A selection of English ESL sight printables

This worksheet is to  test them to write the words by looking at the picture, by using their memory, and by being able to read the sight words correctly.

The worksheet includes the answer key.

ear and air sound

This is a speaking class to revise the topics such as: travelling, transport, food, restaurants, complaining, sightseeing, writing a review, at the airport. Most suitable fr 1-on-1 lessons where the teacher is th visitor. Students roleplay various scenaros and practise speaking and vocabulary. Feel free to edit the pictures and chang the names of the cities to make it more relevant for them. Teacer's Notes included

You are the Guide! (Speaking class)

This worksheet is to practice toy vocabulary. It can be used for lower level classes or as a way to start learning writing. You could use it for review or use it to expand on a powerpoint. I exported the images from 2 powerpoints from this sight. If you want credit for images, let me know. I don't your names. Sorry.

Go to this website and download this free tracing font and the worksheet will look way better:

http://www.fontspace.com/kimberly-geswein/kg-primary-dots

Toys Writing Worksheet

Students choose their three favourite sights/attractions in London and create a minibook, where they present them. They can work alone or in pairs. They use a website to make their minibook and then print and fold it.

Minibook London

This worksheet is designed for A2-B1 level learners and focuses on understanding polysemies and irregular verbs in English. It includes a brief article on the evolution of the English language, followed by engaging activities that target comprehension, vocabulary building, and grammar. The worksheet features a variety of exercises such as warm-up questions, true or false statements, multiple choice, and open-ended questions. It also incorporates a polysemy gap-fill activity where students explore how one word can have multiple meanings in different contexts. The aim is to help students recognize and use irregular verbs correctly while understanding the flexibility and richness of polysemies. Additionally, there is a QR code included in the worksheet, directing students to extra practice on irregular verbs, allowing them to strengthen their understanding interactively. This worksheet is ideal for students looking to build both their vocabulary and grammar skills while gaining insight into the history and evolution of English.

Irregular Verbs and Polysemies: The Evolution of English

Worksheet Description: Sydney Opera House
Objective: Learn about the Sydney Opera House and expand your vocabulary related to architecture and cultural landmarks.

Activity Overview:

Reading Comprehension: Students will read a detailed text about the Sydney Opera House, focusing on its design, cultural significance, and historical context.
Vocabulary Practice: Students will match vocabulary words with their definitions to reinforce understanding. Key words include "iconic," "innovative," "concept," and more.
Discussion Questions: Engage in class discussion or write short answers about the architectural style, challenges faced during construction, and the building's significance in cultural context.
Additional Resource:
Scan the QR code provided to access interactive vocabulary exercises related to the text. These exercises are designed to help you practice and master the new terms you have learned in a fun and engaging way.

Please make sure to scan the QR code for extra vocabulary practice and additional insights into the Sydney Opera House!



The Sydney Opera House

This speaking lesson is designed for adult students at the B1 CEFR level. It focuses on relationship dynamics and media influence, specifically exploring the idea of the "lovable idiot" stereotype often seen in TV shows and movies. The article presents a playful yet insightful look at how power dynamics play out in relationships, with a focus on how men are often portrayed as agreeable and less competent than their female counterparts, especially in household decisions. The media’s role in reinforcing these stereotypes is also a key point of discussion.

 
The worksheet encourages students to think critically about how these portrayals shape their views of relationships and decision-making, both in media and in real life. Students will first read about the concept of the "lovable idiot" and how subtle persuasion in relationships can influence decision-making. After reading, they will engage in discussions based on a series of thought-provoking questions related to the article’s themes.

 
This lesson will help students practice speaking about everyday relationship dynamics, analyze media influence, and share their personal opinions on how power is shared or managed in relationships. The light-hearted tone makes it enjoyable, while still allowing for meaningful conversation.








The Lovable Idiot: Understanding Power Dynamics and Media Influence in Relationships"

This worksheet is aimed at refreshing students (through a class conversation) at two grammar points: I might and I want to. Students can practice reading the "sight phrases" with the teacher. Then, students can make some of their own sentences and even draw two little pictures of "what they want to eat." 



After completing the front of the worksheet and reviewing these concepts, they can do the back. The teacher can start by reading these new Japan-related words with the students. Then, the teacher can encourage the kids to use "I want to" and "I might" while writing an mini-essay about what they'd like to do in Japan. The students are informed - in both English and Korean on the worksheet - that the provided words are to help them, and they do not need to use all of the words.



Also - there are two excellent discussion opportunities here. First, you can discuss the Nara deer park. It is a great chance to use the term "feed the deer" and "pet the deer." Also, you can talk about the Inari shrine and talk about how there is lots of fox souvenirs you can buy.

I might, I want to

 

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 

Complete sentences using sight words in a word box bout a gift.

The Gift

Leilani is an 11-year-old Hawaiian girl who embodies the spirit of her island and the richness of her culture. Her worksheet provides an in-depth character profile that offers insights into her daily life, her interests, and her cultural practices. 


The questions on Leilani's worksheet are designed to engage students in exploring her favorite activities, such as surfing and hula dancing, and her passion for environmental conservation. They also highlight her traditional dietary habits and her active involvement in community and family traditions. This worksheet enhances language skills while educating students about Hawaiian culture and the importance of environmental stewardship. It encourages students to appreciate and respect diverse cultural backgrounds and the global environment.

Appearances and hobbies with Leilani

House on Fire is a reading comprehension worksheet. Basic purpose of this reading comrehension is to to assess users understanding and insight. Passage is followed by some somple comprehsion questions to solve. 

House on Fire (Reading Comprehension)

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

206 Sight English ESL worksheets pdf & doc