A selection of English ESL how green are you printables

a quiz I mad for my B1 level as an introduction on the environment issue.Hope you will like it

how green are you

Questionnaire to interview a partner about how much they care about the environment

How green are you?

Students have to answer the quiz about their habits  , then count their points  to see if they are environmentally friendly. I used it  with my pupils  translated in French  for a survey  asking passers - by on market day!

How green are you?Quiz

Here is a new version of my " how green are you ?"quiz with fewer questions, which I'll use for an EPI( Frech teachers will understand) we will make statistics and make comparisons with Indian schools!with adverbs of frequency

How green are you : new updated and simplified for French EPI

Happy Family – Friends

Everybody must have a card. You are the boy or girl on the left side (the biggest picture on the card)

Find your friends without looking on each other cards. 

Ask each other questions about cloths, hair, skin, bags, etcetera.

You can practise different grammar constuctions:

For  example:

•	Do you have a green shirt?

•	My friend has a green shirt.

•	I am looking for someone with a green shirt.

•	My friend is wearing a green shirt.

Answer with:

•	Yes, I have a green shirt.

•	No, I haven’t got a green shirt.

•	No, I don’t have a green shirt.

•	I am wearing a green shirt.

•	I am not wearing a green shirt.

If you found one of your friends, go on looking for other friends. Who is the first who knows all of his friends?



If you cannot make groups of 4 in your class, you can give a (few) student(s) two cards.



Happy Family - Friends

Do the quiz and check out how green you are!! This is a communicative activity where students must ask the questions to their partners. Then, they calculate their scores.

Green Quiz

The objective of this worksheet is to check how green you are. It is a communicative activity and students must work in pairs and ask the questions to their partners. Then, they have to calculate their scores.

DICE necessary for this game.

The objective is to practice numbers 1-12 in English (or any other language).

Students can either roll two different dice or roll the same dice twice. The dots they see are the two numbers they add (red and green boxes) and write the results in the blue boxes.

It's a game for 6 year olds (or older), who are learning to write in their native language. BUT it can be fun for adult students if you use a bigger number of dice. It's a good warm up activity, just to have fun. Enjoy!

ADDITION GAME

Just a worksheet to build a clock. I let my pupils colour it as follows to help them learning, how to tell the time in English.
Number/Field around this number
1 black/red , 2 black/red, 3 green/red, 4 black/red, 5 black/red, 6 purple/red, 7 black/blue, 8 black/blue, 9 orange/blue, 10 black/blue, 11 black/blue, 12 yellow/yellow
 words past = red, to = blue
 Important are not the colours but the colour system. Remind your pupils not to use dark colours (esp. the blue), otherwise the numbers might not be readable.



Building a clock

WHO - WHAT - WHERE - ???



This is a great game for kids but it takes some explanation and some preparation.



Everything you need for this game is included in this Word document. 



There are reverse sides for all 24 cards.

The check lists for the teams are on page 7.

The rules to the game are on page 8.



(Email me if you want the rules in Thai.)



Who is eating the food? What food are they eating? Where are they eating the food?



There are eight people... (Blue cards)

There are eight foods... (Green cards)

There are eight rooms in the house... (Red cards)



Try to find out who is eating what and where!

(Only the teacher knows the answer)



"Is Jane eating a slice of pizza in the bedroom?"



If the team has any of the three cards in your question they must show you only ONE of the cards.

When you see the card you can cross it off the list because you know that the teacher does not have that card.

When you think you know the three cards that the teacher has you can ask him a question...

The question can be like this...



"Teacher... I think that Susan is eating popcorn in the kitchen."



If you are right you win the game.

If you are wrong you lose and you cannot ask the teacher again.

(BE CAREFUL: You can only ask the teacher ONE TIME!)

CLUE (Cluedo) for KIDS!

‘WORD UP’ is a fantastic game for students learning English.

If you haven't got it yet then go out and find it. You will be glad you did.



The genius of this game is that students are reading, speaking English and listening to English IN English without even realising it!



However, my students are younger than those that this game was designed for and so I have been forced to make my own questions and answers and also to uncomplicate the rules a bit!



The idea is still the same, but FIRST…



You will need to print out and make the dice included in this document.

You will need to print out all the WORD UP 'Chance' cards.

You will need to print out all the question sheets and answer sheets.

You will also need eight tiddly winks (or something similar) of each of the following colors: Orange, green, blue and yellow.

(I use plastic colored clothes pegs which the students can clip to their Q & A cards.)



There are four types of questions.



ORANGE:  Missing words.

There is a short sentence with a word missing.

(Tell the student how many letters there are in the answer.)

GREEN:  A crossword clue.

General knowledge or easy trivia or logic based questions.

BLUE:  Do you know the answer?

Each question has TWO options. Choose the correct one to win the token.

YELLOW:  Spelling.

A basic list of words to spell. (The words are on the same side as the answers.)



RULES:



The game can be played by up to four players or teams.

Each team or student has to get two questions right from each of the four categories.

The first team to collect two tokens from each category (eight in all) is the winner.

Roll the dice to determine the kind of question you will be asked.

The team on your right will ask the questions. (The same player asks you the questions throughout the game.)

If you land on a ‘Word Up’ chance card then read and follow the instructions on it.

The questions are numbered but they can be asked in any order.



NOTES: 



PRINTING: 

All the question sheets and answer sheets are numbered.

The sheets are laid out so they can be printed 'back to back'. 

This means that the questions for sheet 1, for example, will have the answers to sheet 1 on the reverse.

(This requires some nifty finger work when operating your print preview panel!)



OBJECTIVE:

For most children who play this game there is usually only one answer. 

In fact, some of the questions have more than one possible answer.

For example the color of blood can be crimson as well as red.

But most young learners won't need to be confused by such complicated alternatives just yet!



Although the game is competitive (and winning is important despite what the tree huggers tell you) the objective of the game from the teachers point of view is that the kids are talking and listening in English as much as possible.



(Unfortunately the images are degraded slightly because of the size limitations of this website. Email me for a better quality set of images.)



Good luck and send feedback, please! KKM



WORD UP (For kids!)

Everyone wants to eat delicious food and enjoy the taste of life. Apart of enjoying the food, individual forgot to focus on the quality of meal. There are multiple differences between healthy and unhealthy foods through which you can easily decide what to choose for eating.



Healthy Foods. 

It is referred as the food which is beneficial for health in terms of nutrition and it also fits your body. Healthy food may be considered as organic food (pure from chemicals), whole foods and natural food etc.



Unhealthy Foods.

The best way to describe the unhealthy food is the less nutritional food containing high amount of calories, fat and sugar. This type of food is high in protein although body needs protein but in a particular amount.



Healthy Food vs. Unhealthy Food



Examples of Foods: 

Healthy food is rich of energy such as fresh fruits and vegetables, leafy greens, raw nuts, sprout, yogurt and honey etc. While unhealthy food are white bread, pastas, hot-dogs, chicken roast,chips, chocolate etc



Health Effects: 

By consuming healthy foods fatigue, depression, headache, joint pains, lungs problem could be resolved while unhealthy food welcomes the cardio vascular diseases (CVD), obesity, diabetes and also other chronic diseases.

Healthy & Unhealthy Food

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

15 How green are you English ESL worksheets pdf & doc