A selection of English ESL word collocation printables

The worksheet includes four tasks:

1. Tick the words you hear while listening

2. Group the words from the song

3. Match words that go together (eg. collocations)

4. Gap fill - fragment of the song.

Why does it always rain on me song worksheet

This worksheet deals with vocabulary related to building relationships, being lonely, relying on other when in trouble and the importance of having people around you. It contains exercises involving labeling pictures, matching words to their definitions, collocations, opposites and synonyms, a cross-word puzzle, fill-in-the gaps, joining sentence parts, tense/form, and minimal pair for differentiating between sounds.  

M5 L1 Relationships - Extra Practice Worksheet 

Listening & speaking activity. Practice of Past Simple. Using the website www.lyricstraining.com your students may  practice their listening skills using this worksheet. New phrases, words and collocations are useful to enlarge the vocabulary.

Billie Eilish. No time to die

This worksheet focuses on 20 important collocations. 

Level - B2

Students can work individually to complete the blanks and then work in pairs to compare their answers. 



Teacher then can provide the answers. 

Collocations and expressions - 1

Discuss the 5 love languages, learn collocations, idioms and vocabulary related to love and the heart, play 'scattegories', 'finish the sentence' and 'this or that'. Appropriate for a bit older learners

Valentine's Day (Adults/ Teens) (Printable + Answer Key)

In this worksheet students first learn the meaning of some common collocations with the word "way". Then they use those phrases to practice with a short exercise. Editable, hope it helps!

COLLOCATIONS WITH WAY

This lesson consists of a number of differentiated activities. As a lead in I would recommend talking about poetry or how we describe things, to familiarise learners with the themes and generate discussion. There is quite a lot of content here so you may want to split the lesson or not use it all.  



The first exercise is an adjectives/collocation exercise where learners have to match flashcards with adjectives and objects (the adjective needs to go with what it describes (e.g. blue>sky)) with visuals to support understanding. There are also blank set of flashcards where higher level learners can write their own adjectives and objects. 



This is followed by a poem of five verses. I would recommend reading it together and discussing it with learners first. The first exercise is for learners to match which images on the right goes with each verse. This is followed by a reading for detail exercise which involves learners identifying which senses are spoken about in each verse. When learners have finished reading the poem, spend some time looking at the structure (e.g. first verse introduces the scenes, the following verses focus on different senses). This will help with the writing exercise. 



Following the reading learners can then either use this poem as a basis for their own poem (changing certain words) or write their own poem. 

Poetry lesson

This word document comes with a ready-made listening lesson plan along with some additional activities. Pre-listening activity includes various questions which you can use as a warm-up, to get the students to speak about the subject in question; but most importantly to contextualize the subject before you play the recording. That way, I believe the students will be more engaged and immersed in the listening text, which would benefit you, as a teacher, to have a more productive listening exercise compared to listening immediately without no context whatsoever. I've put the source of the listening text inside the document. I also have two post-listening activities. These entail one collocation activity, collocations which took place in the listening text; and one simple past (mainly) irregular verb activity, irregular verbs which, again, were used in the listening text given. I also gave some advice for a follow-up speaking activity.



To supplement the listening activity, you can use ''Martin's Vacation'' as a reading activity, which you can also find on this website.

Listening Test - What Did You Do Last Summer + Exercises

A general grammar review for second Bac students of Morocco.the worksheet includes tasks on Reported speech,relative pronouns ,wishes and conditionals collocations with do -make-take and have ,linking words and Modals present and past.

grammar review BAC 2 

Use with my Speakout Intermediate Class for a quiz at the end of unit 1. Includes vocabulary on family, language learning, phrasal verbs, collocations with take, go, get, do, Question formation, revision of present and past simple and continuous. 

Speakout Intermediate End of Unit 1 Quiz

Simple vocabulary exercise using expressions, phrasal verbs and collocations with the word TOUCH. Most of the exercises use simple present. But, there's also future and past in easy structures.

Vocabulary: TOUCH

The worksheet with answer keys is designed to boost your students’ vocabulary with words and collocations related to jobs and work.

The worksheet also develops speaking and comprehension skills and expands the work vocabulary. It contains several exercises like gap-fill, picture matching, writing students' examples, etc. to practice the obtained knowledge. 

The worksheet suits adult learners starting from late intermediate (B1) and higher levels.

Enjoy teaching with this worksheet!

Applying for and leaving a job_vocabulary worksheet

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

75 Word collocation English ESL worksheets pdf & doc