A selection of English ESL went 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

Key words to form sentences using 'went'.

I get students to verbally put sentence together.

Activity can be extended by changing to negative 'didn't go' and further extended by inserting the conjunction 'because'.

Went Scenarios

A basic worksheet to practise the past simple tense and shops. They replace the missing words and then complete the true or false activity. This sheet is very much in the style of samsoom and I miss her and wish she would come back. 

Margo went shopping

A song worksheeet to revise and practice past simple tense.  Complete the song by writing the verbs given in the past simple tense.  Listen to the song or check your answers with the key provided.  

Froggie Went a Courtin'

A gap fill and song to practice the past simple tense.  The lyrics have been shortened and changed to make it easier for  ESL learners.  The song is easy to play on a guitar.

Froggy Went a Courting

3 exercises to revise the past simple: gap filling, matching & some writing. Hope it's useful! Gloria

What went wrong on holiday?

A song with actions.  
See the video here:  http://www.youtube.com/watch?v=6sclE4Sk2D8

A sailor went to sea

M2M was a pop music duo formed by two Norwegians, Marion Elise Raven and Marit Elisabeth Larsen. 

Listen to this beautiful song and fill in the blanks.



THE DAY YOU WENT AWAY

The students read the first text and answer questions about it.

There is also a vocabulary exercise. The students have to find the opposites of the given adjectives 

Then they read the other texts about strange events and find a suitable title for each text. They could then discuss the texts and say what they think about each method employed. 

When the sky went green

A Spanish girl talks about her visit to a summer school in England when she was fourteen. They do the T/F section and then answer the questions. It is pretty realistic - I went to that summer school as a teacher and it was brilliant. 

RC: I went to summer school

The travel agency promoted the holiday as 'The Dream Vacation', thus reality was a lot different.

A complaint letter has to be written. 

The Holiday that went wrong. 1

Hey teachers, I just posted a free lesson plan on Fluentize.com on the topic of Saint Patrick's Day.



As you can see, the lesson plan is comprehensive and covers some other topics on Irish culture, and at the end you can find a reading comprehension exercise about Saint Patrick, which is something special we don’t normally do with our standard Fluentize lessons.



The speech from the narrator in the video is clear, slow, and easy to listen to, which is why I deemed it most suitable for a B1 intermediate student. There are some difficult vocabulary words for that level “revelers”, “aspiring”, etc., but the explanations for them shouldn’t be too difficult to grasp.



One of my favorite things about the lesson and the video is how it dives a bit into Guinness and the concept of “Irish pubs” and the branding around it. I thought that was an interesting component. The video itself also has some facts about the holiday and really does a great job of addressing the main topic - how it went global. 



I think the speaking activities in Preview (I) should drive some good discussion amongst students, especially given that the holiday has become more popular and widely celebrated throughout the years. The vocabulary is based on the video vocabulary as usual, and then the featured grammar point is focused on present participle clauses.



For teachers who have switched to online teaching during the current global situation, I recommend downloading and using the interactive lesson plan for the lesson, so that students can write in the interactive fields. Also Zoom is highly recommended and using their remote control feature when using the interactive lesson plans online.



We also released another free lesson plan for 24 hours on Fluentize on the topic of “happiness”, since “International Day of Happiness” falls on March 20th at the end of this week. Feel free to grab that one as well!



Hope you have great lesson!

Why Saint Patrick's Day Went Global

This is an opportunity to practise the past simple tense with a picture. They choose the right verb and put it into the past tense, decide which child is being described, then answer the questions. 

325 Went English ESL worksheets pdf & doc