A selection of English ESL word formation printables with warmer, filler, cooler, speaking practice

This worksheet is designed to practise the ways in which new words are made on the basis of other words. Photocopy the grid and give it to each student. Students transform the words in turn. The winner is the one who gets more points than other students. Key is given.

The word formation game (3) Suffixes

The following domino will help your students practise and remember the usage of some common verbs with prepositions. They should play it following the traditional rules. Hope your students like it!

Verbs with prepositions - Domino

For more resources please visit:

https://bestenglishpages.com/list-of-tongue-twisters-for-kids/

https://bestenglishpages.com/

This post compiles some of the best tongue twisters that you can try yourself, or have fun practicing these words with your kids or students.

Amazing & Funny Tongue Twisters

The following domino will help your students understand and practise how some adjectives are formed. They should play it following the traditional rules. Hope your students like it!

Word formation (adjectives) - DOMINO

The following domino will help your students understand and practise how some compound nouns are formed. They should play it following the traditional rules. Hope your students like it!

Compound nouns - Domino

The following domino will help your students understand and practise how some nouns are formed. They should play it following the traditional rules. Hope your students like it!

Word formation - Nouns

I've made these worksheets for my students to get ready for the test. Students must work a lot with the dictionary in order to find the different word categories. 

The worksheets can be given for homework or as an ice-breaker.

Word Formation Practice for Cambridge First

1. 2 or more players.

2.  Each player has the sheet in front of them, and a pen or pencil.

3.  Each player, in his/her turn begins to recite the alphabet, with "A" being said out loud, and the rest of the letters are unheard.

4.  A designated player, calls, "STOP!"  The player that recited the letter, must stop and announce the letter he/she reached.  If that letter hasn't been in the game yet, then it is used.  If it has been played, the process repeats itself.

5.  Once an "unused" letter is picked, each player begins to fill out the sheet with words (1 per category).  The player that completes the whole row, he/she calls, "STOP!" and the game is over.

6.  Players go over their words together.  			

If a category is left blank, the score for that category is, 0.

If a word was used by more than one player for the same category, the score is 5 (while players who used different words, get a score of 10).

If different words, for the same category, were used by all players, the score is, 10.

If one player only gets a word in a category, and everyone else doesn't, that player gets a score of 15.

7. The winner is the player that accumulates the most points at the end of the game (usually once the sheet is filled).



PLEASE NOTE: you can adjust, change, and play around with the categories according to the levels of your students, and based on specific topics learned.

AaaaaBCDEF....."STOP!"

The objective is to practice adding the suffix ION to verbs in order to create nouns. This is a drill exercise. There is a table with verb-noun pairs to help students. There is no solution included. You can best use it for individual practice. I used it during distance learning in 2020. 

Word formation -ion

This is love song by Billy Joel. As it as wirtten in the 80's, it would be more appropriate for adults, or very mature teens. It's great word formation exercise, geared towards Upper Intermediate and higher students. I prepared it for my Cambridge First (FCE) classes. Hope you enjoy it and it is helpful!!

Song: Honesty (B1+/B2 Word Formation Exercise)

This worksheet contains of scrambled letters of zoo animals and pets. Can be used for warm up or even during the lesson to improve student's vocabularies and spelling skills.

Animal anagram

Fun wordbox activity for you class or child. This is very useful and fun activity and can cheer up the atmosphere of the classroom. How to find the words? It is shown by four lines. Good luck!

Wordbox Fun

Warmer, filler, cooler

Word formation

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

14 Word formation, Warmer, filler, cooler, Speaking Practice English ESL worksheets pdf & doc