A selection of English ESL junior high school 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

A fun activity to do with elementary and junior high students in your Christmas lessons! Students will make their own Christmas cards to take home to their family or friends. They will write a festive message in English, hidden inside a beautiful Christmas present. 

This activity can be demonstrated by the teacher, or the students can be given copies of the instructions to test their reading skills.

Christmas Present Christmas Cards

Action word flashcards for elementary and Junior high school students in Japan. I updated and use another photos for words so that you can choose the version you want when you teach your students. It's good for practicing nad remembering for these are the words that students tend to use when they talk about themselves. The size is A4 and you can laminate it to increase durability. 

Disney Verb Flashcards Updated

This is a fun listening exercise for a most excellent song. It includes fill-ins and multiple choice. Practice: synonyms, antonyms, past simple, spelling, and prepositions. You can use the first two pages only, or include the 3rd for more work/challenge. There is no answer key but I've included the full lyrics at the end. Created for upper elementary and/or junior high levels but older students may also benefit.

Song: Lost Boy by Ruth B

A simple worksheet to drill and practice the different uses of, 'have to',  'has to',  'don't have to', and, 'doesn't have to'. This was designed as a quick activity for Japanese junior high school students following a lesson on auxiliary verbs. The two tables at the top of the worksheet act as a reminder for the students, but this worksheet can also be turned into a quick test by removing the tables.

Have to / Has to / Don't have to / Doesn't have to

This worksheet is meant for Japanese second grade junior high school students. Page 85 in the new horizon textbook. First, explain the grammar and write your own examples on the board. Then, hand out the worksheet and have the students practice the adjectives matching the pictures. Next, have students write the correct superlative sentence that matches the picture. *encourage students to write their own superlative sentences. Lastly, have students present their sentences.

Superlatives- Cheetahs are the fastest animals in the world.

This worksheet was designed for third year japanese junior junior high school students. The talking point is located on page 67 in the new horizons 3 textbook. First, handout the worksheet and explain the bolded proposals. Then, have the students practice the conversation. Next, review the locations, activities, items, and helping phrases. After that, have the students work in pairs or in groups and have them write their own conversation. * they don't have to use the example words and phrases. Lastly, have the students present their conversation in front of the class. Applaud their efforts!

Making proposals with doraemon.

This worksheet is good for anyone learning the present perfect continuous. It's meant to be a writing activity and speaking activity. If you are a junior high school teacher in japan, this worksheet was made for students in the third grade on pages 24-28 in the new horizons textbook. Please explain the present perfect continuous in detail before handing out this worksheet. Write your own examples on the board. This worksheet must be done with a partner and/or group. Make sure the students write the name of the partner answering the question. *feel free to edit the worksheet to match your school or institution.

Present perfect continuous- how long have you been~? - ~has been~since/for~

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Apply for financial aid

Fill out the Free Application for Federal Student Aid (FAFSA). Even if you do not believe that you'll qualify, it is worth the effort to find out the results. There might be aid available after all.



Apply for national grants, including the Federal Pell Grant, Academic Competitiveness Grants, and National SMART Grants. Your high school guidance counselor should have access to additional grant information. Also keep local grants in mind - awards may be offered by civic or religious organizations in your area. Scholarship research is a time-consuming task, so getting to work on this during your junior year is a good idea.



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Read and write skills

This worksheet is designed for first year Japanese junior high school students. It introduces words and phrases associated with time, daily activities, and when / how often things are done. 

Teacher should review telling time with the students using a clock or blackboard. What time is it? Then introduce new phrases: What time do you wake up? When do you usually eat breakfast?

Worksheet includes: new words, a model dialogue, partner practice, and telling time.

Dialogue involves asking about someone's daily routine and when certain activities are done. Students practice the vocabulary, listen to a model conversation between 2 teachers (ALT/JTE team teaching). The students then partner up and complete the dialogue on the back page.  

Daily Routine and Time

This worksheet is meant for Japanese first grade junior high school students. Page 74 in the new horizons textbook. First, before handing out the worksheet, use flashcards of health problems to teach the vocabulary. Https://www. Mes-english. Com/flashcards/health. Php
*feel free to play flashcard and memory games.
After they have a grasp on the health problems vocabulary, handout the worksheet. Next, demonstrate the conversation with a partner. Then, have the students listen and repeat all of the i have + the health problems vocabulary. After that, have each student choose any six of the 15 health problems and write a sentence in the blank beginning with i have. Next, have the students practice the conversation. Finally, have students walk around the classroom and converse with each other to get six signatures.

I have a toothache.

I made these fun Halloween cards to use with my elementary and junior high school students. I initially made these cards from the idea of the game "Taboo," which is where the player who draws the card cannot say the actual card itself or the "taboo word" that is listed at the bottom of the card. To get my students speaking, I divide my class into groups and have one student go for one minute where they draw a card and try to describe their card without saying the "taboo" words. If their teammates can guess the word, that card is given to whoever guessed the word and the same student continues drawing and describing their card before their minute is up.



My students always get riled up playing with the cards this way but I've been able to use these cards in a variety of ways, apart from just the "Taboo" gameplay. With a little creativity, I'm sure you'll be able to find new and unique ways your students can enjoy these cards too!

Halloween Taboo Card Game

I made these fun Christmas cards to use with my elementary and junior high school students. I initially made these cards from the idea of the game "Taboo," which is where the player who draws the card cannot say the actual card itself or the "taboo word" that is listed at the bottom of the card. To get my students speaking, I divide my class into groups and have one student in each group go for one minute where they draw a card and try to describe their card without saying the "taboo" words to their group members. If their teammates can guess the word, that card is given to whoever guessed the card and the same student continues drawing and describing each card before their minute is up. Every student in each group should have at least one turn to draw from the deck and describe each card for one minute. 





My students always get riled up playing with the cards this way but I've been able to use these cards in a variety of ways, apart from just the "Taboo" gameplay. With a little creativity, I'm sure you'll be able to find new and unique ways your students can enjoy these cards too!

70 Junior high school English ESL worksheets pdf & doc