A selection of English ESL night 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)

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

two activities about knights, castles, kings, queens and relative vocabulary. In the first one the children have to match the words with the pictures and in the second they should use this words to complete the story of the knight

knights, castles, kings and queens

A cloze to learn about Guy Fawkes and Bonfire night traditions

Guy Fawkes

3 pages of vocabulary exercises for Units 2,3,5, 7 and 8. Included are word transformations, fill in the blanks, and choose the odd man out. The theme is Five Nights at Freddy's,

Oxford Discover 5: Final Vocabulary Test

Scanning activity using a TV guide. You can use this as a skimming activity as well by asking such questions as-

1.is there a film for kids on tonight?

Use with my skimming and scanning helpsheet on my page 

Modify as you wish :)

Scanning activity

This is a rainforest animal crossword. I couldn't find ANY specifically for rainforest animals so i made one.

NOTE: THE ANSWERS ARE THERE

to reveal the answers click on the grouped word boxes and simply change the text colour to anything else, the answers are in the boxes but disguised as the same colour as the box fill.

I'm having a nightmare with uploading creations, every time i do it moves all the objects around, this is why the pictures are all stuck together.

Rainforest animals crossword activity

A series of tasks based on the movie. Mean Girls is a 2004 American teen comedy film directed by Mark Waters. The screenplay was written by Tina Fey and is based in part on the non-fiction book Queen Bees and Wannabes by Rosalind Wiseman, which describes how female high school social cliques operate and the effect they can have on girls. The film stars Lindsay Lohan and features a supporting cast of Rachel McAdams, Lacey Chabert, Amanda Seyfried, (in her film debut), and Lizzy Caplan. The film is produced by Saturday Night Live creator Lorne Michaels.

Mean Girls - Video tasks

"Think-Tales 3" is a follow-up collection to Think Tales 1 and 2. It is a teaching and learning tool which consists of a collection of original short stories: Ollie's Sleepless Nights, Bonnie the Shepherdess, Molly the Grocer, Brian the Farmer, Dave and the Trolls, Willa and the Blue Rose, Lola Lovelocket, Polly and the Talking Toys, Hardy the Porcelain Figure, Three Friends and the Treasure, Zobart the Cyborg, Darry the Alien, Mike and the Siren, Fiona the Wood Nymph, Sam and Sally, Chloe's Bahd Hair Day.  It contains some questions and activities.This is also available in ESL printables. Download volume 1 too. Developed by Sirhajwan Idek

Think Tales Volume 3 ( A collection of short stories)

Subject: At the carnival

Vocabulary: a princess, a prince, a fairy, a clown, a pirate, a scientist, a knight, an angel, a superhero, a cheerleader, a witch, an Indian, a teacher, a bee, a nurse

At the carnival

In this exercise students will practise the verb "like" in the third person singular.

The Nightmare before Christmas - Likes and Dislikes

The worksheet corresponds to the `This is Halloween` song from Tim Burton`S `A Nightmare Before Christmas`. There is an accompanying video lesson and Powerpoint which can be found in my uploads or here. Sorry about the weird quality- it\'s mostly screen-shotted from the original Publisher document.



The dominoes and song are really easy. The last page was for a more advanced class.



Video Quiz

https://en.islcollective.com/video-lessons/halloween-quiz



PowerPoint

https://en.islcollective.com/english-esl-powerpoints/vocabulary/halloween/halloween-movie-quiz-and-halloween-dominos/118960



1. I start with the dominoes as a warm-up and to lead-in the vocabulary. 



2. We then check the answers on the Power Point and I add extra information and drill pronunciation.



3. Students then read the questions through and watch the video, answering as they watch in groups. 



4. We then check the answers interactively by watching through the video again and tapping on the answers.

`This is Halloween` Movie Quiz and Halloween Dominos

LESSON PLAN: read the story with the class. Then list this on the board:

The knight, the horse, the forest, the castle, the princess, the armour, the hair, the sound, Mcdonalds, Everybody, the window and the elevator. THEN ASK THE STUDENTS TO GIVE THE ADJECTIVES FOR EACH. (SOME HAVE MORE THAN ONE EG. THE KNIGHT, THE ARMOUR, THE HAIR.

The not so brave knight

Nightmare on Elm Street is the basis for this 3 page answer sheet based on the grammar point- reported speech. 



Worksheet found here:



 https://en.islcollective.com/resources/printables/worksheets_doc_docx/reported_speech_practice/commands-imperatives/79707 

375 Night English ESL worksheets pdf & doc