A selection of English ESL manual printables

worksheet to make a mask based on the instructions!

Instruction Manual

Server training manual

This worksheet contains 18 conversation cards and a matching exercise with pictures. The cards can be cut out if desired and be used as conversation questions. Can be used with both teens and adults. ATTENTION: This speaking worksheet is slightly different from all the others as it can be used easily with large classes for group work. Just divide the class into small groups and give one topic card to each. They can discuss or research the topic together and later present their solution (the How To do something) to the whole class. You can give each group a different card or - if you want to compare - the same one.

Let´s talk about ´HOW TO´

Instructinos manual for a washing machine and dishwasher.

GIVING INSTRUCTIONS

Instructions on how to make a Lego car, to show the features of an instructions manual eg title, numbering, order, pictures, adjectives.

How to make a lego car

What can you see inside the car?

How do you use them?

What do they do inside the car?



What steps do you do to drive a car?

1) put the key in and start the engine - start the engine

2) take away the hand brake - car can roll away

3) push the clutch - disconnect engine from the wheels

4) move to the first (next) gear - sets engine to a higher gear

5) push a little the gas pedal - engine runs faster

6) slowly get away from the clutch - car moves slowly

7) give more gas - car drives faster

8) repeat steps 4-7 - car drives much faster

How to drive a car

Instruction manual to make children how to make a jigsaw puzzle with the purpose of teaching instructions.

How to make a Jigsaw puzzle

A classic dice game, can be played in teams of 4 or 5 students to practise the vocabulary. The game was designed in addition to the manual Spark3, unit 4 (Pelckmans Belgium) but can be played apart from it. The first letter of the missing word is given.

Boardgame Spark 3 unit 4: Village - countryside -citylife

ESSAY HELP

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UNIVERSITY PERSONAL STATEMENTS

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Help With Essay


Idendifying farm animals and learning what they each eat.

 A fun cut and paste activity for young learnzers !

 For young learners who need a manual activity and visual cues.

Farm animals for young learners

project: Website Redesign and Content Migration for a Small Business

This project involves the complete redesign and content migration of a website for a local bakery looking to modernize its online presence and expand its reach. The existing website is outdated, lacks responsiveness, and has minimal SEO. The overarching goal is to create a visually appealing, user-friendly, and search engine optimized website that effectively showcases the bakery's offerings and attracts new customers.

Task Breakdown:

Requirements Gathering & Planning (20 hours): This initial phase requires thorough communication with the bakery owner to understand their specific needs and objectives. This involves conducting interviews, analyzing competitor websites, and defining the target audience. Specific tasks include:

Documenting all current website issues and desired improvements.
Identifying target keywords for SEO based on the bakery's offerings and location.
Creating a detailed project timeline with milestones and deadlines.
Defining the website's information architecture (sitemap).
Creating a detailed content inventory of all existing website pages.
Design & Prototyping (40 hours): This phase focuses on creating the visual design and user interface for the new website. This includes:

Developing multiple design mockups for key pages (homepage, menu, about us, contact).
Creating a consistent visual style guide, including color palettes, typography, and image guidelines.
Building interactive prototypes to test user flow and usability.
Presenting designs to the bakery owner for feedback and iteration.
Development & Content Migration (60 hours): This is the technical implementation phase, involving coding the website and migrating existing content. This includes:

Choosing a suitable CMS platform (e.g., WordPress) and installing it on the hosting environment.
Implementing the approved design using HTML, CSS, and JavaScript.
Migrating existing content from the old website to the new CMS, ensuring accuracy and consistency.
Optimizing all images for web use (size and resolution).
Developing and implementing responsive design principles for optimal viewing across all devices.
Implementing basic SEO principles, including meta descriptions, title tags, and alt text for images.
Testing & Quality Assurance (20 hours): This phase involves rigorous testing to ensure the website functions correctly and meets all requirements. This includes:

Testing all website functionality (forms, links, navigation).
Cross-browser and cross-device compatibility testing.
SEO testing to ensure proper implementation of keywords and meta descriptions.
Usability testing with a small group of potential users.
Addressing and resolving all identified bugs and issues.
Deployment & Training (20 hours): This final phase involves launching the website and providing training to the bakery owner on how to manage and update the content. This includes:

Deploying the website to the live hosting environment.
Performing final testing to ensure everything is working correctly in the live environment.
Creating a user manual for the bakery owner.
Providing training on how to update content, add new pages, and manage the CMS.

Library Research

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)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

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

11 Manual English ESL worksheets pdf & doc