A selection of English ESL ihr printables

Exercising the 2nd person in plural verb conjugation

Ihr + Verb

Objective : Students are able to identify adjectives from the text. 

 Step :

1) sing a song using "London Bridge is Fallen Down" tune.

2) Find the meaning of the words listed by the teacher.

3) identify Adjectives.

adjectives

Ficha informativa sobre os verbos ser e estar (to be), a partir de duas situações de comunicação. Uma formal outra informal. Apresenta também os Pronomes Pessoais e sua equivalência em língua portuguesa.

Ser e Estar

https://dougbenedek.tumblr.com/

https://sheldonzajac.wordpress.com/

https://malcomphilbrick.mystrikingly.com/blog/how-to-check-quality-of-an-academic-essay

https://jamalelewa.vesele.info/rubriky/a-step-by-step-guide-to-using

https://abbynormann.godaddysites.com/personal-statement-essay

https://dominicktapaoan.wgz.cz/essay-writing/important-steps-to-write-an

https://paulbocuse.bcz.com/2022/01/21/informative-speech-topics-for-students/

https://gerdabourbon.themedia.jp/posts/21760185

http://freddymangano.pbworks.com/w/page/145826355/Narrative%20Essay%3A%20Sharing%20Your%20Personal%20Experience

https://archie-wardwell.pagexl.com/

https://katycichow.wodemo.com/entry/538349

https://paulbocuse.bcz.com/2021/10/01/essay-topics-for-college-students/

https://martyjhanson.zohosites.eu/

https://raymastrocovi.storeinfo.jp/posts/21464213

https://wilhelmina-dewinter-s-school.teachable.com/

https://rubicooks.carrd.co/

https://katycichow.wodemo.com/entry/538350

https://dominicktapaoan.wgz.cz/essay-writing/how-to-write-endnotes-in

https://essayzoo.sitey.me/

https://josie-pellietier-project.webflow.io/

https://ashleighcicerelli.reblog.hu/

https://adamvasconez.localinfo.jp/posts/21742119

https://vyh3ovj9p0pv.blog.fc2.com/blog-entry-2.html

https://writingprocessofexpertwriters.tumblr.com/

https://dominicktapaoan.wgz.cz/essay-writing/150-ideas-for-assignment-topics

https://arianna-zunino.pagexl.com/

https://gerdabourbon.themedia.jp/posts/21760568

https://marvintatge.fwscheckout.com/Great_Ways_to_Start_the_Writing_Process/p7pQ3d_21460918.aspx

https://raymastrocovi.storeinfo.jp/posts/21464988

https://edujungles.carrd.co/

https://paulbocuse.bcz.com/2022/01/21/how-to-start-writing-a-history-essay-complete-guide/

http://freddymangano.pbworks.com/w/page/145826361/Essay%20writing%20and%20its%20importance

https://345601.8b.io/

https://paulbocuse.bcz.com/2021/10/01/list-of-some-essay-topics-for-students/

https://estelllongstreth.sharetribe.com/en/listings/1631934-writing-a-descriptive-essay-comprehensive-instructions

https://estelllongstreth.sharetribe.com/en/listings/1631912-how-does-an-expository-essay-differ-from-other-types-of-essays

https://jamalelewa.vesele.info/

https://richardsisneros.doodlekit.com/

https://adamvasconez.localinfo.jp/posts/21742379

https://345619.8b.io/

https://kali-garbarino.pagexl.com/

https://investigateessays.tumblr.com/

https://jamalelewa.vesele.info/rubriky/the-benefits-of-writing-a

https://dominicktapaoan.wgz.cz/essay-writing/understanding-the-concept-of

https://admissionessayswriting.tumblr.com/

https://edujungles.mystrikingly.com/

https://katycichow.wodemo.com/entry/538348

https://donovan-phimpradapsy.pagexl.com/

https://jess-lamorte-s-school.teachable.com/

http://coralgenuario.bloggersdelight.dk/2021/09/21/how-does-an-assignement-writing-help-students/

https://www.cdsgltd.co.uk/forum/community/profile/cedrickthillet/

https://www.cdsgltd.co.uk/forum/community/profile/tashinalisee/

https://designaddict.com/community/profile/clarkpellow/

https://www.zonerama.com/WinfredBelrose/Album/7988577

https://espritgames.com/forum/topic/step-by-step-guide-for-your-essay/

https://espritgames.com/forum/topic/rules-for-writing-a-good-literary-analysis/

https://www.cdsgltd.co.uk/forum/community/profile/jermainecauble/

https://www.zonerama.com/MichikoPetrossian/Album/7988630

https://www.dualmonitorbackgrounds.com/KamalaGroesser

https://surveyking.com/w/qb9kqp5

https://community.dynamics.com/members/emogeneweigl

https://supplier.ihrsa.org/profile/363498/0

https://www.dualmonitorbackgrounds.com/JamesZuppa

https://signup.com/Group/469818752437100119/

https://supplier.ihrsa.org/profile/363506/0

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https://community.dynamics.com/members/aura-hagadone

https://community.dynamics.com/members/rhett-brueck

https://www.physicsoverflow.org/user/ColtonDetrolio

https://designaddict.com/community/profile/dougbenedek/

https://www.zonerama.com/BobTiscareno/Album/7988522

https://designaddict.com/community/profile/yuettetomasso/

https://surveyking.com/w/u94dahb

https://www.classifiedads.com/training_education/39f3kxxyl37w7

https://designaddict.com/community/profile/sheldonzajac/

https://www.dualmonitorbackgrounds.com/GemaMoake

https://surveyking.com/w/eod7jxj

https://community.dynamics.com/members/lancemeneley

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https://supplier.ihrsa.org/profile/363496/0

https://os.mbed.com/users/shermantemplin/

http://twubs.com/Essayzoo

http://twubs.com/edujungles

https://varecha.pravda.sk/profil/mathildaschefers/o-mne/

https://www.omnimaga.org/profile/kareenkross/

http://www.animalcrossingportal.com/forums/memberlist.php?mode=viewprofile&u=33852

https://www.iniuria.us/forum/member.php?225672-RonnyCrittendon

https://www.renderosity.com/users/ValSprauve

http://www.authorstream.com/EbonyWeisenberger/

https://www.dibiz.com/paulbocuse91

https://www.airplane-pictures.net/photographer.php?p=197469

https://www.microsoftpartnercommunity.com/t5/user/viewprofilepage/user-id/94549

https://www.metal-archives.com/users/JaimeeVitanza

https://varecha.pravda.sk/profil/bellecrochet/o-mne/

http://www.authorstream.com/ReinaldoHaight/

https://www.fanstory.com/mypage.jsp?userid=949074

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https://shoesession.com/forum/memberlist.php?mode=viewprofile&u=111567

https://steelpantherrocks.com/community/fanthers/users/69432

https://www.warcraftpets.com/account/profiles/Karanfrayser/

https://varecha.pravda.sk/profil/norbertvardeman/o-mne/

https://zubersoft.com/mobilesheets/forum/member.php?action=profile&uid=16817

https://www.castingcall.club/m/ColumbusN

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https://www.pentaxuser.com/user/danniepullano-448593

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http://www.animalcrossingportal.com/forums/memberlist.php?mode=viewprofile&u=33853

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https://www.expatriates.com/cls/48976925.html

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https://www.fanstory.com/mypage.jsp?userid=949079

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https://forum.smartcanucks.ca/members/kristinenorkaitis/

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Useful articles for you assignement

A2-Niveau, Kommentare zu Fotos und Ereignissen

Kann auch mit Facebook-Fotos gemacht werden, dann ist es noch interessanter, denn die Lernenden können ihre eigenen Bilder vorstellen und die anderen kommentieren diese

Fotos kommentieren

Trennbare Verben

anrufen • anziehen • aufräumen • aufstehen • einpacken • fernsehen • mitgehen • mitmachen • spazieren gehen • zuhören

1. Was machst du, Leon? — Ich packe meine Schulsachen ein.

2. Um wie viel Uhr _ du _ ? — Um 8 Uhr.

3. Nach der Schule macht Eva Hausaufgaben und _ ihr Zimmer _ .

4. Wir gehen in den Speiseraum _ ihr _ ?

5. Die Lehrerin erklärt die Regel und die Schüler _ aufmerksam _ .

6. Am Wochenende _ die Freunde im Park _ .

7. Felix _ nicht gern _ , er liest lieber Bücher.

8. Das Kind _ seine Jacke _ .

9. Ich möchte dir etwas erzählen, ich _ dich morgen _ .

10. Unsere Klasse organisiert ein Konzert. Wir _ gerne _ .


Trennbare Verben

die Schüler und Schülerinnen müssen Ausdruck von Schweizerdeutsch oder Österreichisch mit dem Deutschen Ausdruck verbinden. Somit lernen sie auch mehr über die deutsche Sprachen kennen und erweitern ihr Vokabular

Unterschiede in den Ausdrücke zwischen Deutsch- Schweizerdeutsch und Österreichisch

Verben mit Vokalwechsel (auch starke oder unregelmäßige Verben) ändern ihren Stammvokal bei der Konjugation, vor allem in der 2. und 3. Person Singular im Präsens. Dieser Wechsel kann von \(a\) zu \(ä\) (z. B. fahren – fährt) oder von \(e\) zu \(i\) (z. B. essen – isst) sein. Ein weiterer Wechsel ist \(e\) zu \(ie\) (z. B. sehen – sieht

Verben mit Vokalwechsel (auch starke oder unregelmäßige Verben)

Lest die Namen der Speisen richtig vor. In Paaren fragt nach dem Preis und antwortet auf die Frage. Sagt, was ihr bestellen wollt und bildet einen Dialog zwischen dem Kunden und dem Verkaufer.

Speisekarte (Text)

Die Schüler können das Gelernte aktiv anwenden. Es geht um die Charakterisierung von Personen anhand ihres Aussehens. Es gibt drei Schwierigkeitsstufen. Die Schüler sollen die Personenbeschreibungen ergänzen.

Personenbeschreibung

Deutsch als Fremdsprache Niveau A1. Füllen Sie die Vorlage für Ihre Familie aus. Schreiben Sie dann Steckbriefe für Ihre Familienmitglieder. Erzählen Sie dann über Ihre Familie. Fragen Sie auch Ihren Partner. 

Vorlage Stammbaum und Steckbriefe

Redemittel: Check-out an der Rezeption / Мовні кліше: Виїзд з готелю
Redemittel für Gäste / Мовні кліше для гостей 
Redemittel für Rezeptionisten / Мовні кліше для працівників рецепції

Redemittel: Check-out an der Rezeption / Мовні кліше: Виїзд з готелю Redemittel für Gäste / Dialogbeispiel / Приклад діалогу кліше для гостей

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)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

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

14 Ihr English ESL worksheets pdf & doc