A selection of English ESL spoon 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

If you have students who work with a lot of Brits, or are moving to the UK, this might be helpful for them. It's a role play about how to offer and accept a cup of tea. There are a few tasks presenting and practicing the target language before the role play task itself.



Tips



You can use the illustrations to explain 'kettle', 'sugar lump' and 'pot' if the students get stuck.



Point out that these are the general phrases but that some regions may have their own unique slang. It's all right, because no one except locals will be expected to know it.



During the role play in exercise 4, if you have access to a kettle, you could actually make the drinks for authenticity. Why not?



Answer Key



1 As a morning drink, on an office break, when guests come round, with meals etc.



2 Sophie takes her tea with just a dash of milk. Mike takes his tea milky with two sugars. Fred doesn't drink tea at all.



3 

1) Fancy a ...?

2) cuppa

3) I've just put the kettle on.

4) How do you take it?

5) I like it

6) Milky

7) two sugars

8) I'm not much of a tea drinker.



NB: In certain situations, we stop using partitives. Here, we can say 'sugars' instead of 'lumps/spoonfuls of sugar'.



4

a 2

b 5

c 4

d 1

e 3



Time for Tea Role Play

This is a set of 9 cards which can be used to revise basics grammar and vocabulary problems e.g. to be, can, have got, there is, prepositions of place, adjectives verbs and more. Children have to do the tasks given in the cards. Some of the tasks are funny e.g. Hang a spoon off your nose. I want to thank my daughter for helping me with a visual aspect of these cards!

Revision game for children - part 3 (editable)

Maybe not for beginners. Have your students find the correct meaning of the spoonerisms. Afterwards they match each spoonerisms with the corresponding picture. Can they come up with similar spoonerisms of their own?

Let them work in pairs or groups, maybe finsh with a class discussion.

Spoonerisms 3 - Play on words

Revision game for children - part 5 (editable)

Revision game for children - part 2 (editable)

At the following worksheet you will improve your spelling through find some words about the topic containers and quantities, for example, a bottle of, a spoon of, etc.

Containers and Quantities

Revision game for children - part 4 (editable)

I find that students learn much more by correcting their own mistakes, using my proofreading symbols on their papers. Correcting assignments goes much faster for me, and the students have to think about their errors, without my "spoon-feeding" them the corrections, especially  repetitious ones. The symbols can be used to remind even the lowest levels, with just the grammar rules they know so far (like spelling and capitals.) Naturally, the list is expanded to more symbols as students learn more rules--this is an abbreviated list. I couldn't show it here, but for the "change the order" symbol, just wrap it around the mistaken words.

Proofreading Symbols for Correcting Student Papers

English idioms are an attractive, entertaining part of the language, but sometimes beginners pay too much attention. From this article written by essay-company writers (https://essaycompany.org/), you will learn what idioms are and whether they are worth remembering. The difference between an idiom and a proverb where butterflies in the stomach come from, and what it is that spoon that sucks with fear.



What are idioms?



Idioms or phraseological expressions are stable turns of speech, indecomposable combinations of words, understood, as a rule, in symbolic meaning. The meaning of its constituent words does not determine the importance of the whole expression. Often the sense of an idiom is difficult to guess, to understand from its constituent words if you are not familiar with it.



For example: to be in the same boat. It means "to be in the same situation, to experience the same difficulties.



"I understand your problem. We are in the same boat."



Idioms are called stable, indecomposable combinations because they are used in a fixed form. For example, no one says to sit together in the same boat or be in the same vessel. An idiom is used as a ready-made figurative pattern for some typical situations.



The meaning of the expression about the boat can probably be guessed, primarily when heard in context, but there are idioms whose purpose is impossible to imagine.



"I want to buy a Saturday night special, but I'm scared to own it."



Idioms are called stable, indecomposable combinations because they are used in a fixed form. For example, no one says to sit together in the same boat or be in the same vessel. An idiom is used as a ready-made figurative pattern for some typical situations.



"A rolling stone gathers no moss."



The meaning is a person who often changes his place of residence, occupation, never settles down, does not settle down. Accordingly, the equivalent would be: "he who does not sit still will not make a good living."



How many idioms are there in the English language?



There are thousands of idioms in English, but it is impossible to tell the exact number, just as it is impossible to say the precise number of words in the language. For example, the Cambridge International Dictionary of Idioms (M. McCarthy, 1998) has 5782 dictionary entries, but that number doesn't say much.



English idioms are as much living units of speech as words, and their numbers are constantly changing. Some idioms live for centuries, while others quickly go out of use.



English idioms, proverbs, colloquial formulas, phrasal verbs, and other similar units of speech



Idioms can easily be confused with proverbs, various speech patterns, phrasal verbs. Even scientists sometimes find it difficult to distinguish them.



Idioms are a type of formulaiс language - stable, indecomposable expressions that should be understood and taught as a single unit of speech, rather than a group of words.



These patterns include:



1. Greetings and good wishes



How are you? 

Have a good day!



2. Prepositional groups or prepositional phrases



In a minute 

Once in a while



3. Proverbs, sayings, proverbs, quotations.



Bad news travels fast 

Buy the best, and you only cry once 



4. Phrasal verbs.



To look for

To sign in



5. To look for, to look for, sign in, and register. 5.



Blond hair 

Deeply disappointed



6. Conversational speech formulas



You have to be kidding!

Do you see what I'm saying?



7. Idioms



A penny for your thought

To give the green light



As you can see, the line between idioms and similar expressions is sometimes tough to draw. For example, the phrasal verb to look for cannot be called an idiom - there is nothing conversational about it, that is, any symbolic meaning. But the phrasal verb to sail through can easily be confused with an idiom because it has a symbolic meaning.



В idioms, and even more so in various collections of phrases on the Internet, are often found not only in dictionaries but in everything that remotely resembles them. It has at least a hint of idiom, including individual words with symbolic meanings.



How much knowledge of English idioms is necessary?



Sometimes I think that English idioms are almost the first necessity because they are ubiquitous in English.



Honestly, not that often.



It is beneficial and exciting to know idioms, but there is no point in learning them on purpose. Let's consider two cases: knowing idioms for their use in speech and understanding speech or text.



1. Use of idioms in speech



Many idioms have a stylistic coloring, are used in informal speech, are characteristic of some social or age groups. 



2. Understanding idioms



In my experience, I can say that when speaking to native speakers, idioms are rare. Often there are:



colloquial clichés,

phrasal verbs,

sentence groups.



But idioms, that is, turnips with symbolic meaning, like it rains cats and dogs when pigs fly, are rare. Your interlocutors understand that English is not your native language and try to speak without much difficulty.



By the way, many have noticed that when you talk to a foreigner in the company, you understand him well, but when they talk to each other, nothing is understandable. People talk to each other in their everyday language without making allowance for the "foreignness" of the interlocutor, so their speech can be dotted with slang and incomprehensible jokes.



Do I need to learn idioms?



If you have recently started studying English, you still have a small vocabulary, and reading a page of English text gives you a headache. You do not need to learn, memorize English idioms by heart actively. Idioms are quite an advanced part of the language, not a priority initially. If you discover a list of 100 or 200 idioms, in practical terms, it will give you very little because they are not so common, but your head will be scored thoroughly.



But idioms are perceived by many as an attractive, curious part of language, something like amazing facts or "did you know that...?" In that case, idioms can just be read at your leisure as something entertaining.



But if you're actively reading and listening in English, you'll sometimes encounter idioms. I think you should memorize them at a comprehension level, but there is no point in learning them so solidly that you can use them freely in speech - they are not such ordinary and necessary expressions.



Fortunately, memorizing idioms at the comprehension level is relatively easy, thanks to their vividness, imagery, and sometimes an entertaining origin story. The unusual and vivid things are best imprinted on the memory.



Popular English idioms with translation - a selection from personal experience



In conclusion, here is a selection of idioms that I have encountered in practice: I have not read them out of a textbook, but heard them from someone, met them while reading, and for some reason, they stuck in my memory. Here is my list of popular idioms.



Piece of cake - easy as pie, like a piece of cake.



It's an expression I learned as a kid. In Terminator 2, John Connor, the future savior of humanity, hacks into an ATM with some electronic device and steals money from it. "Piece of cake," John says and runs away.



To ring a bell - to remind you of something, to ring a bell.



The idiom has been seen several times in movies and detectives and is remembered because of the imagery. The ringing of a bell symbolizes a sudden thought.



Rule of thumb - A simple rule of thumb, an approximate way of judging letters.



The rule of thumb is a simple, practical method of not measuring something accurately. Linguist Paul Nation likes to use the expression in scientific papers and lectures.



The origin of the idiom is not precisely established. One version says that the "rule of thumb" came from the old carpenters' way of measuring - with a finger, not a measuring instrument. Everyone's fingers, of course, are different, so such a "tape measure" was not distinguished by accuracy but was easy to use. According to another version, the expression came from an alleged law in England, according to which the husband was allowed to beat his spouse with a stick, but not thicker than his thumb.



To have a crush on someone.



The expression is often found in youth comedies, teen literature, and sitcoms such as "The Friends" or "How I Met Your Mother.



Different ball game 



It's an expression I've only heard from one person, but many times. Do you know how some people have favorite words and phrases? Just such a case in point. An acquaintance of mine in America, a kindly elderly uncle who loved to spout wisdom and talk about the old days, used to say things like.



Jumpscare, in horror movies: a sudden frightening of the viewer, literally: a jump scare.



One of the essential and most effective scare tools in the horror movie and game makers' arsenal, which is why I don't like the genre. In its most primitive form, it looks like this.



The hero sneaks down the dark hallway of a vampire castle with a flashlight, the music building up a tense atmosphere. He approaches a large mirror on the wall, and then there is a rustle, and a shadow flashes behind him. The hero sharply turns around and sees that it is just a mouse. He exhales and says, "It's just a damn mouse!" and turns to the mirror, AND THERE!!! Plus a robust and squealing sound effect. Such scares make the viewer jump on the spot (apparently, hence the name).



The device is hackneyed among genre fans who have resorted to it in a cheap horror movie. In good horror, scare in much more subtle, profound ways, forcing not just the occasional jumping out, dropping popcorn, and the entire film to sit in suspense, and by the end just burning your nervous system to the ground.



I was introduced to this cinematic term when I watched the walkthrough of the super scary game PT on YouTube. Someone wrote in the comments that the frequent use of jump scare frustrated him - such a good game and such a cheap trick.



The bottom line is the gist, summary, lit.: bottom line, bottom line, bottom line.



This idiom means approximately the same: inference, conclusion. For example, a long article may end with a paragraph called "Conclusion" or "The Bottom Line. 



Street smart 



I heard the expression in a conversation with an American journalist, John Alpert. He said he had never been super bright, except for being street smart.



Street smart is a smartness acquired not at school and over books, but on the street, in life, in everyday life. It is also understood in a narrower sense: the ability to survive on the street.

English Idioms By EssayCompany: what are they, and should you learn them?

Learning key map skill words as well as drawing maps and images to use those vocabulary terms.

Map Skills

Gap fill, A2 - B1 level, lyrics translated into Spanish. This song originally performed by Lovin' Spoonful released in 1966, I decided to use Joe Cocker's cover as it's a bit slower and easier to understand. Enjoy it!

Song worksheet, Summer in the city, Joe Cocker

Easy and very short worksheet for kids in kindergarten. Kids must match halves with each other. Topic - things in the kitchen. 

Spoon, kettle, bowl, pan, plate, cup/mug. 

After matching kids can say, for example, This is a bowl. This bowl is blue. 

24 Spoon English ESL worksheets pdf & doc