A selection of English ESL research 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

Students are graded on their career research Power Point project.

Career Research PPT Rubric

Creating a portrait of a famous African American for Black history month.

African American Research Questions

Where was Muhammad Ali born? Before he changed his name, what was he known as? When did he retire? Students are asked to use resources like the internet, library books, or magazines to fill in this report form about Muhammad Ali.

This resource was created by primaryleap.co.uk



Research Activity - Muhammad Ali

Students can choose any President of the United States and carry out some research about their life, family, accomplishments, and legacy. This resource is perfect to celebrate Presidents' Day! Created by www.primaryleap.co.uk



Research Activity - Presidents' Day 

Students use technology to help them discover unique fruits from Jamaica. Students can find out they types of fruits that are in Jamaica and use their curiosity to find out more. When they are finished, they can do a small presentation in pairs, groups or to the class. Students who chose the same fruits can have discussions about the fruit.

Jamaican Fruit Research Project

A research paper proposal may be a document that a student writes so as to request permission to start a specific sort of reference project. Not all students will need to write research paper proposals so as to write down research papers. In fact, only professors in some programs will institute this requirement.

Research Proposal English Wruting

Research paper writing involves creating a detailed and systematic written document that presents the results of original research on a specific topic. It requires thorough investigation, analysis, and interpretation of the subject matter. By following these steps from https://essaywritercheap.org/research-paper-writing-service/ and utilizing available resources, you can create a well-structured and insightful research paper that contributes to your field of study.
Here’s an overview of what research paper writing entails: 
Key Elements of a Research Paper
1.	Title
o	A concise and descriptive title that clearly reflects the content of the paper.
2.	Abstract
o	A brief summary of the research, including the research question, methodology, results, and conclusions.
3.	Introduction
o	Introduces the topic and provides background information.
o	States the research question or hypothesis.
o	Explains the significance of the study.
4.	Literature Review
o	Summarizes and evaluates previous research related to the topic.
o	Identifies gaps in existing knowledge that the research aims to fill.
5.	Methodology
o	Describes the research design and methods used to collect and analyze data.
o	Includes details on participants, materials, procedures, and analytical techniques.
6.	Results
o	Presents the findings of the research in a clear and logical manner.
o	Includes tables, charts, and graphs to illustrate the data.
7.	Discussion
o	Interprets the results and discusses their implications.
o	Relates findings to the research question and existing literature.
o	Addresses any limitations of the study and suggests areas for future research.
8.	Conclusion
o	Summarizes the main findings and their significance.
o	Restates the research question and how it was addressed.
9.	References
o	Lists all the sources cited in the paper, formatted according to a specific citation style (e.g., APA, MLA, Chicago).


Research paper writing tips

The given board game is aimed to help students practise vocabulary related to Market, Advertisement and Shopping.

Students play in pairs, they throw the dice and answer the question they have got. You can also use a coin instead of the dice. In this case, students will have to answer more questions.

Enjoy your class!





Market research survey - Board Game

This worksheet can be used as an extra resource when teaching the topic: Chinese New Year. Students find out some information about the 12 animals that make up the Chinese zodiac. Created by www.primaryleap.co.uk



Research Topic - Chinese New Year

I created this sheet to help my pupils organize an exposé about their favourite movies. They  knew what to say in the introduction, development and conclusion. This can be used for upper levels, but you can also adapt it to other levels.

Methodology of research about a movie

This tutorial will allow your young learner to research safely. I used this for my civics course, which was added this year, but would be great as an activity students can do at home or in computer lab. It's great for language building and grammar practice. Also a great tool for working on public speaking, as a presentation in class.

CLEAN AND SUSTAINABLE ENERGY RESEARCH TOOL

Who invented Velcro? How was it invented? Students are asked to carry out their own research and answer the questions about Velcro. This activity will help to improve a student's research skills and was created by www.primaryleap.co.uk

244 Research English ESL worksheets pdf & doc