A selection of English ESL how to say it 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

It's the activity for those who wants to revise constructions and words on themes:

There is / There are,  

Much / many / a lot of  

Food

This worksheet has a picture with some foof drawn. The task is to say how much food there is in the picture/

Tasty Treats

I use this as a homework assignment.  It gives the students a chance to think about what they want to say and to practice the sentences.  The students love it and they all want to give their own opinions after the student has said his/her piece.  This is really a fun exercise.

Discussion Topics

this is a boardgame with theme of kitchen tools. we have to describe what function of the thing, it might be a sentence, or a paragraph (based on the teacher). we improve the speaking skill with saying the function of those things. 

Function of Kitchen Tools

This worksheet is a basic introduction to the Thanksgiving holiday.  It introduces the tradition of giving thanks, and prompts the students to talk about what they are thankful for.

Thanksgiving Explanation and Activity

A fill in the gap exercise for the song A SONG FOR MAMA (BOYSIIMEN). Learning vocabulary geared at expressing gratitude. The solution is the Lyrics of the Song itself.

 A SONG FOR MAMA 

A4 paper full of multi same card for 1MS, to encourage, praise, and thank your learner for their efforts in learning. Also, to create competition among learners to do their best and get a card. so Take it, Print it and Give it! ;)

Praising Cards for 1MS

Students often have trouble with numbers in English; how to say them in different expressions/situations. This worksheet will let the students practise some of them. At the same time it is a little fun to do as you will learn interesting things about your co-students or students.

My Numbers

This is a teacher's guide meant to teach beginning sounds.  You can modify it to meet any phoneme you wish.  

Phoneme isolation is when you say the sound of focus.  Then give two examples of familiar words using the sound.  Phoneme blending is say each sound individually and slowly, then a little faster, with emphasis on the chosen phoneme and finally at regular speed.  Onset and Rhyme, write the word on the board and then cross out the beginning phoneme and and a new sound.  Say "change the /b/ to a /s/ and listen to them change the sound.  Synthetic phoneme is the opposite of blending.  You say is at a regular speed first, they must break it down sound by sound.  Example: you say "bat", they say /b/ /a/ /t/.  For analytical phoneme I give them small white boards.  I say a word and they must write it down in their "sound boxes".  They draw a line horizontally through the middle, dividing the board like a hamburger.  At the top, they must first use and "x" to mark each individual phoneme they hear.  So, if the word is "dog", they ought to put three "x"es at the top of the board.  Then they vertical lines in between the "x"es to further show separation and below each "x", they have to write the letter(s) that represent the phoneme they think they hear.  This takes practice, but they pick it up quickly.  The more advanced they become, the less important the lines and 'x'es become.  At the very beginning, I accept c or k for /k/ as well as c or s for /s/.  Or, if the word is tall and they give me t/a/l, it's ok.  I do make sure to emphasize that this is ONLY for sounds and although it helps with spelling, it isn't perfect.  Finally spelling.  These are their spelling words for the week or however long you focus on the phoneme.  Clap them, snap them, hit the floor, pat their neighbor's leg or back, etc.  Do each word at least three different ways.  This is best followed up with reading simple books focusing on the phoneme you just taught.  I have used this with adults (minus the spelling part where they clap and smack the floor!) as well as kindergartners with great success.   





Short a, e Guide

The original author of this page is mewi

It is a dice to learn Possessives Adjectives

Students will have fun taking turns to say the possessive.

They will learn a lot.

It will take them 30 minutes to play.

It for Beginners, Elementary and Intermediate.

If you have any suggestion let me know.

Possessives dice

This worksheet will help students get started on saying the numbers in French from one to ten. It will also help to now the translation of the numbers. This worksheet provides one activity and the list of numbers from one to ten. I hope it helped you get a jump-start in French.

Part Two: (French) Numbers (1-10)

This worksheet is intended for young learners. It's a class survey: once they've learned to say how they go to school, they go around the class and ask each other how they go to school. They colour as many spaces/lines as is the number of kids taking that transportation. Then they report back / group check. :)

How do you go to school?

This is a worksheet designed to teach like+gerund. It is used with a short video. The link to the video is https://www.youtube.com/watch?v=Yglm6pZKT4s

There are some images on the file to introduce vocabulary first, as students say what they like doing prior the worksheet activity. Hope you all find it useful. :D

178 How to say it English ESL worksheets pdf & doc