A selection of English ESL orange 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)

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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

Read a story and ask Ss to draw a picture of  dino.

My orange dino

Colour Orange Blossom

The little orange House

A short reading passage in the style of a fable. They put the verbs into the past simple tense, do the true or false, supply the question word and answer the questions. And maybe think up some possible morals for the fable. 

The cat and the orange

This is a worksheet based on an interview of a cast member of Orange is the new black. It gives. a background of the programme and netflix. Can be used in relation to tv, technoogy and progress, social issues. It includes a comprehensive question section 

Hope you find it useful.

Orange is the new black

This RC can be used on its own, but it is a sequel to another one 'Leila the mermaid with the orange tail'. So it's a fable as mermaids are not real:) Leila sets off to se if she can get some legs but hey, destiny, in the shape of a gorgeous merMAN gets in her way:) Answers provided. I'm going to say it's for adults.  

Leila the orange-tailed mermaid



To color the shapes according to their colors (orange, yellow, green), follow these steps:

1.Begin by identifying each shape based on its color. For example, the orange shapes are circles, the yellow shapes are squares, and the green shapes are triangles.

2. Take an orange crayon or marker and carefully color all the circles in the picture that are outlined in orange.

3. Next, use a yellow crayon or marker to color all the squares that are outlined in yellow.

4. Finally, use a green crayon or marker to color all the triangles that are outlined in green.

5. Make sure to stay within the lines while coloring to keep the shapes neat and tidy.

6. Once you have finished coloring all the shapes according to their colors, step back and admire your colorful creation!

Remember to have fun and enjoy the process of coloring!

yellow, green, orange. Let's color!

A fairy tale type story about a mermaid with an orange tail who gets picked on because she is different. It is an updated version of a story I uploaded previously. I have re-introduced it because I am writing the sequel! How she gets legs and lives happily ever after:) 

The mermaid with an orange tail

Make teaching a self-introduction & profile easy with BINGOBONGO’s original profile cards called All Star Kids Cards (A.S.K. Cards). They are a great resource to use throughout the year to help students memorize their personal profiles and important vocabulary including the ABCs, numbers, animals, shapes, and, colors. Best of all, these profile cards can be used in a variety of ways such as for taking roll, playing games, and keeping track of yearly progress.



Just print the A.S.K. Cards and have the students write in their profiles. Then print pictures of the students and glue them to the A.S.K. Cards. Laminate the A.S.K. Cards and punch a hole in them and display them on the wall after class is finished or give them to the students to take home and study. Using these cards simplifies the curriculum so that students and teachers know what topics will be studied. Students also will have plenty of opportunities for repetition and review unlike a standard textbook. Best of all, BINGOBONGO’s A.S.K. Cards are perfect for keeping track of students progress and make learning English fun



For more information and more levels of cards, check out the page on our website! https://www.bingobongokids.com/bingobongo-free-esl-efl-profile-ask-cards/

Orange A.S.K. Self-Introduction and profile card

Typical day in the Litchfield prison - activities taken from the TV series Orange is the new black. Choosing if activities are habits or temporary actions - Present Simple or Present Continuous

It's quite easy.

Present Continuous - Orange is the New Black

Annoying Orange parodies the song Friday by Rebecca Black. This accompanies the video Annoying Orange Freaky Fryday. The song is written in the present simple and present continuous tense. Students can provide their own examples of what they do on Fridays. A good idiom to learn is TGIF. (Thank god it's Friday).

Fryday parody lyrics by Annoying Orange for A.O. Video

(Very) Young learners can practise basic reading skills while doing this worksheet. Target vocabulary: red, blue, green, yellow, orange, black, white, pink, purple, brown, grey. 

79 Orange English ESL worksheets pdf & doc