A selection of English ESL plastic printables

After a week of learning about environmental issues, I gave this worksheet to see if the kids could answer some questions about the plastic problem. It\'s perfect for beginners or kindergarten.

Environment questions

This is a vocabulary worksheet you can use as a diving board to talk about environmental concerns. There is a vocabulary exercise followed by two categorisation tasks and a discussion task.



Tips



For exercise 2, remind students that some groceries will go into two categories.



As a follow up task, you could ask students to think of more groceries and research whether a) they are eco friendly and b) have possible replacements.



Answer Key

1) box of eggs, magazines, bottle of milk, carton of juice, tropical fruit, lightbulb, batteries, clingfilm, can of beans, packet of rice, jar of honey, soap, tea bags, beef, tissues, bouquet of flowers



2) plastic - magazines, carton of juice, clingfilm, packet of rice, soap, tea bags, bouquet of flowers

paper - box of eggs, tissues

bio - box of eggs, tropical fruit, can of beans, packet of rice, tea bags, beef, bouquet of flowers

metal - lightbulb, batteries, can of beans

glass - bottle of milk, lightbulb, jar of honey



3) The eggs, tropical fruit, beans, rice, tea, beef and flowers are compostable.

The magazines, the milk bottle, the can, the jar and the soap bottle are reusable.

The box, the magazines, the carton, the bottle, the lightbulb, the batteries, the clingfilm, the can, the rice packet, the jar, the soap bottle and the tissues are recyclable.



Suggested Answer Key

4) The baked beans, the box of eggs, the bottle of milk and the honey are the most eco friendly. However, you can swap canned beans for dried beans and the products should all be local.



Magazines contain plastic. They could be replaced with magazines made of recycled paper or e-zines.



Cartons contain plastic. They could be replaced with fruit which the student juices themselves.



Tropical fruit has to be imported. They could be eaten very occasionally and replaced with local, seasonal produce.



Lightbulbs could be replaced with long lasting bulbs or LEDs.



Batteries should be rechargeable.



Clingfilm could be replaced with Tupperware, or even better, metal containers.



Rice could be bought in paper or fabric based packaging. 



Soap could be bought in bars in card or paper packaging (or even made by the students).



Most tea bags contain plastic. They could be replaced with loose tea leaves.



Beef is very bad for the environment. It could be eaten very occasionally, if ever, and only from local sources. 



Tissues could be replaced with handkerchiefs.



The flowers themselves are bad for the environment as they need to be farmed in a way which uses a lot of water then imported. To replace them, students could grow their own from seeds in the garden and re-use water from the house to grow them.



NB: This is in British English. If you would like an US English version, it wouldn't take long to make. Please just message or comment with the words you need to replace.

Eco Friendly Groceries

A fun way to practice contractions: take egg cartons (I used the large 30 egg size, but any size will do) and write contractions on them. Then use plastic eggs and write the first word of a contraction the top, the second on the bottom. Be sure to use different colors for the top and bottom so the color isn’t a clue! Then store your eggs (taken apart) in a box or bag. Place the cartons and egg halves in your center and let students put the eggs together with the two words and place them in the hole for the contraction.

Contraction Eggs

Students will learn about irregular verbs while having fun. Just print the cards and bingo boars to cut them an take a random card with the tenses. 

1)Print the cards   2) cut and plasticize 3) give students board markers to mark each time they hear one verb. 3) read aloud each verb (previously cut the cards) and have fun-

Irregular Verbs Review & Bingo Cards

This is a w/s about a new vending (recycling ) machine that is being tested in a Sainsbury\'s store in the UK. It is to be used on the topic of recycling and plastic waste. Please check for spelling errors before using. 



For more free environmental resources, visit my website at www.projecttesol.co.uk and follow me at https://twitter.com/ProjectTesol



recycling 

Short listening comprehension activity on the positive effects that arts have on the brain, especially in children's development. A medical student and two scientists talk to NPR about this matter and how they combine art and science in their lives. Short vocabulary activity on words from the text, comprehension questions to be answered while listening and open discussion questions. You can access both the audiofile and its transcript on the following link:https://www.npr.org/sections/health-shots/2023/04/03/1167494088/your-brain-on-art-music-dance-poetry

How art improves your brain

Use this to create compound words. I had the students match up one half of a plastic egg to another with words written on them. When they found a word they wrote it down.

Compound Word Match Up

Practice with plants experiment: PROCEDURE

You need the help of your parents!

With the help of the kitchen mortar crush and mash the eggshells.

Stir the eggshells with the black soil

Pour the mix  of the soil into the plastic up to the top half.

Put three bean seeds in the plastic container. Then add a little more of soil to cover the seeds.

Take, with the syringe, a measure of water of 10 milliliters, and pour it on the soil.

Leave the plant in a sunny place and remember to water it once or twice a week.

Pay close attention to the changes that are going to happen



Practice with plants experiment

Students play in pairs. Print a board for each pair in the class.  Use small plastic colored poker chips to shoot with.  Take turns flicking a coin with your finger on to the board.  Say the word and then color the square.  If the coin lands on a square which is already colored or the coin goes off the board, the players turn is over and the other players shoots.  If a coin lands between 2 spaces the other player decides which square the coin is mostly in.  When all of the squares have been colored the game is over and the player with the most squares colored is the winner.

Stationary vocabulary review game

This worksheet may raise some dust! At least, our students are global citizens and global issues should be discussed, albeit amicably and respectfully. The tasks in this worksheet are quite engaging. A little controversy is expected!

BEAUTY STANDARDS CAUSE RIOTS

Print on A3. Put in plastic or laminate. Sing song by crossing out the letters and replacing them with claps.There was a farmer, had a dog
And Bingo was his name-o!
B-I-N-G-O, B-I-N-G-O, B-I-N-G-O
And Bingo was his name-o!
There was a farmer, had a dog
And Bingo was his name-o!
- I-N-G-O, - I-N-G-O, - I-N-G-O
And Bingo was his name-o!
There was a farmer, had a dog
And Bingo was his name-o!
- - N-G-O, - - N-G-O, - - N-G-O
And Bingo was his name-o!
There was a farmer, had a dog
And Bingo was his name-o!
- - - G-O, - - - G-O, - - - G-O
And Bingo was his name-o!
There was a farmer, had a dog
And Bingo was his name-o!
- - - - O, - - - - O, - - - - O
And Bingo was his name-o!
There was a farmer had a dog
And Bingo was his name-o!
- - - - -, - - - - -, - - - - -
And Bingo was his name-o!

Useful visual for the song BINGO

I made another version of the well-known Guess Who boardgame for ESL learners with characters I created using the avatar creator tool at http://avachara.com . Sample questions and gameplaying expressions can be found on the second page of the worksheet. 



There is a related Guess who boardgame that you may also want to play for the sake of variety:

https://en.islcollective.com/resources/printables/worksheets_doc_docx/guess_who_with_25_characters/present-continuous-progressive/109463



The game is meant to give you an opportunity for practising speaking with your class in a fun way.



Here's how to play the Guess Who game in ESL class: Hand out one copy of the boardgame to each student. Put students in pairs and let each student choose a 'mystery person' secretly. Each student needs to guess each other's mystery person faster than their partner. It is only allowed to ask 'YES' or ‘NO’ questions (and of course, answer 'YES' or 'NO'). If something is unclear from the picture, your students can respond by saying "I can't tell" or "It's not possible to tell" (in this case, you can decide whether the student can ask another question, or if it's their partner's turn). Question by question, students narrow down the list of possible mystery persons until they feel confident enough to make a guess. Usually when one has been ruled out of the last two persons remaining.



I recommend that you hand out one transparent plastic foil along with each Guess Who boardgame. Students can place the foil over the boardgame and using an erasable magic marker cross out on it the characters that they have ruled out. 



How do students figure out who cannot be their opponent's mystery person? For example, "Is your person blond?" If the answer is 'Yes', then they cross out all the characters that are not blond. If the answer is 'No', they cross out all the characters that are blond.



Encourage students to answer with auxiliary verbs, not just a simple Yes or No, e.g. "Yes, he or she is/does", "No, he or she isn't/doesn't" (using the form "he or she" until the gender of the mystery character has been revealed in order to keep this info hidden). Once the gender is revealed, they can go on using the specific gender in responses, e.g. "Yes, he is", "Yes, he does", "No, he isn't", No, he doesn't". You could also opt for forbidding questions about the mystery person's gender. This way you'll see longer games and more questions.



You can use this worksheet in your ESL/EFL classes to practise body parts, clothes, (garments and accessoriese), and asking closed (Yes/No) questions in an entertaining way. Playing this game is a proven way of getting your students engaged in speaking English.



I recommend using this ESL printable worksheet up till pre-intermediate level, as the game is focused on asking questions and giving short answers in the Present Simple tense using the auxiliary verb 'have', and the Present Continuous tense using the verb "wear".





Guess Who boardgame with 20 characters

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

61 Plastic English ESL worksheets pdf & doc