A selection of English ESL see printables

This is a worksheet for teachers that who want to use songs during lessons.

 It's made of two parts: the lyrics of the song (See you again by Wiz Khalifa and Charlie Puth) with the gaps to fill and a glossary of words that might be difficult to understand.

song worksheet - see you again (gaps + glossary)

Practice the parts of the speech (verbs, adjectives, adverbs, interjections, conjuctions, nouns, pronouns) with this beautiful song from Fast and Furious movie. You will need to listen to the song to organize the lyrics and use the vocabulary and colors to identify each part of the speech. The lyrics is also in Spanish, so you can practise your vocabulary matching the song in English and Spanish. So enjoy learning with this unforgettable song performed by Wiz Khalifa - See You Again ft. Charlie Puth.

See you Again. Parts of the Speech

Song worksheet- See You Again by  Wiz Khalifa & Charlie Puth



1.Complete the sentences.

2. Match the fragments.

3.Chose the correct word.

4.Try to complete the crossword. 

5.Translate the words taken from the lyrics. 

6. What do you understand by saying?

''And what's small turned to a friendship, a friendship turned to a bond



 Wiz Khalifa & Charlie Puth -See You Again

In pairs students talk about the questions sharing their opinions and feelings with the others. Some questions are about the plot, but mainly it is personal question. Then the class does a frontal discussion

Speaking exercise after seeing 'Don't look up!'

The students have to look closely at the picture and write what they see. Then say what they think about what they see. Then ask questions about what they would like to know about the scene. At the end, they can discuss with a partner or with the whole class.

Picture description - SEE - think - want to know

Animals and Colours.

I created my own activities and minibook on the story "Brown bear" after finding a minibook here: http://teacherslove.blogs.sapo.pt/14695.html



I will follow up the work with a song found here: http://morewithmusic.bandcamp.com/track/brown-bear



Several activities: 

- a "code game" to find animal vocabulary

- a wordseach puzzle to practise the vocabulary

- a writing page to memorize it



- a minibook: colour the animals according to the sentences and create the minibook



Also included: a template to create your own minibooks and explanation so you can fold them right. (well, I tried explaining but it's not easy)



How to create a minibook without glue or staples and with a single sheet of paper is not my idea, unfortunately, I can't remember where I first saw it.



Brown Bear, Brown Bear, what do you see?

This is a picture description activity. There is a picture and some statements. Students must look at the picture and tick in the grid below what they can see. Good to revise the present continuous tense and basic vocabulary.

Picture description - Tick if you can see it

I created this worksheet especillay for my 9 year-old students who are learning English at school with Oxford Explorers to reinforce both vocabulary and grammar  corresponding to this unit. I really hope you'll like it.

EXPLORERS 3 UNIT 1 - I CAN SEE ... INSECTS

This is a picture description exercise to revise basic vocabulary. Students look at a picture showing a busy scene and tick in the grid as requested. A1 - A2 level.

Picture description - Tick if you can see them!

This is a picture description activity. Students must look at the picture and tick what they can see in the grid below. It's useful to revise basic vocabulary. A1 level.

Picture description -Tick if you can see them!

Students must colour the pictures showing different sources of information different colours

Sources of information we can see and hear

Worksheet to be done with Bill Haley and the Comets´"See you later alligator". The students will find the verbs in simple past and add them to the chart. They will also try to understand the lyrics with the help of a dictionary. The instructions are in spanish, you can easiily change them.

See you later alligator, Bill Haley and the Comets

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>

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