A selection of English ESL india 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

Short unit about the importance of the land with the scrambled words to be filled and a small excercise at the end  (key included). Fully editable.

Please, check out PART II and also my other Worksheets about Native Americans and other topics:



https://en.islcollective.com/mypage/my-creations?search_key=&type=printables&option=published&id=416269&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=48

and also my PPTs (PowerPoint presentations)!

Native Americans/Indians-lesson part I 'WE ARE THE LAND'

1. & 2. page: short reading text about the Native Americans' history - CHIEF PONTIAC (best known for as: war leader against the British) + short notes about the US state he came from;

3. page: short quiz (reading comprehension) + writing task (student must write a short text with his own opinion);

 FULLY EDITABLE.

Native Americans (USA): Chief PONTIAC - 3 pages

India’s blooming taste for Clothing Submited by- Team Sitagita on 20 Jul, 2012 SHOPPING  CLOTHING   Rate It 1 2 3 4 5   Avg. Rating (0/5)637 Reads0 Comment(s)Be the first one toLike It (0)  Clothing is the need of every season and at anywhere you reside on the planet. Apart from the basic need to protect the body from chilly winds or hot excruciating temperature in the early eras, the real meaning of clothing have drastically changed. Today wrapping the body is of shallow importance, instead a fashion speaks for the real usage of the clothing and the best defines the clothing sector today.   In the early days of civilization the animal skin was the way to wrap the bodies against unsolicited natural changes and protect it, but over the revolution lot many changes were underwent by the clothing industry which somewhere got so transformed that the generation today extracts the benefit. The possible weaving and sewing dates 4000-5000 years back in India.  Over the long process of weaving and sewing several studies and schools have been developed who guided the pupils interested in the domain and helped them weave the natural panorama on the cloth. With cloth becoming so important aspect of daily life of the individual and fashion creeping through the windows, led the huge explosion in the clothing industry. Different designs, different pattern and different fabrics were used to supply the rising demands in the arcade.  Cultivation of flax in Egypt, silk in China and early proves of weaving taking place in Japan, somewhere immensely pooled to the clothing industry, different fibers were made out of the cultivation which were solely used to manufacture cloth at large scale and then two or three fibers were mixed to serve the ascending demands of the users. The world at this time was experiencing huge trade in cloth. The import and export facilitated the monetary exchange and world more becoming the part of global village. The studies on the subject in different universities and colleges helped the interested individuals across the globe to try their hands in the industry and contribute to the mass production.   The industry was pooling mammoth to the fashion platform which indeed facilitated the fashion designers across the international periphery to skillfully show case their art. The cloth perchance is the biggest factor that helped the fashion designers to spread the talent across the globe. The different fabrics were produced slowly and gradually linen, cotton, south cotton, silk, denim, fur from animals skin and so was the  leather with numerous other sort of fabrics were in the market and the fabric with fantabulous styles and designs of fashion designers were dominating the running marketplace. The pattern and legacy sill continues today and you can well experience this in personal lives.  The clothing industry has remarkable milestones which contributed the industry swell over time and gained the major chunk among the other requisite sharing the individuals’ life. Malls are loaded with retails selling fabrics to beautify your persona, with latest hits and pattern in the vogue. The footfalls in the malls, heavily is due to the clothes and the dominating need. To prudently meet this rising demand several universities today has started this course to train the students inclined to be the master in the industry. The universities spread catty-corner and across the globe, the industry has lot experience and assortment number of kids who are striving hard to augment their skills to crack to the favorite and the best universities, just to be another lead while marching portico of clothing industry.

Brand Awareness - Product Advertising

Worksheet



Level: beginner (primary students)



Topic: My job



Objective: Review the conversation, practice writing, for fun

Get the student used to present and future tense. 



Tasks: drawing, fill in the blank



Use with: Song, flashcard, slideshow



Recommend: After teaching the song and the worksheet is finished, the questions are asked to help learners practice speaking skills. 





Song:  (Melody: Ten little Indians)



I like (teaching),

so I want to be a (teacher).



I like (teaching).

so I want to be a (teacher)



I will be working (in the school/ with the children).



I will be wearing (school uniform). 

I want to be...

Last year we watched the movie “The hundred foot journey”My students enjoyed it a lot. We talked about food vocabulary, different  ways of cooking. The difference between India and France(Europe too)It was a nice experience .We had parts of the movie script and they roplayed too.

The hundred -foot-journey.

The Sioux Indians Questions

children's project about Native Americans

Indians 4

Indians 3

INDIAN DAY

This is a document to make pupils read about activities the Simpsons like doing, based on the pictures we see. Some personality traits are mentioned and there are a few basic linking words.

Activities - Personality. Lisa Simpson's presentation

How to use: wish - conditional. 

Grammar guide. 

As a warmer, present this grammar point for students. 

To wrap-up, ask students to come up with examples of it.





Wish - How to Use 

Questions for the readings about Indians 1 and 2.

124 India English ESL worksheets pdf & doc