A selection of English ESL she likes printables

Conversation questions provided with examples. 
Questions: 
Family and relatives-
Do you have a big family or a small family? 
Describe one of your relatives. What does he/she look like? 
Talk about your favourite relative. What is he/she like? 
How often do you get together? 

Subjects at school -
Were you a good or bad student? 
What was your favourite subject? 
Were there any subjects you didn't like? 
Did you have a favourite teacher? Describe them. 







Speaking topics: Family & relatives, and Subjects at school

This game can be used in many different ways, and it is all free to you develope you own usage of it. 



I made cards with :

All the personal pronouns

All verb tenses, diveded in> PRESENT, FUTURE, PAST, and CONTINUOUS, SIMPLE or PERFECT SIMPLE, PERFERCT CONTINUOUS

Some random verbs 



The main idea is that a person must pick the cards, like: a pronoun, a verb tense and a main verb. This student can either construct itself the sentences by following the cards words. He or she must say the sentences in positive, negative and question forms. Or, he/she can choose a classmate to formulate the sentences by his giving words, that he reads on the cards.



Anyway, that's just one of many possibilities, just use your imagination, and good classes!



Teacher Mariana Fonseca - Brazil

Verb Tenses Card Games - Constructing phrases

This is a resource to introduce two important questions for describing people, their personality and physical appearance. What does she look like? and What is she like?

Have your students watching two songs "Logic song" and "Wonderful tonight", after this you can elicit the use of these two questions. 

I believe you are going to reach easily the words to fill in the blanks.

DESCRIBING PEOPLE QUESTIONS

Mary Ann is a short story for beginners. It is about the things she likes, her best girlfriends and her brother. There are questions for comprehension and learning new words found in the story. This is be used as a pair or individual worksheet. This worksheet can also inspire younger learners to speak about themselves.

Mary Ann

This is another adventure with Dangerous Dan and this time...how can he get his cousin Bessie to read a book? He\'s tried everything until he thinks of something that she might like to read!! Have fun!!

Cousin Bessie

Presentation sheet where the student will introduce he/she age, members of family, pets, things she/he likes doing, favourite music, food, countries would like to visit, etc.

Let me introduce myself

Another song from Becky G, her version of the famous "Jenny from the block". She did it as a tribute to her idol, Jennifer Lopez. JLo herself did a cameo in the video. The worksheet has a lot of exercises: fill the gaps with the given words, complete the missing vowels, choose the right word, find the extra words, order the lines, put the words in order. Your students won´t be bored with this one :) There is a small vocabulary at the end (slang contractions). I hope you like it!

Song: Becky from the block - Becky G

We all love our grandma. I want to talk about mine.  She is the best in the world. Students read the text and then correct the posible mistakes. Hope they like it. 

MY GRANDMA

Feel like travelling but you can't ? This worksheet is the one you need !



1) your students Watch the trailer to the cartoon ( you can find it easily on YouTube )

2) they match each screenshots with a keyword related to New Orléans landmarks or traditions

3) they work with grammar : they express wishes ( if only... she wishes she could / was / had... )



My students love it ! Hope yours will too !

New Orleans : The Princess and the Frog

The objective of this worksheet is to drill the spelling of big numbers in English. Many examples of numerals will help students to memorize the system of writing and pronouncing long numbers. There are three tasks in it. Two of them are about writing numbers (which are already written) in words and the third one is like an extra activity, where the student should write down a number which he/she will heard from the tutor/teacher or someone else.

Numerals

Colour and Black &White ws to practise: Present Simple,third person singular :likes and dislikes, food,animals vocabulary and people description.Sts can talk about their claasmates likes & dislikes.

Start with:he, she,it.

It´s a simple game to play with kids and teach them the verb to be. You should cut each picture and mix them and up. Each kid will get one picture and must say tips like I am a person, food... I am blue... I am small, etc. They also can mime to make it fun. the others kids must guess saying " you are"... in the repeat the pictures names using he, she, it is...

WHO I AM?

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

150 She likes English ESL worksheets pdf & doc