A selection of English ESL starters 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

The present downloadable worksheet is meant for students Beginner (pre-A1). It is a valuable material for developing your class vocabulary and spelling skills. It features the vocabulary topic (the third part) of "Pre A1 StartersWordlist picture book" (page 5)

Body part 3 (Pre A1 Starters)

The present downloadable worksheet is meant for students Beginner (pre-A1). It is a valuable material for developing your class vocabulary and spelling skills. It features the vocabulary topic (the second part) of "Pre A1 StartersWordlist picture book" (page 5)

Body part 2 (Pre A1 Starters)

How to play:



First all students should have studied the fruits. (These are the same fruits as in the "Fun for Starters" book. 





-Students get in groups of 3. 



-They each take a shopping list and (without looking) take 3 of the picture cards.



-if one of the cards is on their list they put it down on the table so that everyone can see. 



-one student begins, they ask another for something on their own list , "Martina...Have you got an apple?"



-Martina would then give the student the apple if she's got it, saying "Yes, I do." and the student puts it down on the table. 



-If she doesn't she says, "No, sorry. Go shop!" and the student who asked her can draw a card from the center. If it's a card on their list they put it down on the table. If it's not then they keep it in their hand.



-Then the next student continues and so on. 



-the first student to get all the cards on their list (6 cards) is the winner



Starters Vocabulary - Fruits and Vegetables Shopping Game 

This worksheet looks at the guide to word starters in If-Clauses, with a focus on Conditional Zero and Conditional One. Consisting of If, when and the remaining seven word starters, they feature three categories that serve as their functions. The task includes a link with a detailed description, exercises and answer key. Good luck! 

Word Starters for Conditionals Zero and One

This worksheet can be used as a Warm or Lead-in stage for the lesson about "Pollution". This is a fun exercise to thing up words that begin with a certain letter that have something to do with pollution.

First Word as a Starter - Pollution

Here you can two extra exercises - to present vocabilary and label the pictures and to listen to the story and complete the missing words. All the words are toys from exercise 1.

Storyfun Starters (Cambridge) Story 1 Come and play

I use it simply as a speaking exercise during class or as a lead in for beginners of ESL. The students can, of course, talk freely but are usually thankful for the language support especially with their limited vocabulary and missing ideas.

Can be expanded simply by adding more irregular verbs or only giving the infinitive form of the verb.

Simple Past Lesson Starter Language Support for Beginners 

A conversation on how much the students like English. There are 2 pages to this exercise for students to discuss if they like or don't like learning English. There are many suggestions on the second page.

Do You Like English Conversation Starter - 2 Pages

This activity is for children who are beginners. I use this activity to revise the questions they have learned. The questions are to revise the first units of New English Adventure Starter B. Feel free to modify them. 

REVISION  for Kids  Basic Questions NEA Starter

Shine On! Klasa 2 Starter Unit TEST: alphabet, numbers from one to twenty. It is used to let the teacher read the numbers and letter and for kids to select the correct option. Easy and not too tiring even for younger learners. 

Shine On! Klasa 2 Starter Unit TEST

A set of activities and resources for working with secondary school students.
This set is designed to complement the coursebook Metro Starter, Second Edition, Unit 5.
To access the full version, please visit my 'Buy Me a Coffee' page."

METREO STARTER SECOND EDITION ACTIVITIES AND RESOURSES.

starter activity for the first day of school to help you check the pupils level.

3,146 Starters English ESL worksheets pdf & doc