A selection of English ESL show placing 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

This game is a combination of a bingo and a concentration game. It contains 7 boards and 70 picture cards related to food and drink vocabulary that students need to know for starters, movers and flyers exams.

Place all the cards face down. And give each child a board. Each player has to call out any food item or related vocabulary he/she has on his/her board. And then picks up a card and looks at it, but without showing it to the other players. If the picture card matches the word the player has called out, he/she places the card on the board. If not, the student has to return the picture card to the table in the same place it was before and face down. The first player to collect all the pictures on his/her board is the winner.

Note: It’s important that children call out the word first, before picking up a card. Otherwise the game will become too easy and therefore boring.

Also, make sure that you only place the necessary cards on the table according to the boards that will be used. 



FOOD BINGO CONCENTRATION GAME

Firstly there is a poster showing the preposition of place. In the exercise, the students have to complete the sentences with the correct prepositions. They also practice animal vocabulary.

If you want to practice more, you can find more of my worksheets about the same topic here

https://en.islcollective.com/mypage/my-creations?search_key=prepositions&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



Prepositions - Where are the animals

This game is useful to play with children with learning difficulties or with special educational needs.



It is necessary a classroom item, for example a table for this game. 



In groups, one student throws the dice and he/she has to make the picture that is in the dice. For example, the picture shows "on", so the pupil has to say "on the table" and he/she has to sit down on it. 



I hope you enjoy this game! Thanks a lot.

Prepositions of place - picture DICE

two pages worksheet. students look at the map and answer the questions according to the numbered points on the map. each number shows the place from where you give the directions.

giving directions

This two-part activity ESL climate worksheet is good as a culmination knowledge classroom and group discussion and speaking exercise reviewing about what they have learned followed by cutting, arranging and pasting carbon footprint action steps that they and their families can take to reduce their carbon footprints.  Have your students first arrange the carbon-reducing steps from top to bottom on their desks to test previous knowledge and then show the video and have students glue them in place in their notebooks.  You might also want to include a chart on your PPT after the movie that shows the final pasting order as there are several versions to choose from.  Enjoy!  

Best Ways to Reduce Your Carbon Footprint - Climate Change PBS

Some pictures showing the prepositions of place

Prepositions of place

This worksheet is to help young learners to talk about Where they were . I start by teaching the different times of day, then the places. Using flashcards are best for this.  After the vocabulary good to drill the sentence. I use a game where I show the flashcard and ask students to make a sentence remember give them hints to make it easy. When they have finished the worksheet get the students to ask and answer in pairs.  Have fun.

Where were you

cards to show typical Australian places, wildlife, activities...

Cards Australia

A complete project that should take about 3 hours to do. First, there is a mix and match exercises. This is followed by bingo (which is placed at the back) then a small cloze exercise. After that there is a story with gaps. Once that has been done there is a debate related to the story. I usually tell students that they have to try and use the phrasal verbs while debating. Answers are included. If you live in the kind of place where drugs and sex workers cannot be discussed in a sensible manner with young adults, then this may not be appropriate. I would set the age-limit at 14, if I were in the UK. You'll have to make that call according to the local culture.

Phrasal Verbs with Look

This is a card game to review animal body parts. It’s mixture of a bingo game and a concentration game.



Instructions:

•	PREPARE:  Print out the 5 animal BINGO cards (bear, eagle, fish, cat and ladybird).  Also print and cut out the little cards with the parts of their body.

•	HOW TO PLAY: all of the body parts cards are laid face down on a surface. In turns, each child picks a card and looks at it but doesn't show it to the other children. If the card belongs to his/her BINGO card, i.e. it’s a part of the body of his/her animal, then he/she takes it and places it on the corresponding place in their BINGO card. If not, he/she just returns it face down again.

•	WINNING:  The first child who has his/her BINGO card completed with the four body parts wins.



ANIMAL BODY PARTS GAME

This worksheet will help students to learn the basic prepositions about directions. Prepositions of movement show movement from one place to another place. These prepositions always describe movement and we usually use them with verbs of motion.



The most common preposition of movement is the preposition to, which describes movement in the direction of something, for example:



How do you go to work?

He drove to London in five hours.

Nobody came to the party :(

I Need Directions

Discover some important historical facts and places of the UK. You may want your pupils to look on the web or work in groups. I also show them a power point with the answers.

60 Show placing English ESL worksheets pdf & doc