This can be used for either an ESL class to encourage discussion or a teen class related to entrepreneurial activities. It’s a worksheet with open ended questions to help students in small groups come up with a business idea. This should be discussed thoroughly in order to have a very clear idea that can be presented to the rest of the class. Extension idea - have students create an advert for their new business

Worksheet for young pupils to practise writing their numbers

Presentation which prompts pupils to think about and discuss how much sleep they get and whether it’s enough. It can be a good idea to start this lesson by asking pupils to write on the board the number of hours they got. You can prepare before class a big line with 1 at one end and 12 at the other. Ask pupils to put their number along the line. Discuss the results without singling out anyone. Handout with the same slides if you want them to follow along. Silly pictures to end a more serious class discussion on sleep habits, where pupils must answer 2 questions about each pictures - where and why!

Visual presentation of the adverbs of frequency for ESL beginners, along with a present simple speaking chart to guide production of full sentences.

A quick worksheet for pupils to practice correct spelling of common jobs. Also a question for discussion afterwards.

Best printed on coloured card stock and laminated for multiple use! This allows children to practise and memorise their times tables. Arrange with underlined numbers as the top and left border, then the rest of the numbers within. Once assembled, remove random numbers and have children solve the missing number.

Shape Monster story - to be printed, cut and folded into a small book. Pupils should be instructed to draw the correct shape and colour according to the book text.

Times Tables Drills - Worksheets for pupils to drill their times tables - Sheet 1: fill in the blank with the solution (eg. 6 x 4 = _____) - Sheet 2: fill in the blank with the missing variable (eg. 6 x _____ = 24)

Times Tables Drills - Worksheets for pupils to drill their times tables - Sheet 1: fill in the blank with the solution (eg. 2 x 4 = _____) - Sheet 2: fill in the blank with the missing variable (eg. 2 x _____ = 8)

Times Tables Drills - Worksheets for pupils to drill their times tables - Sheet 1: fill in the blank with the solution (eg. 7 x 4 = _____) - Sheet 2: fill in the blank with the missing variable (eg. 7 x _____ = 28)

Times Tables Drills - Worksheets for pupils to drill their times tables - Sheet 1: fill in the blank with the solution (eg. 8 x 4 = _____) - Sheet 2: fill in the blank with the missing variable (eg. 8 x _____ = 32)

Times Tables Drills - Worksheets for pupils to drill their times tables - Sheet 1: fill in the blank with the solution (eg. 9 x 4 = _____) - Sheet 2: fill in the blank with the missing variable (eg. 9 x _____ = 36)

Times Tables Drills - Worksheets for pupils to drill their times tables - Sheet 1: fill in the blank with the solution (eg. 10 x 4 = _____) - Sheet 2: fill in the blank with the missing variable (eg. 10 x _____ = 40)

Times Tables Drills - Worksheets for pupils to drill their times tables - Sheet 1: fill in the blank with the solution (eg. 11 x 4 = _____) - Sheet 2: fill in the blank with the missing variable (eg. 11 x _____ = 44)

Times Tables Drills - Worksheets for pupils to drill their times tables - Sheet 1: fill in the blank with the solution (eg. 12 x 4 = _____) - Sheet 2: fill in the blank with the missing variable (eg. 12 x _____ = 48)

Presentation and handout about Canadian landscapes. Includes vocabulary to discuss Canadian landscapes, maps and images for discussion. Also includes basic facts about Canada for students to discuss what interests them, how it’s different from their own country, etc. Final slide includes a list of discussion questions. Ideal for a teenage or adult ESL group.

ESL Kids game to reinforce use of ‘a’ or ‘an’ along with pronunciation of included vocabulary (pictures on the cards) and structure ‘have you got’. Game play goes just like go fish! A: Have you got a box? B: No, I haven’t. Have you got an umbrella? A: Yes! I have. The winner is the one with the most pairs when someone goes out. When someone goes out, those with cards in their hand need to subtract the number of cards from their pairs; ie, I have 2 pairs, so 4 cards, on the board. I am left with 3 cards in my hand when my partner goes out. Therefore, my score is 1 card.

This works best as a starter to a class of improv games. It provides a bit more structure, allowing kids to ease into it and be a bit freer in other improv theatre games! This works best if you can project it on the wall. Make sure you have the teacher handout so that you can see in advance how many people are needed for each sketch. Get the right number of volunteers for each before showing the card. (Smiley faces indicate how many people!)

Paragraph guidance for planning an essay about one’s family heritage.

This is a simple activity to lead a conversation class with a low-level group of ESL learners. It may be adapted for a 1-1 lesson by simply the teacher being the partner. Print and cut out cards. Separate into 2 groups - questions and answers, and sentence prompts and extra general questions. Part 1 of the lesson: Organise students in pairs. Teach basic questions used when meeting someone for the first time by having students match questions to answers. Once they have matched pairs, have then organise the questions and answers into how they think the conversation would flow. Have pairs act out the dialogue. Tell students to act out the dialogue again but only using the questions. They should use the dialogue answers as models to create their own sentences about themselves. Part 2 of the lesson: Put 2 pairs together from Part 1 in order to form groups of 4. Hand out the second group of cards and tell students to mix them up face down. Students take turns drawing a card and must create a sentence using the prompt. If they draw a question card, they may ask anyone in the group the question. They should be encouraged to ask follow-up questions (depending on how strong the students are).