A selection of English ESL quiet printables

Many people believe that learning happens only inside a classroom, but important lessons can also come from everyday experiences. Last summer, I volunteered at a small community center that organized activities for children during school vacation. At first, I thought the work would be simple, yet I quickly realized that teaching younger students requires patience, creativity, and responsibility. Every morning, we prepared games, art projects, and reading activities. Some children were shy, while others were very energetic, so we had to adjust our approach constantly. One day, a quiet boy finally participated in a group discussion after several weeks of silence. Seeing his confidence grow made me understand how encouragement can change someone's attitude completely. By the end of the program, I had improved my communication skills and learned how meaningful small actions can be. The experience taught me that helping others often teaches us just as much about ourselves than we expect before beginning something new and unfamiliar together.


Daniel and the lions worksheet

Form and use of the imperative followed by straightforward exercises.

Be quiet, George! - The Imperative

A Cambridge Movers worksheet for practising vocabulary for the Movers reading exam. All the vocabulary and clues have been taken from the practice test books 'Movers Test' series. The first page is more relevant and educational, however i added the second page (wordsearch) to keep the SS busy/quiet while i had to do speaking tests.

Movers Word Puzzles

I saw this picture and I loved it! I just want to be the woman in this picture, feet up, fire on, cold outside, a good book, cat and dog, tea and biscuits. What's not to like? A T/F and some questions. 

RC: a nice bit of peace and quiet

This game is quiet fun for the pupils and engourage them to learn.

With question the pupil tries to find out the other ones personen.

You find a board and a instruction to the game.

As I wrote the instructions it might have a few spelling mistakes.

Guess who game

A lovely picture of Santa delivering presents to somebody's living room. There is a very easy reading comprehension and some true or false sentences. Santa loves everybody. Good old Santa. 

RC: Santa says: Shush, be quiet!

hand out the worksheet. Play the song for your students and when you play it the second time, ask them to fill in the gaps with the words given.

A great song to teach ''as adjective as'' structure.

This is an activity which you can use for the beginners. It has really nice pictures.

CLASSROOM RULES

A journalist has to move out of her rented house. Now is the time for her to make a big decision. Should she move to London or should she stay in a quiet village in the countryside? Key provided. 

Town or countryside?

"Sundown," by Gordon Lightfoot:

Released in 1974, this song helped propel the Canadian artist to the top of the charts.  Lightfoot has been quiet about the story behind the song, but he gave several clues over the years.  The song is widely thought to be a story about a man whose unfaithful lover left him alone to enjoy a night on the town to meet another man, but that he is too in love with her to end their relationship.  Other rumors were that the song was about Lightfoot's first marriage, where he began to suspect his wife was having an affair.

In April 1975, Crawdaddy magazine quoted him as saying, "All it is, is a thought about a situation where someone is wondering what his lover is doing at the moment.  He doesn't quite know where she is.  He is not ready to give up on her, either, and that's about all I got to say about that."

There are rumors that "Sundown" was inspired by his girlfriend (not his wife), Cathy Smith, later more infamously known for her involvement in the drug overdose and death of actor John Belushi.  Lightfoot has commented in interviews that Cathy Smith was, "the one woman in my life who most hurt me."

As a popular folk singer in North America, Lightfoot also had several other hits, including "If You Could Read My Mind," and "The Wreck of the Edmond Fitzgerald."


Another note:

"When I get feeling better when I'm feelin' no pain," is a reference to his struggles with alcoholism.  



Vocabulary and terms for study:


Sundown
Satin
Confess (Confession)
Creeping (Creepin')
Take Care
Back Stairs
Shame
Hard Lovin' Woman


Other areas for study:

ya = you
whatcha = what you

dropping of "g" in "ing" words, such as:  lying, creeping, feeling, and winning



Enjoy!
Derek Fichtner
Seoul, South Korea


Song : Gordon Lightfoot , Sundown

Here is a dobble game to help the students learn some adjectives they can use to introduce themselves.

It can be played alone or with several students. They have to find the common adjective between two cards. 

I have done a Quizlet vocabulary list for them so that they can first learn the words.

The ones I have chosen to illustrate are : 

Aggressive

Bossy 

Brave 

Clever

Determined

Easy-going

Emotional

Faithful 

Generous

Greedy

Helpful

Honest

Impulsive

Jealous

Lazy

Messy

Open-minded

Optimistic

Patient

Pessimistic

Quiet

Relaxed

Reliable

Selfish

Shy

Silly

Sincere

Sociable 

Stupid

Talented

Tidy 



Personality adjectives dobble game 

Big-small, fast-slow,  loud-quiet, happy-sad

Opposites

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

47 Quiet English ESL worksheets pdf & doc