A1 / A2+ Present Continuous – Pirate Island Picture Description.
Fun Worksheet for kids- Students look at the busy pirate island scene and describe what each character is doing using present continuous. Great for speaking, guessing, and question practice (e.g. What is number 5 doing?). Fun, visual activity perfect for young learners.

Updated from my original upload-this one has the pirates shuffled better on page 1- the clues on the last page - the letters are now shuffled for each individual word, students have to reorder the letters to form the words -under the map. Hope you have fun :)

Readin: Pirates at Play (present Simple Vs Continuous)

St. Patrick's Day: Rhyming Gold ☘️
A worksheet for young learners.
You can use the worksheet with your own ideas.
It is suitable for offline and online lessons. 

St. Patrick's Day: Rhyming Gold ☘️ A worksheet for young learners.

Visual History Analysis: St Patrick's Day. 
A quiz with pictures and interesting facts.
Level A 2 -  B 1.
Includes the answers. 
It is suitable for both online and offline lessons.

Visual History Analysis: St Patrick's Day. A quiz with pictures. Level A2- B1

Un crucigrama con operaciones matemáticas es una actividad educativa que combina el razonamiento lógico con el aprendizaje de las matemáticas. En este tipo de ejercicio, los estudiantes deben resolver diferentes operaciones, como sumas, restas, multiplicaciones o divisiones, para obtener números que luego se utilizan como respuestas dentro del crucigrama. Cada resultado corresponde a un espacio específico en la cuadrícula, ya sea en forma horizontal o vertical. De esta manera, los participantes deben pensar con atención, resolver correctamente los cálculos y ubicar cada respuesta en el lugar adecuado. Este tipo de actividad no solo ayuda a practicar las operaciones básicas, sino que también desarrolla habilidades como la concentración, la paciencia y la capacidad de análisis. Además, los crucigramas matemáticos pueden ser muy divertidos, ya que presentan el aprendizaje como un desafío o juego. Por esta razón, muchos profesores los utilizan en clase para motivar a los estudiantes a aprender matemáticas de una manera más dinámica, entretenida y participativa.

numbers crossword

Click the link in the worksheet and watch/listen and read the text from the movie Ghost. Fill in the gaps with the words and phrases you hear. You need to listen for the key words. This is an activity to improve accuracy. Answers are included with this activity on the third page.
*Download it in .docx form and put the answers on the 3rd page. ISL has shuffled up the answers onto the second page.

B2 Listening for Information (Adults) - Ghost

Read and match, and colour the stars the same colour where you find pairs.
Write tha name of that thing that follows the line.
Colour the pictures.
Have fun with it.

Winnie the witch - Winnie's song

Read and draw. Colour your pictures, make your own comic.
Read (and translate) the story.
Use the picture dictionary.
Do the exercises.
Do the test.
Have fun with it.


The very hungry caterpillar

Practising has it got questions, short answers and animal names.
It develops critical thinking too.
Jumbled letters.
Yes/No questions.
It's easy.
For students 8-9 years odl.

Has it got - practise

This worksheet is made from the Explore together 2 books vocabulary. The listening exercise is from the book (page. 36.)
At the end you can play true or false game with different movements. Children read out loud their sentences, and do a movement. 
Ex.: Sit down if it's true, spin, if it's false.

Animals and body parts

After the "My monster" exercise you can play find somebody who.
Make questions from the wrods, then go around the class and ask a student the question. If that monster has that body part, write their name in the "Yes, it has." coloumn. If not, write their name in the "No, it hasn't. column.

Find a monster who

students will learn the meanings of the natural disasters. They will write the meaning of the disasters under the pictures and colour the pictures in their free time. 

Natural Disasters

1.) Write random "Has it got ..?" questions on a post it note.
2.) Draw a monster
3.) Choose a random post it note with the questions.
4.) Answer the questions with short answers (Yes it has. / No, it hasn't).

My monster - practising body parts

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

92,919 English ESL worksheets pdf & doc