This is an activity that I have created for pre-intermediate and intermediate level students. The worksheet consists of a listening comprehension activity plus some questions.

Here is the link to the interview/ episode: https://www.youtube.com/watch?v=8-JV2NMjSAQ&t=2s

Hope you enjoy it!



Ellen Degeneres with Will and Jaden Smith

This reading passage is adapted from the recent press' sport article. This reading is highlighted about the rumor of the Real Madrid's coach Zinedine Zidane that will step down from his team. There are 12 questions that need to answer. Enjoy it.

 Zidane will step down from Real Madrid - Reading

The worksheet is useful for learners whose mother tongue is Hebrew. It focuses on correct use of time expressions including "ago" and "last" in Past Simple Tense. It presents grammar guide, examples and drills. There are two tasks: Hebrew to English translation and fill-ins.

Time Expressions Ago / Yesterday / Last...

Students can read these imperatives and they can write some more for their classmates. 

Teachers use imperative when they teach lessons. I know your pupils are good students. Thanks.

IMPERATIVES

Choose the correct adjective and fill in the blanks.

LOOK AT THE PICTURES AND COMPLETE THE SENTENCES.

YOU HAVE SOME TIPS :TAKE A LOOK ,THERE IS A WORD BANK,READ AND FOCUS ON THE TASK.

the opposites

This worksheet was created by www.primaryleap.co.uk



A limerick is a five-lined, funny poem with a rhyming scheme of AABBA. This fun, useful worksheet explains what a limerick is and includes a place for children to write their own limerick poem about St. Patrick's Day.


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


St. Patrick's Day limerick poem

Please download a free video-based lesson plan for advanced level students. 

You can find .pdf format (with better quality) and the audio here https://www.patreon.com/posts/46438867



Do not hesitate to leave your comment!

Video-Based Lesson Plan 

It is a useful worksheet to put in practise the spelling and pronunciation distinction between both sounds. They should classify the words in the correct place, trying to pronounce it. Afterwards, there is a space to write were students will dictate some senteces provided to each other by the teacher. In this way, they check to which extent they can associate sounds to letters.

'sh' and 'ch' sound in English for spanish speakers

I designed this worksheet to support a learner who had used my previously uploaded one: 



https://en.islcollective.com/english-esl-worksheets/grammar/gerunds-and-infinitives/infinitives-vs-gerunds-lp-activities-flashcards/121321



The idea is that the student takes the quiz as a diagnostic assessment of how  they're doing with Gerunds/Infinitives/Base form. Then, they can choose which activities they want to complete based on the results. 

Boot Camp: Gerunds vs Infinitives Review!

Song worksheet focusing on wishes and regrets.

 

Fill in the gaps activity. Reordering words inside a sentence and sentences inside a paragraph.



Please describe your worksheet in at least 160 characters. '

Hold me while you wait by Lewis Capaldi

Possessive S. Also practice of Personal Pronouns and the verb to Be. Fun activity for young learners. Match the pictures to the famous book or cartoon characters saying whose things they are, for examle, "They are Cinderella's shoes".

Whose things are they?

Objective: pupils will be able to recognize the vocabulary presented by the pictures, say the words aloud and write the first letter sound on the lines provided below the pictures. They will solidify their handwriting skills in the process. Teachers can ask their pupils to write lower case and uppercase letters, depending on their knowledge.

First Letter Writing Practice

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

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how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

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how to express likes and dislikes in English

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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

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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

92,626 English ESL worksheets pdf & doc