A selection of English ESL while and during 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

A Great Family Tree Project.

This well built worksheet combines family members and jobs / occupations.

The learners will have fun while cutting and finding the right place to paste each individual family member. They may learn in the meantime how to collaborate in a team.



The interesting part comes during the presentation and the questions/answers. 



My 1st graders were so impressive on this project.

So don't come and tell me that your upper graders cannot handle it :)

Great Family Tree and Jobs Project

A Great Family Tree Project.

This well-built worksheet combines family members and jobs / occupations.

The learners will have fun while cutting and finding the right place to paste each individual family member. They may learn in the meantime how to collaborate in a team.



The interesting part comes during the presentation and the questions/answers.



My 1st graders were so impressive on this project.

So don\'t come and tell me that your upper graders cannot handle it :)



Great Family Tree and Jobs Project _ Part 2

A Great Family Tree Project.

This well-built worksheet combines family members and jobs / occupations.

The learners will have fun while cutting and finding the right place to paste each individual family member. They may learn in the meantime how to collaborate in a team.



The interesting part comes during the presentation and the questions/answers.



My 1st graders were so impressive on this project.

So don\'t come and tell me that your upper graders cannot handle it :)

Great Family Tree and Jobs Project _ Part 3

Reading and speaking. This worksheet helps students to develop reading comprehension. It includes vocabulary focus, gap-filling assignment based on the short text (adapted article from the Economist), and comprehension check (True/False statements). The students learn about some of the habits office workers developed during the lockdown. Students develop vocabulary with the help of collocation-focused interactive assignment.   Learners practice speaking while discussing their habits and new routines developed during the lockdown.

Lockdown and Office Routine

This worksheet is designed for EFL teachers to help students understand the concept of learned helplessness. It is suitable for students at the A2 CEFR level. Start by dividing the class into two groups, A and B. Group A will receive anagrams such as "TAB", "LEMON", and "CINERAMA", while Group B will work on "WHIRL", "SLAPSTICK", and "CINERAMA". Give the students 5-10 minutes to solve the anagrams. Afterward, facilitate a discussion about their experiences and feelings during the activity.

The worksheet includes an article explaining learned helplessness, which occurs when someone repeatedly faces uncontrollable situations and eventually believes they cannot change their circumstances. This phenomenon can impact students' confidence and willingness to try again, leading to a cycle of failure and low self-esteem. The article emphasizes the importance of building resilience through setting small goals, seeking support, celebrating successes, and maintaining a positive outlook.

The worksheet features warm-up questions to engage students, vocabulary matching to reinforce key terms, and reading comprehension questions to ensure understanding. Additionally, it includes discussion questions and a creative activity where students draw and describe a situation where they felt helpless and how they overcame it. This comprehensive approach helps students grasp the concept of learned helplessness and develop strategies to combat it, fostering a growth mindset and resilience.

Understanding Learned Helplessness

This worksheet describes exactly what teachers and students should do with grammar: they should have fun with it. For me as a teacher, grammar class is always an opportunity for fun. I cannot imagine dry and dull ESL/EFL grammar classes. During classtime there are, of course, periods of focused concentration, especially during the first phases of a new unit when the students are trying to grasp an initial understanding of the form and meaning of a structure.We, as teachers, should

know that even during those phases, explanations and examples can be enlivened by funny sentences using the students’ names or by fun demonstrations or pantomimes. 



conjunctions

Complete the sentences using the right conjunction

WHEN - WHILE - BEFORE - DURING - AGO

Practicing the use of "during" and "while". KEY included.

during - while (KEY included)

This is a short grammar activity to help students learn how to use confusing conjunctions [By, Until, During, While, For]. It includes a gap fill activity, grammar explanation, and solutions. 

Confusing Subordinating Conjunctions

Project: Students will create their own monster, write a description of it, present it to the class, and make a craft in English.

The aim of this project is to encourage students to use their English language skills creatively. Each student will design a unique monster and write a detailed description using the verbs "to be" and "to have." They will also incorporate Halloween-themed vocabulary into their descriptions. After writing, students will present their monster to the class, enhancing their oral communication skills.

As a fun addition, the project includes a hands-on craft activity where students will build a model or drawing of their monster based on their descriptions. This creative approach allows them to practice both writing and speaking in English in a fun and engaging way.

By the end of the project, students will have improved their English skills in a variety of contexts—writing, speaking, and crafting—while having fun with a Halloween-themed activity.

Make your students describe a monster! Then you can make it art class in which they will present their creation!

I selected chunks from the short texts and rephrased them using three synonyms for each. During the class, I read out the rephrased phrases, and the students searched the text to find phrases with similar meanings. I used the original text for stronger students, while for weaker students, we can use a version of the text where the chunks are highlighted for easier identification.
A discussion session will be focused on using vocabulary derived from the text.


Reading - Vocabulary Work

This worksheets aims at working before, during and after the movie. It invites students to think, give their oopinions and write.

43 While and during English ESL worksheets pdf & doc