A selection of English ESL how to say it printables

This worksheet is a listening activity for the trailer to Jamie Oliver's TV show "Food Revolution" (on youtube -> link on the worksheet). It can be used as an intro to the topics healthy food/diet, nutrition, etc. or when talking about schools & problems there. Also good to initiate discussion on these topics.

Just insert your own/your students' country where it says "Austria" in the first question, and start working ;)

Listening: Jamie Oliver's Food Revolution

Here it is a set of 21 cards. Students play in pairs or groups, one ss reads the card and the partner has to find the mistake in the sentence read. One point is given for right answer. This also can be played giving 5 minutes to each ss to see how many correct answers can they say in the given time. Good for general revision of grammar :) 

Cards Find Mistake set1

A fun game that can be played with a dice. Numbers 1-6 at the sides indicate where you start from. Students need to ask for and give directions, explaining what they need and where they can find a matching place. More grammar may be added by saying "I go to ... to do something / have something done". It's great fun and the sheet has been praised by students. Feel free to modify it if necessary.

Asking for and giving directions with a map

Worksheet to practice how to say the hours in English witj a kind of digital clocks. You must complete the gaps in the adequate order. There are two parts in the worksheet, the first part it's about to look at the hours and write the correspondign hour using the stucture "past" and "to". The second part of the worksheet is the opposite, you have the sentence describing the hour and you have to write the correct numbers.

What time is it?

This worksheet is to learn how to talk about collections in English and French. It is a vocabulary worksheet. Then you can use the worksheet to discuss likes and likes, possessions and quantities. First, students repeat the words. Then, they can say what collections they like or not. Afterwards, they ask others about their collections with " what do you collect ?". Finally, you can introduce how to express quantities and ask them "how many objects have you got ?"

LEARN ABOUT COLLECTIONS



Do your youngest pupils know the alphabet? Give them this easy exercise to do: 1. you say only a letter for each line, they listen to you and circle the right one. 2.at the end of your dictation you check how many letters have been spelled correctly by each child.

You can photocopy this exercise and use it more times changing the letter pronounced in each line.





ALPHABET - LISTENING ACTIVITY

Memory Game: Students are given the worksheet and they can see it for three minutes. Then, they have to turn it back and say how many sports they can remember. The student with the most guesses wins the game. 

As a follow up activity, students can mime a sport and the other students have to guess the name of the sport. The student with the most guesses wins the game. 

SPORTS AND HOBBIES

This a w/s I used on the last day of term.
It will only work with a class of SS from different countries. 
The SS have to write the words in their own languages and then teach the other SS the words and get them to say them out loud.
Could be used as a warmer for a new set of SS too.
Please check for spelling errors :)

how do you say?

Ss have to guess the 5 history makers by asking questions to their partners (5 small groups).
Task 1: Ss prepare possible questions to ask their partners in order to guess the history maker. They CANNOT ask about the name. T can write the questions on board.
Task 2: T delivers each group an envelope that has a text with information and photos of the history maker.  Ss CANNOT show the pictures or the texts to the rest of the class. The idea is to guess. They CANNOT either say the name of the history maker. 
Task 3: Ss start asking 1 group the questions. If they know the answer, they have to write it on a sheet of paper. They CANNOT say it. They have to wait until everybody has written an answer or has no more questions. They continue with this dynamic until everybody has asked for the 5 history maker.
Task 4: Ss write their answer on board while the teacher monitors.
The grupo with more guesses, wins!


Guessing game with History Makers - Speaking

The aim of the grammar exercises is to drill the using of the words on travelling. The exercises are good for elementary students.  English is a widely spoken language in the majority of countries that welcome tourism, so it would be beneficial to familiarise yourself with some useful phrases before departing. In addition, if you could find out how to say some basic phrases in the country’s native language, I’m sure the local people there would appreciate your efforts!

Travelling

This game is useful to play with children with learning difficulties or with special educational needs.



It is necessary a classroom item, for example a table for this game. 



In groups, one student throws the dice and he/she has to make the picture that is in the dice. For example, the picture shows "on", so the pupil has to say "on the table" and he/she has to sit down on it. 



I hope you enjoy this game! Thanks a lot.

Prepositions of place - picture DICE

These are helpful phrases for you to work with your students. They learn how to say and ask for different things inside the classroom. I use it with 3rd and 4th form students but I think you can modify some of the drawings and use it with high school students. A great idea is to cut all of them into small parts and give stds some time to put all the pieces together in the correct way. (like a puzzle) They love it! 

Classroom language

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

181 How to say it English ESL worksheets pdf & doc