A selection of English ESL new old printables

Updated version of my old articles worksheet. Includes some new sentences and answers (with explanations for trickier questions). 



Great for intermediate/advanced students who are studying (in)definite articles. Perfect for homework or revision.





Articles worksheet (a, an, the) includes answers.

In this new activity , students read the questions and sometimes the answer is given , then they have to choose the correct question words, what where when how , how old..

Question words: multiple choice activity

Can be used as a pairs game or just a matching game for young beginners.

I have used the animal pictures from the Big Animal Crossword by PhilipR.

I could not find exactly what I wanted so made this for my new 6 year old Spanish student.

Animal pictures with numbers

While I was reading superstitions,I noticed there are a bunch of them that sound anachronistic today, e.g. "Never carry a hoe into the house," or "ItÂs bad luck to let a fire go out on New YearÂ´s Eve." Why not modernize them a bit? Page 1. includes the nice, original fonts, embedded in the image, upon which I superposed the five sentences and the discussion questions in text boxes in case youÂ´d want to edit them. On Page 2 all of the text is editable, including the title and the introduction. Page three features a vocabulary list. You could start the class with giving just the key words of the superstitions, and letting Ss guess, e.g. "You carry a hoe into the house," "What will happen?" Enjoy! PS. If you have time, let me know if this activity worked in your class, since I just created it, and havenÂ´t tried it yet.) I am open to some suggestions on how to improve it. Bless up, Kisdobos :)

Modernizing old superstitions (Conditional 1.)

This is a worksheet I use when discussing technology and mobile phones. Students watch an old clip from the 80's for a mobile phone and discuss how phones have changed. They then compare their first mobile phone with their current one before finally designing a phone of the future in pairs/ groups. It is useful for using adjectives and talking about the future using "going to"

Inventing new mobile phones

Hey teachers,



I just recently posted this B2 Upper-Intermediate lesson plan to Fluentize.com, but I'd like to share it here as well. It's downloadable for free for 24 hours (from 4pm EST on February 10, 2020) on Fluentize when you register. This is just a .doc format of the oroginal lesson plan you can find on Fluentize. The lesson also goes more in depth in the original version on Fluentize, but there's a lot here you can work with.



Essentially, I wanted to draw up a lesson plan on the topic of the coronavirus due to all of the buzz circling around the recent outbreak. I really wanted to find a way to get students thinking, talking, and learning about the virus, and I found the perfect video to accompany the lesson. Especially with all of the information out there about the coronavirus, I felt it would be best to work with something concise but also reliable and informative. I also wanted to be careful not to get too deep into the science of it that students wouldn't be able to follow. I ended up finding the perfect video based on an informative news report from DW News.



On Fluentize, you can find the "mini-lesson" - something new that that we've been doing at Fluentize. A mini-lesson is basically just a more compact version of a full lesson (about half the total length of a full lesson plan). There is also our standard interactive lesson plan for teachers who have online lessons - these lessons come equipped with interactive fields for students to write within.



The lesson plan is definitely geared towards adults, but you could also use it with older teens. As you will see, the lesson plan contains a range of activities for speaking, listening, vocabulary, pronunciation, and grammar, all based on the video topic content. There is a quiz and review section as well, with a bonus writing activity for students to write an evacuation order in the city where the outbreak first occurred. Anyway, I hope this gives you some good material to work with this week, and hope you all enjoy the lesson!



Jake from Fluentize

The Coronavirus Explained

4)	GAME – BUY ME – SELL ME (pair work)

-	Cut out a set of Appearance Exchange Cards so everyone has 4-5 cards (it depends on the number of SS, make more cards if needed, just remember that everyone must have the same number of cards on hand)

-	Divide the class into pairs, and have them discuss in what top-5 ways would their dream

partner look like, and 5 ways a partner from hell would look like (using new words). SS also use to be and Present Simple to describe their partners.

-	SS have Appearance Exchange Cards, whether good or bad and they must try and sell them to the group (one appearance card for another one)

-	SS must think about cards, and what’s positive about it even if they are disgusting.

-	1 important rule – SS cannot keep their cards. They must sell their cards, and buy new ones. When the game begins they walk around the room and try to barter cards with everybody.

(#   -    Hello. I have something interesting for you. Look, your girl has wrinkles.

-	Hi. No, I don’t want a girl with wrinkles. She is old. I want to have a young large-breasted girl.

-	Oh, you don’t understand. All kind and funny girls have wrinkles.

-	Really? Ok then.)

-	After all the cards have been sold, put students into pairs again and have them think as if they were in a relationship with that person they’ve just bought (all these appearance cards make a person altogether). In pairs SS describe their just bought partners to each other).  



Appearance 

Made to use on the first day of class. You can use it with new or old students, of any age. In our school, we work by semesters, but you can edit the .doc as you please. Hand this worksheet to your students, along with an envelope, and keep them closed until the end of the semester (or the year, or whenever you want). Give them back when it's time. They'll open their own envelopes and check what they've really done. Have fun!

My Own Time Capsule

Here is a pictionary to be used for young learners to learn new vocabulary of school objects, or as revision for older ones, can be cut , used for bingo or guessing game

School things : pictionary

Excercise about the use of adjectives such as: big, small, old, new, fast, slow, and the vocabulary of toys and colours.

Children must colour the correct toy according to the adjective, they read. Then write small or big and finally colour the toys

Big and small Toys

A news report about the death of what is possibly the world's oldest dog. The article has been simplified for students. Includes a vocabulary exercise and questions to answer about the article. It will assist in broadening a student's vocabulary with phrases such as 'passed away' , 'to put an animal down.' Includes answer key. Fully editable.

News Report: World's Oldest Dog?

Worksheet 3 : This worksheet is about "the Globe", the famous theatre in London.



1) students watch the video

2) they find information about "the Globe" ( old and new )

3) they do 2 vocabulary activities about the theatre



Easy & entertaining :)

William Shakespeare's Globe Theatre

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.

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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

86 New old English ESL worksheets pdf & doc