A selection of English ESL habit 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

 ,,The Visit” is a sketch written by the Romanian well known playwright  - I. L. Caragiale.

  Ionel Popescu is an eight year old boy,  a very naughty boy, whose behaviour shows the wrong education that he was getting from his family; he does make foolish things for his age, unintentionally. It proves that he’s a child that makes no difference between good and evil, what’s allowed and what’s forbidden.

It can be used in the classrom when we talk about good/bad behavior, habits,  as role plays, drama and improvisation activities.



The visit, by I.L Caragiale -theatre role play for students

The student will express him/herself according to their routine during the week, specifying besides the frequency with which some habits are carried out during one week. In this form, the student gets involec with frequency adverbs.

Routines and Frequency

This expanded worksheet provides a comprehensive look at Greta Thunberg's life, from personal details to her daily routine and her activism. It includes a variety of questions designed to practice using question words and learning about personal habits and routines. The information, while educational, incorporates creative elements to engage students and inspire them to think about their own impact on the world. This activity aims to improve students' English skills while encouraging them to consider important environmental issues.

Greta Thunberg For Young Learners

Students will match the landform to the common landform.  of course, animals can be found in all sorts of places.  These are the commonly thought of habitats for the animals listed. This worksheet, in my lesson plan, goes with the course on landforms.  

Match Landforms to the animals that live there

Familiarise yourself with the task and the time limit. Time management is very important when taking any kind of exam. What are the examiners looking for? Find examples of model answers or read examples of this genre of writing in authentic sources. How can you apply this to your own writing?



What is task 1 writing in Academic IELTS?

Task 1 writing in Academic IELTS is essentially writing a description or a report of the main trends in a diagram, usually a line graph, a bar graph, a map, a process, a chart, a table or a map.  The requirements of the task are slightly different depending on what the diagram is so you need to know what is required for each question type. To succeed and get a good score you should have practised all the possible task 1 questions. This may not always be possible in class time so you must take responsibility for your own learning and actively seek out questions and model answers on the internet.



Change your mindset instead of thinking of the task as an awful exam question you have to do think of it as a practical skill which may have already completed in your own language. For example, have you ever had to write a summary or a report at work or in your studies? Well, task 1 is very similar, imagine you are writing it for someone who is very busy and needs to know the main points. Don’t forget to give a good overview too.



 



What are the examiners looking for and how can I improve my score?

The task is marked in 4 areas, task achievement, coherence and cohesion, lexical resource and grammatical range and accuracy. Ok, what does that mean? Put simply, did you answer the question and how well, does your writing flow, did you use a range of vocabulary and did you make a lot of basic grammar and spelling mistakes. Take note, grammar accounts for 25% of the overall mark. To improve in the first 2 areas, you need to practice a lot. This does not always mean doing lots of IELTS practice tests. Get into the writing habit, keep a journal, write summaries of articles you read, write summaries of diagrams and graphs you see in newspapers or magazines or write your thoughts for the day. Make writing part of your daily routine.



 



Take an IELTS preparation course

Here at Express English College we offer both full-time  and part-time  IELTS preparation classes. Classes can help in 2 ways, firstly teacher feedback on your writing is essential to improve. We improve when we are given feedback on something, we apply the feedback given and then produce something better. We also feel more motivated studying as a class or a group with a common goal (a good IELTS score), which is known as extrinsic motivation. Additionally, of course your peers can give you feedback too. At Express English College in our IELTS classes we use the Cambridge coursebook Mindset for IELTS.  These books break down the tasks into manageable chunks so that students will not feel overwhelmed. There is also supplementary online material which you can access which means you can tailor your learning to your individual needs and focus on your weak areas.



Read a quality newspaper or monthly magazine

The financial newspaper, the Financial Times is a good source of quality writing and usually provides tables and diagrams to accompany texts on the stock exchange and currency markets which may serve as a model for Academic IELTS writing task 1. The Economist or the New Scientist are a good source of authentic, short articles on topical subjects. Reading these will not only improve your reading and writing but it may also give you some potential conversation topics to further improve your speaking skills. While you are reading it may be useful to do the following, underline and highlight grammar structures and underline linkers between sentences and paragraphs.



Time Management

Remember you should spend 20 minutes on task 1 and write 250 words, it is worth 1/3rd of the marks. Do not be tempted to spend longer on this task as that is not a good exam technique. Task 2 is worth 2/3rds of the mark so the correct amount of time needs to be devoted to this task.  Plan your time and answer and then be ready to move on to task 2 writing. Good luck!

How to prepare for IELTS

A worksheet containing explanation, examples and two kinds of exercises to practice the topic. To provide speaking practice, correct the exercises orally.



Hope your students enjoy. Happy teaching!

Adverbs of Frequency

A quick warm-up activity with the spotlight on TV-watching habits. You get only 10 simple questions which might be fitting for A1-A2 students. Just pre-teach the basic vocabulary and you are good to go without watching your back ;) Enjoy! 

What's on? - TV -  class survey

This is a quiz to practice vocabulary about the parts of the body and body care products. The first fifteen questions are descriptions in the left column to match with the corresponding word in the right column. For the last five questions, choose the sentence that best describes the image. 

Body and Care Products

It is an activity suitable for first lessons, either for new students of for students who meet after a summer break.

The objective is that students introduce/speak about themselves giving the information which is connected with the 8 given words in the worksheet, like e.g.  MORNING, BREAD, BE AFRAID OF, HABIT, etc. They take some time for preparation and then they share this info. Other studets might be encouraged to ask additional questions. 

Self-introduction

This worksheet is designed to help intermediate (B1 level) English learners improve their communication skills and learn how to become better conversationalists. It focuses on teaching key strategies, such as active listening, asking open-ended questions, using positive body language, and showing empathy. The activities include warm-up questions to spark discussion, vocabulary matching to build essential communication vocabulary, and comprehension questions to test understanding of the main article. Additionally, students will practice true/false and multiple-choice questions to reinforce the core concepts. The conversation questions provide an opportunity for students to discuss and apply what they’ve learned in real-life scenarios. This worksheet is ideal for learners who want to gain confidence in social settings and become more effective and engaging communicators. Teachers can use this resource to encourage students to reflect on their own communication habits and discover new ways to connect with others. It’s perfect for class discussions, pair work, or group activities, offering a comprehensive approach to developing strong conversational skills.

Become a Better Communicator



This worksheet introduces young learners to the fascinating world of axolotls. The reading passage, "The Amazing Axolotl," provides an engaging 300-word text about axolotls' unique traits, habitats, and conservation. Following the passage are true or false questions to test basic comprehension and six detailed questions to deepen understanding. The content is designed for Cambridge Flyers level students, focusing on reading comprehension, critical thinking, and environmental awareness. Ideal for a classroom or homework activity, it encourages students to learn about this unique species and the importance of conservation efforts.

The Amazing Axolotl

The article discusses the often underestimated danger posed by mosquitoes, particularly in their role as carriers of deadly diseases. It challenges common perceptions of dangerous animals, highlighting that despite their small size, mosquitoes are responsible for more human deaths than larger animals. The article explains the feeding habits of male and female mosquitoes, emphasizing the potential severity of a female mosquito's bite due to the transmission of diseases. Two significant diseases carried by mosquitoes, malaria and yellow fever, are noted, with millions of people affected globally each year. The text acknowledges ongoing scientific efforts to find effective methods for mosquito control, including the introduction of natural enemies and the use of poisons or sprays. Despite these efforts, the article suggests that a foolproof solution to protect everyone from mosquito bites and the associated diseases has not been found yet, leaving room for future advancements in scientific research.

480 Habit English ESL worksheets pdf & doc