A selection of English ESL ielts writing 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

THIS DOCUMENT CONTAINS THE ACADEMIC WRITING TASK 2 WRITING TIPS. THOSE STUDENTS WHO FACE PROBLEM IN APPEARING FOR IELTS EXAM CAN BOOST THEIR WRITING TECHNIQUES AND STRUCTURE FOR VARIOUS ESSAYS

IELTS WRITING TASK 2

Ielts writing practice using a graph, explaining how it can be answered, with tips and a model answer. There is also potential vocabulary which might be used when describing the graph

IELTS WRITING PRACTICE - GRAPH

This is a sample question with an answer as an example, highlighting key vocabulary. It is aimed at teaching those taking the IELTS test how to interpret data and write a report

IELTS WRITING PRACTICE - CHART

Instruction: Cut the sentences and the figures separately. Stick the figures around the classroom, students work in groups going around the classroom to match the sentences with the appropriate figures. There is more than one statement for each figure. 

Targeted language: Compare & Contrast



IELTS Writing - Task 1

It's a worksheet guiding users to solve IELTS writing map questions. Basically if you follow the template to organise your class, your students will gain a basic idea of solving this kind of problems.

IELTS Writing Map Questions

This activity is ideal to practice for B2 IELTS writing. It requires that you analyze and interpret a chart or graph. I created some guidlines for the learner. There are a variety of different charts / graphs. 

IELTS writing practice: charts and graphs

An IELTS writing practice test with a sample answer on how to write a complaint letter. This is not only a useful worksheet for IELTS students but also a valuable tool if teaching formal writing practice and how to write a complaint letter.

IELTS WRITING PRACTICE WITH A SAMPLE ANSWER

This is a worksheet to help students improve their essay structure. It teaches them about internal paragraph structure and general essay structure, as well as providing practice activities. It's particularly useful for practising IELTS academic writing task 2, but it could be used to teach anyone needing to improve their essay structure.

Essay Structure Worksheet

This is a guide to help learners taking the IELTS exam on how to use linking words, give opinions, provide examples etc. It will help not only IELTs learners but all of those who are studying English as a second language.

IELTS SPEAKING- WRITING - USE OF LINKING WORDS, GIVING OPINIONS, ETC

These are a few worksheets for the IELTS Academic writing task 1. There are some Bar chart exercises such as fill in with the correct word and rearrange the paragraphs of the sample answer so that students can familiarize with the task and vocabulary for the writing task. 

There are some tips for each task taken from a valid IELTS practice website as well as answers for the teacher to use at the end of the tasks.

The objective is to practice with the vocabulary needed for writing task 1 of the IELTS Academic before asking the students to write an analysis by themselves. I have used these worksheets several times and I find them quite useful for students who do not have much experience with writing an analysis for a bar chart as they use relevant vocabulary and structures. 

The file was created in word so changes can be made to suit other classes/ students or to remove an exercise. 



IELTS Academic Bar Task 1

In part 2 of the writing test you have to write an essay. There are several things you have to do in order to successfully complete the essay task. The first is to paraphrase the question. This means to write the question again in your own words.

paraphrasing writing t2 ielts

IELTS Vocabulary means using a more academic style and word choice (Lexical Resource) when writing your essay. Using Topic Specific Vocabulary, collocations and words from the Academic Word List will help considerably.

This lesson focuses on what to learn, the importance of context, and how to learn / memorise these new terms so you can improve your writing.



Topic Specific Vocabulary



The best vocabulary to score in IELTS is Topic Specific Vocabulary – a vocabulary that focuses on one topic.

In this article we will give you plenty of detailed explanations, tips, examples and resources for practice on this subject.

Topic Specific Vocabulary also contains lots of collocations, so you can expect a thorough explanation on what they are and how to use them.

What is a collocation?



A collocation is a group of words that has an above average possibility of being found together.

Using collocations in your writing and speaking helps to make your language sound more natural and fluent. This in turn makes your skills higher and gets you better scoring in essays.

What is the best way to learn Topic Specific Collocations?

The best way is to learn Topic Specific Collocations is to look for them being used in context, in their natural environment.

Each topic below contains a list of collocations, a sample band 9 essay in a gap fill exercise.



https://www.ieltspodcast.com/ielts-vocabulary/lexical-resource/

20 Ielts writing English ESL worksheets pdf & doc