A selection of English ESL quiet printables

I prepered this activity based on Ed Sheeran's song  because you can explore Past simple, prepositions and vocabulary. It can be used from elementary student to advanced students. The listening activity is quiet easy. 

SONG PERFECT ED SHEERAN

While orally assessing your students this practice can make them busy or at least quiet. The text has been adapted from CNN and BBC breaking news. Of course, some more adaptations can be done in order to suit your classes. Students are to fill in simple and progressive past forms and do the comprehension task.

Felix Baumgartner gives you goose bumps

This worksheet deals with a few English expressions I will be giving my beginner ESOL group. These expressions are needed on a regular basis, so learning them is quiet important. 

Special Expressions

This is a communication activity you can use it with another worksheet (Favourite Survey) I’ve posted. It will be useful for you when you teach about someone’s favourite things and making questions. It is especially for the large class or for those who need more guided approach in learning or those who are quiet and don’t know how to start a conversation.

Likes and Dislikes

Build students' confidence by exposing them to easy-to-read, entertaining, and real news stories.





Preparations:

1. Update or find some new news stories and reduce them into very easy to read versions

2. Make sure you have some good resources that students can use to translate the materials

a. Dictionaries, iPads, etc.





Procedure:

1. Make groups, usually no bigger than four people

2. Let students choose which story they want to translate. They will usually choose based on the picture or how 'hard' the English looks

3. Also distribute the resources for students to translate

4. Explain that students will try to translate the news stories into Japanese and then share both the English and Japanese with the class once they're finished.

5. Let students work

6. Sometimes, I, the teacher, read the English, other times I let students read the English.





Notes:

This activity works best for students who are a little more self-motivated. Giving this to your quiet, uninterested class might not be the best idea. 



Easy News Stories

This is a word search activity to help intermediate and up students use better words than "happy". This can be a quiet time activity or the whole class can work together to find the correct words. After the words have been found, have students write or recite sentences to help them remember these words.

Are you happy?

Nice warmer for Advanced students. Listen and fill in the gaps. 



It´s midnight. I lock all the doors and turn out the lights. Feels like the end of the world this Sunday night. There's not a sound outside the snow's coming down and somehow I can't seem to find the quiet inside my mind.

3:02. The space in this room has turned on me and all my fears have cornered me here. Me and my TV screen. The volume's down. Blue lights are dancing around; and still, I can't seem to find the quiet inside my mind.

Daylight is climbing the walls. Cars start and feet walk the halls. The world awakes and now I am safe, at least by the light of day…



John Mayer_Quiet song sheet_Advanced

Nice warmer for Pre-Intermeadite students. Listen and fill in the gaps. 



It´s midnight. I lock all the doors and turn out the lights. Feels like the end of the world this Sunday night. There's not a sound outside the snow's coming down and somehow I can't seem to find the quiet inside my mind.

3:02. The space in this room has turned on me and all my fears have cornered me here. Me and my TV screen. The volume's down. Blue lights are dancing around; and still, I can't seem to find the quiet inside my mind.

Daylight is climbing the walls. Cars start and feet walk the halls. The world awakes and now I am safe, at least by the light of day…

John Mayer_Quiet_Song Worksheet_Pre-Intermediate

1. To recognise a pet through "Is it..?" structure and distorted images.
2. To practice about pets descriptions such as "noisy", "soft", "small", "big", "quiet".


Vocabulary: PETS

This is a fun game to use as a start to teach ‘family words’ and it is useful for the quiet class to be motivated about the topic ‘Family’ and later the student know how to define the ‘family words’ and they come to know the relation of the members in the family.

Family and Possessives Quiz

Nice warmer for Pre-Intermediate -Intermediate students. Listen and fill in the gaps. 



It´s midnight. I lock all the doors and turn out the lights. Feels like the end of the world this Sunday night. There's not a sound outside the snow's coming down and somehow I can't seem to find the quiet inside my mind.

3:02. The space in this room has turned on me and all my fears have cornered me here. Me and my TV screen. The volume's down. Blue lights are dancing around; and still, I can't seem to find the quiet inside my mind.

Daylight is climbing the walls. Cars start and feet walk the halls. The world awakes and now I am safe, at least by the light of day…

John Mayer_Quiet_Song Worksheet KEY_Pre-Intermediate

Have you seen anything like this before? For the third time during the writing block, a student gets up from his desk (again!) and goes to get a soda. Another student sits quietly at her desk, beginning to write on a blank piece of paper (trying to fly under the radar). And there's the student who claims to have completed the writing task, but it's obviously unfinished and disorganised. Does this ring a bell? All of these indicators point to failing writers.

How to improve your writing skills

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

39 Quiet English ESL worksheets pdf & doc