A selection of English ESL wolf printables

Song for beginners, elementary and pre-intermidiate students. Worksheet with listening tasks. It is a trendy exercise song that will appeal to teen English learners.

Masked Wolf- Astronaut in the ocean song

I merged the story 'The Boy Who Cried Wolf' with a worksheet about the elements of a story a fellow teacher had posted on ISL. So students are expected to read the story and fill in the elements of the story. This is such a popular story that it is excellent for EFL and ESL students!

The Boy Who Cried Wolf (Elements of a story)

In this section, the notives will practice the simple past tense in affirmative and negative forms by using irregular verbs. It is important to use the mother tongue for understand new story.

Grammar Guide & Exercises - The Three little Pigs & The Wolf

A traditional Italian riddle my dad used to tell me as a child. Some of my older Greek and Macedonian speaking students also recall this from their own school days.

A Man - A Wolf - A Goat and A Cabbage Brainteaser

The wolf is trying to set the story straight of how he came to be 'big and bad'. It's the story of the 3 little pigs from the perspective of Alexander T. Wolf. He plans a cake for his grandmother's birthday. He checks in his cabinet for sugar, but finds nothing. He has a cold but he goes to ask his neighbors, the pigs, for some sugar. The end result is two ham dinners, Mr. Wolf in jail and his poor sweet granny gets no birthday cake.

THE TRUE STORY OF THE 3 LITTLE PIGS (Wolf Version) 

This worksheet was made as an extra activity for my students as they are working with the Past Smple affirmative: irregular verbs now. It contains five exercises. Hope you find it useful.

Wolfgang Mozart - Famous Composer - Irregular Verbs Exercise

A funny way to learn or revise irregular plurals in this  crossword puzzle with a hidden message (KEY INCLUDED)DON'T WORRY   ABOUT THE MESSED PREVIEW ? IT WILL BE OK WHEN YOU DOWNLOAD, potatoes , my friends the witches, wolves, berries.

Have fun with irregular plurals for young learners ,don't worry about the messed up preview

Matching activity for the vocabulary of fruits and vegetables.



Fruits

A reading comprehension exercise about Wolfgang Amadeus Mozart for elementary or lower-intermediate students. Most of the sentences in the text are in the past simple. Key included.

Wolfgang Amadeus Mozart - reading

This worksheet is based on the song "Alphabet Animals" by Bounce Patrol, which can be watched on the following link:

https://www.youtube.com/watch?v=_Wp0vZnR_FM

Firstly, students should watch the video and learn the letters as well as the names of the animals.

Secondly, the teacher should spell the words to fill in the gaps under each picture.

The animals that appear in the song are:

1.	A: Alligator

2.	B: Butterfly

3.	C: Cow

4.	D: Dog

5.	E: Elephant

6.	F: Frog

7.	G: Goat

8.	H: Hippo

9.	I: Iguana

10.	J: Jellyfish

11.	K: Kangaroo

12.	L: Lion

13.	M: Monkey

14.	N: Narwhal

15.	O: Octopus

16.	P: Panda

17.	Q: Quokka

18.	R: Rabbit

19.	S: Snake

20.	T: Turtle

21.	U: Umbrellabird

22.	V: Vole

23.	W: Wolf

24.	X: X-ray fish

25.	Y: Yak

26.	Z: Zebra



THE ANIMAL ALPHABET - Poster

The type of animals by their eating habits. 



herbivore - carnivore and omnivore 

Turkey – Lion – Chicken - Crocodile – Sheep  –  Eagle – Deer – Elephant – Frog – Bear – Mouse – Monkey – Snake – Goat – Wolf – Cow – Rabbit –Dog – Human

Eating Habits

This A/B dialogue is great for getting adults or intermediate level business workers to speak about their jobs, co-workers, and their duties.  It allows the students to personalize it by filling it in with their own information.  Then, with a partner they can practice conversation about their job.

Welcome aboard!

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

63 Wolf English ESL worksheets pdf & doc