A selection of English ESL will not printables

pupils imagine they are going to visit an empty island for a month. They use will or will not about the things they take with them on this trip. positive and negative sentences

will and will not

This activity is to be used after kids watch a  cartoon episode from Charlie and Lola called "I will not ever never eat a tomato". This activity tests their listening skills and vegetable vocabulary.

Vegetables worksheet - I will not ever never eat a tomato listening

This worksheet focusing on jobs vocabulary can either be used as an individual or team reading exercise (page 1) or as a team game (page 2). As an extension, you can even make it into a writing lesson which students will surely enjoy. Full instructions provided on page 3. Have fun. 



Please note that some of the jobs are depicted as being female jobs such as nurse but this is not always necessarily so although in many countries the proportion of female nurses is much higher than male nurses. It goes without saying that both men and women can both be nurses and doctors so maybe take this moment to create awareness among your students in the classroom. Of course housewives are female as well but you might want to introduce the word house husband to make it clear that it is not necessarily the woman who stays at home.



Job Riddles (1) - Easy

This is a classic Guess Who boardgame I made using characters that I generated with the WimpyKid character Generator (http://www.wimpykidclub.co.uk/wimp-yourself/)The Guess Who game is this: Students have to guess each other's mystery person before their opponent guesses theirs. They can only answer YES or NO.



You can use this worksheet in your ESL/EFL classes to practise body parts, clothes, (garments and accessories), and asking closed (Yes/No) questions in an entertaining way. Sure to get your students involved.



I recommend using this ESL printable worksheet up till pre-intermediate level, as the game is focused on asking questions and giving short answers in the Present Simple tense using the auxiliary verb 'have', and the Present Continuous tense using the verb "wear".



Sample questions are included on page 2 of this worksheet. 





Here's how to play the Guess Who game in ESL class: 



1. Pair students up and let them choose a 'mystery person' secretly. 



2. Tell them the rules: 



A) The point of the game is: who can find each other's mystery person first? 



B) Students may only ask 'YES' or ‘NO’ questions (and of course, reposnd with a 'YES' or 'NO'). 



C) If some detail is not clearly visible in the picture or is subject to interpretation, your pupils can reply: "I can't tell" or "It's not possible to tell". 



D) In each turn, students narrow down the scope of the possible mystery persons. When they feel certain enough to make a guess, they can, but if they guess wrong, they've lost.



3. Give one copy of the boardgame to every student. 



4. You're advised to hand out one transparent plastic foil with each Guess Who boardgame. Students can place the foil over the boardgame and cross out on it the characters that they have ruled out using an erasable magic marker. 



Here's how this works: for example, one student asks: "Is your person blond?" If the answer is 'Yes', then he/she crossed out all the persons that are NOT blond, leaving only the blondes eligible. If the answer is 'No', they cross out all the characters that are blond, leaving only the non-blondes up.



5. Throughout the game encourage students to respond with auxiliary verbs, not just a simple Yes or No, e.g. "Yes, he or she is/does", "No, he or she isn't/doesn't" (using the form "he or she" until the gender of the mystery character has been revealed in order to keep this info hidden). Once the gender is revealed, they can go on using the specific gender in responses, e.g. "Yes, he is", "Yes, he does", "No, he isn't", No, he doesn't". You could, however, also opt for forbidding questions about the mystery person's gender. This way you'll see longer games and more questions.

Guess Who ESL Boardgame

With this board game students will practise the simple past. Please review necessary grammar points before the game to make it a success (pronunciation can be tricky, esp. -ed). An enjoyable way to test and practise grammar. 

Board Game - A Terrible Day - Simple Past

(Very) Young learners can practise basic reading skills while doing this worksheet. Note: the colours of this ws are all mixed up and will not produce a traditional Xmas picture. Edit if necessary.

Read and Colour: A Strange Xmas

This is a fun speaking activity for your pre-intermediate to advanced students. It is a detective story that engages students in conversation and will practice mainly questions and answers in simple present and simple past. **** You were invited to Mr Erringworth’s dinner party in his mansion. You will meet 9 people there, all of whom have some kind of relation with Mr Erringworth. Shortly after midnight, the host is found dead. It will be your task to interview all nine suspects and find the murderer. As the evening progresses you will get more information about the people and more details will be revealed. You will have to find the murderer’s name – his relation to Mr. Erringsworth – his motive – the used weapon – the room where the murder was committed and any additional information that are necessary to solve the case. **** 7 PAGES INCLUDING TEACHER´S NOTES *** Hope you like it. Please contact me with problems of any kind.

Murderous Dinner Party - ROLEPLAY - Conversation Cards - 7 Pages

This pictionary includes some basic words to help students describe people physically. It's not intended to be a complete list. I think I will use it as a classroom poster.

PICTIONARY - physical description

Part 2 of the BULATS (Business English) speaking test requires candidates to choose one (from 3) topics and speak for 1 minute. They have 1 minute to choose and prepare, and then one minute to speak. The topic has 3 points which must be included, and one question which must be answered. This document has 20 topic cards that you can print and cut out to practise the activity.  I created them for my (employed) students so they may not be suitable for all candidates, but feel free to adapt the document to suit your own circumstances.  Note that the topics are not taken from past exam papers - they were just invented by me so please do not think that these particular topics will necessarily crop up in the exam. The purpose of the cards is to allow candidates to practise preparing and organising their thoughts quickly and getting familiar with how long one minute feels when they are speaking.

BULATS Speaking Test Part 2 - talk for one minute

Review of basic time words for all of the basic tenses. Can you identify the tense that is used with each time word? There is a sentence example. The better the students know which time word goes with which tense, the easier verb tenses will be for them. 



NOTE:This is a very basic chart for beginners. Other tenses are possible for next week & tomorrow but have not be covered in class yet.

Time Words Classroom Poster

This is a useful lesson plan for beginners which practices language asking about food in the home. The short conversation introduces closed questions followed by quantity questions. In the practice sections students must identify whether a food is countable or uncountable and answer in both the positive and negative. The exercises reinforce the structures needed for question, positive and negative sentences. In the listening section students must listen to a short conversation about shopping and answer some simple questions. Finally, there is a communicative activity which will help build fluency and confidence.

Food (Countable & Uncountable)

This is an information-gap activity for ss to do some oral work in pairs. One of them has got info. that the other hasnÂ´t got, therefore, they will have to ask each other questions to get their missing info. With these cards theyÂ´ll have practice on questions and in the use of simple verbs in the 3rd person singular of the present simple. For tennagers/adults.FULLY EDITABLE!!! SUGGESTED FOLLOW-UP: ss can take down notes so as to make full-blown sentences after the oral work( e.g.: Tom/get up/8.05 a.m = "Tom gets up at 8.05 am every morning") Hope you enjoy it! leave your comments. Have a nice week end!!



Present Simple-Questions

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

721 Will not English ESL worksheets pdf & doc