A selection of English ESL how observant 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

Test your students' powers of observation as well as their comprehension and writing ability. Fully editable.

How good a witness would YOU be?

This is a great warmer activity and also a funny way of dividing the class into two or three groups. 







Each student is given a card that tells them which line they are in, where exactly in the line and what they are doing and what their neighbors are doing. They have to find their place by observing their neighbors. The students all start their activities, and stand next to their neighbor once they've found him/her.







Follow up: Once students have found their places, you can get them to strike up a conversation with one of their neighbors while staying in their character, or perhaps enact improv scenes with 3-6 people in one line, and the other students being the audience.

Standing in Line - Role Play Warmer

Studying the elements that make up an artwork helps to develop student's art vocabulary and increase the awareness of art. The task consists of observing an art work and then answering specific questions that point towards basic review of an artwork.

How to analyse an artwork

Speak about some table manners you should observe in your homes or in a public cafeteria.  What do you do before eating? Are there any rules about your hands or the way you sit? What do you do at the end of a meal? Why do we have rules about how to eat? Have you ever been in situations where the rules you are used to are not appropriate?

Table manners 

In this worksheet, I'm focusing on quarter past and quarter to expressions. Students are to observe the examples and answer 2 exercises. The first one is about writing the time and the second one is a matching exercise. I hope you find this useful and easy to use. 

Time telling part 2-Easy- KIDS

I have used this exercise in my class successfully.Students practise the reading comprehension. 

Students read the text about London Eye. Next, they translate several key words into their language. Then, they answer the questions about the text they have read. I have intentionally misspelt a word "weights" instead of "weighs" in the text to check how observant the students are. Those who find it get a special mark.

The worksheets are also appropriate for students with special educational needs as they provide adjustments in the font colour, in the type of font as well as the font size.

LONDON EYE (Text and Questions)

This is a bit different from typical worksheet or a poster because it requires you to do some cutting and gluing. You can use it as a poster – the way I did and the way you can see it in the photo above, or as a worksheet – give the pieces to the learners and tell them to match pictures and sentences.

You can use it to teach countables/uncountables, singular/plural, some/any, is/are. 

I made it after observing my learners struggling with these topics.



how many/how much

This listening exercise explores the history of contemporary Halloween traditions and observances, such as bonfires, jack o’lanterns, costumes and trick or treating.



Halloween is traced back to the Irish festival of Samhain - a Gaelic festival marking the end of the harvest season and the beginning of winter or the "darker half" of the year. 



We discuss how a holiday that is now celebrated worldwide actually started with the Irish Celts - an ancient Irish people.  Also defined as a person who speaks a Celtic language or a descendant of such a person: the Bretons, Irish, Welsh, and Highland Scots are Celts



Listen here: http://engagingireland.com/index.php/2014/10/26/ep-31-a-history-of-halloween-traditions/

Or search on the Podcast app: Engaging Ireland  Ep 31. – A History of Halloween Traditions



The History Of Halloween - LISTENING

This worksheet will challenge your pupil's observation and matching skills, and help them learn and memorize European countries and flags.

How to say...I love you!

This worksheets contains a picture showing a group of people. Students must observe each person and match he or she with the suitable description. A1 / A2 level students.

Describing people

This is a worksheet focused on the use of present continuous. 

The skill to reinforce is writing. There is just one and simple task which is to observe the picture and make sentences using present continuous. 

What are they doing?

Article Summary

Elizabeth Wagner's 2008 article, “Depressed Like You: The Myth of Teen Angst”, commences with Wagner's observation of the enormity of depression as a global concern, or certainly as a significant issue in American life. She then leads the way to what will be the focus of her article, which centers on the striking prevalence of depression in teens, and how this appears to carry through in adult statistics. This elicits the thrust of her interest; Wagner seeks to determine how much of what is typically considered ordinary, teenage angst is, in fact, serious depression, and how much of this is actually related to adolescence. Through better assessing of the teenage brain in this regard, Wagner asserts, must evolve a better understanding of depression in all men and women.



Turning substantially to studies conducted by the Oregon Research Institute, the author conveys this as evidence that teen and adult depression are more closely linked than has been suspected. Then, turning to work done at the University of Texas, Wagner further corroborates these findings, as the latter research demonstrates further similarities between teen and adult depression in regard to the efficacy of treatments. Contrary evidence is then presented, which suggests that teens do indeed suffer from periods of depression clearly linked to adolescence, as the depression often is not present when the teen years are left. This examination of various studies is followed by a discussion of how the teen brain evolves, citing research findings from the National Institute for Mental Health. Wagner concludes by affirming that, whether teen depression is driven by adolescent issues, or is more the onset of adult depression, this factor of it as the earliest indication of the disorder renders the extensive study of teen depression an urgent matter, reports Darren Barden, a writing coach who cooperates with writemyessayforme.co.uk.



The Article's Impact and Value



In terms of significant impact in the field of neuropsychology, Wagner's article does virtually nothing to contribute to existing knowledge. In the author's defense, no claims are made by her that such an undertaking is a part of her agenda; rather, she sets out to present, and consequently juxtapose, some of the latest research on the subject. This being her purpose, then, it is reasonable to evaluate how successful Wagner is in producing new insights and/or previously unexplored interpretations from the data employed. In this regard, Wagner's achievement appears to be, at best, modest, and this is at least partially due to the fact that her article is too brief to do justice to the ideas entertained within it.



It seems, in fact, that Wagner is exploring the possibilities within the field of teen depression as she goes along. This creates for the reader no clear sense of agenda or purpose within the article itself, Wagner's introduction notwithstanding. The initial emphasis, for example, appears to be on depression as a disorder that, ordinary conceptions aside, afflicts adults and teens at similar rates. This introduction does contain the caveat that there is evidence of specifically adolescent depression, but this is not stressed as particularly relevant. More crucially, Wagner concludes her opening in a self-contradictory way. That is, after noting that most adults suffering from depression begin to exhibit symptoms by age fourteen, she issues her rallying cry that efforts are needed to stop teenage depression before it starts. As the issue just identified is that of a depression not defined by age, it is confusing and unhelpful that Wagner chooses to assign this designation to the core problem.



Teen depression is, as the evidence, Wagner cites supports, a difficult and complex issue. It is inescapable that many teen problems, including depressive states, are mutually inclusive and exponentially fueled. As is common knowledge, the adolescent physicality is changing, and this induces various and sometimes confounding emotional states in even the most well-adjusted teens. Moreover, and not conveyed by Wagner in the citing of her selected research, methodologies of adolescent research itself are sometimes questionable. That is, adult depression is typically studied employing some form of the interview process; with teens, it is usually conducted more as a self-reported checklist. Given the scope of emotional, physical, and mental changes the adolescent undergoes, it is reasonable to anticipate a greatly subjective response. Such responses may properly serve in obtaining actual feelings about depression from teens, but they cannot relate how temporal these feelings may be, as hyperbole is a typical aspect of adolescent reaction. In other words, to the teen responding to a survey, the mild state of depression felt brief may be expressed as both extreme and ongoing. Wagner must acknowledge that, in assessing actual depression in teens, a far more strict methodology must be employed, or she must reveal this to have been the case in the studies she cites.



The ambiguity of Wagner's article may well be a result of a lack of professionalism in the writer. For example, the article opens with: “From a distance, depression can seem like no big deal. After all, who doesn't feel a little down in the dumps sometimes?” This is a very casual approach for any piece attempting to evince academic integrity, and it does not go far in instilling confidence in the reader as to the author's scholarship. It also, unfortunately, betrays the kind of careless structure abetting the ambiguity, or lack of real direction, in the article.

Depression is indeed an enormous and serious issue in the world, and an abundance of existing research by no means precludes the need for more. As Wagner somewhat indicates, there is an important correlation between adults and teens within the subject, but the focus should be directed toward the genuine roots of depression not associated with typical teen problems. In other words, if, as Wagner asserts, most adults suffering from depression begin to do so in adolescence, the wisest course would be to isolate these early depressive factors away from the “angst” concerns associated with teens, and often misinterpreted as clinical depression.



29 How observant English ESL worksheets pdf & doc