A selection of English ESL printables with general speaking practice, speaking practice

A great exercise for students who learn how to introduce themselves. They have to read the texts and fill in the exercise with the different information. Enjoy! :-)

People around the world

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This is a great game to develop fluency and bring some fun into the classroom. Students take turns to choose a topic/card and talk about the topic for a minute/2 minutes.





We have a teacher’s copy (including teacher’s notes) and a student version which you can email to your class for online lessons.





Level: This is most suited to A2 / B1 level students.





Time: 30 minutes + 





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Talk for a Minute (A2/B1)

This ESL worksheet helps students to learn verbs and expressions related to daily routines.



Besides that, this activity lends them the opportunity to have more contact and learn those verbs in better while coloring, cutting and paste them in their notebooks.



Then they will write for every image at what time they do the particular activity.



They can contrast their daily routines with their classmates.



They can do the activity forming groups to share colors, scissors and glue for the activity.



As an extra for the activity, the can read aloud and listen to their classmates to tell at what time they do their daily routine activities, practicing telling the time.



They can practice BEFORE and AFTER prepositions.



(For more advanced level students) They can talk about how, where, why, when, who with they do the activities... (etc)

Daily routines - Color, cut and paste

This ESL/EFL printable handout offers a lesson which includes project work and some role play exercises too. All this in the context of movies. I hope your students of English as a second language will enjoy this.

Practice present perfect tense through movies

Students always enjoy this game. Here´s a worksheet for the classic ranking game where Ss have to agree on the items to be saved from a shipwreck, and rank them in order of their importance. Great for a warmer or icebreaker, or if you have unplanned time left at the end of the class. You can practice argumentation and the language of recommendations, too (Why don´t we ...? We should ...; We had better ...;). Once you checked the solutions, even if the Ss got them wrong, itÂ´s good to announce that they have been found and rescued. Luck is important in life! :) Using the official US Marine Corps items and solutions I rewrote the scenario a little bit, and created a simple, nicely formatted and usable worksheet for ESL/EFL classes.

Lost at Sea - A Survival Game

I created a vocabulary list that ESL/EFL students can use during playing the classic game, Guess Who. It´s great to practice asking simple questions, "Is your person bald?," "Does your person have blue eyes?" The idea of the game is to work out which person your opponent has picked, by asking questions in English. Also, at the bottom of the page you´ll find a task to practice game playing expressions. Bless up, Kisdobos

Guess Who Vocabulary List

What is Bart doing? Simple actions with the present simple continuous tense (present progressive). Students match the verbs with the actions, then try to find all the irregular verbs.

 Have students ask present continuous questions in pairs about the pictures.

What is Bart Doing? Continuous Tense Practice

This is a speaking exercise and web quest on the topic of International Women’s Day. Students ask and answer the questions in pairs or small groups and then do a research task to find out about important women in history and society. They then report their findings back to their group. We have a teacher’s copy (including teacher’s notes) and a student version which you can email to your class for online lessons.







Level: This is suitable for A2-B2 level students.







Time: 30 mins +







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International Women's Day

Jeopardy! style game. Using the information on each card, ask a present simple question. Each card has many possibilities. Suggested answers are on page 2.This game is a review of question formation in the present simple- one that is often very difficult for students.

Role Play - Jeopardy Game: Present Simple




FREE Teacher's Notes PDF available here:





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This is a great speaking task to develop fluency at Christmas time. Students take turns to choose a card and ask the question to their partner/group. They then follow the activity up with a research and tell task.





Level:





This is suited to students from A2-B2 level.





Time:





1 hr 20 minutes (depending on follow-up task)





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Christmas Speaking Activity

This St Patrick’s Day Lesson for A2 level includes a picture matching exercise, gap fill readings, comprehension questions and lots of speaking practice.





We have a teacher’s copy (including teacher’s notes) and a student version which you can email to your class for online lessons.





Level: This is most suitable for A2 level students but can be used with B1- or at A1+ with extra support.





Time: 1 hour +





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St Patrick's Day Lesson

This is a lesson to help students develop fluency in discussions. It includes focus on language for giving opinions, agreeing and disagreeing and lots of discussion topics for speaking practice.





We have a teacher’s copy (including teacher’s notes and an answer key) and a student version which you can email to your class for online lessons.





Level: This is most suited to A2+ / B1 level students.





Time: 40 minutes + (depending on length of discussion/debate)





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Discussion Language

General speaking 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)

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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

708 General speaking practice, Speaking Practice English ESL worksheets pdf & doc