A selection of English ESL note printables

Fight for your job (teacher's notes)

That handout explains how present simple tense works. It shows how it is  build and when do we use it. It is based on book 'Gamatyka angielska dla zaawanowanych'  Maciej Matasek. 

Present Simple notes- for polish speakres 

Notes and examples on the letter Y in English - when it's a consonant, when it's a vowel, and pronunciation for the consonant Y. Includes a link to a YouTube video (not mine) with American accent examples, and pronunciation and identification exercises for the consonant Y. 

Y Consonant Sound Notes and Exercises

Having problems with writing a note? Not anymore, this worksheet has been highly useful when learning to write completely organized notes, messages and postcards. 

How to write a note and message

This form consists of a template for students to use when they are listening politely to a classmate's presentation. Using this form to assess behavior/listening skills during presentations will help keep students on task, as each form will be graded and you can assign points to ensure students listen with respect to a classmate's presentation.  



Presenters are pre-informed that their presentation must include at least three facts for their classmates to record.  

Take notes when your classmate is presenting

This is the answer key to the ws about James dean. 

James Dean\'s biography; teacher\'s notes

Enable learners to write greeting cards, invitations and thank you notes after reading and exploring sample passages.They'll be able to send greetings for the new year's eve and invite their friends for birthdays, wedding parties and all the celebrations they may organize, as well thank their friends for paying them a visit.

Writing Greeting card, invitations and Thank you note

This Notes sheet comes with a series of four reading comprehension sheets, all of relatively the same level of difficulty. They are printables, but you'll find them in the "Projectables" part. It is aimed for the students to take notes, first as a group, and then individually, listening to other groups presenting their work to the class.



It starts with a very short reading comprehension, aimed as an introduction - to create a need to find out more information about NYC. Further down you can read more of my lesson planning. 



On the first lesson, students read the introductory e-mail, then work in groups on different topics. 



On the second lesson, I give them one photocopy per group of my handwritten answers - photocopies that I collect back at the end of the marking time; so they must mark their work themselves. After marking their work, they 1) get some sentences ready and 2) present their work to the class, who is taking notes. During the presentation, as the class is taking notes, I tend to ask for only one person per group to speak, one to write difficult words on demand, and a third one to check the information being given. 





INTRODUCTION E-MAIL



1. 	Type of document? ==> an e-mail. Not a spam or a fraud!

	Who? ==> from Betsey Brandon to English students

	Where? ==> In NYC; in “the Big Apple”.

	When? ==> During Spring Break

	How long? for a week-end



RECAP	==> Betsey Brandon is writing to tell English students that they have won a week-end in NYC, during Spring Break! 



2. 	What do we need to do, now? // What must we do, now? 

	==> Read the information enclosed, so we can PLAN our trip. 



BRAINSTORMING: 



	What can you do / see / visit in New York?

	==> Loads of things to do and places to go. 



	We need more info:  



	WHAT MONUMENTS? 

	GENERAL INFO ABOUT THESE MONUMENTS

	WHAT ACTIVITIES CAN YOU DO?  





Plan a week-end to NYC (Notes sheet)

When to use WHICH and when to use WHAT when asking questions. Students watch the short video on usage and then complete a worksheet. they haveto choose between WHICH and WHAT and explain their choice. An answer key is included. Have a great day!

WHICH or WHAT? Grammar Worksheet and Note-Making Tasks

USMLE High Yield Internal Medicine Notes-Part I 2020 For USMLE Exam Preparation.
The purpose of this document is to give you an explosion of random HY factoids and associations. The organization is incredibly random and a manifestation of what comes to mind on my end as per improvisation – i.e., the associations are desultory / disconnected, maybe even to your annoyance/disliking – but hey, that’s how the USMLE is, where one Q is on rheumatic heart disease, and then the next is on placenta previa, and then the next on Gaucher disease, etc. You get the point. Hope this helps,

USMLE High Yield Internal Medicine Notes-Part I 2020

The facts of the case ________________________________________________________Reasons for the court decision_________________________________________________The general legal significance of the case _______________________________________Your personal reaction as a law student _________________________________________

Case notes on Google LLC v. Oracle America, Inc.,

This is an introduction to transforming parts of speech: nouns to verbs, adjectives to nouns, etc. This page includes notes on common suffixes for each part of speech, a fill-in-the-blank table with noun, verb, adjective, and adverb forms (one form missing per root word), and ten exercises to identify the noun of the bolded word. 

Part of speech transformations with common suffixes - notes and exercises

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.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

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

1,008 Note English ESL worksheets pdf & doc