A selection of English ESL what can you do printables

There you have some clocks to practice telling the time.

The teacher can remember first how to do it. Then, the pupils in turn can tell the times. They also have to answer some questions about when they do some activities. Hope you like it. Thanks.

WHAT TIME IS IT?

You can practice with your children make positive and negative sentences with the modal verb "can". There are some funny cats that your children will like. Enjoy your work!

Can - What Can Cats Do

This is my 7th logic task. It´s about the subjects, the grades and for what ss can get grades. It´s good to have some fun before or in the Summer Holiday. Hope you like it. I created a template which you can download and create similar games like this. Hugs, Zsuzsapszi

If you don’t know how to solve this kind of game, you can look at the Einstein riddle on the net or have a look at my 33rd logic game, called Best friends where I wrote down the solution step by step.

Logic game (7th) - subjects *** with key *** for pre-intermediate and intermediate ss* reuploaded

A well-known ice-breaker. Students have to mingle to get responses to the questions. If they can, they should form the question, eg 'Find someone who likes the colour blue: Do you like the colour blue?'

If they can't, you can give them the questions on the page.

Also, if they can they should ask a follow-up question like, 'What kind of blue do you like?' or 'What do you have that's blue?' and write the responses.

They should change partners after every question, so they all mingle. Afterwards they can read some responses to the class, which involves converting the question back to a statement.

Find Someone Who

The students read a text about seasons and weather and number the pictures. Then they make sentences and say what people like doing and what you can do in each season.

If you want to practice more, you can find more of my worksheets about the same topic here

https://en.islcollective.com/mypage/resources?Tags=weather&searchworksheet=GO&type=Printables&id=5163



Seasons and Weather

Students have to say what you must't do in a museum.

If you want to practice more, you can find more of my worksheets about the same subject here: 

https://en.islcollective.com/resources/printables/worksheets_doc_docx/can_you/modals-sports-beginner/8641

Modals - You must not do that in a museum

The students have to write what each child does at home. In a second exercise they answer about themselves and the chores they do at home. It can be used as an introduction to a discussion.

If you like this worksheet, you can find more about household chores here: 

Chores

I used this worksheet with my seven-year-olds and they loved it! They love animated characters and they love movies, so, this is the perfect worksheet. You can practice new vocabulary and "want to be". 

You can find videos in youtube. Any video for each character will do. 

What do you want to be?

first you ask the students to listen to the song and understand what can bring the singer down

then you give the students handouts  and ask them to do the tasks.

happy 

Three exercises can be used for competition to fill in the words and read the text first. Thank you!!!!

What do they like to do in summer?

How did i fall in love with you



Remember when, we never needed each other

The best of friends like sister and brother

We understood, we'd never be, alone



Those days are gone

Now I want you so much

The night is long and I need your touch



Don't know what to say

I never meant to feel this way

Don't want to be alone tonight



What can I do, to make you mine

Falling so hard so fast this time

What did I say, what did you do?

How did I fall in love with you?



I hear your voice

And I start to tremble

Brings back the child that, I resemble



I cannot pretend, that we can still be friends

Don't want to be alone tonight



What can I do, to make you mine

Falling so hard so fast this time

What did I say, what did you do?

How did I fall in love with you?



Oh I want to say this right

And it has to be tonight

Just need you to know



I don't want to live this life

I don't want to say goodbye

With you I wanna spend

The rest of my life



What can I do, to make you mine

Falling so hard so fast this time

What did I say, what did you do?

How did I fall in love with you?



What can I do, to make you mine

Falling so hard so fast this time

Everything's changed, we never knew

How did I fall in love with you?

How did I  fall in love with you

Its a handout for young learners to go along with the YouTube song - What do you see - wild animals. You can use the handout to teach the vocabulary before doing the song.

What do you see?

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

671 What can you do English ESL worksheets pdf & doc