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Given the
context provided, the goal is to express a reflection on your doubts about
being able to complete a triathlon event that you ended up participating in.
Here’s an analysis of each option in relation to the context provided:
A) "I
thought I would never be able to get through it."
This option is grammatically
correct. It effectively communicates that during the event or before it,
you doubted your ability to complete it. It’s a straightforward way to
reflect on your earlier doubts.
B) "I
never thought I would be able to get through it."
This option is also
grammatically correct. It suggests a consistent disbelief in your ability
to complete the event, up until you proved yourself wrong by actually participating.
This option subtly implies a longer period of doubt.
C) "I
thought I would have never gotten through it."
This option is awkward and less
clear. The use of the future perfect tense ("would have never
gotten") is not appropriate in this context. It tries to reflect on a
past perspective about a future outcome, which doesn�t fit well here.
D) "I
thought I would have never been able to get through it."
Similar to option C, this
sentence is complex and grammatically awkward. The construction
"would have never been able" complicates the expression of doubt
and is not commonly used in this type of reflection.
Given these
analyses, A) "I thought I would never be able to get through it."
and B) "I never thought I would be able to get through it."
are the correct options. They both clearly and effectively convey the sense of
doubt about completing the triathlon.
Which to
choose between A and B depends on the nuance you want:
A suggests a specific moment or
period where you doubted your ability.
B suggests a more ongoing,
persistent doubt over time.
"Would you like to come to the beach with us tomorrow? A. Thanks you for the invitation! B. Thanks for the invitation! D. A, B and C are correct / C. I�d love to.
Thanks
I would say: is ("The subject of the sentence is:[The kind of books,] which is a singular noun phrase. The kind of books" is treated as a singular category or type, thus requiring the singular verb "is.")
Hello dear teachers!!! I´d apprecitate all your suggestions!!
An adult student will be taking intensive English classes with me next week since he wants to move to Canada with his family as soon as he finds a job in that country. His main aim is to improve his speaking and communicative skills. I hope you can guide me in terms of materials to teach him. Do students actually use coursebooks to learn english for specific purposes or communicative english ?
I believe this is a great website to learn from each other.
It can be either "instructing us on" or "instructing us in" as I see it, but I lean more toward "in" in this case.
"instruct in"vs"instruct on"
Both
�instruct in� and �instruct on� are correct phrases, but they are used
in different contexts. �Instruct in� is used when referring to the
subject or skill being taught, while �instruct on� is used when
referring to the topic or content of the instruction.
Hello everyone! I�d like to make a humble suggestion. I know I haven�t been here in a loooooooooong time, but I do come in from time to time. And I find wonderful worksheets and resources.
But.... sometimes I find these wonderful worksheets so difficult to read, because the size of the font is so tiny! Sometimes it�s put at 8 or 9... sometimes even 7. I assume the creators do this in order to fit many exercises in just one page, but believe me, it�s not practical.
I mean, for example, if I download a worksheet with tiny font, it is veeeeery time consuming for me, to be re-organizing the exercises in another word document in order to enlarge the size of the font. sometimes, it takes up to 3 pages to make all the exercises readable and writable (where students have to answer)
I would suggest not to crowd up the page with so many exercises. if needed, make 2 pages. But have the text be READABLE, WRITABLE, AND PRINTABLE... if I print as is, the text is so tiny my students aren�t able to read it.
In advance, I thank everyone for their hard work, and creativity!
Dear Sir/Madam, I have put together a jeopardy game as a final material for the winter and spring semester for Go Getter 2 textbook.
I have used the material from the book, tests and WB. I do not claim it is authentic. But it took me quite a while to prepare it in a form of a game. I like to play it with my students. I am sure it will be popular among the teachers. but I am not sure if it contradicts the rules of your site. Who could I contact to approve the PP?
THE ELEPHANT VANISHES, Discussion questions for a Haruki Murakami short story.
Discussion questions for the short story: THE ELEPHANT VANISHES by Haruki Murakami (published in THE NEW YORKER, November 10, 1991). The teacher assigns students the story (search on the Internet for a copy) to read. In class, students are divided into pairs and given these questions to ask and answer. Toward the end of class, individual students a...
Level: advanced Age: 12-100 Downloads: 3
To Be present tense
Verb to Be practice worksheet
Level: elementary Age: 8-100 Downloads: 6
TREASURE ISLAND Penguin Reader Level Two
TREASURE ISLAND Penguin Reader Level Two. Assign the story to the students. In class, divide the students into pairs or small groups. Divide the questions among the students. The students ask and answer the questions. Toward the end of class, call on individual students to answer the questions.
Level: elementary Age: 6-100 Downloads: 7
End of Term Test
End of Term Test for 4th Formers.
Level: advanced Age: 14-17 Downloads: 15
Classroom language
A chart with a lot of vocabulary about classroom instructions. Cut and paste the pictures in the right place.
Level: elementary Age: 8-17 Downloads: 8