A selection of English ESL who which printables

I am uploading a worksheet which shows an inductive teaching approach to introduce the past simple to elementary school students or students who are still new to the past simple tense. I have carefully selected verbs which are related to the topic and which have a simple past tense so as not to confuse the students. In another lesson, to build up on this lesson, a teacher can also do a lesson on irregular past simple. 



Ss first look at the pictures to elicit the topic of speaking in the past. Then students read the text and are given a task to do while reading.

After Ss elicit the rule of the past simple and match the verbs with their present tense. Finally, comes the assessment part where Ss have to show what they learned. 



Can be included in the topic related to sports. 

Cristiano Ronaldo - Famous Footballer - Bio - Past Simple Tense

This is an exam for the 4AM level the equivalent of Pre-intermediate grade. It contains: a text about fast food and a variety of questions: if clause - who and which - final ed pronunciation and ordering a recipe.

Do you like fast food?

This is a game I designed to use the vocabulary studied with "Monkey Puzzle" by Julia Donaldson.  First decide which characteristics rank first (for instance the animal that has the highest number of legs or eyes wins)

Deal the cards to the players.  The players can't choose the cards they want to play.  Each player takes their first card.  The one whose turn it is decides which characteristic they will play with.  Each player says what the characteristic of their animal is (It has four legs. / It can fly.)  The one who has the 1st-ranking characteristic takes the cards of the others.  In case some players are ex-aequo, the first player chooses another characteristic.

The player who ends up with all the cards wins. You can choose to make it shorter by set a time by which the game is over. Then the player with the highest number of cards wins.

Nature Challenge Game

WHO,WHAT OR WHICH + KEY

A worksheet looking at some Covid-19/coronavirus rules. They match image to word and then they match word to definition. A full key is included. They can discuss which guidelines are easier to follow than others. I'm sick of Covid now, who isn't? 

Covid: some Do's and Don'ts

list of 'lasts' that can be used as a spelling exercise, followed by students interviewing each other. Reading comprehension, writing exercises and critical thinking all in one worksheet which can also be used as the basis for conversation or a classroom discussion. Suitable for group work as well. REMARK: THE PREVIEW OF THIS HANDWRITTEN WORKSHEET LOOKS A BIT UNTIDY, BUT ONCE YOU DOWNLOAD AND PRINT THE QUALITY IS ACCEPTABLE. 

Read and Complete - What or who was the last

Note: the formatting will look better when opened in Word Document software.



This worksheet and game will introduce students to the passive voice and past participle verbs. Included is a worksheet (to be printed onto A4 paper) and game cards (to be printed onto colored A3 paper). Assuming that you have already done a presentation to the class, the students should pick this game up easily. 



The students work in groups of four sharing one set of cards and have a worksheet each. All the cards are placed face down on the table. Students take it in turns to draw both one object card (printed on yellow card), and one verb card (printed on blue card). They then try to use these cards to make a passive voice sentence as a group. If they can make a sentence, they all write it down on their worksheet and the student who drew the cards gets to keep them. If they can't make a sentence, the cards are returned to the table face down. After the students have collectively made ten sentences, the student who holds the most cards is the winner.



Examples: 

Student 1 draws, 'Harry Potter', and, 'written'. They make the passive voice sentence, 'Harry Potter is written in English'. All students write this down and student 1 keeps the cards.

Student 2 draws, 'Tennis', and, 'eaten'. A passive voice sentence using these cards cannot be made. The cards are returned to the table face down.



This activity was originally made for Japanese JHS students. Some of the object cards have words which may not be recognized by students in other countries but they can easily be changed in Word before printing.

Passive voice - worksheet and game cards.

Here is a new simple practice in which students read the sentences in order to find the correctquestion words. This new ws is on the theme of school to learn or revise.

What, where , when , who....... question words at school

This worksheet will be interesting for those who like "Alice in Wonderland". It is a grammar guide, which will help to learn and practice Past Simple Tense. The main subject is Irregular Verbs.

Alice in Wonderland Meets Past Simple

I used this in a class where the topic was relationships and the Students were to practice giving advice using a variety of structures (I also gave them the following handout from a different user: https://en.islcollective.com/resources/printables/worksheets_doc_docx/advice_-_so_many_ways_to_give_advice/parts-of-speech/69325)



They worked in pairs; each pair was given one cut out problem which they read (which were taken from a genuine agony aunt page and are therefore authentic) discussed the problem and came up with a few suggestions for the person and then used the structures from their handouts to write a response. 



I banned them from using the easier structures which they use all the time and encouraged them to use the newer ones. This is necessary with some students who tend to stick to the safer options.



The final page has some quotes from the actual responses given on the website. As a follow up, I read these out and the students listened and had to try to identify which response was for their problem. Then I gave them the response that corresponded to their problem and they discussed and reported back to the class on whether or not it was similar to their response.

Agony Aunt Dating Problems

This is a fun simple basic vocabulary building crossword puzzle about wild animals and practicing how to count from 11-20. The students have to draw the line connected from the kite to the animal to figure out which animal is flying which kite. It's ideally used for young children who are just starting to learn how to read and write. It can be used for a class as a whole or one-on-one. This is a great way to practice writing and spelling skills and reinforce the brand new vocabulary that the kids just learned. You can also use this with flashcards so the students can make connections and understand better the sentences/words on this worksheet.

:Let's Fly a Kite! 

Relative Pronouns Quiz

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

427 Who which English ESL worksheets pdf & doc