A selection of English ESL steal 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

A short clear explanation of when to use the verb "rob" and when to use the verb "steal". Includes some examples and a short exercise with pictures to practice. Editable, hope you enjoy it!

ROB vs. STEAL

This worksheet is based on an article taken from CBBC Newsround. There is an exercise on prepositions, a true / false comprehension exercise, a vocabulary matching exercise and a phrasal verbs exercise.

Bear guilty of stealing honey

This worksheet is designed to engage students with a light-hearted and educational activity centered around the viral moment when Zhou Yaqin, a Chinese athlete, captured the internet's heart by biting her gold medal on the podium. It includes vocabulary matching exercises that introduce students to key terms such as "tradition," "authenticity," and "curiosity," helping to build their language skills. The reading comprehension section prompts students to reflect on the article by answering questions about the significance of the medal-biting tradition and why Zhou Yaqin's gesture became so popular online. Additionally, the worksheet encourages discussion, allowing students to explore other viral moments and the role of social media in spreading such content. This engaging and relatable topic not only helps students develop their reading and comprehension skills but also stimulates conversation and creative thinking, making it an ideal resource for a fun and educational classroom session.

Zhou Yaqin Steals the Internet

Adapted news report with comprehension questions. Match words and meanings, fill the gap. Suitable for elementary to low intermediate students. Includes answers. Fully editable. 



News Report:Man steals ATM with Forklift

Ninth part, same features: theory, practice, key.

Problem Verbs IX - Rob and Steal

Gap-fill reading exercise, great for building vocabulary & starting a good discussion.

Gap-fill reading exercise: Mother steals from bank

Reading comprehension. General and crime related vocabulary. Talking about different types of crimes and criminals, how serious are they, what harm can they do, how to prevent them, etc. Phrase matching. 

Muggers STEAL winter coats- a new trend in CRIME? - Reading Comprehension

Most holidays come with new vocabulary.This is a one page worksheet for teaching or revising Thanksgiving Day. Students fill in the gaps and learn how Thanksgiving is celebrated today in the USA. It's a rebus story. To users of islcollective: please do not copy my worksheet. I do not want to find my work stolen and replicated on other sites. It is alright to use worksheets made by others in classrooms but it is not fair to steal someone else's work and put it across as yours.

Thanksgiving

In this lesson, pupils learn how to talk about family members using the Simpsons. The lesson assumes a basic knowledge of the verb "be", the verb "have" and English phonetic transcription. The activities are very easy. Pupils have to fill in the gaps using vocabulary for family members and they have to read sentences and guess who it is. To users of islcollective: please do not copy my worksheet. I do not want to find my work stolen and replicated on other sites. It is alright to use worksheets made by others in classrooms but it is not fair to steal someone else's work and put it across as yours.

Family

Have you ever heard of the Quasi? This tribe follows a peculiar ritual when their chief moves to the eternal hunting grounds. 



It is only the shaman who is privy to the chief's dying words. The shaman then is obliged to communicate the chief's advice to the tribe. However, none of the actual words having spoken by the dying chief can be uttered until the mourning is over. (None, except for "grammar" words like "I," "the," "and," "for," "should," etc., without which it would be impossible to say anything.)



Should any tribesmember utter any of the chief's last "content" words the evil spirits from the other world will steal the soul of the passing leader, and terrible suffering will be brought upon the tribe.



Students' task: split into groups, and paraphrase  (=rewrite) the last words for the shaman so that he can communicate the message to the tribe safely. Students only get points for sentences/phrases that no one else thought of. (I heard this idea from a teacher of mine, Ildiko Lazar, who had also heard it from someone else. :)

The Chief's Last Words (Sentence transformation)

Focus on the helping verbs of the present continuous. Students often use these words with the present simple! 



Count the number of helping words to discover who is stealing One-Eyed Willie's gold coins. 



Clip art:MyCuteGraphics.com

Present Continuous Helping Verbs + Riddle + KEY

based on the 3.30min intervention made by Greta Thunberg at 2018 cop24 conference in Katowice Poland 

10 multiple choice questions 

transcript here “My name is Greta Thunberg. I am 15 years old. I am from Sweden. I speak on behalf of Climate Justice Now. Many people say that Sweden is just a small country and it doesn’t matter what we do. But I’ve learned you are never too small to make a difference. And if a few children can get headlines all over the world just by not going to school, then imagine what we could all do together if we really wanted to.

But to do that, we have to speak clearly, no matter how uncomfortable that may be. You only speak of green eternal economic growth because you are too scared of being unpopular. You only talk about moving forward with the same bad ideas that got us into this mess, even when the only sensible thing to do is pull the emergency brake. You are not mature enough to tell it like is. Even that burden you leave to us children. But I don’t care about being popular. I care about climate justice and the living planet. Our civilization is being sacrificed for the opportunity of a very small number of people to continue making enormous amounts of money. Our biosphere is being sacrificed so that rich people in countries like mine can live in luxury. It is the sufferings of the many which pay for the luxuries of the few.



The year 2078, I will celebrate my 75th birthday. If I have children maybe they will spend that day with me. Maybe they will ask me about you. Maybe they will ask why you didn’t do anything while there still was time to act. You say you love your children above all else, and yet you are stealing their future in front of their very eyes. 

Until you start focusing on what needs to be done rather than what is politically possible, there is no hope. We can’t solve a crisis without treating it as a crisis. We need to keep the fossil fuels in the ground, and we need to focus on equity. And if solutions within the system are so impossible to find, maybe we should change the system itself. We have not come here to beg world leaders to care. You have ignored us in the past and you will ignore us again. We have run out of excuses and we are running out of time. We have come here to let you know that change is coming, whether you like it or not. The real power belongs to the people. Thank you” 



19 Steal English ESL worksheets pdf & doc