Browse Worksheets

1) Look, read and match.
2) Read and match.
3) Write the jobs.
4) What do you want to be when you're older? Wrire.

TAKE A TEST AND ANSWER

Select the data you want to do your project on and create a histogram graph and interpret the data.

Do this test if you want to know your studies have started well and you have a basic knowledge of reading, writing, speaking and listening.

Listen and repeat: I want/Countable nouns

What do you need if you want to...?

for students who want to work on grammar

A test to check knowledge about Discover 1 book ( needs and wants)

prepared for primary graders

prepared for kinder

Write the correct numbers. Then listen and check. If you like my work and want to buy me a coffee: Ko-Fi: Apailana

PLEASE WRITE DOWN YOUR ANSWERS BASED ON WHAT THE QUESTIONS WANT.

Write sentences using want to be

Below is an alphabetical list of descriptors that characterize some of the things children are able to do with language at different ages. In the below, match the descriptors with the age ranges. Note that there are 15 descriptors and 12 age ranges, so you will want to enter more than one descriptor for some age ranges.
• Begins to use grammatical morphemes and function words
• Combines words to make 'telegraphic' sentences
• Cries only because of discomfort or hunger
• Discriminates among similar language sounds (for example, pa and ba)
• Can use (say) about 50 different words
• Has a vocabulary of several thousand words
• Knows cake the eat' is silly, but doesn't know why
• Learns to use different voices' with different interlocutors
• Learns to use different language registers for different social/academic situations
• Makes cooing sounds
• Produces 'first word'
• Shows literacy-based metalinguistic awareness
• Starts to ask lots of why questions
• Takes into account what listener knows (for example, on the telephone)
• Understands some frequently heard words

Practice: (This,that,these, those) and ( Have, want, need, like)

Watch the video and answer the questions.

Question 1: What is the name of the TV show in the video?

• A) Ghouls
• B) Ghosts
• C) The Haunting

Question 2: Who moves into the big house?

• A) A couple
• B) A family with a baby
• C) A group of students

Question 3: What do the couple want to do with the house?

• A) Sell it to the ghosts
• B) Turn it into a school
• C) Make it a hotel

Question 4: What happens to the main character, Sam, after she wakes up?

• A) She can talk to and see the ghosts
• B) She is afraid of the ghosts
• C) She moves out of the house

Mamma Mia! is a fun musical about a girl named Sophie who lives on a small Greek island with her mom, Donna. Sophie is getting married and wants her father to walk her down the aisle — but she doesn’t know who he is!

She finds her mom’s old diary and learns that there are three men who might be her dad: Sam, Bill, and Harry. Without telling her mom, she invites all three to her wedding, hoping to figure out which one is her real father.

When the men arrive, Donna is very surprised and confused. Sophie tries to keep everything a secret, but things get complicated! In the end, Sophie learns that family is not just about knowing who your father is — it’s about love and the people who care for you.

In 1809, John Colter, a hunter, travelled to a new part of the United States: the mountains and forests of Wyoming. He discovered an amazing place. It was an extraordinary land of ice and fire. When he returned home, he talked about his adventures - but nobody believed him!
Colter described amazing scenes. There were ponds of water - but they boiled! There were trees that appeared to be stone. There were holes in the ground that suddenly exploded, like fountains of boiling water. Everywhere there was the strong smell of sulphur.
Colter walked deep into the forests. He watched and studied an amazing variety of animals, including bears and wolves. He climbed high mountains and explored beautiful lakes and rivers. There were high waterfalls and deep canyons with yellow rocks on each side. In fact, the name of this place comes from those rocks: Yellowstone.
Fifty years later, the US government organised three scientific expeditions to Yellowstone. They wanted to find out what was really there. Finally, people started to believe John Colter's stories. They realised Yellowstone was a beautiful and unusual place, and asked government to protect it. So in 1872, President Grant signed a new law: Yellowstone was now the first national park in the world.

CLIL (Content and Language Integrated Learning), students learn various subjects like history, art, science and math in a foreign language. Rather than being a stand-alone subject, language becomes a skill acquired in the classroom while mastering other types of content.

Tips for Planning and Teaching CLIL Lessons 

As you can see from the lesson plans above, you can get creative with CLIL lessons and include diverse themes! Whether you want to make your own lesson plan or you’ll be working off these examples, here are some ways to make your CLIL lessons even more effective:  

Teach vocabulary separately 

Pick the important concepts and words and teach them in isolation from the main lesson. I usually prep students by doing this beforehand, but you can also choose to wait until after the class.

During the class, assume your students are native speakers of the target language and just teach the subject. For example, when the lesson is about math, teach actual addition and subtraction, not the translation of the word “addition” in German. Teach the math and be a math teacher for the duration of the activity.

In the course of the lesson, kids will be compelled to use their critical thinking skills to figure out the meanings of any unknown words. 

Include authentic materials

Aside from CLIL materials on the subject you want, look for authentic materials too about the subject at hand. For example, on top of CLIL-specific materials about philosophy in German, I’d look for native German discussions, blogs, websites, forums and book excerpts about philosophy too

There are three particular sites that I often check because they’re loaded with authentic materials and educational links:

• Government sites and ministries. One of the aims of national leadership, for all states, is the education of their populace. So you can be sure that their websites have links to resources that can help you find material for CLIL. For example, the site for France’s Ministry of National Educationhas links to academic sites and even its own search engine.
• Websites for the top universities in the country. Naturally, these sites are replete with links to the latest research, publications, lessons and journals. You may also find online libraries, databases and even e-books you could use. Take the example of Technische Universität München, one of the top universities in Germany.
• Forums for native speakers. When you join these forums, you’ll have reached the inner sanctum of the country—at least online. Read the posts and discussion and you’ll have an insider’s look not only at their relationship problems, you’ll find in their postings, links to sites that native speakers actually use and recommend to each other. This one’s big in China.

Give simple worksheets

Keep any CLIL worksheets visually appealing and user-friendly. Avoid overcrowding it or making it too “busy.”

Use a consistent font and style throughout—ideally a basic font that won’t be distracting. Include lots of pictures and graphs to enhance the visual appearance. 

These are my favorite resource websites for worksheets:

• One Stop English — This site provides unique English CLIL resources that can be adapted to any language. You’ll find puzzles, crosswords, vocabulary worksheets and more catering to a range of ages.
• Teachers Pay Teachers — As the name suggests, this is a platform where teachers can sell resources that they’ve created to other teachers. Just look up “CLIL Teaching Resources,” and you can even filter for worksheets and select them by subject and grade. 
• Scholastic’s Teacher Resources — This is a great place to find worksheet ideas to fit any subject you’re teaching through CLIL. You can get grade-appropriate lesson plans here on everything from literature to basic science to economics.
• Instant Online Crossword Puzzle Maker— This non-traditional worksheet option is great for teaching vocabulary in any subject or language in an engaging way. You can use this instant crossword maker to easily produce fun worksheets targeting any vocabulary set you’re working on. 
• Pinterest — Mostly known for craft and home decor inspiration, this popular platform is now also a go-to source for great lesson plan ideas, especially for elementary school children. Just type “CLIL” into the search bar plus the name of the target language (e.g. “CLIL italiano”). 

Do scaffolding

Give the students the temporary support they need to reach higher levels of comprehension and mastery, in terms of both the language and the content.

Begin with simple tasks and work your way up to those that are more complex. Give clear directions and explain concepts in multiple ways to ensure understanding.

I sometimes start with intro exercises where students match vocabulary with images, followed by guided readings where key vocabulary is highlighted. After that, students can do more involved discussions and activities that involve problem-solving and research.

Use gestures, visual aids and props. 

You used to just stand there and talk. With CLIL, not anymore. Illustrate what you’re speaking about, and you’ll see that students are better able to grasp your message.

Break up presentations with videos and images that students will find interesting. You can show mind maps or flowcharts to explain more complicated processes. 

I also try to bring props whenever I can. I’ve used 3D models of different shapes in math when explaining concepts like area or volume and even puppets for storytelling. If the subject is history or geography, these might be objects related to what the students are learning.

Exercise: Forming Questions about Clothes

Part 1: Yes/No Questions

Rewrite the sentences below as yes/no questions using "do" or "does".

1. You need a new shirt.
   • Question: Do you need a new shirt?
2. She wants a pair of jeans.
   • Question: Does she want a pair of jeans?
3. They like the red dress.
   • Question: Do they like the red dress?
4. He has a blue jacket.
   • Question: Does he have a blue jacket?
5. We need some new shoes.
   • Question: Do we need some new shoes?

Part 2: Information Questions

Rewrite the statements below as information questions using "do" or "does" and the question words (what, which, why, when, where, who).

1. You need a new shirt.
   • Question: What do you need?
2. She wants a pair of jeans.
   • Question: What does she want?
3. They like the red dress.
   • Question: Which dress do they like?
4. He has a blue jacket.
   • Question: What color jacket does he have?
5. We need some new shoes.
   • Question: What do we need?

Part 3: Create Your Own Questions

Now, create your own yes/no and information questions about clothes using the verbs need, want, like, and have.

1. (Yes/No Question)
   • Statement: I need a warm sweater.
   • Question:
   • Why do you want to buy a new jacket?
2. (Information Question)
   • Statement: She likes the black boots.
   • Question: What color shoes does she like?
3. (Yes/No Question)
   • Statement: They have a lot of scarves.
   • Question: ____Do they have a lot of scarves_________________________________?
4. (Information Question)
   • Statement: He wants a new belt.
   • Question: ______What does he want___________________________?

Part 1: Yes/No Questions

Rewrite the sentences below as yes/no questions using "do" or "does".

1. You need a new shirt.
   • Question: Do you need a new shirt?
2. She wants a pair of jeans.
   • Question: Does she want a pair of jeans?
3. They like the red dress.
   • Question: Do they like the red dress?
4. He has a blue jacket.
   • Question: Does he have a blue jacket?
5. We need some new shoes.
   • Question: Do we need some new shoes?

Part 2: Information Questions

Rewrite the statements below as information questions using "do" or "does" and the question words (what, which, why, when, where, who).

1. You need a new shirt.
   • Question: What do you need?
2. She wants a pair of jeans.
   • Question: What does she want?
3. They like the red dress.
   • Question: Which dress do they like?
4. He has a blue jacket.
   • Question: What color jacket does he have?
5. We need some new shoes.
   • Question: What do we need?

Part 3: Create Your Own Questions

Now, create your own yes/no and information questions about clothes using the verbs need, want, like, and have.

1. (Yes/No Question)
   • Statement: I need a warm sweater.
   • Question: ________Do you need a sweater__________________?
2. (Yes/No Question)
   • Statement: They have a lot of scarves.
   • Question: ______________Do they have a scarf_____________?

Exercise: Forming Questions with Why, What, Which, and One/Ones

Part 1: Complete the Questions

Complete the questions using "why," "what," "which," "one," or "ones."

1. ____Why____ do you want to buy a new jacket?
2. ___What_____ color shoes do you need?
3. ___Which_____ dress do you like, the red one or the blue one?
4. ___What_____ do you have in your shopping bag?
5. _____Which___ do you prefer, the striped shirt or the plain one?
6. _____Why___ did you choose the black boots?
7. ___Which_____ jeans are more comfortable, the skinny ones or the regular ones?
8. ____What____ accessories do you want to wear with your outfit?
9. ____Which____ of these hats is your favorite?
10. _____Why__ does he need a new suit?

I want 7 questions with fill in the blanks about " am,is,are"

Complete the gap with one of the three conjunctions (and / but / or).

The dog wants to go outside,__________ it is raining.
She has a doll, ___________ she has a big dollhouse. 
Do you like this one __________ do you prefer that one? 
I wanted to buy you something, __________ I didn’t have any money. Do you prefer cats __________ do you prefer dogs?