A selection of English ESL taxi printables

I feel that this is a great song for Earth Day (April 22nd here in the U.S.)  You can also modify this activity to be a fill in (word gaps) and you can also put a little time into cutting the song up at appropriate spots so that the students have to physically put the song in the right order while listening.  I'm teaching Spanish speaking students now, so you can change the word "Spanish" on the second page to whatever is the home language of those you are teaching. 

Big Yellow Taxi

This text is suitable for elementary to pre-intermediate level. The students have to read the text and answer the questions.If you need more easy readings, you can find them here:

https://en.islcollective.com/mypage/my-creations?search_key=easy+readings&type=printables&option=published&id=5163&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=12





Easy reading - Flying taxi

Test final (Methode Le nouveau Taxi 1)

Grammaire, vocabulaire, expression orale et ecrite. 

Il n'y a pas de comprehension orale, mais on peut utiliser n'importe quel exercice d'ecoute de DELF a1-a2

Taxi, test, test, final

The present simple tense with a short passage about a taxi driver who lives in Bradford, England. They replace the missing words and then answer the questions. 

Easy reading: the taxi driver

My friend.. a taxi driver.

A  simple worksheet so that students can complete some missing words from the song.

Big yellow taxi by the Counting Crows

This ESL gapfill and vocabulary listening activity is aimed at Upper Intermediate (B2) Students. The solution includes extra information on some key vocabulary.

Big Yellow Taxi - song by Joni Mitchell

This took forever to put together, but it was SO worth it! 



Includes 3 Bingo cards and 17 Role-play cards. 

I make everything in Open Office and then convert to Doc.. so check that everything looks right before using. 



Start the class with the 7 target questions on the board. 

I have the students ask me the questions and I answer them with the target answers. 

Students ask each other the questions in pairs, then report their partner's responses if there's time. 



Then I give the role-play cards. Students might need help with some pronunciations  You might have to teach "Spouse, Swahili, Unemployed, and Household."

 

Next I hand out the Bingo cards… I explain how to play by having students ask me the questions (I use the Taxi Driver card).  Go around and help them look for the info on their cards.  They figure it out quickly. 



Now students stand up and play!  Monitor for correct target language… 

I folded the top of the paper where the questions are when it looked like the students had started to memorize the questions. 



Once students have a BINGO (5 up and down, 5 left to right, or 5 across) they can sit down. They don't have to ask questions, but they still have to answer. 



After everyone has a BINGO, I have the students make sentences with their winning squares… ____ is a _____, ____ lives in_____, etc… 



This lesson was designed for 1 hour class of adult (mixed) beginners and a 2 hour class of (pre) beginners.  



7 Questions Talking Bingo with Role-play Cards

Six exercises on the topic "Hotel Services": choosing hotel services, ordering dinner, flowers, taxi; tap and light problems. Thank you!!!

Hotel Services

Role play prompts for students to practise making reservations. Includes restaurant, taxi, hotel and station scenarios.

Making Reservations

Role play. One student is the taxi driver: 


"Today Lady Gaga was running away from paparazzi in Las Vegas. She got in your cab in front of Hotel Bellagio with her sunglasses broken. She asked you to shake off the paparazzi chasing you. Then you took Lady Gaga to Casino Bellini. While you were driving her to the casino you asked her some questions. Tell your friend everything. You also have an object to prove this really happened."





I included a bunch of useful language in the worksheet: A: phrases to begin an interesting story, insist that you're telling the truth, be enthusiastic, B: express disbelief, say that you're impressed, ask for more juicy details. Bless up, Kisdobos

I Met Lady Gaga - Incredible Celebrity Story

I just made this very basic worksheet for giving directions,  as if you were in a taxi directing the driver. The instructions are in Japanese. It's aimed at Japanese elementary students with very low English ability. It includes capital letter tracing, and writing practice. The idea is to play a game that uses the vocabulary prior to doing the w/sheet. It may be of some use to you. P.S. You'll need a tracing font installed in your word processor to view the traceable font. Alternatively, when I get home, I'll scan it and upload it as a separate, JPEG worksheet.

directions worksheet

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

33 Taxi English ESL worksheets pdf & doc