A selection of English ESL th sound 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

While I was reading superstitions,I noticed there are a bunch of them that sound anachronistic today, e.g. "Never carry a hoe into the house," or "ItÂs bad luck to let a fire go out on New YearÂ´s Eve." Why not modernize them a bit? Page 1. includes the nice, original fonts, embedded in the image, upon which I superposed the five sentences and the discussion questions in text boxes in case youÂ´d want to edit them. On Page 2 all of the text is editable, including the title and the introduction. Page three features a vocabulary list. You could start the class with giving just the key words of the superstitions, and letting Ss guess, e.g. "You carry a hoe into the house," "What will happen?" Enjoy! PS. If you have time, let me know if this activity worked in your class, since I just created it, and havenÂ´t tried it yet.) I am open to some suggestions on how to improve it. Bless up, Kisdobos :)

Modernizing old superstitions (Conditional 1.)

It is a game for Primary School students. They can improve the pronunciation and asociate the numbers with their sound.

Bingo 1-20

This is a song worksheet to practise the Past SImple tense. I prepared it, because my students love this song - they had fun. I hope you will enjoy it!

It's pretty easy. I use it with my 13/14-year-olds who are at A2/B1 level so they can relax to the sounds of the song they wanted to have!

Drag Me Down One Direction Past SImple

The children have to fill in with the right word.

Revision- ee oo and ar sound

A test to check ABC ,  numbers  from 1 to 10, colours. Use it as a final test to check reading, writing and listening.

1.	Match capital letters with small ones. 

2.	Complete the missing letters.

3.	Connect the letters in ABC order.

4.	Circle the first sound for the pictures given below.

5.	Listen and color the numbers.

6.	Read the words and match with the pictures.

ABC test

Three exercises about the alphabet  for students train the spelling and get used with the sounds, for beginner and elementary students, fill in the gaps, matching activity and a code based on the sounds of the words given through a picture to ilustrate.

The alphabet

With these worksheet, you can help students make the connections between uppercase and lowercase forms of letters, and let students make the associations with the phonetic sounds for each letter. Students can learn the phonetic sounds that fit with each letter and practice the correct writing order while developing hand-eye coordination. Students will get to practice both writing the letter in the context of a word and by itself, making this a great review activity for both phonics and forming the letters of the alphabet.

Our YouTube channel has a playlist of fun phonics chants

(https://www.youtube.com/watch?v=-Da41olUhDg&list=PLdYw4OCnQJUeyNM6gx0Et9CRg_RVGbeO0)



This is one worksheet from a series of our free phonics worksheets called Phonics Matching Time (See more at: https://www.bingobongokids.com/worksheet_type/phonics-matching-time-worksheets/)

This worksheet perfectly complements the materials from our original ESL book, Super Easy ABCs and 123s Writing Practice and Phonics FUN!book (https://www.bingobongokids.com/product/super-easy-abcs-123s-writing-practice-phonics-funbook-ago-kids-english-learning/). Using these worksheets, students can master both the writing of letters and the production of their phonic sounds.

Phonics Matching Time Worksheet (Uppercase & Lowercase A-E) - BINGOBONGO

Pronunciation practice for sounds: th, sh, ch, ph, ee & -ing

Common sounds

Just a little overview of common animal sounds.

Use as you please. Use it for discussions or similar.



You can find some exercises to use with this worksheet, here: https://en.islcollective.com/resources/printables/worksheets_doc_docx/what_does_the_fox_say_-_animal_sounds_-_exercises/verb-phrase/78984 

What Does The Fox Say - Animal sounds

Gap filling listening activity of 20 verbs vocabulary. It can also be used for conditional type 2 and "used to". this song can also be useful for teaching words with silent letters like comb - listen - talk - walk etc.

Enjoy it!



*Note: this song can sound religious but it gives good messages for loving our mothers!  

Listening activity: Your Mother song

This Phonetic IPA sound difference for ed sound as in /d/ /id/ and /t/ for the regular verbs pronunciation. Very useful to practice with students in pair or small groups 

regular verbs sound

Worksheet with the song All I want, which shows many Second Conditional structures and small texts on the song author and the movie Juno, from which the song is part of the soundtrack.

430 Th sound English ESL worksheets pdf & doc