A selection of English ESL self development 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

AIMS:
The major aim of this exercise is to talk about personal and partly professional development of your student(s).
•	to practice questions and answers related to employment
•	to practise formal conversation
•	to experience the dynamics of interviewer-interviewee relationship
•	to simulate a job interveiw

Self development questions - discussion questions

A worksheet with a short text + 5 tasks, including questions and writing to develop the students’ comprehension and ability to develop their ideas. The worksheet can be used as a starting point for a conversation class about luck and the students’ beliefs about it, ways to prevent bad things from happening, how a person can organize himself in order to avoid bad surprises, etc. The aim of the ws is to encourage students to express their ideas writing and speaking. The worksheet is completely editable / correctable. Hope it’s useful. Thanks for downloading and have a nice day!

A bad day – reading comprehension, writing, conversation [5 tasks] ((2 pages)) ***editable

With these worksheet, you can help students make the connections between uppercase and lowercase forms of letters, and let students make the associations with the phonetic sounds for each letter. Students can learn the phonetic sounds that fit with each letter and practice the correct writing order while developing hand-eye coordination. Students will get to practice both writing the letter in the context of a word and by itself, making this a great review activity for both phonics and forming the letters of the alphabet.

Our YouTube channel has a playlist of fun phonics chants

(https://www.youtube.com/watch?v=-Da41olUhDg&list=PLdYw4OCnQJUeyNM6gx0Et9CRg_RVGbeO0)



This is one worksheet from a series of our free phonics worksheets called Phonics Matching Time (See more at: https://www.bingobongokids.com/worksheet_type/phonics-matching-time-worksheets/)

This worksheet perfectly complements the materials from our original ESL book, Super Easy ABCs and 123s Writing Practice and Phonics FUN!book (https://www.bingobongokids.com/product/super-easy-abcs-123s-writing-practice-phonics-funbook-ago-kids-english-learning/). Using these worksheets, students can master both the writing of letters and the production of their phonic sounds.

Phonics Matching Time Worksheet (Uppercase & Lowercase A-E) - BINGOBONGO


Get the PDF which includes a landscape version for online lessons here..




https://tefllessons.com/product/talk-for-a-minute-topics-2/





This is a great game to develop fluency and bring some fun into the classroom. Students take turns to choose a topic/card and talk about the topic for a minute/2 minutes.





We have a teacher’s copy (including teacher’s notes) and a student version which you can email to your class for online lessons.





Level: This is most suited to A2 / B1 level students.





Time: 30 minutes + 





Try some of our other FREE lessons here..




https://tefllessons.com/product/30-second-categories-activity/




https://tefllessons.com/product/social-media-speaking-lesson/





You can access over 100 FREE worksheets and posters on our site when you register as a FREE member. :)

Talk for a Minute Activity

There are several paintings, a list of questions and an example what a student has to be able to say. I use the material as control speaking. A student might want to describe the painting by himself, if he can't the teacher can help asking the question and then eliciting the whole description.

painting to develop speaking skills

Daily talk sheet for first graders. This is a sheet that will help your kids answer questions that are necessary in the classroom for their development. These will also help them even outside the classroom

Introducing Yourself - Daily Talk

1.	MENSTRUATION

2.	LEG MUSCLES

3.	INTEREST IN MUSIC 

4.	MOOD SWINGS

5.	INTEREST IN SPORTS

6.	THEY ARE SELF CENTERED

7.	INTEREST IN OPOSSITE SEX

8.	ACNE

9.	VANITY

10.	INTEREST IN FASHION

11.	BREAST DEVELOPMENT 

12.	CURVIER BODY 

13.	FRIENDS ARE VERY IMPORTANT

14.	CHANGES IN SIZE, HEIGHT,WEIGHT



Puber changes in girls

The worksheet is based on the adapted article from the Economist describing the most popular activities during the lockdown and their possible influence on industries after the quarantine. The tasks are aimed at developing reading comprehension. Students read the article about self-improvement and wellness courses and fill in the gaps with the missing sentence parts. Worksheet includes vocabulary assignment as well comprehension check (true or false statements). Finally, students research types of pastime during the lockdown in their country.   

Self-improvement and Quarantine

A quick and easy worksheet to help your students with word association! I find that this exercise not only helps to learn new vocabulary but also to develop a deep, complex understanding of the word itself. Students can discuss with one another or with aloud with the class. I prefer aloud with the class so the students can communicate their ideas and learn some others as well. Enjoy!

What do you think of when you hear these words?

The material is helpful in developing students' speaking competence. It offers phrases and examples how to summarize the ideas expressed in the text, how to express one's opinion, how to structure the main points. It can be used while preparing them for the speaking part of the final examination and raising their self-confidence. I have been using this material for several years. First, I let students use the material while speaking. Then, they start to remember structuring points and opinion phrases without looking into the material. It also helps in writing. Students are able to better organize their writing. 

Expressing Opinion

helps learners review key words and phrases used in self-introduction 

•  This activity is prepared in order to help students improve their listening skills and developing knowldge

 ( reporting)

•	develop better and more consistent sound-word matches through repeated listening. It is a listening task to practise past simple and past continuous combinations.



Past simple and past continuous 

In the following lesson, the students will learn some car- related vocabulary, then read an article about slef-driving cars and practice summarizing the content of the article, as well as expressing their opinion about a trending topic.

46 Self development English ESL worksheets pdf & doc