A selection of English ESL roof printables

One page with assorted grammar exercises that are mainly on tense, very easy pronoun exercise for reinforcement and a small proofread section.

Assorted grammar practice

proofreading symbols

With this speaking activity you can go practically any level beyond elementary and any topic you work on. It can be a pleasant "disruptor" especially if you "dismantle" some heavier subjects, but it's utterly foolproof with the themes of free time, work, leisure, hobbies,  daily routine etc. You can safely give it a go. :) 

After hours - quick survey

The article discusses the often underestimated danger posed by mosquitoes, particularly in their role as carriers of deadly diseases. It challenges common perceptions of dangerous animals, highlighting that despite their small size, mosquitoes are responsible for more human deaths than larger animals. The article explains the feeding habits of male and female mosquitoes, emphasizing the potential severity of a female mosquito's bite due to the transmission of diseases. Two significant diseases carried by mosquitoes, malaria and yellow fever, are noted, with millions of people affected globally each year. The text acknowledges ongoing scientific efforts to find effective methods for mosquito control, including the introduction of natural enemies and the use of poisons or sprays. Despite these efforts, the article suggests that a foolproof solution to protect everyone from mosquito bites and the associated diseases has not been found yet, leaving room for future advancements in scientific research.

mosquitoes in the world

 ﻿Разработаны к видео: ﻿

"Elizabethan theater- Shakespeare and The Globe" и "Elizabethan theatre explained by Willy!"Разработчик: Л.А.Милованова 2014 год



ОТВЕТЫ: 

Shakespeare’s Theatre



Choose the right Variant!





1.	Shakespeare’s Theatre refers to the Elizabethan Theaters during the reign of Queen:

a)	Elizabeth I.  		b) Elizabeth II. 		c) Elizabeth III.



2.	What is the name of Shakespeare’s Theatre?

a) “The Sphere”		b) “The Globe”		c) “The Circle”



3.	What shape has Shakespeare’s Theatre got?

a) the shape of an “O”		b) the shape of an “U”	 c) the shape of a “T”



4.	Who built Shakespeare’s Theatre?

a) Jane Addams		b) James Burbage 		c) Robert Owen



5.	How many people visited Shakespeare's theater in the 16th century?

a)  several dozen 	b) several hundred	 	c) several thousand



6.	Shakespeare’s Theatre was expensive.

a) True		b) False



7.	Vendors were selling beer, apples, oranges and nuts … the performance.

a)  before		b) during 		c) after



8.	The performance usually had no scenery, except simple props like chairs, tables, swords, canvases of the sun and the moon.

a) True		b) False



9.	The actors, the plays, the theatres  were all regarded by the authorities as:

a) respectable	b) immoral



10.	Shakespeare’s Theatre had to be … the city property.

a) inside		b) outside



11.	Visitors and actors in the theatre got wet, when it rained, because there was no roof in the Shakespeare’s Theatre.

a) True		b) False (only visitors)



12.	The stage was so small that no more than … actors could appear at the same time.

a) 7		b)   9 		c) 12



13.	The parts of the young women were acted by

a)   girls  		b)   boys		b) men



14.	There were no curtains and artificial lights in the theatre.

a)  True		b) False



15.	To show people that the play has started, a flag flew at the top of the theatre with its emblem. To tell the people what kind of play was going to be performed they raised a coloured flag. 



Please, match the colour of the flag with the performance:



White -> Comedy 



Red - > History



Black - > Tragedy



Вопросы Викторины Театр Шекспира

: Daddy Pig is taking the family for a drive in the country.
Daddy: Come on! Is everyone ready?
Peppa: Ready!
Mummy: Yes, Daddy pig, We're ready.  But the car isn't ready! Look how messy it is! Daddy: Oh, it's not too bad. You should see how messy it is inside!
Narrator: Daddy pig has some warm soapy water to wash the car.
Narrator: Daddy pig is washing the roof. Mummy pig is washing the bonnet. Peppa is washing the doors. George wants to wash the windows. But he is too little.
Mummy: Poor George. Let me help you.
Narrator: Oh, dear! George has dropped his sponge in a muddy puddle.
Mummy: I hope you will all keep this car clean today.
Peppa: Yes, Mummy pig.
Daddy: Yes, Mummy pig.


Peppa Pig - Dialogues - 9 Pages of Role Playing Practice

For your recount text assignment, select a personal or historical event and create a timeline of the sequence. Begin your text by setting the scene, including the place, time, and participants. In the main body, describe the events in chronological order using past tense and time connectives like ‘firstly’, ‘then’, ‘after that’. Conclude by sharing your thoughts or feelings about the event. Finally, proofread your text for grammar, punctuation, and spelling errors. Remember, the focus is on narrating the ‘what’, ‘when’, ‘where’, and ‘who’ of the event. Good luck!

A Trip to Borobudur

There are three pictures. The students should write at least 10 statements about the pictures depending on their level.

For example: There is a lady sitting on the roof. After, the students exchange their worksheet and the partner says if the statements refer to picture, 1, 2, 3 or to all of them.

If you want to practice more, you can find more picture descriptions here

https://en.islcollective.com/mypage/my-creations?search_key=Picture+description&type=printables&option=published&id=5163&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=12





Valentine's Day - What happens in which picture?

Ask your students what is the infinitive of I went? If they can answer, they don\'t need this practice but if they cannot answer this exercise will help them for sure. I put two different ones for either a double practice or as  a cheat proof exercise...LOL

Use INFINITIVE with DO, DOES, and DID

Small trial which includes various topics,  Family, Animals, Prepositions, School items, Singular and Plural, Translate numbers. Worksheet to demonstrate ability.

2º Primary varios contents related to Oxford rooftops

 

In the world of education, certainly no stranger to the term essay. An essay is a discussion that examines the problem in which there is an opinion from the author.



In addition to learning, for students or ordinary students, it is not uncommon to get assignments to make essays. But unfortunately, not many people know how to make a good and correct essay, so that the written work is made messy.



Tips and Examples for Writing Essays for Beginners



Actually to make an essay is not so difficult. All you need to consider is the steps and tips that can make your essay look good and of course contain quality content. But if you feel uncomfortable about writing essay maybe it would be a good decision to use https://mcessay.com/editing-proofreading-service/ and avoid the stress.   

 

Now for more details, here are the steps to make a good and correct essay.



1. Define the Essay Theme

The first and foremost step to making an essay is to determine the theme. Where the theme is one of the things that will have an absolute effect on the content of the essay you make.



Even by determining the theme, you will not be confused about what should be written in the essay. The choice of theme is also able to avoid the discrepancy between the initial discussion and the discussion afterward.



Tips on choosing a good essay theme are to choose a theme that is being talked about a lot. So people will be interested in reading the essays you make.



2. Research Essays

The search for what will be written in your essay must be of high quality and contain the correct contents, right? Now to add insight and find facts from the theme of the essay that has actually been determined, do research!



You can do research on the internet or by studying books related to essay themes. And although in your essay you will include a lot of opinions, it will be far better if the opinion you give is in the form of a picture or general opinion that has a basis.



So that there will be no clumsy opinions that make readers do not have the same opinion.



3. Create an Essay Outline

Outline or framework is needed in essay writing. because by making an essay framework first, you will be facilitated and the work will become lighter.



In addition, the outline is also intended to make your essay more organized. Outline loading itself can contain the preparation of ideas that will be engaged in the essay.



Not only that, by making an outline first, chances are that your essay will also be more logical and coherent.



4. Improve Word Selection

One of the mistakes that are very often experienced by most students or students is the use of words that are not appropriate. The mistake of the use of this word is none other than the lack of communication systems studied by the essay writer.



In addition, word selection mistakes often occur because there is no word selection settings before writing an essay. Usually, the choice of words used will be adjusted to the prospective reader and the contents of the essay.



What if the essay theme is in the form of educational themes or other formal information, then use standard language that is good and right. As for essays in the form of non-formal news, you can use language that is a little more relaxed but still looks polite.





In the world of education 

This worksheet is a complementary material for Unit 5 from the book Rooftops 3 Oxford. It´s useful to review vocabulary and check uses of the adverbs Next To- Near and Between.

Animal Crossword

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.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

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

69 Roof English ESL worksheets pdf & doc