A selection of English ESL good morning 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

a song by Melanie Fiona to teach Present Continuous / will / going to  for the future. It contains gap filling , word matching recognising future structures. The worksheet also includes pictures to help your students cope with understanding the text of the song as well as a bit of informal language containing future structures. 

Monday Morning Melanie Fiona song

- Different ways to greet people 

- vocabulary worksheet with French equivalent and explicit drawings

- writing adapted for dyslexic students

GOOD MORNING - GOOD AFTERNOON - GOOD EVENING

HELLO GOOD BYE - SEE YOU SOON - SEE YOU LATER 

Greetings

Obligation - must, have to, mustn't
Lack of obligation - don't have to

This is the 6th worksheet about the Taylor Family. See previous worksheets for other grammar points.

Background
This is a worksheet from a book that I created to help visual learners review grammar, learn vocabulary and practice speaking. The book is about a typical family who live in England. John and Sue are the parents of Emily and Peter. They live with their dog Barney. 

Introduction
This worksheet can help learners practice a number of different things, for example,
             - vocabulary
             - modal verbs for obligation (must, mustn't, have to, don't have to)

Task 1: Remind SS of the Taylor Family (if you are using this worksheet as part of a 
             series). What do they remember about the family? For example,
             'Peter plays computer games.'
             'John drives to work every morning.'
             Tell the SS that Emily and Peter go to a typical school in England. 

Task 2: Look at the worksheet and using vocabulary describe each picture. 
             Ask SS: 'What can you see in each picture?'
             Go through the vocabulary and difficult verbs (uniform, pupil, offer, give presents ...)

Task 3: This worksheet would probably work best if you have already taught the language of 
             obligation and lack of obligation. However, it can be done as an introduction. 
             As an introduction to obligation you can ask SS to look at each picture and say what     
             are good things to do and bad things to do, from the point of a pupil at school.
             Then you could teach obligation.

             If SS are familiar with obligation then it's a simple review exercise. To make it more 
             challenging you could go over the difference between 'must' and 'have to', for        
             example,
             T: At Emily and Peter's school you must OR have to wear a school uniform.
             S: You 'have to' wear a school uniform because the rule is from somebody else, i.e, the 
                 school.

Task 4: For group work, SS could write the rules for students and teachers in their 
             dream school.

The Taylor Family - Obligation

This worksheet aims at giving the outline to the morning routine, i.e saying good morning, taking the register, saying the date, celebrating birthdays, weather... The kids need to stick it in their notebook and learn the prompts that are given. It helps starting the lesson in English straight away! 

class morning routine

write sentences with given help. saying hello. english german simple worksheet homework basic level good morning good afternoon good evening how are you i m fine thanks



get talking - saying hi

A day in the life of a Brazilian student.

My day starts very early. I get up at six o'clock in the morning. I have breakfast at half past six . After breakfast, I go to school but I don't take a bus. 	
I walk to school, because we live near it. I start school at seven o'clock. I stay there until noon. After school, I go home and I have lunch. 
After lunch I study and I do my homework. At five o'clock I take a shower. At seven o'clock all my family is at home and we have dinner together. We talk about our day. After dinner, we watch TV or listen to good music. I don't go to bed very late. I go to bed before ten o'clock.


COMPREHENSION:

A) What time does she have breakfast? _______________________________________________

B) How does she go to school? Why? _________________________________________________

C) What does she do after lunch? ____________________________________________________

D) What time does she have dinner? __________________________________________________

E) What time does she go to the bed? _________________________________________________


Simple Present activity

A worksheet with several exercises to understand and use the adverb of frequency and the present simple to describe habits, with some exercises to describe the students' habits as well. Fully editable.



Hope your students enjoy. Happy teaching!

What do they always do in the morning? (present + adverb)

On those three pages, you can find healthy routines for the morning, the evening and for the homework session. It also includes affirmations to use before each routine.

Setting routines and reading affirmations

Enhance your vocabulary with the new adjectives and nouns characterizing everyone as an individual : down-to earth, spontaneous, a people person, a morning person, witty, a computer geek, keep yourself to yourself, a good laugh.  
  Try the following activities for memorising them: find the synonyms, imagine the traits of characters of the people in the images and describe your parents with the learnt nouns and adjectives.

"Adjectives describing a person"

This worksheet is to help each student develop present continuous speaking, reading and writing skills. there will be two seperate groups.The idea is to initiate conversation on an elevator in a professional business manner. The scenario will first partake in the classroom and then on an actual elevator. 

 The objective will be depending on the time of day, the student will either say "Good morning, Good afternoon, Good evening, How are you?, or which floor?, How is your day going? In the classroom the students will have to act out the scenario.  

Elevator Relfator

Doctor: Good morning! How can I assist you today?
Patient: Hi, doctor. I'm having a terrible stomach ache.
Doctor: I'm sorry to hear that. Have you been indulging in any unhealthy foods recently?
Patient: Well, I did eat a lot of fast food and sugary snacks this past week.
Doctor: I will give you a check-up. Oh, you have a toxication.
Patient: Should I take any medicine to feel better?
Doctor: I'll prescribe you some medication to help with the pain and discomfort. However, you shouldn't rely solely on medication. You should rest and drink plenty of water to help your body recover. Also, you should try to eat light and nutritious foods like soups, boiled vegetables, and whole grains. You should avoid spicy, greasy, and fried foods.
Patient: Thank you, doctor. I'll follow your advice.
Doctor: You're welcome. Take care of yourself, and I hope you feel better soon.


35 Good morning English ESL worksheets pdf & doc