A selection of English ESL bond printables

NUMBER BONDS

These three songs are linked to the James Bond theme. They can be a nice introduction to reading one of the series' books. In the first exercise students need to complete the gaps, in the second they need to provide translation/explanation of the listed words and in the third one once again we have a gap completing exercise.

James Bond

James Bond lesson, with various activities



007, James Bond, was supposed to be taking the mission, but the writer in the latest movie has made him mysteriously disappear. Thus, we need your help.



We need you to study the following words before the mission to figure out what they mean. As we are running low on guns and cool weapons, you will need these words to help you defeat the highly evil Dr. Evil.



After getting these words right, you need to study the following pictures Bond sent to us before he disappeared. You need to figure out what each gadget is, before you can use them.



Now you have understood what these gadgets are, you need to work with your partner to figure out how you will get Bond home. He is being held in the French Alps by Dr. Evil. Use the gadgets to determine how you will get in and out of the mountain castle where he is being held.

James Bond Spy Lesson

This worksheet suitable for grade 1.

The skill to subtract number using number bond.

The range number is below 10.

Students can cross out the picture above number bond to help them to find the answer.

Subtract with number bond

Here's a worksheet for James Bond fans. It's an approximately forty five minute lesson comparing the different Bond actors with reading and discussion tasks. There is a low key research and presentation task to end the lesson.



Tips

You may need to check the underlined words before Ex.2.



If you don't have Internet access for the final task, get the students to imagine what the next Bond will be like or do it based on memory.



Suggested Answers

1) James Bond is tall, dark and handsome. He's English but can speak lots of different languages. He's a skilled fighter and can use a gun. 



2) Four of the actors are not English. Craig is not tall, dark haired or traditionally handsome. 



Answers

3) Connery was the tallest. 

Moore was the oldest. 

Moore and Connery starred in the most films. 

Lazenby starred in the least films. 

Connery, Lazenby, Dalton and Brosnan were not born in England. 

Moore knew a foreign language (Italian).

James Bond Fact File Worksheet

This is for a human resources student of mine. I noticed that there doesn't appear to be many exercises on adjectives to describe activities so, here it is. Match two positive and two negative adjectives to each activity and then debate as a group as to which team should go on which team-bonding course.

Adjectives about Activities: Team Bonding

This is an easy reading comprehension activity. Students must read a short tale and say, for each statement below, if the information is true, false or not given in the text. Then, they must answer the questions in full sentences.

My name is Bond - Easy RC

This worksheet is for Listening practice. it also focuses on the Idioms used. It includes both American and British English. It is about six minutes long  https://www.youtube.com/watch?v=lfwpqPFwFb0 

Daniel Craig Shooting His Final James Bond | The Tonight Show

This worksheet is  a reading task about  the author of the James Bond series. I found out the biography from an online source but I adapted the questionnaire to my Ss needs. Feel free to adapt this material to your Ss necessities as well but please do not claim it as yours. Thanks!

James Bond's author - Ian Flemming's biography 

This fantastic icebreaker activity is great for a first day or for already-bonded classes.  Cut out each question and post them in a different place in the room (gets students out of their seats!).  Students work in pairs or small groups, move to the question and speak for at least one minute per question.  Can also just be used as a worksheet in groups.  My low-level students love this activity as the questions are both easy for them to understand and thought-provoking!  GENERATES LOTS OF CONVERSATION!

ICEBREAKER CONVERSATION ACTIVITY -- ELEMENTARY 

This is a worksheet I prepared for students who are in the first grade of high school. The video is about children's worries and fears when going to a new school. Students have to watch the video and then discuss their own feelings. It is great for welcoming new students to your class and bonding tstudents together. Hope u like it! :)

back to school video

Homework I gave my 15 year old students on our unit about feelings and prepositions.  Sorry the formatting isn't perfect.

feelings and prepositions

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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how to accuse somebody of something in English

how to apologize, say sorry, forgive and express regret in English

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

how to describe things or people in English

how to emphasize important things in English

how to encourage or discourage people in English

how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

how to express cause and effect in English

how to express interest in something in English

how to express likelihood, probability in English

how to express likes and dislikes in English

how to express sequence and chronology in English

how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

how to keep a conversation going in English

how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

how to reassure somebody of something in English

how to refuse and object to something in English

how to remind people of something in English

how to rephrase, paraphrase what was said in English

how to say thank you, express gratitude in English

Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

36 Bond English ESL worksheets pdf & doc