A selection of English ESL japan printables

it provides with an interesting factual info about culture of Japan

japan

Note: the formatting will look better when opened in Word Document software.



This worksheet and game will introduce students to the passive voice and past participle verbs. Included is a worksheet (to be printed onto A4 paper) and game cards (to be printed onto colored A3 paper). Assuming that you have already done a presentation to the class, the students should pick this game up easily. 



The students work in groups of four sharing one set of cards and have a worksheet each. All the cards are placed face down on the table. Students take it in turns to draw both one object card (printed on yellow card), and one verb card (printed on blue card). They then try to use these cards to make a passive voice sentence as a group. If they can make a sentence, they all write it down on their worksheet and the student who drew the cards gets to keep them. If they can't make a sentence, the cards are returned to the table face down. After the students have collectively made ten sentences, the student who holds the most cards is the winner.



Examples: 

Student 1 draws, 'Harry Potter', and, 'written'. They make the passive voice sentence, 'Harry Potter is written in English'. All students write this down and student 1 keeps the cards.

Student 2 draws, 'Tennis', and, 'eaten'. A passive voice sentence using these cards cannot be made. The cards are returned to the table face down.



This activity was originally made for Japanese JHS students. Some of the object cards have words which may not be recognized by students in other countries but they can easily be changed in Word before printing.

Passive voice - worksheet and game cards.

These are like the flash cards I put up before, but they are smaller and used for a different game. This is a speaking/matching game, so only print one set. The aim of this game is to practice vocabulary. These cards are made specifically for Japanese STS, but the cards are fully editable so you can replace the Japanese with whatever language is useful to you. Every ST will receive ONE card. The point is for each student to find the match to their card, showing comprehension. The STS walk around and find a partner. They rock, paper, scissors to see who will ask the question. The speaker will ask "Are you a month?" or "Are you a day?". The STS must answer "Yes, I am." or "No, I am a month/day." If the answer is "yes", the speaker then asks "Are you _____ (whatever is on the card)?". The STS must then answer "Yes, I am." or "No, I am not." If the answer is "yes", the STS stay paired and check with the teacher. If the answer is "no", the STS find a new partner. The size of the class controls how much vocabulary you can use, but you may have the time to do the game again with different cards/vocabulary. Also, the teacher may have to be a match for someone. This is a complete set of 38 cards. If you have more than 38 STS, maybe you can use them as pair checkers or print an additional set. I created this game because I noticed some students were still having problems remembering the English, even when asked in their own language. I made this for more practice. It was a big hit with my students screaming, "One more time." The cards are to be PRINTED ON B4 sized paper, otherwise you have to resize it. Thanks to Phillip Martin for the clipart. I hope you enjoy! 

 Also, available on ESLPrintables.

Speaking/Matching Months and Days Game Cards *Fully Editable*

Students are introduced to common resolution collocations and how to talk about things they want to do/would like to do. Rules and examples show usage and gap fill activities allow students to practice the language.

Collocations introduced in this handout:

do a course, go on holiday, save money, lose weight, quit smoking, eat/drink more/less, see a doctor, buy a house, join a gym, go on a diet, give up junk food, start a new hobby, make new friends, spend time with friends.

This handout is provided by us at ESL Lesson Handouts for you to use in your upcoming classes.  Let us know if you have any feedback.
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Making Resolutions

First sheet: original drawings expressing several prepositions of direction. I taught this in a yoga school, so after practicing the language we made an assault course out of blankets, mats, blocks, and chairs. I then had the students direct one another through the course.



Second sheet: A couple of homework activities, including idioms using prepositions of direction.



There's a bit of Japanese in the file as this is for Japanese students, but feel free to edit!

Prepositions of Direction

This is a Current Events lesson from our 'In the News' series.  It includes Audio which is available to download on our website.  This is a Full Access lesson plan however you can get Free Access to download and teach a selection of Lesson Plans, Handouts, and Worksheets from the Library.

https://teachly.app

K-pop's BTS has achieved its first No. 1 “Dynamite” on the Billboard Hot 100 songs chart, writing a new chapter in K-pop history as the first Korean band to do so.  After having topped the Billboard 200 album chart four times, they have now reached No. 1 on both charts. BTS has broken new ground in K-pop for supporting social justice movements recently saying “We stand against racial discrimination.  You, I, and we all have the right to be respected” in support of the Black Lives Matter movement.

K-Pop’s BTS Conquers the US Billboard Charts

Flashcards to learn basic actions words for Japanese Junior High School students. I used Disney characters to make it more appealing especially to elementary school students and children who loves Disney. The size is A4. You can print it and laminate it for class.

Disney Verb Flashcards

I used this worksheet to Japanese students. So, if you will use this to students who are native speakers of English, just please remove the Japanese words written on it. Thanks! 

Self Introduction Worksheet

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)

Text related to Children's Day in Japan (grammar use of in, on, during--time)

Children's Day

My 8 yo private student in Japan is readying for Eiken 3 listening test. I've been preparing him with these very short stories and comprehension. Each A4 page has 3 short stories and at least 3 or 4 questions for each story. These can be used with children and or adults.

Very short stories

This simple worksheet asks students, 'What's this?', and requires them to answer with, 'It's a~', or, 'It's an~'.

For the first half of the worksheet, students look at the mystery pictures and write an answer for each one in the space provided using, 'It's a~', or, 'It's an~'. (Please feel free to change the pictures if these ones are not suitable for your students). As a class, check the answers and spellings with your students, asking for volunteers.

The second half of the worksheet requires students to choose between, 'a', and, 'an', for each picture. Again, check the answers as a class.



Mystery picture answers:

A- It's a key.

B- It's Doraemon. (Japanese anime character)

C- It's an elephant.

D- It's a book.

E- It's a basketball.

F- It's a dog.

What's this?

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

313 Japan English ESL worksheets pdf & doc