A selection of English ESL news printables

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

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)

Nouns: Collective nouns (team, class, family, committee)

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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: 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: unmixing and 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

You are going to find on this newspaper article an interesting study according to how our healthy eating habits can help in lowering the risk of depression. There are two different exercises on this activity. The first one is a multiple choice exercise and the other has some sentences in which the students need to find the correct number that the sentences ask for in the text. 

Authentic Reading - Eating healthy foods may lower depression risk 

Reported (indirect) speech practice.  A variety of reporting verbs are used in the answers.  Useful for Trinity GESE grade 8.

Reporting Stupid Quotes

This worksheet contains 18 conversation cards and two vocabulary matching exercises (one with pictures). The cards can be cut out if desired and be used as conversation questions. Can be used with both young learners and adults (pre-intermediate to upper-intermediate).

Let´s talk about the NEWS

John is a reporter of the school newspaper. Pupils read his article about hobbies,answer the questions, complete the sentences, circle the correct word and find true or false sentences. After that they write the sentences about children´s hobbies according to the pictures.Graphics purchased.The second page is empty. I uploaded it by mistake.

Hobbies

This worksheet is used to describe an update event. It is a reading comprehension worksheet that can be used in a class. There are two tasks in this worksheet. True or False statements, and answering some questions based on the reading/text. There is no solution in this worksheet to provide extra discussion session among teachers and students. 

Let's talk about Coronavirus

This worksheet contains 18 conversation cards, a matching exercise and a world map. The cards can be cut out if desired and be used as conversation questions. Can be used with both young learners and adults (elementary to intermediate). 

Let´s talk about the WORLD

The two pages are to be printed on one page. 
 
I made this handout inspired by the story of The Crystal Palace. This is simply a text from the newspaper from 1936. In the first exercise you choose past tense form, then in the second one you have to create a past form of the verb, and in the last one you are asked to create a sentence in the 3rd conditional. There is a little mistake in the text "about", you can encourage your students to find it. The final exercise is working with the text and looking for synonyms.

London's Biggest Fire (Reading)

Some worksheets to learn or revise words related to names of city places , street, shops, newsagent's, avenue, building, fire station , police station , swimming pool..a crossword puzzle with hidden message (KEY INCLUDED)

City places:crossword puzzle with key

I give the article for homework. The article is from Breakingnewsenglish.com but has been edited for my students. 
The next class we check homework and talk about vocabulary and expressions. 
Students then work together in discussing and completing the various activities. 
 
This lesson was designed for a 2 hour conversation class for adult intermediates.

Conversation lesson on travel and tourism 

I used this special edition of CNN Student News (10 min) video as the basis for a class discussion about the devastating earthquake and tsunami that struck Japan last Friday. The worksheet contains a set of comprehension questions, the links to the video and its transcript, as well as an Answer Key. My thoughts and prayers go out to the Japanese people who are suffering from this terrible disaster.

Japan Earthquake (a video activity)

Breaking News - Past Passive Speaking Activity: Ss are organised into small groups. Each group gets X pictures and their task is to come up with a story / a piece of news connected to the picture. The main aim of this task is to form as many sentences in passive voice as possible. The groups then present their stories using a style that resembles news programmes. T can write some sentences on the board to help Ss mime this style, e.g. “Good evening, this is...” / “Hello and welcome to... Radio...” 
 
Source of the photos: 
1. dailymail.co.uk 
2. spiritualunite.com 
3. drstevebest.wordpress.com 
4. india.com 
5. windsorstar.com 
6. davidhagerman.typepad.com

Breaking News - Past Passive Speaking Activity

The article is from BreakingNewsEnglish but has been edited to suit my students. 
I give the article for homework. 
The next class we check homework and talk about vocabulary and expressions. 
Students then work together in discussing and completing the various activities. 
This lesson was designed for a 2 hour class for adult intermediates. This lesson ran a little long so you might want to edit or cut some activities.

355 English ESL worksheets pdf & doc: news