A selection of English ESL japan culture 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 versatile reading worksheet is meant to help students read and reflect on a new, interesting idea. Students are provided with a reading section, two vocabulary words, a speaking prompt, and a writing prompt.

Reading Worksheet - topic Japan culture (fashion)

Reading comprehension activity based on the most famous dog from Japan "Hachiko". This activity includes the use of past simple and passive voice. 

Hachiko Reading comprehension

Here you are four exercises about Japan and how to face living in a foreign country. Students learn about Japanese culture and their way of behaving. Key, scripts, audio files links and QR codes included.

LISTENING - LIVING IN JAPAN

it provides with an interesting factual info about culture of Japan

japan

This is a lesson I designed for adults and teens to introduce them to some of the weird names British dishes have, as well as to develop their ability to define lexis. There is also a TBL element to encourage group work and fluency. Ensure that you read the teacher notes fully in order to use it effectively. I have, as usual, included full teacher notes. Please check out the link in the header, too, where you can find my website with many other things, useful especially if you teach in Japan or China.  

British Food Discussion Lesson

A fun video-based lesson to talk about and learn dining customs and taboos, Japanese culture and talk about cross-cultural differences.

This is a teaser lesson with some sample activities, but still a great resource for listening comprehension. To get the full lesson, sign up at: www.pocketpassport.com



Check out the full lesson and course index here: https://bit.ly/38w5r7c



Watch the YouTube video here: https://youtu.be/ohwkcVY86zU

Japanese Culture | Food & Dining Customs & Taboos

A fun and engaging ESL conversation and video-based lesson on Telling a Story about Japanese culture. 



One of many of our lessons to talk about and teach cultural awareness. 

Start the lesson with visual aids: Have students google the words and explain the topic regarding Japanese culture. 



Next, students watch a YouTube video and answer listening comprehension questions, complete a vocabulary matching exercise, discuss some things about Japan, Japanese culture, and world culture and finish with a listening exercise.



This lesson is part of our original Pocket Passport course which consists of 4-levels and 80 lessons. Get access to everything: www.pocketpassport.com



The video link is in the lesson plan or you can get a sneak peek here: 

https://youtu.be/KXs6rz7VuW4

Telling a Story: Japanese Culture

This is a B1 intermediate level English reading lesson about Japan, generated using Cathoven AI tools. It includes the reading and reading comprehension exercises in various formats together with the answer keys and explanations.

1) True/False questions
2) Multiple choice questions
3) Short answer questions

B1 - Reading Lesson - Traveling the World: Japan

Listening activity about the cultural differences between Japanese and Australian children. Vocabulary activities, discussion questions and comprehension questions about the video. 

Japan's independent kids 

**Please Note - This file is not the whole activity, please read the instructions and pictures on our blog.**



https://www.bingobongokids.com/3d-reindeer-christmas-cards/



Kids just love making crafts, so we love to make crafts part of our activities in our English school in Japan. We made a super-cute 3D reindeer Christmas card.



Kids can practice asking for the necessary items, and practice writing their own names and the names of other people, which makes this craft activity perfect for even very low-level learners.



The attached file is for the back of the card.



You\'ll also need the following:

Construction paper for the background (we like green on white)

Brown construction paper (for the head)

Yellow or orange construction paper (for the antlers)

White dot stickers (for snow)

Scissors

Googly eyes, printed eyes, or black marker

Stapler

Double-sided tape dispenser or glue

Colored puff ball (red if you make Rudolph)



It\'s really easy to make and only takes ten minutes!



Once again, check our blog to see how it looks as a finished product!



https://www.bingobongokids.com/3d-reindeer-christmas-cards/



3D Reindeer Christmas Card Craft Worksheet

this is a test/exam designed for 1st year Algerian secondary school education. based on what is learnt in unit 1 getting through themed intercultural exchange. any comment and remarks are welcome. 

An introductory e-mail from japan related to 1st year both streams under the Algerian syllabus

Black history month small text to present an explanation of why and what black history month is in America. This is just a concise explanation, the debate is vast and large and sometimes difficult to grasp for HS students in Japan. Racism here is different and not perceived the same way, especially by some Japanese people in the rural area, they show once again a lack of information and education I just illustrate that contributions from people of all color help as well to define the modern world as well are important to the military might of the USA, those concepts are easier to understand to Japanese youth.

16 Japan culture English ESL worksheets pdf & doc