A selection of English ESL what do you think of printables

Write about how a book or part of a book relates to you. What do you think or feel about the topics.Students will write a summary and connect it to their lives. 

The book and me

Another fun and silly part to the horror holiday series! Hope you enjoy this one, what should happen in flights? What do you think could happen? Will Ted go crazy because there is not enough food?

Holiday Horror travel madness 

Ask the students to talk about the movies. You can start from "What do you think of...?" Usually my students get excited when talking about their favorite movies. You can also ask them which is their favorite and least favorite. 

Movies

Worksheet about secretarial skills. 

What skills do you need to work as a secretary?

What do you think are the most three important secretarial skills?

Reading conversation about Jane is calling to her colleagues  (Jane is the secretary to the president of the company and her colleagues from the sales department)

About Secretarial skills

The Little Drummer Boy - the fictitious character from a popular Christmas song first recorded in 1955. This drummer is, of course, not in the biblical story, but his presence has become legendary in our modern Christmas imagination. And we can learn from him.



For this activity I selected a modern version of the classic Christmas carol (the lyrics are the same).  



Listen here: https://youtu.be/5l1CS0Jhk90



Lesson begins with discussion questions:



1.	What is the best gift you have ever been given?

2.	What was the best gift you ever gave a family member?

3.	Did they love you more for giving them this gift?

4.	Do you have a friend/ family member who is really difficult to buy a gift for?

5.	What would you do if you met a King?  

6.	Would you bring the King a gift?  What would you buy a King?

7.	How many gifts do you think the Queen of England gets every day?

8.	Do you think the Queen already owns everything she has ever wanted?

9.	What do you think the Queen’s husband buys her for Christmas?

10.	Have you ever heard a drum like the one in the picture?  What sound do you think it makes?





Lesson includes the following vocab:

nodded, told, newborn, kept time, me, finest, lay, honour, poor boy, drum, fit, best, come, gift



Students listen to the song and compete the lyrics.



Listen here: https://youtu.be/5l1CS0Jhk90

Little Drummer Boy

learning future tense with subordinate  clauses oral and listening comprehension.

https://www.youtube.com/watch?v=U1dCguj_IlU

Examples of activities: what do you think of her recommendations? Write a letter to your future self

FUTURE PREDICTIONS with KIM KARDASHIAN

I created this worksheet for my Pre-A1 groups.  It introduces the vocabulary of leisure activities and drills present continuous affirmative and negative form, yes / no questions and Wh - questions.  I think it works well with big groups since  each student has the chance to practice extensively. What do you think?

FREE TIME ACTIVITIES AND PRESENT CONTINUOUS

Australians are fond of using the word ‘mate’.  

However, the word ‘mate’ can mean different things depending on the context in which it is used. In some cases the meaning can be the opposite of what the word ‘mate’ literally means. For example, the speaker may be referring to a close friend, or they may be angry while talking to a stranger.



Read out each example and discuss the relationship between the person speaking and the person listening. You may even wish to discuss these questions:



1. Do you think the speaker knows the person they are speaking to?



2. Do you think the word ‘mate’ is being used as a term of endearment here, or contempt, or in a neutral way - neither good or bad?

3. What do you think the relationship is between the speaker and the user?

Aussie Culture - Useage of "Mate"


Read their opinions and answer the question.


Say which of the statements are true and which are false.


Look through the text again and complete the following sentences.


What do you think about healthy way of life? Use the scheme below.


Reading about teens' healthy lifestyle (drilling some basic vocabulary related to food and sport)

If you want your students to think about what strategies to adopt in order to better learn a new language, take this lesson and find out some new, inspiring ways to do that. This is a listening activity based on a Ted Talk.

The secrets of learning a new language

PRESENT SIMPLE with TOTORO (ROUTINES) - For elementary learners. Totoro usually goes to one place every day. Depending on the day, he goes to one place or another... look at the adverbs of frequency and write sentences about Totoro's routine. Then, students have to write about their own routine. They can also make questions about each other. I think this worksheet is great! What do you think?



Present Simple with Totoro

In this task you are going to share experiences with your classmates. To do so, get in pairs and follow the instructions below:

1.- Think about 1 or more than 1 problem you had in the past. 
2.- While you are talking, give as many details as possible. 
3.- Always think about the right verb tense to use: past, present, future, etc…
4.- Try and give variety of vocabulary and do not forget to use connectors to link your ideas.
5.- Organise the events to make the story clear, easy to follow and understand.

Time – Talk at least for 1 minute and a half each. 


SPEAKING IN THE PAST - I wish I knew then what I know now.

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

61 What do you think of English ESL worksheets pdf & doc