A selection of English ESL wind printables

I really hope this worksheet will be helpful and I am happy to present it on this website :) It deals with tenses (Present Simple and Present Continuous) and contains some wonderful pictures that I personally like very much )

Present Simple vs Present Continuous

There are 3 parts of exercise. In the first part, students have to fill the blanks with "was" or "were". In the second part, students have to rewrite the sentences into the intended forms. In the last part, students have to describe the pictures using simple past (to be), e.g.: the boy was angry yesterday; yesterday was windy.

Simple Past (To Be)

This is a set of simple conversation questions about going on vacation. It uses simple vocabulary that you would teach to beginners for a lesson about travel - like "window seat". It also is great practice for expressing preference. "Do you prefer X or Y?" In so many conversation question sets, the questions themselves are too difficult for my beginners, so I created this simple one - I hope it's helpful.

Vacations & Travel - simple conversation questions 

Related to the thematic area of ‘Natural Disasters’. This being 'Hurricanes'. In order to  personalise the context relative to students' own. Utilising  modern music that incorporates language related to various forms of disaster. Simple listening task, preceded by prediction / guessing likely choice from context / rhyme etc. Use YouTube video as source of audio and song / lyrics video as source for students to self-check their answers. Get students to 'rate' their interest in the song on the  Saffir-Simpson Hurricane Wind Scale which measures Hurricanes from 1 –Mild to 5 Catastrophic.

Hurricane by Bridgit Mendler

Song, sentences with pet houses and pet crossword.  Useful for Trinity GESE grade 2.

How much is that doggy in the window?

what's the weather like?  how is the weather? ıt's about weather conditions like :

sunny, rainy, foggy , snowy , cloudy , partly cloudy , hot , cold , windy etc. 

what's the weather like? 

Teaching which preposition follows after which adjective. This one worked really well with my Ss when they had problems memorizing the right prepositions after adjectives. I wrote some little memo "poems" for adjective+preposition pairs, where the nouns start with the same two or three letters as the preposition before them, e.g.: "fond OF OFfstage meetings with singers," "impressed WITH the WIndsor Castle," "new TO TOm," "aware OF my OFten annoying snoring," etc. Through combining an adjective with a "story" full of alliterations, plus a picture, these little memos will help your Ss memorize which preposition comes after which adjective. 

Adjective + Preposition: Memos 3.

Created by primaryleap.co.uk



This fun autumn-themed word search can be used in the autumn season! There are 20 words hidden in the puzzle, they include acorn, apple, autumn, chestnuts, chilly, cobweb, cool, crisp, harvest, haystack, leaves, nuts, pumpkin, raincoat, scarecrow, season, squash, squirrel, weather, and windy.



I am one of the content developers at primaryleap.co.uk. This resource can be used for home learning or in the classroom. I hope you find it useful.

Autumn Word Search

A worksheet to learn or revise vocabulary related to household chores, do the cooking, clean the bathroom , feed the pets , tidy the house , clean the windows,walk the dogs...

household chores:matching

Chart - Tornado x hurricane

Tornadoes

Tornadoes occur in most parts of the world. However they are most frequent over the continental plains of the USA.



Tornadoes are typically identified as a funnel of spiraling air descending from the base of clouds to the earth. The tornado is usually narrow, about 1/2 km wide and rarely does it move more than 20 km.



Like hurricanes the precise mechanism of how the funnel forms in not understood.



Hurricane

Tropical Storms start within 8º and 15º north and south of the equator where surface sea temperatures reach 27ºC. The air above the warm sea is heated and rises. This causes low pressure.



The weather system generates heat which powers the storm, causing wind speeds to increase. This causes the Tropical Storm to sustain itself. Tropical storms rely on plenty of warm, moist air from the sea - this is why they die out over land.

The difference between tornadoes and hurricanes

8 PAGES! Have a look! This worsheet consists of 4 SECTIONS: 1. BEFORE READING tasks (10 exercises); 2. TEXT itself; 3. READING COMPREHENSION section (4 exercises); 4. DISCUSSION section (3 exercises). You´ll find exercises on the plurals there, on the derivatives, comparatives and superlatives, prepositions, synonyms as well as the multiple choice test! I hope it´ll be useful!  IT'S A REALLY COMPLETE WORKSHEET! :)

Generation gap

LESSON PLAN: read the story with the class. Then list this on the board:

The knight, the horse, the forest, the castle, the princess, the armour, the hair, the sound, Mcdonalds, Everybody, the window and the elevator. THEN ASK THE STUDENTS TO GIVE THE ADJECTIVES FOR EACH. (SOME HAVE MORE THAN ONE EG. THE KNIGHT, THE ARMOUR, THE HAIR.

The not so brave knight

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)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

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

186 Wind English ESL worksheets pdf & doc