Browse Worksheets

use grammar sense to fill in the blanks

Complete the five senses

1. 1) Multiple choice

If we talk about very young learners , what age is correct?

• 7-12 years old 
• 2-5 years old
• 3-6 years old

If we talk about young learners , what ages are incorrect?

• 2-5 years old
• 3-6 years old
• 7-12 years old

According to these ages of the learners , which of these characteristics are correct?

• Active processors of information 
• Great range life of experiences
• Spontaneous and eager to participate 
• Participate with abstract concepts.
• They decide what and why to study.
• Enthusiastic to learn new things.

According to The Stages of  Cognitive Development . Choose the correct answer

Sensorimotor

• The child is egocentric and he assumes that other people see the world as he does.
• Children still have difficulties with abstract thinking.
• Children only know the present.

Preoperational

• The thinking is influenced by the way things appear rather than logical reasoning.
• The infant learns about the world through their senses and actions .
• They become less egocentric. 

Concrete Operational

• They can think systematically and reason about what might be as well as what is .
• Children still have difficulties with abstract thinking.
• Children only know the present.

Formal Operational 

• Children begin to think logically about concrete events.
• The thinking is still intuitive and also demonstrates animism.
• They can deal  with abstract  ideas and hypothetical with possible solutions. 

2. 2) Match each disability  with the correct characteristic:

1. 1. Visual Impairment                                         a. Difficulty with speech fluency
2. 2. Hearing Disorder                                          b.  Cramped grip,sore hand
3. 3. Speech and Language Impairment              c. Difficulty perceiving visual information
4. 4. Mobility Impairment                                      d. Poor balance and posture
5. 5. Down Syndrome                                          e. Difficulty with fine or gross motor coordination
6. 6. Intellectual Disability                                    f. Difficulty sequencing information or events
7. 7. Autism Spectrum Disorder                           g. Difficulty with speech fluency
8. 8. Traumatic Brain Injury                                  h. Difficulty with memory and concentration
9. 9. Dyslexia                                                        i.Difficulty with mobility and movement
10. 10. Dysgraphia                                            j. Difficulty  reading aloud
11. 11. Dyscalculia                                           k. Difficulty with auditory perception
12. 12. Dyspraxia                                             l. Unpredictable and extreme reactions to changes in routines

  3) Choose the correct option: 

1. 1. A good teacher has a contagious passion/indifference for teaching—one who loves his students and his work.
2. 2. Teaching must be more than simply following an outline; it requires disorder/creativity.
3. 3. Adding pace and humor to the class creates a positive environment where  goals/learners thrive.
4. 4. A good teacher challenges students while maintaining a level of difficulty that is appropriate/demanding.
5. 5. Being encouraging and patient helps students feel motivated to apply themselves inefficiently/diligently.
6. 6. Taking an interest in students as individuals creates opportunities for exploration/engagement.
7. 7. A good teacher knows grammar well and can explain concepts accurately/well.
8. 8. Providing extra help and encouragement outside of class time shows appreciation/dedication for students' efforts.
9. 9. Treating all students equally, regardless of background, fosters an environment conducive to improvement/progress.
10. 10. A good teacher leaves emotional baggage outside the classroom to maintain a positive and effective class/atmosphere.

Rearrange the three different telephone conversations so that they may make sense.

Quiz about the hearing sense.

Sensory areas of the brain

Escucha la pronunciación de los 5 sentidos en inglés y relaciona con el nombre

Worksheet on the five senses.

Five Senses, 5 senses

Smart 1. can/can´t. Animals. Senses

Interaction and senses

5 senses worksheet

Listen and match

Listen to the audio and complete the paragraph.

Sensesvocabulary

practice more about senses

parts of the body
sense organs

The five senses: listen and match

write the standard form

MATCHING OF THE OBJECTS WITH CORRECT SENSE-ORGANS

Past tenses

B2 Narrative tenses, used to, would

Future

B2 Future forms – expressing future time

B2 Other ways to express future – be about to, be due to, etc.

B2 Future in the past

Modals, the imperative, etc .

B2 Modal verbs – permission, obligation, prohibition, necessity

B2 Speculation and deduction – modal verbs and expressions

B2 Verbs of the senses

B2 Get – different meanings

Conditionals, if, wish, etc.

B2 All conditionals – mixed conditionals, alternatives to if, inversion

B2 Mixed conditionals – If I were you, I wouldn’t have done it

B2 Wish, rather, if only, it’s time – unreal uses of past tenses

B2 Unless, even if, provided, as long as, etc. – other expressions in conditionals

Passive

B2 Distancing – expressions and passive of reporting verbs

B2 Passive verbs with two objects

-ing and the infinitive

B2 Verb + object + infinitive/gerund – verb patterns

B2 Gerunds and infinitives – complex forms

Articles, nouns, pronouns, and determiners.

B2 Reflexive and reciprocal pronouns

B2 Generic pronouns – common-gender pronouns

B2 Compound nouns and possessive forms

B2 Possessive ’s with time expressions – Two hours’ walk

Relative clauses, relative pronouns and adverbs

B2 Relative clauses – defining and non-defining

there and it

B2 There and it – preparatory subjects

Auxiliary verbs

B2 Have – auxiliary or main verb

B2 Ellipsis and substitution

Adjectives and adverbs

B2 Inversion with negative adverbials – adding emphasis

Conjunctions and clauses

B2 Clauses of contrast, purpose, reason and result

B2 Discourse markers – linking words

B2 Participle claus

es

Word order

B2 Cleft sentences – adding emphasis

An activity focusing on putting together dialogues based on the examples. Examples can be listened to & the dialogues are designed for students to select appropriate words from the lists provided so that the dialogues make sense.

my five senses: eyes, ears, hands/skin, tongue and nose