A selection of English ESL teamwork printables

Encourages teamwork, communication skills, and use of English

New ideas project washing machine

"Global Story Sprint" is an active and engaging activity where students work in teams, taking turns as 'runners' and 'writers' to piece together stories about people from around the world. Runners dash to read and memorize details from texts posted around the classroom, then sprint back to dictate what they've learned to their writers. This fast-paced challenge culminates in students writing their own global stories, combining language skills with a dash of physical activity. Ready, set, learn!

Global Story Sprint

Creating tasks related to human body organs flashcards can be an engaging way for students to learn about different organs and their functions. Students will identify different organs on the flashcards. Reinforce memory and recognition of organs and their functions. Facilitate peer learning and discussion about body organs. Facilitate peer learning and discussion about body organs.

Human Body Organs- Display posters

New ideas project

Yet another short quiz of random words for students at C1 level or even above. The quiz can be done in teams for big groups. The answers are on the back and a gap-fill is included along with another short game for consolidation. Below is a link to an online quiz that can be done in class with the students using their mobile phones to answer or assigned as homework. 


https://create.kahoot.it/share/what-does-it-mean-16/1b7cca50-ea5a-4e0f-9ab4-eeabddc22993  

What does it mean? 16

Listening comprehension activity on an NPR interview with Bill Ochs, the project manager of the recently successful James Webb telescope launching. Short vocabulary activity, comprehension questions to answer while listening, and final discussion questions. You can access both the audio file and the transcript for the interview on the NPR website (link provided in the document). 

Interview with Bill Ochs 

Students will begin by listening to selected songs from the "Moana" soundtrack. They'll receive printed lyrics to follow along, ensuring they catch every word and nuance. After listening, students will analyze the lyrics, focusing on themes, emotions, and vocabulary. They'll discuss how these elements contribute to the overall narrative and character development within the movie.

Soundtrack Analysis:

Next, students will explore the broader soundtrack, discussing how different musical elements, such as melody, rhythm, and instrumentation, enhance the storytelling. They'll describe how the music complements the lyrics, sets the mood, and supports the film's themes of adventure, self-discovery, and cultural identity.

Outcome:

This activity not only deepens students' appreciation for the film's music but also strengthens their critical thinking, vocabulary, and discussion skills in English, all while engaging with an entertaining and culturally rich cinematic work.

Moana / Fill in the gaps and music appreciain

In the "Pin the Nose on Rudolph" game, students are blindfolded and take turns trying to pin a red nose onto a poster of Rudolph, with the class cheering them on for fun and excitement.

Pin the nose on Rudolph (Christmas Game)

The lesson focuses on the concept of time and punctuality in different answer. The main activities include listening and speaking but there are some vocabulary exercises as well. As Daylight Saving Time begins this week, it might be a good opportunity to discuss this topic. The worksheet is geared towards B2+/C1 students.
Students are asked a few questions about their concept of time.
This is followed by a short vocabulary exercise where students learn and use a few idiomatic expressions including the word 'time.
Listening for general understanding: before the listening stage, students are again asked a few questions, then they watch the first  part of the video and check their answers. 
Listening for specific information: students watch the second part of the video and answer the questions.
The listening exercises are followed by the post-listening stage where students answer a few questions about the video and their concept of time.
The lesson also includes a few extended  activities / home assignments.
Students can watch a short section of the video and write down a few synonyms of the expression 'concept of time'.
Students can also listen to the last part of the audio and answer a few questions about Sanjay, the speaker's friend and his understanding of time.
These two activities can be done with stronger students in class or as homework.


Time and punctuality in different cultures.

Individual: Research destinations, write travel diaries, create travel plans.
Group: Debates, presentations, travel guides.
Research: Environmental impact, cultural traditions.
Writing: Travel articles, letters.
Speaking: Discussions, presentations, role-plays.

Let's talk about travel and tourism

 This engaging worksheet explores the story of the Navajo Code Talkers during World War II. It includes reading comprehension questions, vocabulary exercises, and a detailed grammar section focusing on the second conditional. The worksheet is designed for teens, with beautiful, hyper-realistic images of the Code Talkers to enhance the learning experience. Perfect for teaching both history and language skills, it emphasizes the importance of communication and teamwork.

The Windtalkers (second conditional)

This lesson explores the evolution of slang and encourages students to create their own slang terms. Students will begin by discussing how slang changes and sharing examples they know. Then, they’ll read an article on slang through the decades and answer comprehension questions to deepen their understanding. Next, students work in small groups to invent 3-5 original slang words, including definitions and examples. Afterward, they will swap dictionaries with other groups to guess the meanings, followed by class presentations where each group explains their terms. The class will vote on the most creative slang word, fostering engagement and teamwork. To extend learning, students can scan a QR code to access additional online resources, such as quizzes or flashcards, to practice their new terms or explore modern slang. By the end of the lesson, students will have practiced collaboration, creativity, and language skills while gaining insight into how slang reflects cultural and social identity. This activity helps students connect language use with social trends and gives them the opportunity to reflect on the role slang plays in everyday communication.

Slang Through the Decades: A Look at How Language Changes

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)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

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

152 Teamwork English ESL worksheets pdf & doc