A selection of English ESL mentor printables

internet-linked activity. Your students will have fun with this fab website as they solve these exercises... which connect different pieces of literature, as the mentors of the inventions we have nowadays.

Inventions Over Time and Their Link to Literature

Don't take this one literally, of course. :) The title of this questionnaire is simply to gave your students a clear indication that they will do some emotional 'stripping' as the issues like personality, phobias, relationships etc.  will pop up in the session. It's not easy to weave this aspect into our regular classes, because most of us are reluctant to talk about feelings in our mother tongues, let alone in English. But everything is possible if you dare, so this exchange may reveal a totally new universe both to your students and you as their mentor. Good luck! 

A good psychologist ...? - speaking practice

Homework Checklist

This C1 conversational worksheet examines the profound impact of father figures on child development. It outlines how engaged fathers or positive male role models significantly influence children's emotional, social, and academic growth. Studies show that children with involved fathers develop better emotional regulation, social skills, and self-esteem, and are less likely to engage in risky behaviors such as substance abuse and delinquency. Statistics highlight the challenges faced by children without a father figure, including higher rates of grade repetition, school dropouts, behavioral problems, and legal issues. Despite these challenges, the worksheet emphasizes the importance of loving and involved adults, whether they are single mothers, grandparents, or mentors, in mitigating adverse effects associated with father absence. 

The discussion prompts encourage students to debate the roles of fathers and mothers, the societal support for single-parent households, and the adequacy of male role models as substitutes for absent fathers. Additional questions explore the long-term societal impacts of fatherlessness, government policies on paternal leave, cultural perceptions of fatherhood, and strategies for single mothers to mitigate negative effects. This resource is designed to foster critical thinking and meaningful conversations about the evolving roles of fathers in modern society and their crucial contributions to child development.

The Impact of Father Figures on Child Development

This document should be able to explain how you can benefit a particular employer, and it should also be visually appealing.

The qualifications summary is a section that sums up your skills and experiences related to the job you're applying for. Typically, this section will list the skills and experiences you've gained through your education and other related activities.

It should also list your job objective, which describes the type of position you're applying for. You should also describe the skills you can bring to that position. Ideally, you should state your long-term goals in the objective.

You should also include your contact information. This includes your email address and your phone number. You may want to include a link to your online portfolio. You should also make sure you include a valid mailing address.

Network with professors

Whether you're looking to get your first job, apply for internships, or get into a graduate program, networking with college professors is a time-honored way to get in the door. As your academic career progresses, you'll find that the relationship you develop with your professor will prove invaluable.

The most effective way to network with college professors is to attend their office hours. These are hours where you can ask them questions, meet with them one-on-one, and discuss your coursework. You can also attend campus events hosted by your professors.

Students should also check out their professors' websites. These pages often include blogs and articles, which can provide important information for future students. You can also email your professors with information on relevant articles.

Students should also be active in on-campus essays topics ideas organizations. This can help them meet other students with similar interests and build a network. You may also find that the professors in your class are willing to serve as mentors. This can lead to a stronger bond between you and the professor, and an excellent credential on your resume.

Network with employers

Getting started with networking with employers for student-related jobs is a great way to gain insight into the job market. This can help you find positions you may not have considered, gain new perspectives on career options, and help you gain experience in areas you may not have thought about.

Students can use LinkedIn to connect with people who share their interests. They can also search by location and industry to find people in their target field. It's also a great way to find alumni who are currently working in roles that are of interest to you.

One of the best ways to network with employers for student-related jobs is to attend a career fair. Many employers will host workshops and informational sessions. You can also look for them on their website, where they often post upcoming events.

Another way to network is to join a student organization or volunteer. You can also join a professional organization that relates to your field of study.

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Guide to Student Related Jobs

 Teacher's Guide: Jason Thunderbolt Reading Activity

Description:
This worksheet is designed as a reading activity for young English learners (CEFR levels A2-B1), suitable for children. It features a short, engaging story about Jason Thunderbolt, a superhero who controls lightning. The text is followed by comprehension questions and a translation activity to reinforce vocabulary learning.

Content:
- Reading Passage (Approx. 200 words): Describes Jason's powers, daily activities, and his role as a mentor.
- Comprehension Questions (10 in total): Simple questions to test understanding and encourage reading comprehension.
- Translation Activity: 30 key words and phrases translated from Czech to English to aid vocabulary building.

Objectives:
- Improve reading comprehension and pronunciation skills.
- Expand vocabulary related to superheroes, nature, and weather.
- Foster engagement through a fun and relatable character.
- Encourage the practical application of translation skills.

Usage:
- Pre-reading Activity: Briefly discuss superheroes and their powers to generate interest.
- Reading Activity: Students read the passage individually or in groups.
- Post-reading Activity: Answer comprehension questions and complete the translation exercise.
- Estimated Time: 30-40 minutes

This worksheet helps young learners practice English in an enjoyable and interactive way.


Jason Thunderbolt

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

6 Mentor English ESL worksheets pdf & doc