A selection of English ESL itc printables

Teacher introduces making questions from answers 



Students then assume either A or B



Students then make the necessary questions to complete the blanks



Students then check their answers 



Students then ask the questions which they wrote



Students can then switch sides 

Lion Information Gap

This is a quiz I made on parts of a kitchen and dining area. I had the students to label each item. The word bank is provided based on some terminology in the Heinle Picture Dictionary, which uses mostly American English.

Kitchen and Dining Area

Reading comprehension gap-filling exercises. 

There is a text about Harry Kane who is on the spot today after yesterday's victory of the England national team and a labelling activity to use the specific vocabulary of a football pitch.



Harry Kane

This is the lesson plan to go with the worksheet 'A Little Flutter'. It suggests how to present and work through each activity. The lesson aims to give students practice in authentic listening and to encourage the use of language related to the theme of gambling and other slang. There are a variety of activities to encourage speaking also.

Lesson Plan A Little Flutter

INTHE KITCHEN

This is a speaking exercise and web quest on the topic of International Women’s Day. Students ask and answer the questions in pairs or small groups and then do a research task to find out about important women in history and society. They then report their findings back to their group. 


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International Women's Day Speaking Activity and Web Quest

Writing Basics: Style



A writer's style is what sets it apart from other writers. It's the way the writer "talks" to the reader. But how do you determine style? This article written by professionals of https://easywaypaper.com/ writing paper service explains it.

What is Style?

Style is what sets you apart from other writers. It's the way you write, how you "talk" to your writers. Style is unique, and every writer has their own. Here are some of the things that make up your style:

Diction: your word choice. Do you use simple or complex language? Do you use long or short words? Is your language concrete or abstract? Do you tailor your words to suit your intended readers?

Sentence Structure: the way your sentences are arranged. Do you use simple or complex sentences? Are your sentences usually long or short -- or even fragments? Do you place your clauses at the end of the sentence (periodic) or at the beginning (cumulative)?

 

Detail: how much do you give? Do you go into great depth or do you use sparse sentence descriptions?

Rhythm: the patterns of flow and movement in your writing. Do you use rhyme or alliteration (several words in close proximity that begin with the same sound)? How do you arrange your words and sentences? What types of repetition do you use?

Literary Devices: techniques that convey your meaning to the reader. Is your work full of imagery or symbolism? Do you use hyperbole (exaggeration) or irony (the sentence meaning is different from the literal one)? Do you use comparisons like simile (using "like" or "as") or metaphor (implying that one thing is actually another)? What about foreshadowing (hinting at things to come) or back-story (filling in what happened earlier)?

Dialogue: what your characters say to one another. Dialogue can reveal your own beliefs, biases, values and personal experience as a writer. 

Now that you know the basics, you can easily determine your style and enhance your unique writing voice.

 

Some Sample Style Problems (and a quick fix for each):

Here are some of the more common style problems that writers have:

Wordiness: saying more than you absolutely have to. Wordiness makes you come across more like a blustering politician than a professional writer, so you need to watch for it. 

Watch for clichés and substitute new ways of saying what you mean. Clichés are tired old ways of saying things "He bit off more than he could chew," "She was as good as gold," A rose by any other name," and many more.

Cut qualifiers like "very" or "really." Cut almost any adverb (they usually end in "-ly"). 

Watch for prepositional phrases ("an," "in," "for," "over," "of," "at," etc.) and cut them out. 

Watch for stock phrases (those things that "everyone says") and find a better way to say things. Stock phrases can include "the reason for," "in the event that," "in regards to", "it is possible that," "prior to," and many other "fluff" phrases that you hear in business.

Verb Troubles: passive voice and weak verbs, while grammatically correct, don't make the best writing. 

Passive voice uses a "to be" verb, and hides the actor by putting it somewhere after that action. "The newspaper was read," "The fire was set," New cars were displayed." The cure for that is to switch the sentence around and choose an action verb instead. "I read the newspaper," "The arsonist set the fire," "Volkswagen displayed their new cars." 

Weak verbs are the "to be" verbs and the "have" verbs. You can almost always replace those with stronger, more specific verbs that give a better image to the reader. "We were walking down the yellow brick road" becomes "We strode down the yellow brick road" and gives the reader a better idea of the action in the scene.



Writing Basics: Style

Colour and B&W worksheet to practise prepositions of place(on,in front of etc.)Kitchen and food vocabulary.Beginner and elementary level.Use of there is /there are.Singular and plural nouns.

In the kitchen  Prepositions.

Connect each wicth with the right princess 

Match the witches

This is an easy RC activity that helps students revise some indefinite pronouns. They read the passage, do a ture and false exercise, complete the sentences with the indefinite pronouns and answer the questions in full sentences. 

RC - The lady in a witch hat

A nice picture of a kitchen. Good for present continuous and prepositions of place practice. There is a true or false exercise for them to complete by putting a tick in the correct box. 

round the kitchen table

In this worksheet, students have three exercises which involve the contents found in each room of the house. This worksheet, in particular, includes the bathroom, the kitchen and the bedroom. In the end, students can pick out which objects belong to which room. I hope this will be of use to you :) 

Contents of the room

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

637 Itc English ESL worksheets pdf & doc