A selection of English ESL topic sentence printables

This task will be helpful and useful for teachers who work with past simple and past continuous, need to teach their students to use this tenses and make sentences correctly.

Past simple and past continuous

Write a paragraph about Ali AlHabsi. Include (topic sentence and supporting sentences) and a conclusion. | Write a paragraph about Ali AlHabsi. Include (topic sentence and supporting sentences) and a conclusion. | Write a paragraph about Ali AlHabsi. Include (topic sentence and supporting sentences) and a conclusion.

Guided writing - writing a biography

Grammar practice/drill

Allows students to use guided terms as well as own vocabulary. 

Before working on these worksheets, give students examples on a board or PPT and work together with them. Use this while teaching Simple Present "Do or Does" yes or no questions.



Have students review what are the reasons we use do vs. does and why they don't use Am/Is/Are.



I also teach phonics and simple sentence phrases.

In this worksheet we review the Soft G /j/ and Hard G /g/ sounds. I also have the students write sentences "I get (adjective) when (fill in blank)." 



Have fun with this worksheet. I use my review sheets for the end of the week. So this worksheet will work well after teaching these topics separately but in one week. 



Ex: Monday: phonics G vs. /J/ , S vs./Z/, 

Tuesday: Phonics and adjectives of feeling. ie. sad, mad, excited, sleepy.

Wed: Do / Does

Thursday: Do/Does. Phonics. Phrases

Friday: Review all and share.







Do/Does questions

This worksheet is related to the series of three reading comprehension sheets (the first one being the most complex and the third one, the easiest), aimed for group work. 



On the first lesson, students work in groups on different topics, and on the second lesson, I give them one photocopy per group of my handwritten answers - photocopies that I collect back at the end of the marking time; so they must mark their work themselves. 



After marking their work, they 1) get some sentences ready and 2) present their work to the class, who is taking notes.



During the presentation, as the class is taking notes, I tend to ask for only one person per group to speak, one to write difficult words on demand, and a third one to check the information being given. 

Hockey introduction (Notes sheet)

As I mentioned before, when teaching about Dinosaurs, I have taught my 2nd Graders about how to write a descriptive paragraph using using dinosaurs as a topic. For this reason, I have introduced them to a technique to help them learn how to write a descriptive text. 

First, the students choose a name for their dinosaurs. To make it fun, I always tell them to use their name and add "-ausurus" at the end. They can be very creative!! Then, they fill information about the dinosaur using simple sentences.

Finally, then write a paragraph with simple sentences to describe their dinosaur. 

I hope it helps your kids! Feel free to change the clipart with any other dinosaur you'd wish to use. You can also have different dinosaurs for each students and ask them to present it to the  rest of the class.

WRITING - Describe your Dinosaur

the uses of these conjunctions are always a headache for many English learners. This worksheet gives people a general idea of how to echo other people's ideas and correctly simplify their sentences.

neither-nor-either-both-not only... but also...-Echoed Sentence

Useful sentences and phrases plus three different topics to teach Elementary level students how to write a discussion Essay. Part 1 is Introduction and Arguments For.



(No idea why the colours have changed!)

Writing a Discussion Essay - part 1

Some simple past sentences to evaluate  this topic and  a short reading

Past simple past

This handout is useful for beginners, especially ISL students where the can complete sentences, filling the blanks spaces. and develop their writing and reading skills, also doing the classroom more dynamic

Comparative Adjectives in Sentences

This game is for young learners or for students with learning problems, elementary level. The students should say what their favorite things or persons are. More advanced students should make a sentence.

Boardgame - Back to school - My favorite

Put the sentences in the correct order to form a paragraph about calling 911. Use the sandwich organizer to help: top bun- topic sentence, lettuce, tomato, meat - details. bottom bun - closing sentence. 

911 paragraph

This is a colouring page with a twist to make your young students happy this Christmas lessons season! 
They have to match the Christmas vocabulary words to the pictures in the colouring. Down below I also included some sentences that they have to choose yes/no to, tailored to simplest Present Simple topics (have/has and there is – there are) and prepositions of place (like in front of, behind and between). 


Credit for the idea to: dhillon

Christmas Colouring + Picture Search

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

636 Topic sentence English ESL worksheets pdf & doc