A selection of English ESL you are printables

Bobby, Danny, Jenny, Molly and Sally went to the fun fair in summer. From this game you can find out what they enjoyed the most, how many tokens they paid for it and finally what they won playing coconut shy. Look at the clues, fill in the tables, then write full sentences using the solution. To solve this logic game put an ´X´ where there is a relation and ´-´ where there isn´t. Hope you and your ss like it. There are flashcards to this topic as well. Hugs, Zsuzsapszi

Logic game (27th) - At the fun-fair * upper-elementary * with key * fully editable *** created with WORD 2003

warm up + reading comprehension(2 texts about online learning and drawbacks of the Internet)  + writing (pupils are asked to write a facebook post about the advantages of the Internet) + poster about the advantages of onlone learning.

1st year secondary pupils (tunisian program)

Hope it's helpful  

will you surf the Internet

A Snakes and Ladders game to practice There is, There are, It is, They are. 



You can find more practice tasks at http://www.englishshouldbefun.com/basics-there-is-there-are/ 



Look out for countable / uncountable. And remember - when there is a list, there is / there are depends on the FIRST item in the list. So it's "There is an apple and 2 bananas" but "There are 2 bananas and an apple".



Enjoy :)

There is  - It is - There are - They are - Game

I created this worksheet for my 3rd year primary school children who are learning English with Explorers. You'll find other 7 worksheets on the same topic. I really hope you like it!

EXPLORERS 3 UNIT 2 - CAN HE...? CAN SHE?

Picture description with practice on Â´there is/there areÂ´ and adjectives. Could be used with both elementary or intermediate students. With elementary students just skip the adjectives that are too difficult (in the blue box). With intermediate Ss you can use the full range of adjectives. Page 2. has a vocab exercise. Enjoy! :)

Monsters in the Closet (Picture Description)

I teach english to the first graders. i chose animals vocabulary and used domestic animals to teach a/ an usage and wanted to turn everything into a game.

hope you like it.

feel free to change.

Farm Animals & Articles

This ESL word search is meant to give students practice with changing verbs into the present continuous. This includes some short vowel verbs like hop and swim and some verbs that end in 'e' like hope and write. 



I have used this for different levels. Since the words are in the word search even lower level learners can catch onto how to do 'ing' rather well.

Word search: What are you doing?

Note: the formatting will look better when opened in Word Document software.



This worksheet and game will introduce students to the passive voice and past participle verbs. Included is a worksheet (to be printed onto A4 paper) and game cards (to be printed onto colored A3 paper). Assuming that you have already done a presentation to the class, the students should pick this game up easily. 



The students work in groups of four sharing one set of cards and have a worksheet each. All the cards are placed face down on the table. Students take it in turns to draw both one object card (printed on yellow card), and one verb card (printed on blue card). They then try to use these cards to make a passive voice sentence as a group. If they can make a sentence, they all write it down on their worksheet and the student who drew the cards gets to keep them. If they can't make a sentence, the cards are returned to the table face down. After the students have collectively made ten sentences, the student who holds the most cards is the winner.



Examples: 

Student 1 draws, 'Harry Potter', and, 'written'. They make the passive voice sentence, 'Harry Potter is written in English'. All students write this down and student 1 keeps the cards.

Student 2 draws, 'Tennis', and, 'eaten'. A passive voice sentence using these cards cannot be made. The cards are returned to the table face down.



This activity was originally made for Japanese JHS students. Some of the object cards have words which may not be recognized by students in other countries but they can easily be changed in Word before printing.

Passive voice - worksheet and game cards.

In this worksheet students will learn how to express predicting the future with BE GOING TO ny means of visible signs. Pictures to match to the sentences. Enjoy!

Making Predictions - What Are You Going To Do? Be Going To

The students have to find the correct word for the pictures. The answers are on the second page. It can be used as a classroom poster or you can give it to the students so that they can form a picture dictionary

If you want to find more picture dicionaries, they are here:

https://en.islcollective.com/mypage/my-creations?search_key=picture+dictionary&type=printables&option=published&id=5163&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=12



Picture dictionary - Tools

An assorted collection of famous people for the students to practice asking and responding to questions using short forms. You can do it as third person singular or first and second person singular questions and responses. Works a treat although you may have to take out certain cards in case the students don't know who the people are.

Famous People: 20 Questions

It's all about possessive adjectives .there are three main tasks . Thanks a lot Philip Martin for his awesome cliparts .Hope you find it useful. Warm hugs from sunny Agadir Morocco

possessive adjectives

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

6,054 You are English ESL worksheets pdf & doc