A selection of English ESL what is she doing printables

This is a worksheet I´ve done as a test for unit 4 from the book "Eng. Adventure 2". Students have to answer: What is she/he scared of? How does she/he feel? - they have to use short answers. I am / I am not. 

Feelings

Practise using present continuos.

Match the sentences to the pictures. eg: They are at the beach. She is playing golf. 



What are they doing?

Students will watch Sunny's daily routine. She describes what she usually do at work. After watching the video the students will answer some comprehension question with HAVE TO. 
(If you want another interesting video is this one https://w ww.youtube.com/watch?v=e4fmqrVv0mQ&pp=ygUQYSBkYXkgaW4gbXkgbGlmZQ%3D%3D) 

Living alone in Korea – VLOG (HAVE TO/DON'T HAVE TO/HAVE TO?)

Speaking activity about Present Continuous (Present Progressive).

Ss have to check the information on the chart, correct the mistakes and complete the ones in blank. They have a word bank to help them.

Present Continuous Speaking

With this fun activity you can practice the present perfect continuous. Divide your class in couples, or groups of 3-4. Each student picks a card and read the consequence of what he/she has been doing. The rest have to guess what is the thing she/he has been doing.

present perfect continuous speaking activity

This is a resource to introduce two important questions for describing people, their personality and physical appearance. What does she look like? and What is she like?

Have your students watching two songs "Logic song" and "Wonderful tonight", after this you can elicit the use of these two questions. 

I believe you are going to reach easily the words to fill in the blanks.

DESCRIBING PEOPLE QUESTIONS

Works on professions and what people in different professions do. (i. e. A police officer makes people follow rules, a cook cooks food, a teacher teaches kids.)

Works on these six sentence structures:

1) I am a student. I study.

2)You are a student. You study.

3) They are students. They study.

4) She is a student. She studies.

5) He is a student. He studies.

6) (name) is a student. S/He studies.



Professions and simple sentence structures. 

This is a one-on-one speaking activity. Each participant has one copy of the worksheet. Student A decides what the first five people like (2 items per person), student B decides on the other five people's favourite food (see the example). They take turns to ask each other questions about the people they don't know about, e.g. "Does Lisa like strawberry? - Yes, she does./No, she doesn't". The first one to guess all ten foods correctly is the winner.

Battleships: Food and Present Simple questions revision

here is another worsksheet to practise past simple or regular and irregular verbs in situations illustrated with pictures for youg learners: she read the newspaper.; , you can also ask to spot the past time words

Grammar in Pictures - What Did They Do - Past Simple

A day in the life of a Brazilian student.

My day starts very early. I get up at six o'clock in the morning. I have breakfast at half past six . After breakfast, I go to school but I don't take a bus. 	
I walk to school, because we live near it. I start school at seven o'clock. I stay there until noon. After school, I go home and I have lunch. 
After lunch I study and I do my homework. At five o'clock I take a shower. At seven o'clock all my family is at home and we have dinner together. We talk about our day. After dinner, we watch TV or listen to good music. I don't go to bed very late. I go to bed before ten o'clock.


COMPREHENSION:

A) What time does she have breakfast? _______________________________________________

B) How does she go to school? Why? _________________________________________________

C) What does she do after lunch? ____________________________________________________

D) What time does she have dinner? __________________________________________________

E) What time does she go to the bed? _________________________________________________


Simple Present activity

Mrs Jenson is not well, she goes to the doctor and he says that she should tell him what she did yesterday. The students have to look at the pictures and tell Mrs. Jenson\'s day in simple past. The words below can help, but you can also delete them for more advanced students.

If you want to practice more, you can find more of my worksheets about the same topic here:

https://en.islcollective.com/mypage/my-creations?search_key=simple+past&type=printables&option=published&id=5163&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=12



Why is Mrs. Jenson so tired? - Simple Past

this worksheet i sto help young pupils to speak: either the teacher or themselves place one member of the family in a room: the pupils must say where the person is and find an activity he/she is doing in this room (cleaning/playing...)

where are they and what are they doing?

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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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

79 What is she doing English ESL worksheets pdf & doc