A selection of English ESL look like 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

There are four short exercises about plurals for beginners. 1) wordsearch with the help of some pictures 2) Ss have to write the plural of some words (-s and -es) 3) Ss look at the picture and answer the questions. 4) They have to write down how many apples/eggs/biscuits... they can see. 

Key is included! Hope you like it and find it useful! :-)

What are these? 

This took forever to put together, but it was SO worth it! 



Includes 3 Bingo cards and 17 Role-play cards. 

I make everything in Open Office and then convert to Doc.. so check that everything looks right before using. 



Start the class with the 7 target questions on the board. 

I have the students ask me the questions and I answer them with the target answers. 

Students ask each other the questions in pairs, then report their partner's responses if there's time. 



Then I give the role-play cards. Students might need help with some pronunciations  You might have to teach "Spouse, Swahili, Unemployed, and Household."

 

Next I hand out the Bingo cards… I explain how to play by having students ask me the questions (I use the Taxi Driver card).  Go around and help them look for the info on their cards.  They figure it out quickly. 



Now students stand up and play!  Monitor for correct target language… 

I folded the top of the paper where the questions are when it looked like the students had started to memorize the questions. 



Once students have a BINGO (5 up and down, 5 left to right, or 5 across) they can sit down. They don't have to ask questions, but they still have to answer. 



After everyone has a BINGO, I have the students make sentences with their winning squares… ____ is a _____, ____ lives in_____, etc… 



This lesson was designed for 1 hour class of adult (mixed) beginners and a 2 hour class of (pre) beginners.  



7 Questions Talking Bingo with Role-play Cards

This is a reading exercise in groups. Divide the class into 4 groups, cut out the handout and give a different story to each group. They read it together and decide on one of the endings given, then they must write their own ending to the story. Once they finish they must tell their story to the rest of the group; to make sure they all participate you can split the story in parts or make them act out the dialogues representing the different characters. Then they read the different options given for the endings and explain which one they think is the correct one. All the students in the class can make their guess. Finally they tell their own ending. 

Once all the groups have finished telling their stories, it's time to tell or give them the real endings. Look in My Resources, there's a powerpoint presentation to help you tell the stories. 

Of course you can also give the whole handout with all the stories to all the students and make them work individually.

Hope you like it!

HALLOWEEN GHOST STORIES

This gap filling activity allows for building up skills in using ten most commonly used irregular verbs through completing ten short question - answer exchanges. These short dialogues can be role-played by learners. Answer sheet is included.



This resource can be used on it's own or (recommended) as a follow up activity for "My Journey To Manchester: Irregular Verbs" - another worksheet from my collection.



On my page you can also find a set of cut-up matching cards with the target irregular verbs: these can be used either as a warming up / revising activity before working on the worksheet, or as a recap in the end of the lesson.



Hope this new worksheet will be well liked by you. Looking forward to reading your comments! :)





My Journey To Manchester: Gap Filling With Irregular Verbs

Using this technique I finally managed to explain the difference in present tenses to my students. 

I suggest:



sheet 1

1. Reading the text in the classroom.

2. Looking for PS/PC indicators (like: often, every day now, at the moment).

3. Colouring the verbs - different colours for PS/PC.



sheet 2

4. Circling the right answers.

5. Students compare their answers with the frist sheet on their own (they love it!).

6. Reading the text to check if everyone corrected their mistakes.



sheet 3

7. Students fill the gaps using their memory and grammar knowledge.



8. Their homework s to simply read the text at home, at least 5 times



9. The teacher starts the next lessons with a quiz (sheet 2 or 3). 

Holiday reading & grammar practice. Present Simple & Present Continuous. 

A Conditional 1 worksheet. As we know, Murphy’s Law is one of the governing principles of the universe. :) It states that "If anything can go wrong, it will." Storm chasers, just like anyone else, are subject to Murphy’s Law. Your studentÂ´s task is to look at the picture and create relevant Murphy’s Laws about their situation. 

Murphy´s Law for Storm Chasers - Conditional 1

There are 4 activities.1.complete with the right name 2-match 3- write the words under the right column (play, go do) 4- look at the chart and make sentences using like and but (3 pages)

OUR HOBBIES

This is a very nice speaking activity for adults. It can be used as a warm-up or for revising vocabulary. Students take cards and tell how do their typical days look like, while the others have to guess the speaker's profession

Daily routine (speaking cards)

Use the expression What does she / he look like? for describing people. Practice adjectives vocabulary.

DESCRIBING PEOPLE

In Part A, students look at Sky's facial expression for each activity and fill in the blank with "likes" or "doesn't like."  In Part B, they will fill in the blank to express whether or not they like the activity listed.  I had these copied front and back and passed them out as half-sheets to save paper.

Hobbies-likes/dislikes

Ss look at the pictures and solve the crossword puzzle. You can use it as a warm-up activity, revision ws or homework. Key is included! Hope you like it and find it useful. Have a nice day! :-)



illnesses crossword

This is my 16th logic game. Bobby, Danny, Jenny, Molly and Sally are friends. They live in the same street where there is a carnival every year. From this game you can find out what kind of costume they wore, who made them and what were special on them. The cliparts are from Philip Martin. Hope you like it. Have a great day. Hugs, Zsuzsapszi.

If you don’t know how to solve this kind of game, you can look at the Einstein riddle on the net or have a look at my 33rd logic game, called Best friends where I wrote down the solution step by step.

405 Look like English ESL worksheets pdf & doc