A selection of English ESL tesco printables

This is another activity about Tesco supermarkets. Improve your students' reading skills for their school studies or English exam.

Another interesting activity dealing with shopping at Tesco:

https://en.islcollective.com/resources/printables/worksheets_doc_docx/online_shopping_for_food_on_tescocom/food/89285

Read abot Tesco supermarkets

This worksheet deals with some research work on

http://www.tesco.com/

Your students have to buy all the necessary products at the online grecery, find out the prices and the offers. There is a topic to discuss in the end of the lesson. 

Online shopping for food on Tesco.com

speak more fluently about works of art using the passive with and without by

Who is this by

Aim:
the major aim of this exercise is to talk about the frequency of performing certain activities. •	to practice adverbs of frequency
•	to stimulate informal conversation
•	to practise questions and responses
•	to learn more about classmatescontext:you are on an international meeting/conference. You ask other attendants about the frequency of their typical activities at work/in business/at home. You ask the questions. Procedure:
1. Tell your student(s) to get into pairs and inform them that they are going to exchange information on how often they do certain everyday activities. 2. In a group: pre-teach the vocabulary included in the worksheet (by providing pictures or miming the activities). Present your students with how we position adverbs of frequency in a sentence. Tell your students to work in pairs and write their answers in the worksheet. Finally, ask your group for feedback, ask them to report to you who likes what. 3. One-to-one lesson: explain to your student that you will ask each other questions and write down the answers. If your student has difficulties with vocabulary, be prepared to show/explain/teach a few examples. Materials:
1. At intermediate level – none
2. At low beginner level – you may need examples of pictures of each category to support your student in comprehension. You may, as well, mime the actions, which will make the exercise funnier. Be ready to teach adverbs of frequency first, by drawing a graphtime: 60 minutes (or more)

How often do you. . . ?

Teacher's Guide: Radim Kraviec Reading ActivityDescription:
This worksheet is a reading activity designed for pre-intermediate to intermediate English learners (CEFR levels A2-B1), suitable for teenage students. It features a detailed biography of Radim Kraviec, a notorious Czech crime boss, highlighting his rise in criminal activities, his notoriety in the 1990s, and his eventual capture and conviction.Content:Reading Passage (Approx. 400 words): Covers Kraviec's life, including his early involvement in petty crimes, expansion into organized crime, his peak in the 1990s, and his ultimate downfall and arrest.Comprehension Questions (12 in total): Designed to test understanding and encourage critical thinking about criminal activities and law enforcement.Objectives:Improve reading comprehension.Expand vocabulary related to crime, law, and justice.Foster discussions on the impact of organized crime and the role of law enforcement.Usage:Pre-reading Activity: Discuss organized crime and its impact on society, focusing on the Czech Republic.Reading Activity: Students read the passage either individually or in groups.Post-reading Activity: Answer the comprehension questions and discuss the broader implications of Kraviec's actions and their impact on society.Translation Exercise: Use the provided translation activity to reinforce vocabulary learning for Czech students.Estimated Time:Pre-reading discussion: 10 minutesReading passage: 15-20 minutesComprehension questions and discussion: 20-30 minutesTranslation exercise: 10-15 minutesThis structured activity helps students practice English reading skills while learning about a significant figure in Czech organized crime history.

Radim Kraviec: The Czech Crime Boss

Hi All,

I\'ve made a great reading exercise about the British supermakets and their changes. There\'s a grammar exercise (Quantifiers). 

The text was adapted from the Hot English Magazine. I hope you will find it useful!

How supermarkets are changing in Britain

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

6 Tesco English ESL worksheets pdf & doc