A selection of English ESL can printables with vocabulary flashcards and dominoes, vocabulary practice

Vocabulary flashcards and dominoes

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

A set of cards to practice the interrogative form and short answers of modal verb "can" for your students. They work in pairs or groups and interview each other. They will help your students develop speaking skills.

Can/Can't - Speaking cards

Cards with which you can do speaking with kids or young learners with names, age, country of origin, and also likes and dislikes + actions. You can also practise CAN/CAN'T with weaker students.

Introductions, likes and dislikes

Oral activity intended to practice the verb CAN. Review the vocabulary presented on this worksheet before attempting to answer the question - can you do this. Practice with the grammar form of can.

Can You Do This?

this is my last series of flashcards to practise Can you ...? You can cut them and laminate them to play in groups, my students like doing it to show their talents.

Can you ...? Flashcards 3

This is a series of flashcards to use with my woksheet on abilities. I use it to practise Can you ...? then my students have to prove it. It's great fun. Hope you'll find it fun too.

Can you ...? Flashcards 2

Ask your pupils to work in pairs or small groups. Give each group a set of cards. Ask them to pick a card in turns and aks questions such as Can you...?, Can your dad...?, Can your grandma...?etc. Great exercise for beginners and elementary students.

Can FLASHCARDS

This is my series of flashcards on Show us your talents to use with my worksheet by the same name. Hope you'll find it fun and useful to use with your students.

Can you ...? Flashcards 1

Based on Eric Carle story, From Head to toe, the domino game with pictures and words will help children remember the animal names from the author's story, also being a perfect opportunity  to sing the song while matching the flashcards.

Animals and Vocabulary Dominoes - From Head to Toe

Learners have to write an action that each animal can or can´t do. Then each learner should share with their peers this could be used to any group of learners bacause everyone will have different actions 

can & can´t

Flashcards that can help to learn students some types of abilities like swim, sleep, walk, eat, drink, play, ride a horse, drive a car, sing, jump, skip, text a message etc. You can use it when you practise CAN and CANT. 

Ability - Things that you CAN or CANT do

25 pairs of matching cards 

  - 13 pairs: "I can"

  - 12 pairs: "I am"

(the last page is an image for the back of the cards)



Students match the pictures to the sentences. 





GO FISH (play in groups of 3-5)



Deal 5 or 7 cards to each student. Put the remaining cards facedown in a stack in the middle of the group.



First, each student removes any pairs in their pack and makes a pile for their matching cards.



Then students decide who plays first (rock, paper, scissors).



Students will now ask each other questions to get new cards to make as many pairs as possible.



The first student chooses ANY other student to try to get a card from.



The student must use the picture or sentence on their card to make a question. 



QUESTION FORMAT: 

Can you *verb* *noun*?  OR  

Are you *adjective*?



For e.g. "I can speak Chinese" -> Can you speak Chinese?

  "I am hungry"  ->  Are you hungry?



If the student has the matching card, they answer [Yes I can / Yes I am], and gives the student the card.



The first student will take the card and add that matching pair to his pile. 



If the student does not have the matching card, they answer [No I can't / No I'm not]. 



The first student will take a new card from the stack in the middle. 



If the new card makes a pair, the student adds that matching pair to his pile. 



Then the play moves to the next student, and so on. 





The GOAL is to make as many pairs as possible (not to finish first). So if a student runs out of cards, he will take a new card from the stack in the middle to continue play. 



The key is to listen carefully to everyone's questions because that will tell you which cards they have, so you know who to ask when it's your turn. 





You can also use these cards for Memory, Karuta, or any number of activities. For example, have students change tenses, or change subjects, etc. 

11 CAN, Vocabulary flashcards and dominoes, Vocabulary Practice English ESL worksheets pdf & doc