A selection of English ESL heart printables

a fill in the gap and other exercises on My Heart Will Go On by Céline Dion.

Titanic song gap fill

I am a teacher and also a volunteering firefighter. I often go to accidents and give first aid to the victims. Not beeing afraid of giving first aid is essential - that is why I teach first aid during my classes when I've got time. I prepared this worksheet to join fun & learning. The British Heart Fundation came up with a video with Vinnie Jones. It's a funny way to encourage the practise of performing CPR. The language is quite difficult so I do it with more advanced students. Hope it'll be useful for you.

First Aid Video Activity

Here are a few bingo cards to practise some vocabulary associated with Saint Valentine's Day, celebrated on 14th February.

This is the list of words shown in the pictures:

1.	Arrow

2.	Balloons

3.	Bow

4.	Cake

5.	Card

6.	Chocolates

7.	Cupid

8.	Date

9.	Doves

10.	Flowers

11.	Gift

12.	Heart

13.	Hug

14.	Kiss

15.	Love

16.	Poem

17.	Rings

18.	Rose

19.	Teddy bear



I hope you'll find it useful!

Happy Saint Valentine's Day!

VALENTINE'S DAY - Bingo

Listen to the song “Accidentally in Love” by Counting Crows and fill in the gaps with the missing words written inside the hearts. Then, colour in red the hearts containing a comparative. Identify the adjective and form the superlative form.

Accidentally in Love

Bingo cards for beginners (1st year ESL) with examples of how to play bingo. We start with the simplest level to warm up and a classic bingo. Later kids can lead the activity and we move on to more complicated bingo. Don't forget to make some cute heart markers (the easiest if you have the hole puncher in the shape of a heart). Wish you all Happy Valentine's!

Bingo- Valentine's Day

There is a rhyme which pupils can learn by heart. 

Easter Bunny (Rhyme)

For this activity, you should show the students the following two short videos;

The Christmas Truce (approx 3:30mins long) -  https://www.youtube.com/watch?v=NWF2JBb1bvM

The Man on the Moon (approx 2mins long) - https://www.youtube.com/watch?v=wuz2ILq4UeA 

While they watch them, they should make notes on their worksheets about the story, their feelings, and what they think the message or moral of the story is. After watching the videos, the students can use their notes to have a discussion as a class.



I printed the worksheets two to an A4 page making them A5 size each.



The first video, The Christmas Truce, is a true story based in the trenches of World War 1. There are no violent scenes and it is both suitable for children and truly heartwarming. It has previously been shown on UK television in the daytime. I still suggest that you watch it before showing it to young children to make sure you are happy with the content.

Christmas Mini Movies and Questions

This great song can be used in a variety of ways. I used it to help my students practise participles and to get them to share their opinions on dealing with break-ups and heartbreaks. Two pages. Hope it's useful.

The Winner Takes It All - ABBA

Recocgnize members of the family and use posesive 'S

Members family

A funny poem to practice the topic "Daily routines" and grammar theme Past Simple. The students are to read the poem and match the pictures with the verse or just learn the poem by heart.

I had fun yesterday (Daily routine)

In this worksheet, pupils discover famous quotes from Gandhi. They have an activity, which is to complete them with the given words. Next, they translate into their language and draw a heart next to the one they prefer, they'll have to learn it by heart. They really enjoyed it!

Tip: Write the missing words for each quote on the board, and let the student try to fill in...

Gandhi, Famous Quotes

You can print this image out for decorating your classroom. Teacher! How do I write 'plane'? Just tell them to go to the poster and they have to learn by heart the word. Thank you! Cha.

Means of Transport POSTER

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

309 Heart English ESL worksheets pdf & doc