A selection of English ESL stand by me printables

Drawing Faces by Reading Comprehension is an engaging activity for children between the ages of 6-10 years old. This activity combines the joy of drawing with the skill of reading comprehension, creating a fun and educational experience.
Children will start by reading a short description of a character, including details about their appearance and emotions. They will then use their reading comprehension skills to understand the character's emotions and physical features, which will guide them as they draw the character's face.
Through this activity, children will learn how to identify different emotions and how to express them through facial expressions. They will also develop their reading comprehension skills by analyzing the description of the character and understanding its meaning. Additionally, this activity encourages creativity and imagination, as children are free to use their own artistic interpretation when drawing the character's face.
Overall, Drawing Faces by Reading Comprehension is an exciting and educational activity that will inspire children to express themselves creatively while developing important reading and emotional intelligence skills.

drawing face by reading

Learn nglish with songs 

John Winston Ono Lennon[nb 1] (born John Winston Lennon; 9 October 1940 – 8 December 1980) was an English singer, songwriter, musician and peace activist who achieved worldwide fame as the founder, co-songwriter, co-lead vocalist and rhythm guitarist of the Beatles. Lennon was characterised by the rebellious nature and acerbic wit in his music, writing and drawings, on film, and in interviews. His songwriting partnership with Paul McCartney remains the most successful in history.[2]



Born in Liverpool, Lennon became involved in the skiffle craze as a teenager. In 1956, he formed the Quarrymen, which evolved into the Beatles in 1960. Sometimes called "the smart Beatle", he was initially the group's de facto leader, a role gradually ceded to McCartney. Lennon soon expanded his work into other media by participating in numerous films, including How I Won the War, and authoring In His Own Write and A Spaniard in the Works, both collections of nonsense writings and line drawings. Starting with "All You Need Is Love", his songs were adopted as anthems by the anti-war movement and the larger counterculture. In 1969, he started the Plastic Ono Band with his second wife, the multimedia artist Yoko Ono, held the two-week-long anti-war demonstration Bed-ins for Peace, and quit the Beatles to embark on a solo career.



Between 1968 and 1972, Lennon and Ono collaborated on many works, including a trilogy of avant-garde albums, several more films, his solo debut John Lennon/Plastic Ono Band, and the international top 10 singles "Give Peace a Chance", "Instant Karma!", "Imagine" and "Happy Xmas (War Is Over)". Moving to New York City in 1971, his criticism of the Vietnam War resulted in a three-year deportation attempt by the Nixon administration. Lennon and Ono separated from 1973 to 1975, during which time he produced Harry Nilsson's album Pussy Cats. He also had chart-topping collaborations with Elton John ("Whatever Gets You thru the Night") and David Bowie ("Fame"). Following a five-year hiatus, Lennon returned to music in 1980 with the Ono collaboration Double Fantasy. He was shot and killed by a Beatles fan, Mark David Chapman, three weeks after the album's release.



As a performer, writer or co-writer, Lennon had 25 number-one singles in the Billboard Hot 100 chart. Double Fantasy, his best-selling album, won the 1981 Grammy Award for Album of the Year. In 1982, Lennon won the Brit Award for Outstanding Contribution to Music. In 2002, Lennon was voted eighth in a BBC history poll of the 100 Greatest Britons. Rolling Stone ranked him the fifth-greatest singer and thirty-eighth greatest artist of all time. He was inducted into the Songwriters Hall of Fame (in 1997) and the Rock and Roll Hall of Fame (twice, as a member of the Beatles in 1988 and as a solo artist in 1994).

Imagine (by John Lennon)

This is a fun activity for practicing telephone English using the song 'Hello' by Adele. It could be used either as a stand-alone activity or as a supplement to a more detailed lesson on telephone English. There is a vocabulary warm-up, followed by a listening and discussion, and then some telephone conversation practice involving a 'message card.' It could also be used as a springboard for getting the students to 'take messages' from other songs as well. Answers included.

Telephone  English - 'Hello' by Adele

Reading comprehension worksheet on a short poem by Scottish author Edwin Muir. Two vocabulary activities, one exercise about the images and metaphors used in the poem, and some open questions to discuss the meaning of the poem. It can be useful to understand the concept of image / metaphor. 

Merlin poem by Edwin Muir 

This is a fun, song worksheet for pre-intermediate/intermediate students who might get bored at class after a long lesson. The song is Tik Tok by Kesha.  Students are to fill in the blanks and match a few phrasal verbs with their meanings. Vocabulary is not given in advance so that the students can listen & understand the words themselves.

Song Worksheet: Tik Tok by Kesha

This is grammar summary about verbs followed by infinitives or gerunds, with useful examples to understand the changes in meaning and help students to learn them. 

Verbs followed by infinitives or gerunds

- Listen to the song ´Kiss The Rain´ by Thriving Ivory, twice.

- Fill in the gaps.

- Talk about the song. Check the students understand its meaning.

- Sing the song.

'Kiss the Rain' by Thriving Ivory

a nice motivating song to encourage students to do what they like. it tells a sort of story so it is easy to understand and leaves a positive message. I used it to start classes , we debated on it after completing the tasks. you can also watch the video. 

Spread your wings ( song by Queen)

Students will complete tasks such as filling in blanks, matching phrases, and interpreting poetic lines. The activity focuses on understanding sentence structures, conditional sentences, and emotional vocabulary, encouraging both linguistic and creative expression.

Song activity "Forgotten love by Aurora"

Listening activity to be done while watching the movie. Appropriate for Beginner students. It focus on simple words which they can easily understand, by listening or by context. 

Wonder Woman Listening

This is a profound song by one of the greatest pop singers of all times. In this song, Christina Aguilera´s voice is suitable for students to understand and catch subtle sounds since her voice is really clear.

Save me from Myself by Christina Aguilera

This worksheet is designed to improve students reading skills with multiple-choice questions and true or false statements. The students will understand about the meaning and some examples of rituals and how they have evolved. The passage is wisely extracted and the questions, with which the answer key are given, are thoughtfully designed. It is best practiced with ESL students as well as students who study English subject in state schools. Besides vocabulary pre-teaching, teachers should pre-teach students some useful strategies to answering different types of questions in order to achieve the desirable learning result. 

Reading Comprehension about Rituals by Kanha Lauch

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

169 Stand by me English ESL worksheets pdf & doc