A selection of English ESL unit 2 printables

test for teens 
 contains irregular participles, negatives and questions 
 2 pages 
 test goes with the Swiss book New Wold 5 Unit 1 
 it does not include the building rules of regular participles

Present perfect test

這是第5課小卷，請在家作答。作答完成後，請上傳到googleclassroom 的指定作業。女果有問題，你可以翻閲課本並試著找出答案。若不依指定時交，會扣分。 這是第5課小卷，請在家作答。作答完成後，請上傳到googleclassroom 的指定作業。女果有問題，你可以翻閲課本並試著找出答案。若不依指定時交，會扣分。。

B2-L5 Unit 5 for Chinese Speakers

This activity is based on the real-life story of a fisherman, Adem Amca, and a stork named Yaren. It integrates reading comprehension, grammar (Past Simple Tense), and vocabulary practice through engaging and meaningful tasks.

Students will:
✅ Read a true story with emotional and cultural value
✅ Answer comprehension questions (True/False/Not Mentioned & Wh- questions)
✅ Practice Past Simple Tense (positive, negative, and question forms)
✅ Learn and apply new vocabulary from the text in context
✅ Reflect on the story through personal response questions
✅ Strengthen their connection with nature and values like friendship and empathy


ADEM AMCA AND YAREN

This is a worksheet that tests the knowledge of the newly taught vocabulary from a particular unit concerning jobs. The objective is to check if the students are able to use the words and expressions in context.

EK3 Dictation

This B1-level worksheet explores how transportation works in six English-speaking countries through short, realistic interviews. Each 250-word reading features a speaker from a big city (e.g. Vancouver, New York, Prague, London) who describes the transport options in their city and compares them to other parts of their country.

After reading, students answer multiple-choice comprehension questions for each interview. Then, they complete vocabulary activities to practise useful phrases (lexical chunks) such as “the traffic is terrible,” “I prefer taking the tram,” and “in the countryside, people usually rely on cars.”

To support speaking fluency, students use the chunks to complete and personalise sentences about their own experience. They then answer discussion questions in pairs or groups.

Bonus activity
Students should look at the pictures provided and describe them in paragraph form. They should use useful transport-related vocabulary and aim to write at least one paragraph (5–7 sentences) per picture. This can also be used as extra speaking practice. Encourage students to include opinions, comparisons, and their personal preferences when describing the images.

Transportation in My Country – Reading, Vocabulary & Speaking Practice (B1)

Unit 03: Astronomy Think, pair share.	
Task 1 – What would happen if a comet collided with earth?
Read the notes below and classify the ideas under the three headings


3as unit 3 think pair share What would happen if a comet collided with earth?

Grade: Seventh grade (7th grade)
Unit 2: You mustn't be late! 
Writing Expression - Grammar focus_Adverbs of frecuency, M. of transportations and likes & dislikes
This worksheet includes six activities to practice


Adverbs of frecuency, M. of transportations and likes & dislikes Review

Unit 2: I Love Fashion
Grade: Second grade (2nd)
Topic: Clothes vocabulary
Skill: Writing words - Vocabulary
This worksheet includes activities to learn vocabulary related to clothing

Clothes Vocabulary

Miss Universe 2015 Information about Ms Wurtzbach has been actively involved in humanitarian affairs, speaking out against cyber bullying and supporting people living with HIV as well as the lesbian, gay, bisexual and transgender (LGBT) community. During her reign as Miss Universe, she had an HIV test in front of cameras to encourage people to know their HIV status, as well as attended the United Nations General Assembly High-Level Meeting on Ending AIDS at the U.N. headquarters in New York City, USA.

Pia Wurtzbach Info graphic  

Test Unit 17 Prepare 2 
vocabulary exercise 1, exercise 2
grammar exercise 3, exercise 4
Test Unit 17 Prepare 2 
vocabulary exercise 1, exercise 2
grammar exercise 3, exercise 4

Prepare 2 Unit 17

With Halloween just round the corner, the frenzy to come up with costumes and plans to go trick-or-treating are being talked about at school and at home. Due to the far-reaching effects of social media, these are not only children in the West or Europe, but around the world and from all religions

1st term test unit 01 signs of the time (diversity) Halloween

do the task using your books if you need. You are to do 5 tasks. 1 choose the right variant. 2 write down the missing information. 3 describe the tradition Christmas dinner

English 8 unit 5 test

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

570 Unit 2 English ESL worksheets pdf & doc