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  • Home-Cooked Meals vs. Eating Out (ESL Worksheet and Lesson) (PDF)

    Home-Cooked Meals vs. Eating Out (ESL Worksheet and Lesson) (PDF)

    • Lesson goal: Reading Comprehension, Listening Comprehension, Writing
    • Student level: Intermediate
    • Contents: a 300-word reading text, two exercises with comprehension questions, and an essay writing prompt.

    Reading text

    Preparing meals at home and dining out are two distinct experiences. When you cook your own meals, you have the ability to control the ingredients, the cooking method and the final outcome. You can opt for healthy options, make meals that adhere to your dietary restrictions, or simply create something that tastes amazing. Additionally, cooking at home can be more cost-efficient in the long run.

    Conversely, going out to eat can be a pleasurable and stress-free experience. You don’t have to worry about the cooking or the clean-up, and you get to try new dishes that you may not be able to replicate at home. However, it can be more expensive, and you don’t always know the source of the ingredients or the preparation methods used. Furthermore, restaurant meals may not be as nutritious as home-cooked meals, as they often contain higher levels of fat, salt, and sugar.

    Let the text read aloud to practice listening comprehension:

    Exercise 1: Comprehension Questions (Yes or No)

    Are the following statements correct or incorrect?

    1. Preparing meals at home allows you to have control over the ingredients, cooking method and outcome.
    2. Dining out can be more expensive than cooking at home.
    3. You always know the source of the ingredients and preparation methods when eating out.
    4. It’s easy to adhere to your dietary restrictions when you are eating in a restaurant.
    5. Eating out is always more nutritious than cooking at home.

    Exercise 2: Comprehension Questions (Sentence)

    Answer the following questions with a full sentence.

    1. What are the possible downsides of preparing meals at home?
    2. How can dining out be less stress-free than cooking at home?
    3. Why might eating out be more expensive?
    4. What are the benefits of knowing the source of the ingredients and preparation methods when eating out?
    5. What are the potential downsides of eating out in terms of nutrition?

    Exercise 3: Vocabulary Matching

    Match the following words from the reading text with their definitions:

    1. control
    2. dietary restrictions
    3. cost-efficient
    4. stress-free
    5. ingredients
    6. preparation methods
    7. nutritious

    a. The process of getting ready for a particular purpose or situation
    b. The ability to manage or direct something
    c. not causing or involving stress
    d. The things that are used to make a dish
    e. A set of rules or guidelines that one must follow in order to maintain a healthy diet
    f. not wasting money or resources
    g. containing the right balance of nutrients to maintain good health

    Exercise 4: Essay Writing Prompt

    Weigh the pros and cons of preparing meals at home and dining out in your personal opinion. Explain, what you prefer and why.

    Key for the teacher

    Exercise 1

    1. Yes
    2. Yes
    3. No
    4. No
    5. No

    Exercise 2

    1. Preparing meals at home can be time-consuming and less enjoyable.
    2. Eating out may not be as stress-free as it seems. It can also include waiting in line, dealing with crowds, and making choices from a menu
    3. Eating out can be more expensive because it includes costs such as labour, rent, and energy.
    4. Knowing the source of the ingredients and preparation methods when eating out can help to ensure food safety and to cater for dietary restrictions.
    5. Eating out can be less nutritious as restaurant meals often contain higher levels of fat, salt and sugar than home-cooked meals.

    Exercise 3

    1. b
    2. e
    3. f
    4. c
    5. d
    6. a
    7. g
  • Dialogue/Debate Worksheet: Fast Fashion – The True Cost of Clothes (Intermediate-Advanced)

    Dialogue/Debate Worksheet: Fast Fashion – The True Cost of Clothes (Intermediate-Advanced)

    In this fashion debate worksheet, you are going to find ESL conversation exercises that will help students to discuss and debate on the topic of fast fashion, ethical fashion, and sustainability practices in the fashion industry.

    The worksheet includes a “For and Against” exercise to help students create constructive arguments that would support their stands in the debate. The exercises are tailored to intermediate-advanced (B2-C1) students.

    Preparation Notes for the Teacher

    Required time: 45 min

    To prepare: 

    Discuss the topic of fast fashion and sustainability with your students.

    At the beginning of the class, ask your students if they have heard about the concepts of fast fashion and ethical fashion and if they know the difference between these two. Then, ask students if they have any idea where the clothes they usually buy are produced and how much their clothes really cost to produce?

    Give them a brief introduction on the topic (exploitation of labor, pollution, child labor, consumerism, low quality, non-durable materials). 

    Play the video (embedded below): https://www.youtube.com/watch?v=tLfNUD0-8ts

    Next, make a “For and Against” list together with your students on the topic.

    Instruct students to do Exercise B and C. 

    Finally, divide students into 2 teams and have a “For and Against” debate on the topic “Alternatives to Fast Fashion: A Green Dream of the Near Future?”

    Fast Fashion – The True Cost of Clothes 

    In this worksheet, you will find exercises that will help you learn useful phrases, questions, and conversation tips that you can use when discussing/ debating on topics like fast fashion, ethical fashion, sustainability, etc.

    Think about where do you and most people typically buy clothes, discuss this briefly with your class and your teacher, then answer questions in Exercise A and Exercise B.

    Read the questions before answering to make sure you understand them.

    EXERCISE A. Fast Fashion (For and Against)

    1. Discuss the advantages and disadvantages of fast fashion with your class and teacher, then write them into the table below. Write minimum 5 arguments per column.

    FORAGAINST




    EXERCISE B. True or False?

    2. Watch the video “The true cost of fast fashion | The Economist”, then mark the statements below as True or False.

    1) To tackle throwaway culture, consumers, and brands must change their behaviors.

    2) Only low-class people buy fast fashion clothes.

    3) Rent the Runway tackles the problem with throwaway culture.

    4) Mohammed dislikes the idea of fast fashion.

    5) Rent the Runway rents 20% fast fashion clothes.

    6) Patagonia used to be a fast-fashion brand that turned to sustainability. 

    7) One of Patagonia’s mottos is “Don’t throw it, fix it.”

    8) Savana Rags is a recycling clothes factory.

    9) New York fashionista Ijeoma is mostly interested in high-end fashion.

    10) Most of the 80 billion clothing products go to waste.

    EXERCISE C. Vocabulary

    3. Match the words/ phrases (a-h) to their meanings (1-8).

    a) castoffs
    b) to tackle
    c) unprecedented rate
    d) garments
    e) swanky
    f) to follow suit
    f) hefty
    h) flagship store

    1) Items of clothing
    2) To deal with something in a determined and efficient way
    3) Impressively large or expensive
    4) Something that is no longer wanted (especially a garment)
    5) The lead store in a retail chain as a showcase for the brand.
    6) Stylishly luxurious and expensive
    7) To conform to another’s actions.
    8) Something that is very great in quality, amount or scale.

    EXERCISE D.  Debate/Discussion

    4. Make 2 teams and have a “For and Against” debate on the topic “Alternatives to Fast Fashion: A Green Dream of the Near Future?” Make sure to support each idea with at least one argument.

    Additional Resources

  • Listening Worksheet: Reported Speech – Harmful Social Media Content (Upper Intermediate-Advanced)

    Listening Worksheet: Reported Speech – Harmful Social Media Content (Upper Intermediate-Advanced)

    Harmful Social Media Content
    ESL Listening & Reported Speech Worksheet (Upper-Intermediate to Advanced, B2–C1)

    In this worksheet about Harmful Social Media Content, you are going to find ESL listening comprehension exercises that will help students to expand their vocabulary on the topic and revise reported speech and its use when reporting news. The exercises are tailored to upper intermediate-advanced (B2-C1) students.

    Preparation Notes for the Teacher

    Required time: 45 min

    To prepare: Discuss social media safety with your students: How much they think of the safety of content they post on social media, do they read the rules and regulations of social media companies when creating an account, do they know how to protect themselves from cyber crime, can they share examples of risks of using social media and unpleasant stories of users?

    Revise the grammar basics of reported speech, then instruct students to answer the vocabulary and grammar questions in warm-up Exercise A.

    Play the video/ audio and instruct students to answer the questions in Exercise B, C and D. 

    Give Exercise E as homework.

    Social Media Companies & Harmful Illegal Content 

    In this listening comprehension technology worksheet, you are going to listen to a 3-minute audio of BBC news on the topic – Social Media Companies and Harmful Illegal Content. 

    The news report on the new laws proposed by the UK government regarding social media companies that will face huge fines if they fail to remove and limit the spread of illegal content.

    Do the warm-up Exercise A first, then answer the questions in Exercise B, C and D.

    Read the questions before answering to make sure you understand them.

    Link to the audio/video: https://www.youtube.com/watch?v=pI8LVHXOSu4

    A. Warm-up (Vocabulary)

    1. Match the words and the expressions to their definitions/meanings.

    to abide

    online grooming

    to face up to something

    to outline

    Lobbying

    criminal prosecution

    Legislation

    a consensus

    to campaign

    urging on    		to confront and deal with a difficult situation

    to trick or force a young person into doing something sexual

    ​​comply with

    the institution and conducting of legal proceedings against someone

    a general agreement

    laws, considered collectively

    work in an organized and active way towards a particular goal

    to seek to influence on an issue

    pleading

    to give a summary of

    B. Warm-up (Reported Speech)

    2. Match the reporting verbs (1-12) to the correct structures; write the numbers in the gaps accordingly. There may be more than one correct structure for each reporting verb. 

    Verbs:

    1) warn2) advice3) notify4) threaten
    5) argue6) admit7) forbid8) urge
    9) wonder10) demand11) refuse12) remind

    Structures:

    somebody that – Verbs: _____________

    somebody to – Verbs: _____________

    that – Verbs: _____________

    who, where, whether, etc. – Verbs: _____________

    to – Verbs: _____________

    +ing – Verbs: _____________

    3. Write the correct words and time expressions (a – l) according to the change by rule in reported speech.

    a) now →

    b) immediately today →

    c) yesterday →

    d) tomorrow →

    e) this week →

    f) last week →

    g) next week →

    h) ago →

    i) here →

    j) come →

    k) come →

    l) bring →

    C. True or False?

    Listen to the audio, then answer the questions.

    Are the statements True or False?

    1. Social media companies received fines for spreading illegal content. _____

    2. Big-tech firms will legally have to provide safety of social media. _____

    3. Frida wonders how long will the legal process take.  _____

    4. Frida urges that she is the only one who is dealing with her case. _____

    5. According to the secretary, YouTube will ban terrorist ideologies. _____

    6. The UK government proposes prosecution of all managers of social media companies. _____

    7. Free speech will be protected by news websites. _____

    8. Ian Russel argues that UK government should have imposed stricter sanctions. _____

    D. Direct to Reported Speech 

    Listen to the audio, then rewrite the sentences in direct speech into reported speech. Do not use “tell” or “say” as reporting verbs.

    1. “These proposals are largely untried and still face huge practical challenges.”

    ___________________

    2. “Social media companies will face very significant fines if they fail to remove spread of illegal content.”

    ___________________

    3. ”Big-tech firms will have to abide by a legal duty of care to protect children.”

    ___________________

    4. “I added him, because you are 13 and just trying to be seen on Facebook, that you’ve got loads of friends and stuff.”

    ___________________

    5. “Who is taking responsibility for this?”

    ___________________

    6. “I’m the only one facing up to what’s happened.”

    ___________________

    7. ”Anti-Semitic hate crime will need to be removed without delay.“

    ___________________

    8. “They could have included sanctions to senior managers upfront and that would have imposed to bring about change.”

    ___________________

     E. Writing 

    Find more news on cybercrime, cyberbullying, or social media safety, then report it to the class.

    Additional Resources

  • Listening Comprehension Worksheet: The Pet Competition (Elementary)

    Listening Comprehension Worksheet: The Pet Competition (Elementary)

    In this listening reading comprehension worksheet about pets, you are going to find a short video and exercises that will help students improve their listening skills, learn pets vocabulary, use context clues and answer questions about the story “The Pet Competition” in the video. The exercises are tailored to young elementary (A1-A2) students.

    Preparation Notes for the Teachers

    Required time: 45 min

    To prepare:

    Prepare flashcards with pets, including the animals in Exercise A below: puppy, parrot, snake, guinea pig, kitten, hamster, budgie, hedgehog.

    As a warm-up, discuss with your students about pets – Do you have a pet? What have you got? Who looks after your pet?

    List the flashcards and encourage students to name the pets. 

    Ask students if they are familiar with the “Peppa Pig” cartoon and if they know the characters.

    Use flashcards to present the characters of the story “The Pet Competition” in the video: Madame Gazelle, Peppa Pig, Gabriella Goat, Zoe Zebra, Edmond Elephant, Pedro Pony, Dr. Hamster.

    Explain to your students what is a pet competition, then play the video.

    The Pet Competition

    In this ESL Pets listening comprehension worksheet, you will answer questions about the story “The Pet Competition”, and learn more about the pets of Peppa Pig and her friends. 

    Do you have a pet? What have you got? Do your friends have pets? Discuss briefly with your teacher and the class, then answer the questions in Exercise A, B, C, D and E.

    Read the questions before answering to make sure you understand them.

    A. Pet Names 

    1. Match the images (a – h) with the correct words (1 – 8).

    1. snake: ______

    2. hedgehog: ______

    3. parrot: ______

    4. guinea pig: ______

    5. kitten: ______

    6. puppy: ______

    7. hamster: ______

    8. budgie: ______

    B. True or False

    2. Read the sentences below, then circle “True” (T) or “False” (F) for the correct answer.

    a) The best pet at the “Pet Competition” will get a box of chocolates. T / F

    b) Zoe Zebra’s pet is a toy donkey. T / F

    c) Peppa’s pet lives in a bowl. T / F

    d) A stick insect is an insect that looks like a stick. T / F

    e) Edmond Elephant is a “clever clogs.” T / F

    f) Zoe Zebra’s toy pet is sleeping upside-down. T / F

    g) Dr. Hamster’s pet is the winner in the pet competition. T / F

    C. Questions & Answers

    3. Read and answer the questions.

    a) Who will decide what pet is the best?

    Answer:  _____________________________________________.

    b) What does Goldie like doing?

    Answer:  _____________________________________________.

    c) What’s the name of the stick insect?

    Answer:  _____________________________________________.

    d) What kind of animal is Edmond Elephant’s pet?

    Answer:  _____________________________________________.

    e) What kind of pet does Dr. Hamster have?

    Answer:  _____________________________________________.

    f) Whose pet got the prize for the best gecko?

    Answer:  _____________________________________________.

    g) Which pet is the best pet of all?

    Answer:  _____________________________________________.

    D. Fill in the Blanks

    4. Read the sentences and fill in the blanks with the correct answers.

    a) “Don’t be a ________________ monkey!” tells Zoe Zebra to her monkey.

    b) Goldie has got a very ________________ bowl.

    c) Edmond Elephant’s gecko is a green ________________.

    d) Dr. Hamster’s pet like climbing ________________.

    e) Zoe Zebra’s pet is not a  ________________ monkey.

    f) Dr. Hamster says that all pets are happy, healthy and ________________.

    D. Draw & Present

    5. Do you have a pet? What have you got? Draw your pet below, then present it to the class and describe it: How old is it? What color is it? What does it like to eat and do? Who looks after it?

    If you don’t have a pet, draw a toy pet or your friend’s pet.

    (Draw your pet here.)




    This is ________________________. (name)

    It is ________________________. (animal)

    It is ________________________.(color)

    It is ________________________ years old. (age)

    ________________________ likes ________________________. (do)

    ________________________ likes to eat ________________________.

    Additional Resources

  • ESL Vocabulary Worksheet: Weather Report & Forecast (Elementary-Intermediate)

    ESL Vocabulary Worksheet: Weather Report & Forecast (Elementary-Intermediate)

    In this weather vocabulary worksheet, you are going to find ESL vocabulary exercises that will help students expand their weather vocabulary and talk and answer questions about seasons, weather, and temperature. The worksheet includes vocabulary exercises on these topics, tailored to elementary – intermediate (A1-B1) students, plus an interactive “Weather Forecast” game/ presentation.

    Preparation Notes for the Teachers

    Required time: 45 – 60 min

    To prepare:

    To warm up, ask your students “What’s the weather like today?” and “What season is it”. Check if they understand the difference between these two and explain it.

    Next, see if they can use more weather adjectives (chilly, cloudy, sunny etc.) by asking “Is it…(chilly, cloudy, sunny etc.)”.

    List flashcards which show different type of weather and weather verbs like “snowing, raining, the sun is shining…”. Give examples: “Today is sunny. The sun is shining. Yesterday was cloud. It was raining.” Encourage students to repeat after you. 

    For Exercise E, play the video to the class, then help them to prepare their weather forecasts and present them in front of the class. Encourage students to use as much of weather vocabulary.

    Weather Report & Forecast

    In this worksheet, you will learn to talk about the weather, the seasons, and the temperature, and then prepare a weather report/weather forecast yourself.

    What’s the weather like today? What season is it? What’s your favorite weather? What do you enjoy doing then? Do you read the weather forecast every day? Discuss briefly with your teacher and the class, then answer the questions in Exercise A, B, C, D. Present your weather forecast to the class.

    Read the questions before answering to make sure you understand them.

    A. Vocabulary (Opposites) 

    1. Choose the words from the table to describe the seasons and write them in the correct column. Some words can be used more than once.

    warm  cold  windy  foggy  icy  sunny  wet  dry  hot  cloudy  snowy  rainy  frosty  clear calm  lovely  terrible  fine  bad
    SPRINGSUMMERAUTUMNWINTER



    2. Write the correct opposite word of the words (a-h) below:

    a) warm – 

    b) hot –

    c) cold – 

    d) foggy –

    e) wet –

    f) windy –

    g) rainy –

    h) clear –

    i) calm –

    j) lovely –

    B. Use of Weather Vocabulary

    3. Read and complete the sentences (a-j) with the words from the table in Exercise A (1).

    a) Let’s go to the beach. It is ___________________ today.

    b) The weather is___________________ today. Put on your raincoat.

    c) The plane can’t fly because it is too ___________________.

    d) I love the winter. It is  ___________________  and  ___________________ and we can ski.

    e) I don’t like the summer. It is too  ___________________ !

    f) The weather is ___________________ . Let’s go to the park!

    g) In autumn, the weather is usually  ___________________ and  ___________________.

    h) My dog likes the spring because it is  ___________________ and we can stay outside and play.

    C. Weather Report (Talking about the Temperature)

    4. Read and answer the questions (a-c).

    NOTE: When we talk about the temperature, we can say:

    • Present: “It is warm today. It is 20°(twenty degrees).”
    • Past: “It was cold yesterday in Canada. It was – 11° (minus eleven degrees).”
    • Future: “It will be hot on Monday. It will be 40° (fourty degrees).”

    a) What was the weather like yesterday?

    b) What’s the temperature today?

    c) What will the weather be like tomorrow?

    Exercise D. Weather Report (Talking about the Temperature)

    5. Now answer the questions about the weather and the temperature in the cities below. 

    LONDON TODAY (WEDNESDAY): 10° SUN 

    TuesdayThursdayFriday
    5° RAIN CLOUDS12° CLOUDS8° SNOW

    a) What is the weather like today?

    b) What will the weather be like tomorrow? What will the temperature be like on Thursday?

    c) What was the weather like yesterday?

    LISBON TODAY (THURSDAY): 35° HOT SUN

    Tuesday ThursdayFriday
    5° (RAIN CLOUDS)12° (CLOUDS WIND)8° (SNOW SUN)

    d) What is the weather like today? What’s the temperature today?

    e) What was the temperature yesterday?

    f) What will the weather be like on Friday?

    Exercise E. Game (Weather Forecast)

    5. Watch this video: https://www.youtube.com/watch?v=gzPA-YKJmVk&t=8s

    Make a weather forecast similar to the one in the video and present it to the class.

    Additional Resources

  • ESL Writing Worksheet: Opinion Essay About Video Games (Intermediate)

    ESL Writing Worksheet: Opinion Essay About Video Games (Intermediate)

    Opinion Essay About Video Games
    ESL Writing Worksheet (Intermediate, B1)

    In this writing worksheet, you are going to find exercises that will help students elevate their writing skills and practice the structure of an opinion essay on the topic “Are Video Games Good for Youngsters?”. 

    There is an example of a short opinion essay on this topic, plus a multiple section where students can check their understanding of this type of writing, a section for practicing useful words and phrases for opinion essays plus practical tips for writing an opinion essay. The exercises are tailored to intermediate (B1) students.

    Preparation Notes for the Teachers

    Required time: 45 – 60 min

    To prepare:

    Prepare a discussion that covers the topic of the pros of video games. 

    As a warm-up, tell students that you all know that playing too many video games for too long can be harmful for the mental and physical being of a person. However, this activity is also fun and some games are really engaging and intelligently made, so players see many good reasons about why they should play them. 

    Ask students: How many hours per day do they play video games? What is their favorite video game and why? Are video games a good way to socialize? Are video games a good way to learn new English words? Are there any other benefits?

    An Opinion Essay: Are Video Games Good for Youngsters?

    In this worksheet, you will find exercises that will help you strengthen your writing skills and learn how to write an opinion essay on the topic “Are Video Games Good for Youngsters?”.

    You will also learn some useful words and phrases for opinion essays, plus practical tips for writing an opinion essay. 

    What is your favorite video game and why? Are video games a good way to socialize? Are video games a good way to learn new English words? Are there any other benefits?

    Discuss briefly with your teacher and the class, then answer the questions in Exercise A, B, C, D, and E.

    Read the questions before answering to make sure you understand them.

    Are Video Games Good for Youngsters?

    Today, many young people play video games on their electronic devices, at home, at their friends’ houses and many of them say that playing video games is their favorite activity.  These games are good for young people because of several reasons.

    First of all, I think that video games are a good way to train your brain. There are many popular games in which players need to have high levels of thinking, follow instructions, solve complex problems and use logic. In my opinion, these games are fun, and you can learn many things from them. Moreover, you can play them with friends online, so you can hang out and socialize even if you have long-distance friendships.

    In addition, you can learn a lot of new English words if you play video games. Some people think that you learn best in classes and while listening to music or watching films. Although this is true, there are many excellent students who learn English from video games because they spend most of their free time playing.

    Finally, I believe that video games are good because they are fun and intelligent. I think that they are a good alternative to communicate with friends when you can’t see them in person and learn many new things together.

    A. Understanding the Opinion Essay

    1. Read the above essay, then choose and circle the 6 ideas that are mentioned in the essay.

    a) Video games can increase your intelligence and ability to think.

    b) Too many young people are obsessed with video games.

    c) Playing video games online is good for socializing.

    d) You can play video games even when you are not at home.

    e) It is better to learn English in person than online.

    f) Many students do well in English because they play video games.

    g) There more reasons why playing video games is good for young people.

    h) Many video games may help young people with problem-solving.

    B. Expressing Opinion

    2. Match the words and phrases that have a similar meaning. *Reminder: some of these words and phrases are underlined in the opinion essay in Exercise A.

    To sum up…  Today…  Actually…  I don’t think that….  Firstly… Moreover… I think that… To conclude…

    a) I disagree that… ____________________________________

    b) Finally…____________________________________

    c) Nowadays…____________________________________

    d) In addition…____________________________________

    e) In fact…____________________________________

    f) First of all…___________________________________

    g) I believe that…____________________________________

    Tips for Writing an Opinion Essay

    1. Write your essay in 3-4 paragraphs. Start each paragraph with phrases like First, Moreover, To conclude.
    2. Express your opinion using phrases like In my opinion, I believe, I think that. Always support your opinion with 1-2 arguments, i.e., why you think so.
    3. Mention opinions that are different from yours. Use phrases like “Some people think/believe“ and then explain why you don’t agree with them. Always explain why you disagree with 1-2 arguments.

    C. Write an Opinion Essay

    3. Write an opinion essay with the title ‘Are video games good for youngsters?’ Write the essay below and give your opinion.

    Additional Resources

  • ESL Vocabulary Worksheet: Sports Activities, Action Words (Elementary)

    ESL Vocabulary Worksheet: Sports Activities, Action Words (Elementary)

    Sports Activities & Action Words
    ESL Vocabulary Worksheet (Elementary, A1–A2)

    In this sports vocabulary worksheet, you are going to find ESL vocabulary exercises that will help students expand their vocabulary of sports action words and talk and answer questions about sports, sports activities, and the benefits of practicing sports. The worksheet includes vocabulary exercises on these topics, tailored to elementary (A1-A2) students.

    Preparation Notes for the Teacher

    Required time: 45-60 mins

    To warm up, ask your students “What’s your favorite sport?”, then list two activities each that you can “do”, “play” or “go”. Check if they understand the difference between these three and explain it with practical examples, like “I like to play tennis.”,“I do yoga”, “I go swimming on the weekends.” 

    Ask students if they do any of these sports activities, and encourage them to say full sentences with the correct verbs that accompany a specific sport or activity. Next, ask students to explain why playing sports is good. Give an example: Sports is good because it makes us healthy and strong.

    Sports Activities

    In this worksheet, you will learn to talk about sports and action words that describe sports activities. 

    You will also learn how to talk and answer questions about sports and sports activities, why people like sports, and why sports are good. 

    What’s your favorite sport? Do you like swimming? Do you play tennis? Why do you like sports? Why is sports good for you? Give an example.

    Discuss the questions briefly with your teacher and the class, then answer the questions in Exercise A, B, C, and D. 

    Read the questions before answering to make sure you understand them.

    A. Vocabulary: Various Activities

    1. Use the words in the table to fill in the columns below. (There are 25 words in total.)

    tennis  swimming  gymnastics  jogging  football  ice-skating  judo  cycling  skiing  surfing  karate  badminton  skateboarding  fishing  hiking  volleyball  yoga  diving  dancing  snowboarding  hockey  horse riding  taekwondo  soccer  weightlifting

    PLAYGODO






    B. Use of Sports Action Words

    2. Read and complete the sentences (a-j) with the correct words from the table in Exercise A. Some sentences can have more than one correct answer.

    a) Do you want to go___________________ with me?

    b) Let’s do ___________________ together in the park!

    c) I can’t go ___________________ in the lake. It is too cold today!

    d) I love the winter because I can go ___________________ and ___________________.

    e) My sister plays ___________________ every Monday and Friday.

    f) My brother never ___________________ hiking when it is raining.

    g) Jenny and I ___________________ gymnastics on Thursday.

    h) My mother and her friend Molly ___________________ badminton every weekend.

    C. Reading: Talking About Sports

    Read the text, then answer the questions in exercises 3 and 4.

    WHY I LIKE SPORTS

    Hi!

    My name is Agatha and I love sports. My favorite sports are skateboarding and volleyball. 

    I go skateboarding with my friend Liz every Friday and Sunday in the skate park near our homes. My sister Carrie taught me how to skateboard when I was 6 years old. I love skateboarding because it is fast and fun, and you can do many tricks! 

    I like to play volleyball, too because I can play together with my classmates at school. We have a volleyball team called “Volleybees” and every year we go to competitions with teams from other schools.

    I love to do sports with my friends and I think that it is good because I feel happy and healthy.

    3. Use the words to make correct questions, then answer the questions.

    a) Question: are/Agatha’s/sports/What/favorite/? _______________________________________________

    Answer: _______________________________________________

    b) Question: ?/name/of/friend/Agatha’s/is/What _______________________________________________

    Answer:  _______________________________________________

    c) Question: Where/skateboarding/go/Agatha/does/? _______________________________________________

    Answer:  _______________________________________________

    4. Read and answer the questions.

    a) What is your favorite sport?

    Answer:  _______________________________________________

    b) Where do you play your favorite sport?

    Answer:  _______________________________________________

    c) Do you like to do yoga?

    Answer:  _______________________________________________

    d) Does your best friend like to play volleyball?

    Answer:  _______________________________________________

    D. Interview: Talking about Sports

    5. Now interview one of your classmates with the questions below. Write down his/ her answers, then read them in class.

    a) What is your favorite sport?

    Answer:  _______________________________________________

    b) How often do you play your favorite sports?

    Answer:  _______________________________________________

    c) Where do you usually play sports?

    Answer:  _______________________________________________

    d) Why do you like sports?

    Answer:  _______________________________________________

    Additional Resources

  • ESL Listening Comprehension Worksheet: Technology and Relationships (Intermediate-Advanced)

    ESL Listening Comprehension Worksheet: Technology and Relationships (Intermediate-Advanced)

    ESL Listening Comprehension Worksheet (B2): Technology & Relationships

    In this listening comprehension worksheet about technology, your students are going to listen to 12 minutes of a podcast titled: “Science Human Connection: Can Technology Help Us Build Authentic and Meaningful Relationships?“. The worksheet contains a warm-up activity and other exercises. It’s tailored to Intermediate-Advanced students (B2).

    Preparation Notes for the Teacher

    Required time: 30 min

    How to use the worksheet: 

    • Play the podcast, pause at minute 3:00.
    • Instruct the students to do warm-up Exercise A. 
    • Play again and pause at minute 12:00. 
    • Instruct the students to answer the questions in Exercise B and Exercise C.

    Link to the podcast:

    https://www.unboxyourworld.com/podcast/episode/2b616e85/science-human-connection-can-technology-build-better-relationships

    Can Technology Build Better Relationships?

    To complete this worksheet, you are going to listen to the first 12 minutes of a podcast titled: “Science Human Connection: Can Technology Help Us Build Authentic and Meaningful Relationships?“

    Link to the podcast: https://www.unboxyourworld.com/podcast/episode/2b616e85/science-human-connection-can-technology-build-better-relationships

    Do the warm-up Exercise A first, then answer the questions in Exercise A and Exercise B.

    Read the questions before answering to make sure you understand them.

    A. Warm-up (Vocabulary) 

    Draw lines to match the words and the expressions on the left to their definitions/meanings on the right.  

    a) a start-up

    b) an algorithm

    c) an insight

    d) to build bridges

    e) a matchmaker

    f) swiping (in an app)

    g) to resonate

    h) meaningful

    i) to pivot

    j) to lag behind
    		to relate to a statement or event

    to decline or reject someone

    to move more slowly than others

    to connect for better understanding

    a newly established business

    worthwhile

    to fundamentally change the direction

    a process or set of rules in calculations for problem-solving

    someone who arranges romantic relationships between people

    an accurate and deep understanding

    B. Multiple-Choice Questions 

    Listen and choose the correct letter. (Do not fill in the blanks.)

    1. Before Nina and Niloo met, Nina wanted to start a new business with …

    a) her old colleagues
    b) a dating app founder
    c) a co-founder

    2. Technology has _______ in improving human relationships.

    a) built a community
    b) created dating apps
    c) lagged behind

    3. The matchmaker of Nina and Niloo was …

    a) the HelloIris app
    b) Niloo’s former boss
    c) Nina’s friend

    4. According to Niloo, the blockchain industry can be compared to …

    a) a community
    b) a romantic relationship
    c) human society

    5. Before working together, both Nina and Niloo were tired of apps …

    a) that didn’t match personalities
    b) that were focused on endless swiping
    c) that used complicated algorithms 

    C. True or False?

    Are the statements True or False?

    1. According to Nina, human connection is based on humans’ world-view and communication.  _____

    2. Niloo’s colleague created personality tools that she later used in the HelloIris app. _____

    3. The algorithm for the dating app is based on humans’ reactions and life values, like “I am a vegan”. _____

    4. Swiping apps were an antidote to the HelloIris app. _____

    5. Nina and Niloo started working together after they had met on Facebook. _____

    D. Discussion

    Answer these questions in class and explain your answers with arguments. 

    How effective are dating apps for meeting romantic partners? 

    Do you trust the matchmaking of dating apps? 

    Do you think that technology will progress enough to help humans build quality relationships?

    Additional Resources

  • ESL Vocabulary & Conversation Worksheet: Job Interview (Intermediate-Advanced)

    ESL Vocabulary & Conversation Worksheet: Job Interview (Intermediate-Advanced)

    In this job interview vocabulary worksheet, you are going to find ESL job interview vocabulary exercises that will help students to learn useful phrases and help them answer questions when attending a job interview. The worksheet also includes a conversation exercise for practical use of the vocabulary. The exercises are tailored to intermediate-advanced (B2-C1) students.

    Preparation Notes for the Teacher

    Required time: 45 min

    Create and print out job cards and interview cards for Exercise C. The job cards contain a job and requirements, while the interview cards contain questions for the jobseeker. Make sure you use the questions from Exercise B, and you are welcome to add more.

    The role-play should be performed in pairs, so make sure you have 3 job cards with 3 matching interview cards per pair.

    Student 1 is the jobseeker who draws a job card, while Student 2 is the employer who asks questions at the interviews. Roles can be swapped for a second round of the role-play activity.

    Job Interview

    In this job interview vocabulary worksheet, you will find job interview vocabulary exercises that will help you learn useful phrases, questions, and conversation tips (what you should and shouldn’t say) that you can use when attending a job interview.

    Think about your dream job and what kind of skills and personality traits you need to have for that job. Discuss this briefly with your class and your teacher, then answer the questions in Exercise A and Exercise B.

    Read the questions before answering to make sure you understand them.

    A. Vocabulary (Skills and Personality Traits)

    1. Imagine that you are a jobseeker. Think about how you would describe yourself. Look at the personality traits table, then check the statements below. Can you recognize the personality traits of every description? Fill in the blanks 1-14 with the correct word from the personality traits table.

    Personality traits:

    directassertivedeterminedobservant
    motivatedreliableproblem-solverupfront 
    people-orientedgoal-orientedpersistentcommunicator
    You…Say this to your employer:
    (fill in one personality trait)
    1always notice when someone needs something at a meetingI am ________________________.
    2don’t quit until you complete your task.I am ________________________.
    3love being around people, working together and helping them.I am ________________________.
    4always carefully plan your tasks for the next week to achieve everything that you want.I am ________________________.
    5know that you have to stay focused and keep on working to be successful.I am ________________________.
    6will never talk about work outside work.I am ________________________.
    7believe that you have to say it out loud when something is wrong.I am ________________________.
    8can talk to anyone.I am ________________________.
    9like finding solutions.I am ________________________.
    10believe that self-confidence is 50% of job success.I am ________________________.
    11see problems at work as challenges.I am ________________________.
    12express your intentions and beliefs clearly.I am ________________________.

    2. Describe yourself briefly as a jobseeker using the words from Exercise A. Give explanations to your statements.

    For example: “I am positive and reliable. When I have problems at work I try to look for a solution and I never share ideas from work outside work.“

     ________________________________________________________________

     ________________________________________________________________

     ________________________________________________________________

     ________________________________________________________________

     ________________________________________________________________

     ________________________________________________________________

    B. Job Interview Questions & Advice

    3. Read the questions (1-8). These questions are typical for a job interview. Match the questions to their correct answers (a-h).

    Questions:

    1) How are you today? Answer: ___

    2) Did you have any trouble finding us? Answer: ___

    3) Can you stick to deadlines? Answer: ___

    4) How much do you expect to earn per month? Answer: ___

    5) What are your strongest points as an employee?  Answer: ___

    6) What languages can you speak fluently? Answer: ___

    7) What are your goals for the future? Answer: ___

    8) Have you got a car license?

    Answers:

    a) I expect my monthly salary to be $10, 000.

    b) English, Farsi, and Norwegian.

    c) I see myself as a CEO of a marketing agency.

    d) No, I only have a motorcycle licence.

    e) Very well, thank you. How about you?

    f) Yes, that is not a problem for me.

    g) No, I used to work in this area.

    h) I am very productive, upfront, and goal-oriented.

    4. Here are some examples on what you should and shouldn’t say at a job interview. Mark each sentence 1-10 as “Right” or “Wrong”.

    1) I really need this job! ___                               

    2) No, I don’t have any questions for you. ___

    3) I can work under pressure because I see challenges in problems. ___

    4) How much will my salary be? ___

    5) With this job, I would like to develop my skills and get more experience in marketing. ___

    6) I feel really anxious. ___

    7) I like to change jobs because I need changes in my life. ___

    8) I really like that you organize after work parties every Friday! ___

    9) My current job is convenient, but I want to upgrade my skills. ___

    10) My goal is to strengthen my skills and learn more about sustainability in architecture. ___

    Exercise C. Speaking (Role-Play)

    5. Do this role-play activity together with your partner, then swap roles:

    Student 1 draws a job card. Student 2 uses a matching interview card for Student 1 for the job on the card.

    Student 2 ask the interview questions from the and Student 1 has to give creative answers to get the job. Act out the interview in front of your class.

    Download this worksheet in Word and PDF doc format (zipped)

    Additional Resources

  • ESL Reading Comprehension Worksheet: The World of Dinosaurs (Elementary)

    ESL Reading Comprehension Worksheet: The World of Dinosaurs (Elementary)

    In this reading comprehension worksheet about the world of the dinosaurs, you are going to find ESL reading exercises that will help elementary (A2) students improve their reading skills, use context clues and answer questions about the text they are reading. (Free Download available here)

    Preparation Notes for the Teacher

    Required time: 45 min

    To prepare: Flashcards game “Cross the River”

    Prepare flashcards with the names of the 6 dinosaurs presented in Exercise A below: Brachiosaurus, Giganotosaurus, Stegosaurus, Triceratops, T-Rex, and Velociraptor. Use these for the flashcards game in Exercise C.

    Place the flashcards on the floor in a winding manner. Each flashcard, i.e, a dinosaur, is a stepping stone. A student steps on the flashcard and must say 1-2 facts about the dinosaur that they have memorized from the lesson.to cross the river. You can also print out a double set of flashcards, divide students into 2 groups and make a competition on who will cross the river first.

    The World of Dinosaurs

    In this ESL Dinosaur reading comprehension worksheet, you will read about 6 types of dinosaurs and learn where and when did they live on Earth, how they looked like, and what kind of food they ate. 

    What do you know about dinosaurs? Can you name a few? Discuss briefly with your teacher and the class, then answer the questions in Exercise A and Exercise B.

    Read the questions before answering to make sure you understand them.

    EXERCISE A. Reading Comprehension 

    1. Read the text carefully, then answer the questions in Exercise A and Exercise B.

    The World of Dinosaurs

    Dinosaurs lived on planet Earth millions of years ago in the Era of the Dinosaurs. They were the biggest animals in the world. Some of them were huge, like school buses, and others were small, like baby elephants. Some dinosaurs ate only meat and others were vegetarians and ate only plants. There were 700 different kinds of dinosaurs in the world. Dinosaurs lived on all continents. Now let’s read and learn more about these 6 kinds of dinosaurs!


    1. BRACHIOSAURUS – The name of this dinosaur means “arm lizard”. It lived 145 million years ago in North America and Tanzania. It was 13 meters tall and ate only plants.

    2. GIGANOTOSAURUS – The name of this dinosaur means “giant reptile”. It lived 100 million years ago in Argentina. It was 14 meters tall and ate only meat.

    3. STEGOSAURUS – The name of this dinosaur means “roof lizard” because it has tiny roofs on the back. It lived 140 million years ago in the USA, India, Mongolia, Europe, and Africa. It was 3 meters tall and ate only plants.

    4. TRICERATOPS – The name of this dinosaur means “three-horned face” because it had 3 horns. It lived 72 million years ago in the USA and Canada. It was 3 meters tall and ate only plants.

    5. T-REX – The name of this dinosaur means “tyrant lizard king” because it was the most dangerous and deadly dinosaur! It lived 85 million years ago in the USA, Mongolia, and Canada. It was 6 meters tall, and could eat 230 kg of meat in one bite!

    6. VELOCIRAPTOR – The name of this dinosaur means “speedy thief” because it was very fast and could run up to 60 km per hour! It lived 80 million years ago in Mongolia, China, and Russia. It was 1 meter tall and ate only meat.

    2. Match the images (A-F) with the correct descriptions in the text (1-6). Write the name of each dinosaur (1-6) under the correct image.

    EXERCISE B. Have got (affirmative, negative, questions) 

    3. Complete the blanks with ‘have got’-‘has got’/ ‘haven’t got’-‘hasn’t got’. Check your answers in the text in Exercise A.

    a) The “arm lizard” ___________________ wings.

    b) The Giganotosaurus and the T-Rex  ___________________ a big body, and they are strong.

    c) The Stegosaurus  ___________________ tiny roofs on the back.

    d) The Triceratops  ___________________ 2 horns.

    e) The “speedy thief”  ___________________ short legs, but it can run very fast.

    f) All the dinosaurs  ___________________ tails.

    4. Make questions with the “have got” form, then answer them correctly. Check your answers in the text in Exercise A.

    a) _______________ the Triceratops  _______________ three horns?

    Answer:  _____________________________________________.

    b) _______________ the T-Rex and the Velociraptor  _______________  tails?

    Answer:  _____________________________________________.

    c) ______________ the Brachiosaurus _______________ a long tail?

    Answer:  _____________________________________________.

    d)______________ the Stegosaurus  _______________ horns on the back?

    Answer:  _____________________________________________.

    C. Game: Cross the River

    Place the flashcards on the floor in a winding manner. Each flashcard, i.e, a dinosaur, is a stepping stone. 

    A student steps on the flashcard and must say 1-2 facts about the dinosaur that they have memorized from the lesson to cross the river. 

    You can also use a double set of flashcards, divide into 2 groups and make a competition on who will cross the river first.

    Additional Resources

  • ESL Grammar Worksheet, Future Tenses: Traveling (Intermediate-Advanced)

    ESL Grammar Worksheet, Future Tenses: Traveling (Intermediate-Advanced)

    In this grammar worksheet, you are going to find ESL future tense exercises for revising the future tenses and a conversation exercise for practical use of the future tenses when talking about travel.

    Read the questions before answering to make sure you understand them. 

    A. Revision 

    Look at the definitions and rules of each future tense, then write your own examples in the blank spaces.

    FUTURE SIMPLE

    We use Future Simple for promises, offers, and predictions. 

    • Promises: I won’t forget to send you the vacation photos.
    • Offers: I will call them when I arrive.
    • Predictions: Electric vehicles will become more affordable in the next few years.

    1.

    2.

    3.

    GOING TO

    We use the ‘going to’ form for predictions when there are signs that something will happen in the near future and for future plans or intentions that were made in advance.

    • Predictions: Your bank account is blocked. You are going to have to call the bank officials.
    • Future plans or intentions: I am going to hitchhike in Hong Kong next year.

              1.

              2.

    FUTURE CONTINUOUS

    We use the Future Continuous when we are in the middle of doing something at a certain point in the future.

    • Text me at noon, because I’ll be flying in the morning.
    • They won’t be serving food this evening at the hotel.
    • At 9:00 tomorrow morning, he’ll be on the train to Amalfi Coast.

    1.

    2.

    3.

    FUTURE PERFECT

    We use Future Perfect when a certain action will happen between now and a point in the future.

    • My son will have traveled all the 7 continents before I turn 50.
    • By the time we arrive in Venice, their dinner in the hotel will have finished already.
    • His parents will have visited 500 museums by 2030.

    1.       

    2.

    3.

    FUTURE PERFECT CONTINUOUS

    We use Future Perfect Continuous for actions that will continue to happen up to a certain point in the future.

    • By 5 AM, I will have been preparing meals for the passengers for 3 hours already.
    • By the time she finishes her journey, she will have been traveling for 3 years.
    • By this time next year, her mother will have been climbing in the Himalayas for a month.

    1.       

    2.

    3.       

    PRESENT CONTINUOUS FOR EXPRESSING FUTURE

    We use the Present Continous to talk about future arrangements, i.e. plans that one has decided and organized with another person.

    • I’m spending my summer holiday with my aunt at her lake house.
    • I’m flying to Rome at 3 o’clock tomorrow afternoon.

    1.       

    2.

    PRESENT SIMPLE FOR EXPRESSING FUTURE

    We use the Present Simple to indicate that an event is scheduled in the future (transport, entertainment, meeting).

    • The cocktail bar in the lobby opens at 6 pm.
    • The train to Stockholm leaves at 10 pm.

    1.       

    2.

    B. Future forms (grammar)

    Choose the correct future form to complete the sentences ( 1-10)

    1. The boarding queue is very long. We _________________ (wait).
    2. Ah, I spilled the coffee. I _________________ (call) the flight attendant and ask for paper towels.
    3. Axel _________________(go) Anna’s new mountain cottage in the Alps for the first time tomorrow evening.
    4. ‘I didn’t bring my bathing suit.’‘Relax, I _________________(borrow) you! I brought two pairs and one of them is brand new. You can have it!”
    5. By the end of the year, she _________________(sail) the Atlantic for 3 years.
    6. I _________________ (fly) at 8 am tomorrow because my hotel booking is on the sam day.
    7. When you arrive at the airport, we _________________ (take) a PCR test in the airport clinic.
    8. ‘I _________________(write) to you every day.’
    9. Air traveling _________________ (be) continue to be one of the greatest issues in the climate catastrophe.
    10.  When Emma retires next week, she _________________ (work) in the tourist agency for over 30 years.
    11. Please tell the hotel reception to wake you up in the morning, because I _________________ (sleep).
    12. _________________(go) to the beach party tonight? 
    13. Who do you think _________________ (win) the free tickets to Mallorca?
    14. Look at the waves! We _________________ (crash)!
    15. I’m sure that before we turn 50, the tourism industry _________________ (invent) revolutionary holographic sightseeing.
    16. The city tours _________________ (schedule) at 8 in the morning.
    17. Breakfast_________________ (start) at 7 am.
    18. You look like you’re having jet lag. Shall I _________________ (get) you a cup of coffee?
    19. The bus _________________ (leave) at 3 pm. Don’t be late!
    20. When she goes to Amsterdam next month, she _________________ (stay) at the friends of her mother’s.

    C. Let’s Talk About the Future (Conversation Game)

    Draw a slip of paper. Talk for 30 seconds and try to say as many sentences that express future tense. The winner is the person who will have the highest number of sentences by the end of all rounds. 

    Additional Resources

  • ESL Vocabulary Worksheet: Let’s Go Shopping (Elementary-Intermediate)

    ESL Vocabulary Worksheet: Let’s Go Shopping (Elementary-Intermediate)

    You are going to learn about the types of shops and how to communicate when you go shopping.

    Think about the last time you entered a shop and the things you bought. What shop was it? What did you buy? Share briefly with the class, then do exercises A, B, and C.

    A. Exercise: Vocabulary

    Match images (1-9) with the correct words (A-I), then fill in the gaps.

    A.croissant___            B.acquarium___         C.aspirin___       D.internet___ E.bouquet___ F. watermelon___       G.tuna fillet___           H.meatballs___           I.magazine___                    

    Fill in the gaps of the sentences with the correct words from the above exercise.

    1. If you want to buy ____________, you have to go to the florist’s.
    2. We don’t have that dress in the shop, but you can order it from our ____________.
    3. Let’s buy a croissant with apricot jam from the  ____________.
    4. There are fresh tomatoes at the  ____________.
    5. The fishmonger’s in my village doesn’t have  ____________.

    B. Exercise: Dialogue

    Match the phrases (A-H) with the phrases (1-8) to create a dialogue between a customer and a shop assistant.

    1. You’re welcome. Will that be all?  ____                  
    2. Yes, it is right next to the tomato sauce. ____
    3. How can I help you? ____
    4. Yes, we do. Here you are.  ____
    5. That’s £ 12. You pay in cash or by card?  ____
    6. Do you need a bag, maybe?  ____
    7. Alright. Thank you! Goodbye!  ____
    8.  Fresh or dry?  ____  
    1. I’m looking for pasta.
    2. Yes. How much is that in total? 
    3. Excellent! I’ll take one jar. 
    4. Fresh, please. Do you have any linguini?
    5. Thanks! One more thing… Do you have any red pesto?
    6. Okay. By card, please. 
    7. No, thanks, I have my own bag.
    8. Thanks! Bye! 

    Rewrite the dialogue from Exercise 1 in the right order, then act it out with your partner.

    __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

    C. Exercise: Shopping Game

    Play a game in which you will be the shop assistant in the shops and your partner will be the customer who is trying to save money and buy all the products they need. Take a shopping card from your teacher and revise the shops and the products with prices on the card.

    Write a shopping list for your partner. List 3-5 items and the total budget they can use while shopping.  Act out the shopping scene in front of the class, then swap roles.

    Additional Resources

  • ESL Listening Comprehension Worksheet: In the Kitchen (Intermediate)

    ESL Listening Comprehension Worksheet: In the Kitchen (Intermediate)

    In this listening comprehension task, you are going to listen to an ESL kitchen video with simple instructions on how to poach an egg.

    Video link: https://youtu.be/bOnmVFww6gc

    To warm up, answer the questions with ESL kitchen vocabulary in Exercise A (ESL kitchen utensils included), then play the video, and answer the questions in exercises B and C.

    Read the questions before answering to make sure you understand them.

    Watch the video:

    A. Exercise: Vocabulary

    1. Write the correct verb in the empty box below the picture.
    1. Match the verbs (A-L)  with the correct nouns (1-12).
    2. mash                                       1. a bowl 
    3. chop                                        2. a knife             
    4. grate                                        3. a whisker
    5. stir                                           4. a grater
    6. rack                                         5. a cooking spoon
    7. knead                                      6. a kitchen counter          
    8. pour                                         7. a strainer
    9. whisk                                       8. a peeler
    10. mix                                          9. a cutting board
    11. drain                                        10. a ricer
    12. peel                                         11. a mixer
    13. slice                                         12. measuring cup

    B. Exercise: Multiple Choice Questions

    Listen and choose the correct letter.

    1.   To poach something means:

    1. to cook it in a pot
    2. to boil it
    3. to cook it in liquid

    2.   To make poached eggs, we need 2 fresh eggs, 1L water and:

    1. 1 L of vinegar
    2. a wooden cooking spoon
    3. 1 tbsp of white vinegar

    3.   We serve the poached eggs on:

    1. bread
    2. butter and bread
    3. toast

    4.  First you light the stove and then:

    1. you put a frying pan on the stove
    2. you fry the egg on the stove
    3. you put a pot on the stove


    5. The water is simmering when:

    1. it is boiling
    2. there are bubbles but it’s not very hot
    3. it is ready for boiling

    6. Use a spoon to:

    1. mix the water
    2. whisk the water
    3. stir the water

    7. When the toast is ready:

    1. spread some butter on it
    2. melt some butter on it
    3. put some butter on it

    8. Before you put the egg on the toast, you have to:

    1. mash it
    2. drain it
    3. stir it

    9. The yellow part of the egg is called:

    1. sunny
    2. egg yellow
    3. yolk

    10. This part of the egg should be:

    1. tasty
    2. runny
    3. funny

    C. Exercise: Scrambled Sentences

    Read the scrambled sentences, then put them in the correct order to complete a pancake recipe. Write the correct recipe on the lines below.

    1 Whisk the eggs, then add the milk, a bit of salt, and flour. Stir well.
    2 Ingredients: 2 eggs, 250 ml milk, 150 ml flour, a bit of oil, a pinch of salt.
    3 Use a spatula to fry the pancake on both sides.
    4 Crack the eggs in a bowl.
    5 Serve hot or cold with a topping on the side.

    Additional Resources

  • ESL Grammar Worksheet: Using Articles (Elementary-Intermediate) (PDF)

    ESL Grammar Worksheet: Using Articles (Elementary-Intermediate) (PDF)

    Title image for articles worksheet

    Free worksheet to practice the correct use of articles for ESL teachers and students. (Free download available here.)

    Articles Exercise: Fill the Gaps

    Directions: Fill in the blank with the appropriate article, a, an, or the, or leave the space blank if no article is needed.

    1. I want ____ apple from that basket.

    2. ____ church on the corner is progressive.

    3. Miss Lin speaks ____ Chinese.

    4. I borrowed ____ pencil from your pile of pencils and pens.

    5. One of the students said, “____ professor is late today.”

    6 Eli likes to play ____ volleyball.

    7. I bought ____ umbrella to go out in the rain.

    8. My daughter is learning to play ____ violin at her school.

    9. Please give me ____ cake that is on the counter.

    10. I lived on ____ Main Street when I first came to town.

    11. Albany is the capital of ____ New York State.

    12. My husband’s family speaks ____ Polish.

    13. ____ apple a day keeps the doctor away.

    14. ____ ink in my pen is red.

    15. Our neighbors have ____ cat and ____ dog.

    Articles Exercise: Writing

    Directions: Write the following paragraphs, inserting “a“, “an“, and “the“ where needed.

    1. I have horse of my own. I call her Pretty Girl. She is intelligent animal, but she is not thoroughbred horse. I could never enter her in race, even if I wanted to. But I do not want to. She is companion, for my own pleasure. I took her swimming day or two ago.

    2. Horse knows when he is going to race. How does he know? His breakfast was scanty. (He is angry about that.) He does not have saddle on his back. He is being led, not ridden, to grandstand. He is led under grandstand into unusual, special stall. Horse is nervous. Sometimes he does not know what to do when starting gate flies open and track is before him. If he does not begin to run instantly, other horses are already ahead of him.

    During race, when he sees another horse just ahead of him, he will try to pass him. Sometimes jockey holds him back to save his energy for last stretch. Eventually horse gets to run as fast as he can. Exercise boy, watching owner’s favorite jockey riding horse he has exercised day after day, says nothing. Secretly, he is planning for day when he will be jockey himself, and his horse will be first to cross finish line.

    3. Most people have fewer hours to give to time-consuming activities of clubs than they used to have, but most people in small town belong to club or two. One of clubs is likely to be social and benevolent organization, such as Rotary or Elks.

    Business people are likely to belong, also to either Kiwanis Club or Lions. Such business people’s organizations may meet as often as once a week in one of private dining rooms of town’s leading hotel for lunch. They have good lunch, hear good program, and continue their fundraising program for worthy organization, such as local hospital.

    Additional Resources

  • ESL Grammar Worksheet: -ed & -ing Adjectives: Describing Feelings & Situations (Elementary-Intermediate)

    ESL Grammar Worksheet: -ed & -ing Adjectives: Describing Feelings & Situations (Elementary-Intermediate)

    Title image for ed and ing ending adjectives

    Free worksheet to learn about adjectives end with “-ed” and “-ing” for ESL teachers and students. (Free download here)

    ‘My holiday was relaxing. I felt really relaxed.’

    Few, but common, adjectives end in either -ed or -ing:

    worried/worrying, interested/interesting, excited/exciting

    -ed Adjectives

    Adjectives that end in -ed are used to describe how people feel:
    ‘He was surprised to find that he had been upgraded to first class.’
    ‘I was confused by the findings of the report.’
    ‘She felt tired after working hard all day.’

    -ing Adjectives

    Adjectives that end in -ing are used to describe things and situations. Compare these example sentences to the ones above:
    ‘Being upgraded to first class is surprising.’
    The findings of this report are confusing.’
    ‘Working hard all day is tiring.’

    Example Table

    Feeling: “-ed“Description: “-ing”
    annoyedannoying
    boredboring
    confusedconfusing
    challengedchallenging
    depresseddepressing
    excitedexciting
    frustratedfrustrating
    frightenedfrightening
    satisfiedsatisfying
    shockedshocking
    Scaredscary

    Exercise one: Use the Correct Adjective

    Now complete the sentences below using the correct adjective

    Dogs often feel ___ during fireworks.

    frightening
    frightened

    The software program can be ___ the first time you use it.

    confusing
    confused

    Satoru was ___ to hear about the earthquake.

    shocked
    shocking

    • I think that rainy days in winter are ___.
    • depressing
    • depressed
    • She’s ___ of doing the same thing every day.
    • boring
    • bored
    • I was so___________ to go on vacation. 
    • exciting
    • excited
    • The meals at Cheesecake Factory  are ___. 
    • satisfied
    • satisfying

    Exercise two: Writing: My First Day Essay

    I want you to describe your first day doing something challenging. You could write about your first day in the United States, your first day at school, your first day at university or high school or your first day at a new job.

    How did you feel? Where you excited, frightened or bored?

    Additional Resources

  • Using Verbs with Gerunds and Infinitives (Grammar Rules & Examples)

    Using Verbs with Gerunds and Infinitives (Grammar Rules & Examples)

    The Gerund is the present participle (-ing) form of a verb, as moving, thinking, or cooking.

    The Infinitive is the base form of the verb, as to move, to think, or to run.

    Gerunds and Infinitives can be used in sentences after certain (main) verbs. Which one to use depends on the main verb and the meaning you want to express with your sentence.

    Below you will learn the rules of using verbs with gerunds and infinities, together with verbs list and many examples to clarify the usage.

    Examples: Clarifying the Differences in Gerund and Infinitive Usage

    Verb: To Prefer

    Rules

    You can use gerund and infinitive with “to prefer“ interchangeably; however, the syntax is slightly different.

    prefer + gerund: “I’d prefer doing this TO doing that.”

    prefer + infinitive: “I’d prefer to do this (rather) THAN to do that.”

    Example Dialogue

    Julia: What kind of music do you listen to?

    Marc: I generally prefer listening to hip-hop.

    Julia: Really?  You prefer to listen to hip-hop rather than rock?

    Marc: Yeah, I really do. What about you?

    Julia: Actually, I don’t really listen to much pop music.

    Marc: Oh yeah? Why is that?

    Julia: I’m a concert pianist, so I prefer listening to classical music.

    Marc: That’s interesting. I prefer listening to live classical music to hearing recordings.  When’s your next performance?

    Verbs: To Remember, To Forget

    Rules and Meaning

    remember + infinitive = remember to perform a duty or task

    remember + gerund  = recall that something happened in the past

    forget  + infinitive  = forget to perform a duty or task.

    forget + gerund  = forgot that something happened in the past

    (To forget is usually used in the negative.)

    Example Dialogue

    Lawyer: So, what happened on the night of January 12th?

    Witness: Well, I remember walking home at about 10 p.m.

    Lawyer: And do you remember hearing any strange sounds?

    Witness: Yes. I remember hearing running footsteps coming from up the block.  And I got scared, so I hurried to my door.

    Lawyer: And what happened then?

    Witness: Well, I tried to go in, but I couldn’t find my keys in my purse.  At that moment, I realized that I’d forgotten to put them in my purse after work. I tried to think back to when I’d last seen my keys, and I remembered leaving them in my desk drawer.

    Lawyer: So, you forgot to bring keys home from work. OK, What do remember happening next?

    Witness: I remember hearing a man’s voice.

    Lawyer: And what kind of voice was this?

    Witness: I’ll never forget hearing that voice. It was the scariest voice I’d ever heard. I remember being terrified.

    Lawyer: What did the man say?

    Witness: He told me to open the door and let him inside. I told him that I’d forgotten to bring my keys home, but he didn’t believe me. So, I opened my purse to show him. And when I did, I realized that I had remembered to put my spray can of mace in my purse, so I grabbed it and sprayed him in the face. I’ll never forget seeing him grab his eyes and stumble away in the dark.

    Verb: To Regret

    Rules and Meaning

    regret + infinitive = to say, to tell, to inform someone of bad news.

    regret + gerund = regret something that happened in the past

    Example Dialogue

    Lieutenant: Ma’am, I regret to inform you that your husband has been killed in the war.

    Wife: (crying)

    Lieutenant: And I regret to say that his body was lost in the explosion.

    Wife: (still crying)  I regret letting him enlist for the army…

    Lieutenant: We all regret having to lose Deputy Jones, ma’am.  He was a good man.  And, at this point, I think most of us regret even starting this war.

    Verb: To Try

    Rules & Meaning

    try  + infinitive = to make an effort

     try + gerund = to experiment with a new method to see if it works

    Example Dialogue

    Alice: Hey, what are you doing?

    Tony: I’m trying to start my car. (turns key again)  But it won’t start.

    Alice: Have you tried putting the car in “Park mode”?  It won’t start unless it’s in Park mode.  

    Tony: Yes, of course. I did that first. 

    Alice: Have you tried pumping the gas pedal? I’ve heard that helps.

    Tony: I would have tried doing that, but that only works on a manual car.  Mine’s an automatic.

    Alice: I’ll tell you what I would do. I’d try calling a mechanic!

    Verbs Followed by Object and Infinitive

    Some verbs MUST be followed by an object before the infinitive.

    Example: They invited me to go to the party.

    • invited = verb
    • me = object
    • to go = infinitive

    Verbs list:

    advise force remind warn 
    allow hire require permit
    causeinvite teach persuade 
    convinceordertell forbid 
    encourage urge

    Other verbs CAN be followed by an object before the infinitive.

    Example: She wants me to go to the store. / She wants to go to the store. 

    Verbs list:

    askneedpayprepare
    choosewantwould likeexpect

    Verbs Followed by Object and Gerund

    Some verbs MUST have an object before a gerund.

    Example: The police found the man climbing the wall. 

    • found = verb
    • the man = object
    • climbing = gerund

    Example: She overheard them talking about the closure of the factory.

    • overheard = verb
    • them = object
    • talking = gerund

    Verbs list:

    catchdiscoverfeelhear
    leavenoticeobservesee
    spotwatchfindoverhear

    Some verbs CAN have an object or no object before a gerund.

    Example: They can’t stand him driving his old car. / They can’t stand driving his old car.

    Example: I remember you buying that jumper. / I remember buying that jumper.

    Verbs list:

    detestdislikedreadenvisage
    hateimaginelikelove
    mindmissrecallregret
    resentriskstartstop
    standremember

    Exercise Questions

    Group your students in couples or small groups and let them ask and answer the following questions:

    Habits

    What did you forget to do last week?

    What did you remember to do last week?

    What do you remember doing as a child?

    What do you not remember doing as a child?

    What bad habits do you want to stop doing?

    What do you regret doing?

    Visiting another country

    Do you remember doing anything that seems to have surprised or confused someone of a different nationality?

    Have you stopped doing anything since that you used to do?

    Have you tried practicing any new customs to adapt to another culture?

    If I were visiting your country, what should I try to do?

    Do you ever stop to think about your lifestyle in your country?

    Additional Resources

  • ESL Modal Verbs List: Examples & Exercises (PDF)

    ESL Modal Verbs List: Examples & Exercises (PDF)

    Free resource to practice modal verbs for ESL teachers and students. (Free download here.)

    Modal Verbs: Examples & Uses

    ModalExampleUses
    CanThey can control their own budgets. 
    We can’t fix it. 
    Can I smoke here? 
    Can you help me?     		Ability
    Possibility 
    Inability
    Impossibility 
    Asking for permission 
    Request 
    CouldCould I borrow your dictionary? 
    Could you say it again more slowly? 
    We could try to fix it ourselves. 
    I think we could have another Gulf War. 
    He gave up his old job so he could work for us.     		Asking for permission
    Request 
    Suggestion
    Future possibility
    Ability in the past 
    MayMay I have another cup of coffee? 
    China may become a major economic power.     		Asking for permission 
    Future possibility 
    MightWe’d better phone tomorrow, they might be eating their dinner now. 
    They might give us a 10% discount.    		Present possibility
    Future possibility
    MustWe must say good-bye now. 
    They mustn’t disrupt the work more than necessary.     		Necessity
    Obligation 
    Prohibition 
    Ought toWe ought to employ a professional writer.Saying what’s right or correct
    Shall (More common in the UK)Shall I help you with your luggage? 
    Shall we say 2.30 then? 
    Shall I do that or will you?     		Offer
    Suggestion
    Asking what to do 
    ShouldWe should sort out this problem at once. 
    I think we should check everything again. 
    Profits should increase next year.     		Saying what’s right or correct
    Recommending action
    Uncertain prediction 
    WillI can’t see any taxis so I’ll walk. 
    I’ll do that for you if you like. 
    I’ll get back to you first thing on Monday. 
    Profits will increase next year.     		Instant decisions 
    Offer Promise 
    Certain prediction 
    WouldWould you mind if I brought a colleague with me? 
    Would you pass the salt please? 
    Would you mind waiting a moment? 
    “Would three o`clock suit you?” – “That’d be fine.” 
    Would you like to play golf this Friday? 
    “Would you prefer tea or coffee?” – “I’d like tea please.”     		Polite way of asking 

    Modal Verbs Exercise: Find the Right One

    Read the sentences and insert the right modal verb.

    1. Ted’s flight from Amsterdam took more than 11 hours. He ______ be exhausted after such a long flight.

    2. The book is optional. My professor said we could read it if we needed extra credit. But we ______ read it if we don’t want to.

    3. Susan ______ hear the speaker because the crowd was cheering so loudly.

    4. The television isn’t working. It ______ damaged during the move.

    5. Kate: ______ hold your breath for more than a minute?
    Jack: No, I can’t.

    6. You ______ be rich to be a success. Some of the most successful people I know haven’t got a penny to their name.

    7. I’ve redone this math problem at least twenty times, but my answer is wrong according to the answer key. The answer in the book ______ be wrong!

    8. You ______ do the job if you didn’t speak Japanese fluently.

    9. You ______ worry so much. It doesn’t do you any good. Either you get the job, or you don’t. If you don’t, just apply for another one. Eventually, you will find work.

    10. You ______ be kidding! That can’t be true.

    11. You ______ leave the table once you have finished your meal and politely excused yourself.

    12. Jenny’s engagement ring is enormous! It ______ a fortune.

    13. ______ we move into the living room? It’s more comfortable in there and there’s a beautiful view of the lake.

    14. If I had gone white water rafting with my friends, I ______ down the Colorado River right now.

    15. At first, my boss didn’t want to hire Sam. But, because I had previously worked with Sam, I told my boss that he ______ take another look at his resume and reconsider him for the position.

    16. You ______ take along some cash. The restaurant may not accept credit cards.

    17. The machine ______ on by flipping this switch.

    18. I can’t stand these people – I ______ get out of here. I’m going to take off while you get rid of them.

    19. You ______ forget to pay the rent tomorrow. The landlord is very strict about paying on time.

    20. Do you always have to say the first thing that pops into your head? ______ you think once in a while before you speak?

    21. Terry and Frank said they would come over right after work, so they ______ be here by 6:00.

    22. Yesterday, I ______ cram all day for my French final. I didn’t get to sleep until after midnight.

    23. We ______ no longer suffer the injustice of oppression! Freedom shall be ours!

    24. If I had gone to the University of Miami, I ______ participated in their Spanish immersion program.

    25. The lamp ______ be broken. Maybe the light bulb just burned out. 

    Additional Resources

  • ESL Writing Practice Worksheet: Newspaper Articles (Intermediate-Advanced)

    ESL Writing Practice Worksheet: Newspaper Articles (Intermediate-Advanced)

    Free worksheet to practice writing with newsletter articles for ESL teachers and students. (Free download available.)

    Introduction: Writing Newspaper Articles

    Students often read newspapers for a wide variety of reasons, not least of which is to keep informed in English. As you know, newspaper writing style tends to have three levels:

    • Headlines
    • leading phrases (intro, teaser)
    • article content

    Each of these has its own style. This lesson focuses on calling students’ attention to this type of writing style on a deeper, grammatical level. It ends with students writing up their own short articles, with a follow-up listening comprehension opportunity.

    Aim: Improved writing skills and understanding newspaper writing style
    Activity: Writing short newspaper articles
    Level: Intermediate to upper intermediate

    Article: FAKE VAN GOGH SELLS FOR $35 MILLION

    A fake painting supposedly by Vincent van Gogh has been sold for $35 million in Paris. (Paris, June 9, 2004)

    Imagine this: It’s the chance of a lifetime. You have the necessary cash, and you have the opportunity to buy a Van Gogh. After purchasing the painting and placing it on your living room wall to show to all your friends, you discover that the painting is a forgery!

    That’s what happened to an anonymous telephone bidder who purchased Sunflowers in the Wind at the Peinture Company in Paris, France. The first (supposed) Van Gogh painting to have been auctioned since last year’s record sale of $40 million, the forgery was sold for $35 million. The painting had also been reported to be the last ever offered for sale, Britain’s Daily Times reported Thursday.

    Unfortunately, shortly after the masterpiece had been transferred to the buyer’s home, the Academy of Fine Arts released a statement saying that Sunflowers in the Wind was a fake. Upon further investigation, the report proved to be true. The unlucky buyer was forced to recognize that he or she had indeed purchased a forgery.

    Exercise 1: Analyze the Article

    Use the provided example newspaper article, or take a newspaper into the class.

    Ask students to read the newspaper article and summarize the contents.

    Have students analyze the difference between the headline, leading sentence and article content in terms of tense usage and vocabulary in small groups (3-4 students).

    As a class, check that the differences between headline, leading sentence and article content are clear. Here is a short guideline to the main differences:

    • Headline: Simple tenses, idiomatic, flashy vocabulary, no use of function words
    • Leading sentence: Present perfect tense, often used to give general overview.
    • Article content: Proper tense usage, including a change from present perfect to past tenses to give detailed, specific information about what, where and when something happened.

    Exercise 2: Write Your Own Newspaper Article

    Have students split up into pairs or small groups (3-4 students).

    Small groups should write their own newspaper articles using the headlines provided or come up with their own stories. They should write the leading sentence and an at least three paragraphs long article.

    Headline 1: TRUCK CRASHES INTO LIVING ROOM

    Headline 2: LOCAL COUNCIL: ACTION NOT PROMISES

    Headline 3: LOCAL FOOTBALL PLAYER WINS BIG

    Have students read their newspaper articles aloud, allowing you to incorporate some listening comprehension into the lesson.

    Additional Resources