A selection of English ESL instead of) 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)

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

This is a fun way to get students to read and practice whatever point you are working on.  Instead of the traditional Battleship game, which has guesses such as "A6, C5, etc." this one involves combining sentences, and the students must listen to get the right square.



On the left-hand side, put in the beginning of sentences, such as:

I am going

He is going

Sarah is riding the bus

Hassan is skateboarding 



On the top, but the second half of the sentences:

to the store.

to the zoo.

home.

to school.



To guess a square, instead of "A6," the student might say, "Hassan is skateboarding to the zoo."  "C5" might be, "I am going to school."



Print two copies of the grid for each student and put them on old file folders, so that one is flat on the table, and the other is vertical in front of the student. 



The students take a few minutes to put in their "ships" with X's in adjacent squares.  Once they are ready, they start playing.  They are trying to guess the location of their opponent's "ships".  Once they guess all the squares of a "ship," it is sunk.  The first person to "sink" all of the ships wins!  



Battleship! (on paper)

Five separate activities, with full key. Focus - past tenses/words instead of said and a short 'replace the speech marks' activity. I am addicted to this PhilipR template but I must move on! This is my last one. Maybe. 

Mini reading comprehensions. 

A role play activity to practice restaurant vocabulary, and also to revise the usage of "some" and "any". You will also need pictures of some of the food and drink on the menu (google image search).



Your students will be working in pairs (waiter/waitress and customer); each pair will need a menu and some pictures of food. Before you start, you'll need to put crosses next to some of the items on the menu, to indicate that the restaurant doesn't have any left. The customer asks the waiter (who has the menu) for the food in the pictures they've been given, and the waiter has to tell the customer when there isn't any left, and propose something else instead.



I did this activity with a class of adults and people seemed to find it fun. Hope it helps. :)

Restaurant, Some vs Any

Traditional Battleship game play but columns and rows are labeled with words instead of letters and numbers, .  These words contain sounds that tend to be difficult to pronounce for many Spanish ESL students.  I found the idea on Daveseslcafe.

Pronunciation Battleship

This worksheet is a modefied version of a previous one I developed around the same tasks and theme. The idea is to introduce the meaning of the word invention and help students guess the word instead of giving it straight away. || Task 01: Students distinguish things that are creations of Allah - The Almighty God - and things that people make. || Task 02: Students write the name of each picture below it. You may let your students do it by themselves or do it with them. Some words might be new to them. Just make sure they got the spelling right because they will need it in the next task. ( I included comet + fossils to recycle those words from the previous unit in UAE Parade which is Dinosours). || Task 03: Just a question to raise to students and give them the chance to guess what those things might be called. If some already knew the word and gave the answer, you can just tell them to move to the next task to check their answers. || Task 04: In each grid, students need to color/shade the letters that spell the name of the picture next to it. The letters are not necessary in order - See the answer to get a clearer idea - and each grid contains a syllable. || Task 05: Students need to put the three syllibi together and write the word in the space given in the title. 

Inventions Around Us - 01

A cut and paste activity to go with Super Simple Song "If you´re happy".  Can also be used for slightly older students to draw face in instead of glueing.

If you´re happy

This exercise fits to American English File 2 – Lesson 1 (3 – Grammar – Word Order Questions) (page 5).

Instead of working on the book, which is rather boring, cut the sentences, mix all them up, and ask the students to put them in the correct order, on the table. Students will work as a whole group and this is excellent to integrate them.  Also, giving them some clues (same color, same type of dividers) will suggest that this is a very easy task to do, even to the weaker students.



Puzzle - Simple Present - Questions

This a game to practice the days of the week and some daily activities with young children. It is also helpful to reviews subject pronouns and the present simple. But instead of ships, I used flowers. 

Battleship - days of the week

Instead of using a reading passage, I chose a picture I really liked this time. The learners have to look at the picture for a few minutes and then attempt to answer the questions under the picture. I hope some of you appreciate it and find it useful.

Picture Analysis: The Davison Family

Two pages about Halloween with different Halloween Activities. For example: definition word match,putting words in different groups, Halloween Riddles and a Picture to Colour. Vocabulary Revision for Young Learners.It is also a fun way to make your Students read while solving the riddles. You can also change part 4 and make them draw their own Halloween Picture instead of using the one I added in my Worksheet. 

Happy Halloween

A fun way to review vocabulary after 3 or 4 weeks or as an end of term activity.

For younger kids I recommend using pictures instead of text.

For older kids I made cryptic rhymes regarding various places around the school in which they would have to search these places out and take photos of them with their mobile phones (if they are allowed to leave the classroom).

It can be modified for virtually any vocabulary type, I've used it for food, shopping malls, grocery stores and even just around the classroom.



In this sample I've given, I described some of my students which I used as an added twist to test their ability to match descriptions. Feel free to change or modify it.  



To add a speaking part I ask the students to tell me what they found and where.



I have found this activity to be very useful as it gives the students a chance to actively use the English they've been learning that term. 

Scavenger Hunt

This exercise was planned as a review for the 3 conditionals. Students will finish the senteces with their own ideas and then they will match each type of conditinal with their description.



It can be assigned as homework and be used for an oral drill in the coming class for consolidation, At this stage, in one-to-one lessons, the teacher could prompt the beginning of the senteces for the students to finish them, and to make it more challenging, the sentences can be prompt mixing the types of conditionals instead of following the order in the worksheet.



For groups, the same activity can be done in pairs.

161 Instead of) English ESL worksheets pdf & doc