A selection of English ESL have you heard of 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)

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

Practice the phrase "have you heard of" using easy to find youtube videos of well-known world festivals. 

Have you heard of...

Students will practice asking and responding to the question: "Have you heard about_?" 

This is a flick coin game, fun activity where the learners play one on one, flicking a coin and developing the key expression by themselves as the coin lands on a picture.  They then cross out the square, or color it in.  This can be played in a number of ways.  Learners can see who can get four in a row first (like connect four) or they can see who can fill in the most squares.  

Have you heard 

Students practise the use of Present Perfect tense, including typical expressions such as yet, already, ever. Ask your studetns to unscramble the sentences. First remind them where the typical expressions are situated in the sentence.

Have you heard the news yet?

3 posters to help you illustrate the parts of bagpipes. What are bagpipes? How do they sound? Where have you heard bagpipes outside of Scotland? Bagpipes are often featured in films.

Scotland - Bagpipe Posters # 1

Have you heard about this song? It is perfect for kids! Yo can sing with your students together and interpretate the movements and the sounds of the song!

The author is Michael Rosen.

We are on a bear hunt lyrics

Comprehension and a set of exercises on the text - Have you ever heard of brand bullying? - Match the linking words with their corresponding functions - Write an argumentative text on the positive and negative aspects of advertising and marketing in teen’s lives 

Name-brand obsession - 

Here is another list. This has a wide range of English and Spanish Adjectives. I believe it has all the most common ones and ones that you have never heard of. I update this and the verb list frequently. Download the verb list as well if you already haven't.  Enjoy!

English Adjectives version 13

Just before the élections, why not study the American national anthem ? Most of the time, students have never heard it before ! 



1) students listen or watch ( you can find it easily on Youtube  ) Lady Gaga's performance on Super Bowl Day ( the best after Whitney Houston ! )

2) they do easy and eductaional activities



Enjoy !

The Star Spangled Banner

1.	Do you think the deaths of Hans Steininger, Chrysippus, and Sigurd the Mighty were purely accidents, or do you believe there were other factors involved?
2.	Which of the four stories impacted you the most and why?
3.	Do you think they have been exaggerated or embellished the story in any way? Why?
4.	Do you think these deaths could be prevented from happening? How?
5.	Do you think these stories serve any purpose beyond entertainment? Can they teach us any valuable lessons? Explain
6.	Have you ever heard of any other strange or bizarre deaths in history or in popular culture? What are some examples?

Writing Task: Unusual events

Instructions:
Write a short story or paragraph about an unusual or bizarre event that happened to someone you know or have heard about. You can create a fictional story or base your writing on a real-life event. Be creative and imaginative in your storytelling, and try to capture the reader's attention with unexpected twists and turns.


Collaborative reading - too sad to be funny

Have you ever heard of the Quasi? This tribe follows a peculiar ritual when their chief moves to the eternal hunting grounds. 



It is only the shaman who is privy to the chief's dying words. The shaman then is obliged to communicate the chief's advice to the tribe. However, none of the actual words having spoken by the dying chief can be uttered until the mourning is over. (None, except for "grammar" words like "I," "the," "and," "for," "should," etc., without which it would be impossible to say anything.)



Should any tribesmember utter any of the chief's last "content" words the evil spirits from the other world will steal the soul of the passing leader, and terrible suffering will be brought upon the tribe.



Students' task: split into groups, and paraphrase  (=rewrite) the last words for the shaman so that he can communicate the message to the tribe safely. Students only get points for sentences/phrases that no one else thought of. (I heard this idea from a teacher of mine, Ildiko Lazar, who had also heard it from someone else. :)

The Chief's Last Words (Sentence transformation)

First study the article. I let them work with a partner on vocab, then we do the listening gapfill. After checking, students work in pairs or groups to complete the rest of the activities. 



Most of my students hadn't heard of most of these mysteries or conspiracies... so it didn't work as well as I dreamed. If you have a computer in your class you might want to make a PPT with some pictures or a show a youtube video to go along with it. 



This lesson was designed for a 2 hour class of adult intermediates. 

Conversation lesson on Mysteries, Conspiracies, and Other Strange Things

The Little Drummer Boy - the fictitious character from a popular Christmas song first recorded in 1955. This drummer is, of course, not in the biblical story, but his presence has become legendary in our modern Christmas imagination. And we can learn from him.



For this activity I selected a modern version of the classic Christmas carol (the lyrics are the same).  



Listen here: https://youtu.be/5l1CS0Jhk90



Lesson begins with discussion questions:



1.	What is the best gift you have ever been given?

2.	What was the best gift you ever gave a family member?

3.	Did they love you more for giving them this gift?

4.	Do you have a friend/ family member who is really difficult to buy a gift for?

5.	What would you do if you met a King?  

6.	Would you bring the King a gift?  What would you buy a King?

7.	How many gifts do you think the Queen of England gets every day?

8.	Do you think the Queen already owns everything she has ever wanted?

9.	What do you think the Queen’s husband buys her for Christmas?

10.	Have you ever heard a drum like the one in the picture?  What sound do you think it makes?





Lesson includes the following vocab:

nodded, told, newborn, kept time, me, finest, lay, honour, poor boy, drum, fit, best, come, gift



Students listen to the song and compete the lyrics.



Listen here: https://youtu.be/5l1CS0Jhk90

23 Have you heard of English ESL worksheets pdf & doc