A selection of English ESL horn printables

This is a Thornbury-based formative speaking assessment form.

Simple and adjustable.

Created for A1-B1 level students.

Make it your own and you'll save time marking yet at the same time, you know where your students stand.

Formative Speaking Assessment Form

Simple worksheet listing what dinosaurs do and don't have. The children fill in the blanks. They also learn dinosaur themed words, such as teeth, claws and horns. They can then go on to draw and describe their own dinosaur.

Dinosaurs Have...

The poem "Roses and Thorns" Richard Henry Stoddard was translated into Russian by Aleksey Pleshcheyev and then this translation was set for voice and piano by a great composer Pyotr Ilyich Tchaikovsky. Now it is known as "Legend", No. 5 from "Sixteen Songs for Children".







First students revise regular and irregular verbs in the Past Simple (affirmative form). They also practise Plurals and Articles (Definite, Indefinite, Zero). The worksheet is perfect for revision of the topics.







The poem shows Christ's redemptive death.







Geoffrey Dearmer translated the Russian lyrics into English one more time. Here is the worksheet https://en.islcollective.com/english-esl-worksheets/grammar/adverbs/easter-carol-legend-when-jesus-christ-was-yet-child-geoffrey/124025

Roses and Thorns - Easter Poem - Grammar Review

This an activity for intermediate ELLs that involves learning a few facts and having some fun.

Dinosaur Facts and Fun

This is a worksheet about the environment. They read the passage and then they answer the questions. I have included links to the Ocean Cleanup Project and Greta Thornberg. I think we owe it to our students to broach these issues.

Salvatora's Special Monday, a reading comprehension

Phrasal verbs are verbs, not idiomatic curiosities. There is no logic to classify¬ing take over with take the bull by the horns. Phrasal verbs are an essential part of spoken and written English at all levels, and no student who hopes to master the language can afford to overlook them

Phrasal Verbs

Complete each card with the features of each animal, for example: lives in the jungle, has got horns, can fly but can´t run etc. The colouring

Animals cards

SCENES 23-24-25

MATERIALS:THIS WORKSHEET, AIRHORNS,AND BEETLEJUICE MOVIE 

Beetlejuice for Halloween 

Grammar test for begginers in present continuous tense. It revises affirmative, negative, interrogative and short answers. This test has easy vocabulary and basic structures for young learners. 

test present contiuous

Students practise Irregular Verbs, Past Simple, Plurals, Adverbs.

The poem "Roses and Thorns" by Richard Henry Stoddard in a Russian translation by Aleksey Pleshcheyev, was set for voice and piano by Pyotr Ilyich Tchaikovsky as "Legend. After that Geoffrey Dearmer translated the Russian lyrics into English one more time.

The poem by Stoddard can be found here 

https://en.islcollective.com/english-esl-worksheets/grammar/articles/easter-poem-irregular-verbs-past-simple-plurals-articles-ros/123849

And here you can find Russian lyrics https://ru.islcollective.com/russkii-rki-rabochie-listy/grammatika/imya-sushestvitelnoe/legenda-chaikovskii-i-plesheev-pasha-proshedshee-vremya-chis/123126

Legend - Easter carol (Grammar Review)

Read about the amazing story of Elly Beinhorn`s life. German born Elly Beinhorn was the first woman to fly solo around the world, and when she married racing driver Bernd Rosemeyer, the two became one of the most celebrated German couples of the 1930s.



Pilot Elly Beinhorn

a useful speaking worksheet using English adverbs.

adverbs

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

32 Horn English ESL worksheets pdf & doc