structures, idiomatic expressions and vocabulary for a speaking activity.

Motivation and Setting New Goals

A piece of historical fiction modeled on a Cambridge reading exercise. 

The setting is Europe during World War One. The story follows the first mission of a young pilot who has been assigned as a machine gunner/observer. 

The vocabulary is highlighted, and the questions require some detail and explanation. 

This can be done as a reading exercise, but I have used it as a listening input on a few occasions.

Although it is essentially a past tense exercise,

there are elements of foreshadowing and figurative language. The goal is to present the past simple, but the objective is to prepare students to compose descriptive writing.

First Flight

Do you want to help your students set their study goals at the beginning of a school year? This worksheet might help you.



Each student thinks about two measurable goals and specific steps how they are going to reach them. You can give them the following example: 



GOAL 1: 

I want to improve my vocabulary.



STEPS THAT I WILL TAKE TO REACH THIS GOAL: 

I will watch 1 episode of my favourite series in English once a week and write down at least 10 new words/phrases while watching.

Set your goals

This is a reading and video lesson that I use in my adult. There is a reading and comprehensive questions at the end. I have the students read the article first. Then we watch the video and answer the questions. I try to have a discussion on setting goals and believing in your dreams. 

Janitor for 30 years gets a new job

talking about accomplishments and goals, with differemt tenses and structures. Goals are the flip side of accomplishments. You can achieve accomplishments without setting goals, but if you set goals and follow through, you are virtually guaranteed accomplishments. Accomplishments are the indicators that we have met our goals, and goals give us the motivation to have accomplishments.

accomplishments and goals

This activity is designed to promote self- reflection and allow students to see the different uses of english. It was originally used in private class settings but could be adapted for use in the classroom. I highly recommend cutting up the cards and letting students move them around; this promotes more reflection upon the order of activities and allows students to change their mind. 



It would be a good activity to do at the start of a new year or a new course. 

Self Assessment - New Year, new course

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

30 Goal setting English ESL worksheets pdf & doc