A selection of English ESL wrting printables

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

An  easy worksheet  for  young  pupils. They  just  write sentences  using  the given  words. Hope they  like  it. Have  a great  Monday.  Enjoy the day  teaching. Thanks.

WRTING SENTENCES

This is a wonderful template for your students to practice writing. From two given words that can be agreed on within the whole class, we can foster their imagination and at the same time we provide a focus on writing form. 

creative wrting simpsons

Hi, if you need some sample topics for in-class writings preparing your students for 'egzamin gimnazjalny', this file should be of some help for you.



Egzamin gimnazjalny - 10 przykładowych tematów prac pisemnych z języka angielskiego. 

~ In-Class-Writing ~

Tematy zostały w całości opracowane przeze mnie, tak aby uczniowie mieli jak największe szanse za każdym razem pisać zupełne nowe teksty. 

Tak na marginesie, dzieciaki w gimnazjum uwielbiają ten termin. 



Egzamin gimnazjalny - Exam wrting topics

Developing The Skill Of Social Cultural Awareness 

Reading,Grammar,Wrting All My English Tenses

this worksheet contains a pie chart with findings of a conducted survey  on preparedness for an earthquake in the US . Pupils are expected to use it in completing the report just below. Hope you like it.

wrting a report on the findings of a survey

Students listen to a man telling a horror story in a haunted house. They complete the listening activities and then they write an end for his story. It can be used as a model for a narrative writing practice. Script, keys, audio file link and QR code provided.



Here you are a wrting activity related to narrative and haunted houses: https://en.islcollective.com/resources/printables/worksheets_doc_docx/a_spooky_weekend_-_a_narrative/adverbs-of-manner/85769

THE HAUNTED HOUSE - LISTENING AND WRITING

Wrting and speaking practice. As a funny way of practicing the prepositions of movement and some geographical features, here you are an activity about pirates! I've introduced the activity as a treasure hunt in order to encourage our students to speak or write in teams.

Similar here: https://en.islcollective.com/english-esl-worksheets/grammar/prepositions/treasure-seekers-giving-directions/128743

TREASURE HUNT

This worksheet deals with the invention of very useful devices for people. 

The fisrt exercise is a conversation with a grandmother who tells us how important the washing machine was in her life. Then the ws revises the use of passive. The third exercise is a timeline about the evolution of the washing machines to make students write sentences using the passive voice.

Key, script provided.

To download the audio file copy and paste the audio file link or scan the QR code.

Here you are the link to a worksheet that deals with the same topic but as a reading and wrting exercise:

https://en.islcollective.com/resources/printables/worksheets_doc_docx/what_an_invention/passive-voice-technology/71146

WASHING MACHINE, MY BEST INVENTION!

This worksheet contains useful phrases for what to say as waiter or customer at a restaurant. There are no activities and it can be used as reference for the students for speaking or wrting activities.

Phrases: At the restaurant

reading and wrting two stories using past tenses. 

students fill gaps using the verb in simple past or past continuous. Then students look at some pictures and write their story using the past tenses.

Simple past vs past continuous

Students practice the informal correspondence. They have to follow the instructions give and they can use all the verb tenses they know.  

You can edit the instructions if you want and use the template for other purposes.

Here you are another similar practice:

https://en.islcollective.com/resources/printables/worksheets_doc_docx/an_e-mail_from_london/verb-tenses/83554

AN E-MAIL FROM NEW YORK

a template to show intermediate and advanced students how to improve their wrting and how to structure their work

20 Wrting English ESL worksheets pdf & doc