A selection of English ESL other another printables

Chose two speakers, one blue and the other yellow. They throw a dice first and then speak the line that corresponds with the number. The speakers move through the list alphabetically. After they finish, another couple start. When everyone has finished, compare how different the conversation was in content but how similar in context. Different numbers should be used for different pairs

Telephone connection dice game

1. Make three or four copies. 2. Divide students into three or four groups. 3. place the copies in one end of the room and the groups in the other end. 4. Each group has a pen. 5. Students take turns to run to their paper and write the translation of one of the words. 6. Returns to his group and hands over the pen to the next student. 7. The next student runs to the paper..... 8. After a set time of 5 - 10 minutes, the groups bring their paper back to class and the teacher revises the translations or you can have the groups exchange papers and revise another groups paper. If you want to, you can reward the winners with a candy.

Crime Vocabulary

A master class of classic symphonic rock taking four songs from 'The Wall'. It is an easy approach to one of the best rock bands of all times.



Both Parts I and II are cloze texts. Part III is a sort of jigsaw exercise, and finally the students have to put the lines in order. Notice that the words 'brick(s)' and 'wall' are omitted in some way.



I have taken as a model the cover made by the metal band Korn, which can also be used for this sheet.

Pink Floyd - Another Brick in the Wall/Goodbye Cruel World

Students work in pairs asking each other the questions about 

recycling. There are ten different questions for each student. Good to review vocabulary, keep them talking or as a warm up to introduce the topic. I got this exercise from another site and I think it is really nice. Hope you like it.

recycling 

This is a game I designed to use the vocabulary studied with "Monkey Puzzle" by Julia Donaldson.  First decide which characteristics rank first (for instance the animal that has the highest number of legs or eyes wins)

Deal the cards to the players.  The players can't choose the cards they want to play.  Each player takes their first card.  The one whose turn it is decides which characteristic they will play with.  Each player says what the characteristic of their animal is (It has four legs. / It can fly.)  The one who has the 1st-ranking characteristic takes the cards of the others.  In case some players are ex-aequo, the first player chooses another characteristic.

The player who ends up with all the cards wins. You can choose to make it shorter by set a time by which the game is over. Then the player with the highest number of cards wins.

Nature Challenge Game

A grammar exercise to practise on ANOTHER, OTHER, THE OTHER, OTHERS, THE OTHERS

ANOTHER, OTHER, THE OTHER, OTHERS, THE OTHERS

Students work in pairs, take turns and debate on the given statements. They must contradict each other, one of them agrees another disagrees. They express their opinions by giving arguments for or against the statement.

DEBATE - Parents-Children

Bullying Vocabulary

Let your students talk. 

They meet in a group of three and introduce themselves. In the group they start comparing each other: First person: "My name is ... I'm ... cm tall. What about you?" Second person: "I'm ... I'm ... cm tall. I'm taller than ... What about you?" Third person: "I'm ... I'm ...cm tall. I'm the tallest." Then they can go on with another topic or meet in a new group. The students sometimes have to use the phrase "as ... as" as well.

Besides comparing adjectives they practice numbers.

Comparing people

each player starts with 4 cards and asks another player..can i have 2 lemons? if the other student has that card he must give it

then the other student asks a question to someone else

player who has more pairs wins

print 2 copies of each page, laminate, cut and have fun :)

can i have (food)

This ws may help your sts to understand the usage of ''each other and personal pronouns. I jope it'll be useful for some of you.

each other/personal pronouns

After reading your comments about the last worksheet, here I am with another one with more details. Please feel free to send me messages in case you need some worksheets about specific topics. I'd be more than glad to do so especially after all teachers are working from home we need to help each other. 

Crossword Puzzle - Describing people

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

244 Other another English ESL worksheets pdf & doc