A selection of English ESL memo 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 is a worksheet to go with this activity: "Match and Odd one out"



Here are three different uses for these materials:



1. Memory Game! It can be used as a memory game. Cut our the cards and either use stick tac (or tape) to place them on the board and the children have to try to match the pictures. Every time they flip over a card they have to say the name of the picture.



2. Category Game! We were learning metal, plastic, wood and fabric. I put a chart on the board and put the metal plastic, wood and fabric card at the top. The children had to put the pictures into the appropriate place category. Ex. Puppet goes into the wood category, Doll goes into the fabric category



3. It is here! We were learning the sentences "It is here!" "It isn't here". I put only the coloured object pictures on the board and flipped them around so the children could not see the picture (like the memory game) I said where is my ball? I asked one student to come to the front and find my ball. If he flipped the card and it was a ball I would get the class to say "It is here!" If he flipped the card and it was a robot I would have the class "It is not here!" The kids loved it and would try memorizing where the objects were,

Memory and Category Game

Flashcards that can be used for games - matching, memory, sorting etc. Worksheets included

Plurals with f,ff,fe

Here are eleven short dialogues with a funny end. Most of them are to be played two by two, but some of them have three characters. You can give it to your student to train their pronunciation and bring some fun into the class. You can also ask them to memorise their dialogue to train their memory. 

Funny dialogues to play

An easy game for beginners. Practice the names of common fruits. Print 2 sets of cards on thick paper- cut out and use for a memory game. Who will remember the names and have the best memory?

Fruit Memory Game Cards for Beginners

Listening exercise for John Denver`s song Take Me Home, Country Roads.  If you have a lively class they can sing along as well.  It`s also good karaoke practice.

Take Me Home, Country Roads

Wordsearch is a type of exercises that stimulates the students intelligence and to make it more challenging the words you have to find are homophones. Also I added two exercises that will help you memorize the meaning of each homophone and when to use it.

Homophones - wordsearch

This is a spider diagram presenting 18 collocations with the verb 'Get'.

I have tried to group the collocations so that it would be easier to remember them:

"Human interaction" collocations are in red bubbles,

"Health/Body" collocations are in a green bubble,

"Work/Education" collocations are in a dark blue bubble,

And two collocations that didn't fit into any category are in separate bubbles. 

This diagram can be used as a hand-out for students to supplement it with more collocations of their own. It can be used as well for vocabulary lead-in or as a memorising tool.

I hope it will be useful :)

I'm planning to create supplementary exercises to use with this diagram. 

Collocations with Get (Spider Diagram)

Memo game /pexeso to revise the vocabulary about hotel stay. Can you match the types of rooms, hotel services and equipment? find the pairs of word and matching picture

At hotel

It's a reading comprehension worksheet. Thank you.

MEMORIES

A domino, a lotto or a memory game with irregular verbs. The vocabulary is connected to 3 short youtube videos, links are included. This is a way for your students how to start learning irregular verbs. Every parts are fully editable, description how to use them is included at the last page. My classes usually start with these verbs, we continue with other activities and extend the irregular verb chart.



Irregular Verb Memory Games - Connected to Video

A task for integrated skills at pre-intermediate level: first, students deal with 

writing about their likes and dislikes. Then they play a memory game and talk

about their classmates’ likes and dislikes.



Verbs + v-ing

There are two different ways I use these cards: 

1.) Students each get a card and find their pair -the one holding the picture needs to describe the person in the picture, the ones holding descriptions read along, then look at the picture. 

2.) They play the well-known memory game.

1,127 Memo English ESL worksheets pdf & doc