A selection of English ESL control printables

semicontrolled mechanical drills that help ss to write describing a monster 

Describing a monster

Hey Teachers!



June is Pride Month for the LGBTQ community. In response to this, I put together this video-based lesson plan on the topic of LGBTQ and human rights. 



The full lesson plan is free to download on Fluentize via the link below:



https://app.fluentize.com/lesson/lgbtq-pride-month



In the worksheets I posted here, you get the first half of the lesson. You can find the video as well as all the post-viewing activities on the actual Fluentize page for the lesson. It’s free to download during the whole month of June 2020, and when you register, you'll get the whole thing for free - including the sections on prefixes, key word transformations, additional conversational material, the quiz & review, and the teacher's guide.



The lesson plan is geared towards upper intermediate (B2) to advanced (C1) level students. It's based on a short informational video from ShareAmerica focusing on how Pride Month came to be, as well as why and how it's celebrated. One of the new things we did with this lesson that you can't find in other Fluentize lessons is the extensive section focusing only on post-viewing conversational material. This section is a great way to CCQ some of the featured vocabulary terms studied in the lesson, and makes it easy for you to generate rich discussion revolving around LGBTQ equal rights, including topics such as:



- Uprisings / Protests

- Intolerance

- Struggles for other minority groups

- Advocating for the LGBTQ community

- Milestones



From the creator’s standpoint, my favorite part of the lesson is the Key Word Transformations. This was the first lesson where I tried out Key Word Transformations in a lesson plan. I think this should be another great way for students to practice some of the vocabulary terms they heard for learned in the video. This activity is available when you download it directly from the Fluentize page.



Again, you can find these post-viewing activities for prefixes, key word transformation, conversation, and quiz / review activities when you download the lesson directly from the Fluentize page.



I also realize that many English language teachers have switched to online teaching. For those of you who have done this, I recommend trying out our interactive lesson plan, which contains interactive fields for your students to write answers within.



Also, when you do a Fluentize lesson online, we highly recommend using the platform Zoom and their remote control feature. The remote control feature allows students to take control of your screen during the lesson. You can do this by having your student request remote control of your screen, or you could also give control to the student. The reason this is so great is because it enables students to type answers in the interactive fields (download the 'Interactive Lesson' on the lesson page) of the lesson while you watch and help them with spelling and punctuation.



I wish all you good health and hope you have a meaningful lesson exploring Pride Month in detail with your students.



Happy Fluentizing!



- Jake from Fluentize

LGBTQ | Pride Month Lesson Plan

WRITING CONTROL - PRESENT: SIMPLE - TO BE.

 THE NUMBERS O - 100

 

Exam Level 1 - Elementary

This worksheet deals with the pesentation of the verb to be in a communicative way. It has some practice tasks, both controlled and free. Hope you and your students will enjoy it. Keep sharing and caring.

Simple Present of TO BE

A board game for speaking activity about jobs. Students read and discuss questions. You can use both dice or coin (heads - you go 1 time, tails - 2) to control the lesson pace.

Let's talk about jobs!

It is a semi-controled activity for could. students will read the text and write true(t) or false(f). This is a reading comprehension exercise based on the verb could.

What I Could Do When I Was Younger

Answers :

1. b. Agrabah

2. c. Bread

3. c. Street Rat

4. b. Magician

5. c. Crackers

6. d. Rajah

7. a. She didn\'t want to be controlled all her life

8. c. A ruby

9. a. True

10. b. To become a prince

11. a. Freedom

12. a.An apple

13. c. To be saved

14. b. False

15. b. He becomes a genie

Aladdin quiz (disney)

This worksheet was created by www.primaryleap.co.uk



What force controls the tides of the oceans? Who discovered gravity? In physics, what is weight measured in? Students read through the facts about gravity and answer the accompanying study questions.



I am one of the content developers at Primary Leap. These resources can be used for home learning or in the classroom. I hope you find them useful.

Reading comprehension - What is gravity?

Speaking Pairwork Practice for using will have past participle by and a time and will infinitive in and a time. Students are given practice with the difference in time usage for both. Lesson Plan for set up is included if needed (or if the teacher lacks a textbook or other more controlled material to lead in from.)

Will have done by Vs. Will do in

Hi there!Here is a test or control work in order to check students' knowledge in some exercises. Of course you can add something or omit. I hope it will be useful! 

it's for the 7 grade students

Grammar test for the 7th grade

Script template for a tourism radio commercial. Controlled speaking task and vocabulary practice. 

A Tourism Commercial

controlled communication exercise. Students need to ask for the missing information. They will revise how to pronounce certain letters (A,E,I,Y,G,J,H). 

What is the missing date?

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)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

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

177 Control English ESL worksheets pdf & doc