A selection of English ESL control printables

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

Hey Teachers!



With the US elections coming up soon, I created this ESL lesson plan full of activities and exercises about the US elections and how the election system works, all based on a short informational video. The "Electoral College" can be a difficult concept to grasp, so this lessons aims to help students understand it.


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


https://app.fluentize.com/lesson/electing-US-president



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 until October 15, 2020, and when you register, you'll get the whole thing for free - including the post-viewing sections that feature activities on a video quote, prepositions, numbers, grammar, additional conversational material, the quiz & review, and the teacher's guide.



The lesson plan is geared towards intermediate (B1) to upper intermediate (B2) level students. It's probably more suitable for upper intermediate level students, although you could probably adapt it to or make it work for an intermediate level as a challenge. In the video and lesson plan, students learn about the electoral college, what "electors" are, and how a presidential candidate actually comes to be the US president. They'll also learn when the president is "sworn in" as president (this is one of the featured vocabulary terms in the lesson). After watching the video and completing the first post-viewing section, there is a second and third post-viewing part that focuses on some grammar focusing and then additional discussion material based on questions about... 



- Students' opinion on the Electoral College

- Politics

- Voting 

- Impact of COVID-19 on the elections

- Immigrants and voting



From the creator’s standpoint, my favorite part of the lesson is the section on numbers in the post-viewing section and quiz and review activity. Having the students recall full sentences using those numbers I found to be great language practice. I think this should be another great way for students to practice some of the vocabulary terms they heard or learned in the video. This specific activity is available when you download it directly from the Fluentize page.



Again, you can find these post-viewing activities on the video quote, prepositions, numbers, and then the post-viewing conversation, along with the quiz / review activities when you download the lesson directly from the Fluentize page.



I also realize that many English language teachers are teaching in an online environment. For those of you who have done this, I recommend trying out our interactive lesson plan, which are pretty much digital lesson plans that contain 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 the US elections in detail with your students.



Happy Fluentizing!



- Jake from Fluentize

Electing a US President in Plain English

mAAAANY WEB SITES FOR PRACTISING THE ADJECTIVE IN ENGLISH. WITH JUST ONE CONTROL AND CLICK YOU GO STRAIGHT TO THE EXERCISES! 3 PAGES FULL OF LINKS! :)

SITES FOR PRACTICING THE ADJECTIVE

This handout can be used as a warmer or lead-in; for semi-controlled or freer-practice when teaching the second conditional. Could be conducted as a survey or as a mingle activity. 

Second Conditional - Survey

This worksheet gives students controlled practice with the present perfect continuous form. Through the use of time frame, it also raises awareness of the function i.e uncompleted  action. 

Present perfect continuous

This is an exercise sheet on the passive voice structure. It is gun-related as the theme worked on during the unit is gun control in the US. After asking the students to 1. be able to identify the passive voice, 2. understand when to use and 3. know how to structure it (sheet available to download), students are given this worksheet to practice and make sure they know how to manipulate the structure. B1/B2 levels

The passive voice - Exercise sheet 

Maze: Pencil control, problem solving

Counting and comparison



Chameleon Maze

This lesson uses the context of schools to learn how to use 'have to'/''doesn't have to' (present simple).  It includes some controlled practice activities.

This is suitable for UK based ESOL learners, in particular parents with children in the UK school system.  

As well as learning the target grammar, it can be incorporated into a lesson in which students learn about the UK school system.

It could be adapted to use with learners in other countries, to compare different school systems. 

 

UK Schools - grammar 'to have to' 

Machining is a manufacturing process that involves removing materials from a workpiece via cutting tools in order to convert it into a shape you desire. Machine tools have slowly evolved over the past few decades. While many still retain the same basic characteristics of their 19th- and early 20th-century ancestor, we now use computerized numerical control or CNC machines which have the capacity to efficiently and precisely repeat complex sequences for production of composite parts of varying sizes and shapes for a wide range of machining projects.There are hundreds of varieties of machine tools that range in size from small, simple machines mounted on workbenches to huge, complex production machines weighing several hundred tons.

Industrial machine tools

Controlled and semi-controlled activities aimed at the whole age groups though particularly prepared for the teenagers involving free-time activities vocabulary, expressing likes-dislikes and hours

Likes & Dislikes Integrated with the Hours

Use as a control practice and freer mingle after presenting advice giving language.  I like to tell my students that I'm trying to find a girlfriend, and model three pieces of advice given to me by 3 people.  After eliciting further examples on the boards, students should use "How about...?" "(I think) you should..." and "Why don't you..." as their target language in pairs. 

How about...? -Giving Advice

The fable of Peter and the wolf is presented to students, who are asked to fulfill by several questions under non-controlled practic their own conclusions and interpretations about the story.

FABLE: Peter and the wolf, 2 activities

I really like controlled practice especially after the language presentation. I like using the PPP (presentation/ practice/ production) and with pronouns I do not have any special way.

173 Control English ESL worksheets pdf & doc