A selection of English ESL upper case printables

This worksheet is good for consolidation and checking students' comprehension of this grammar material.There are 6 variants for grammar test with keys.The work includes difficult cases for intermediate and upper- intermediate students.

Tag questions

A worksheet detailing a few cases of teenagers with problems taken from the internet. This worksheet will hopefully inspire discussion, especially with those troublesome to teach teenagers who don't find much interesting. These problems will pique their curiousity because of how they can relate to speakers.

Teenage Problems Discussion

This worksheet aims at testing students' oral productive skills on the topic "Gender Issues". The preparation stage for the conversation involves students' elaboration on a number of images and precisely formulated guiding questions. In case of breakdowns in communication, these may of course be supplemented with additional ideas and questions by the teacher.

Taking a Gap Year - Oral Exam

This worksheet aims at testing students' oral productive skills on the topic "Stress". The preparation stage for the conversation involves students' elaboration on a number of images and precisely formulated guiding questions. In case of breakdowns in communication, these may of course be supplemented with additional ideas and questions by the teacher.

Stress - Oral Exam

This is a comprehensive document for intermediate to upper intermediate teenage to adult students to recognize the difference in usage of definite and indefinite articles (a, an, the), as well as the cases in which no article is needed. 

How to use definite and indefinite ( and no) articles

[CHARADES]

Getting students up and moving in the classroom is a great way to keep them focused. Charades is a game that most students already know, so it’s easy to use for teaching phrasal verbs.



Cut up the verbs and place them into a hat or bowl. Students can draw the phrasal verb and must act it out without using any words or sign language.



Decide whether hand-raising or calling out is better for this game, based on your classroom and students. Either way, the person who guesses the phrasal verb correctly gets to go next!



[Taboo: For When Charades Gets Old]

You can only play charades so many times! Taboo is another option that not only allows you to change it up a little bit, but also affords the student an on-the-spot opportunity to speak a bit too.



Taboo is a card game that you can easily recreate in the classroom. You can either use folded pieces of paper, as in charades, or you can make your own laminated cards to reuse time and time again.



The idea of Taboo is that you must describe a word (in this case, phrasal verb), without using the words on the card. Here’s an example:



For “grow up,” a student could say, “This means when children are getting older.” The student can keep talking and giving more clues until another student finds the right answer, but they cannot use the word “grow” or “up.”



For more advanced learners, you can make the game more challenging by adding a few extra “taboo” words to each card, such as “age,” “older” and “children” for the “grow up” card.



They’ll have to be more creative in their descriptions, and might give a clue such as, “When you are born, you are small, but you do this and become an adult.”

Phrasal Verbs Charades/Taboo

This worksheet aims at testing students' oral productive skills on the topic "Time Management". The preparation stage for the conversation involves students' elaboration on a number of images and precisely formulated guiding questions. In case of breakdowns in communication, these may of course be supplemented with additional ideas and questions by the teacher.

Time Management - Oral Exam

We never pay much atention to the articles in teaching, but I've noticed that it's a problem if students don't practice so... here is an exercise, just in case you want to practice  it's use. Hope you enjoy it!

ARTICLES

A spin doctor is essentially a PR person employed by politicians to make news items seem better than they really are. IÂ´ve had this role play idea for a while to have a spin doctor confronted by a reporter. Now hereÂ´s my first try. Students get the newspaper with the story. They pair up and take on the roles of reporter and spin doctor working for the CIA. The reporter tries to fry the spin doctor with hot questions about this embarrassing security breach, and tries to find out why the CIA was unable to protect the President. The spin doctor tells the CIAÂs version of the story to make it look absolutely harmless. The reporter should point out the problems in the spin doctorÂs story, while the spin doctor should answer questions with unshakeable confidence. I hope you like the realistic look of the newspaper. The featured story is a real one in case you were wondering. If you have your own news stories for this game, you can  them into the newspaper template easily.

The Spin Doctor Game

A shorter version of my longer worksheet with an extra section for practicing the Cambridge Exam Reading and use of English part 4. There is also a link to a Kahoot quiz and a Wordwall online game, just in case. Nigo is included as is the answer section. 

https://create.kahoot.it/share/phrasal-verbs-about-travel/2137d0a2-c232-4923-b82e-01c1f289cc00 


https://wordwall.net/resource/55728990

Phrasal Verbs About Travel - Air Travel

This worksheet aims at testing students' oral productive skills on the topic "Voting". The preparation stage for the conversation involves students' elaboration on a number of cartoons and precisely formulated guiding questions. In case of breakdowns in communication, these may of course be supplemented with additional ideas and questions by the teacher.

Voting - Oral Exam

This worksheet aims at testing students' oral productive skills on the topic "Eating healthy". The preparation stage for the conversation involves students' elaboration on an article extract and precisely formulated guiding questions. In case of breakdowns in communication, these may of course be supplemented with additional ideas and questions by the teacher.

Eating healthy - Oral Exam

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

152 Upper case English ESL worksheets pdf & doc