A selection of English ESL reward 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)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

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Creative Commons Attribution Non-Commercial No Derivatives License

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

Use this fun handout to teach your class some Halloween vocabulary. Print, laminate and cut them then use them is class in various ways. They are a fun accessory to a Halloween-themed class, also, when 4 pages are printed on one paper it can be used as a take-home pictionary for the kids.

Halloween Flash Cards - FREEBIE

This is almost the same work you can see in CONFINED 1 but for the first pages,where I used an easier version of the text and other comprehension questions.





I’ve always been interested in the story of Anne Frank and the Holocaust. Therefore, it’s always been part of the activities I’ve used in my teaching ,adapting it to my students’ ages and level.

This is a material I created last year for my 15 or 16-year-old students to be completed during confinement.

I set different goals and I must say these activities were so successful that some of my students decided to start reading the Diary of Anne Frank, and that was rewarding enough for me. There was another goal I set for them: by comparing Anne’s confinement and theirs it was easier for them to feel better, to realize our confinement was nothing compared to the Franks.

I think this material could still be useful, perhaps as a reflection on what happened last year or just as a way to let these young people know about this terrible event in history.

The activities were arranged in order so the students weren’t allowed to complete the next one until they got my “ok”.

Hope you like them

 



CONFINED 2

exams that make learning English enjoyable, effective and rewarding. Our unique approach encourages continuous progression with a clear path to improve language skills. We have qualifications for schools, general and higher education, and business.

7TH TEST

Students are going to create a layout of their own newspaper (I did this task in small groups of 4-5 students). 



Their task is to come up with the name of the newspaper, divide roles (who is the editor, report, marketing manager ... ) and write their own titles for the news, from the categories given to them on this worksheet. 



They're going to present their newspaper layout to the rest of the class and the best layout is going to be chosen and rewarded accordingly. 

Making a layout of a newspaper 

This picture book is the adapted version of my previous story of the same title. This version comes with illustrations that my student did. The story was about a Bajau boy who met a magical creature in the forest of Borneo where his integrity & good deeds earned him a reward. The story was written by me, Sirhajwan Idek, and the illustrations were done by Roziwell Rusilin, my student. :)

Nonong & Gimbaran (A Picture Book)

Get your students talking and telling stories using this DIY chewing gum Maxiroll box. 

The vintage chewing gum box can also be turned into a reward coupons dispenser for kids.

Use it your own way & have fun teaching! 





CHEWING GUM MAXIROLL BOX

A letter to welcome your students to Ravencalw. It is simply made but rather efficient. I hope your students will enjoy it as much as mine do. 

I suggest sorting your students into the four houses at the start of the year to implement a strong sense of sportsmanship in the group which can be furthered by counting points and offering rewards if you feel like it!

Ravenclaw house letter

A letter to welcome your students to Slytherin. It is simply made but rather efficient. I hope your students will enjoy it as much as mine do. 

I suggest sorting your students into the four houses at the start of the year to implement a strong sense of sportsmanship in the group which can be furthered by counting points and offering rewards if you feel like it!

Slytherin house letter

This worksheet is designed to help students engage with the content of the article on storm chasing, exploring the science, risks, and rewards of tracking tornadoes. The activities include vocabulary matching to reinforce key terms, reading comprehension questions to ensure understanding, and discussion prompts to encourage deeper thinking and class interaction. Teachers can use this worksheet to create an interactive and educational lesson on the fascinating world of storm chasers.

Storm Chasers: The Science and Thrill of Hunting Tornadoes

This is a motivating activity to expand student's vocabuary in certain categories within time limit so there can be a reward prize if played all year.Suitable for elementary and up if you adjust the categories to student's needs.

Categories Grid Fill Ins

A letter to welcome your students to Gryffindor. It is simply made but rather efficient. I hope your students will enjoy it as much as mine do. 

I suggest sorting your students into the four houses at the start of the year to implement a strong sense of sportsmanship in the group which can be furthered by counting points and offering rewards if you feel like it!

Gryffindor house letter

Teachers: Follow the instructions to help your students understand Financial Vocabulary. Scan the QR Code for a video to compare written vs. spoken English along with visual material.

87 Reward English ESL worksheets pdf & doc