A selection of English ESL power up 2 printables

Vocabulary and grammer exercises Our Beautiful Planet Extinct anad endangered animals pics from Power Up 4 KSA version Past simple exercises and the use of too and enough too much too many.

Power Up 4 Unit 2 Revision worksheet

This is IT skills based assignment for students to work in computer based lessons or at home. It should be used as a summary and consolidation of previously covered topic - the Solar System. Double copy provided to save on printing. 

The Planet Project - CLIL and IT skills based homework for young learners, suitable for A2-B1

The worksheet corresponds to the `This is Halloween` song from Tim Burton`S `A Nightmare Before Christmas`. There is an accompanying video lesson and Powerpoint which can be found in my uploads or here. Sorry about the weird quality- it\'s mostly screen-shotted from the original Publisher document.



The dominoes and song are really easy. The last page was for a more advanced class.



Video Quiz

https://en.islcollective.com/video-lessons/halloween-quiz



PowerPoint

https://en.islcollective.com/english-esl-powerpoints/vocabulary/halloween/halloween-movie-quiz-and-halloween-dominos/118960



1. I start with the dominoes as a warm-up and to lead-in the vocabulary. 



2. We then check the answers on the Power Point and I add extra information and drill pronunciation.



3. Students then read the questions through and watch the video, answering as they watch in groups. 



4. We then check the answers interactively by watching through the video again and tapping on the answers.

`This is Halloween` Movie Quiz and Halloween Dominos

The worksheet and vocabulary dominoes correspond to the music video for `Thriller` by Michael Jackson.

There is an accompanying video lesson and other worksheets. Sorry about the weird quality- it\'s mostly screen-shotted from the original Publisher document.



Video Quiz:

https://en.islcollective.com/video-lessons/thriller-halloween-quiz-lyrics-and-vocabulary



Answer Power Point:

https://en.islcollective.com/english-esl-powerpoints/vocabulary/halloween/halloween-roll-story-thriller-quiz-vocabulary-and-dominoes-a/119078



1. Lead-in: Hangman with spooky music to spell out \'Halloween\'



1. I start with the dominoes as a warm-up and to lead-in the vocabulary.



2. We then check the answers to the dominoes on the Power Point and I add extra information about each thing and drill pronunciation.



3. Students then read the quiz questions through and watch the video, answering as they watch in groups.



4. We then check the answers interactively by watching through the video again and tapping on the answers.

`Thriller` Music Video Quiz and Dominoes

This worksheet can stand alone as a reading/presentation speaking activity (students roll the dice to make their Halloween story) or can be incorporated in a lesson alongside dominoes that use the vocabulary and/or a music video quiz for \'Thriller\' by Michael Jackson.





Video Quiz

https://en.islcollective.com/video-lessons/thriller-halloween-quiz-lyrics-and-vocabulary



Dominoes and Quiz worksheets

https://en.islcollective.com/english-esl-worksheets/grammar/nouns/thriller-music-video-quiz-and-dominoes/119069



1. Lead-in: Hangman with spooky music to spell out \'Halloween\'



1. I start with the dominoes as a warm-up and to lead-in the vocabulary.



2. We then check the answers to the dominoes on the Power Point and I add extra information about each word and drill pronunciation.



3. Students then fill out the blank squares in the \'roll-a-story` boxes and then go through the story, rolling the dice to determine the outcome of their story. If there\'s enough time, 1 person from each group reads out the best story. 



3. Students then read the quiz questions for the \'Thriller\' quiz through and watch the video, answering as they watch in groups.



4. We then check the answers interactively by watching through the video again and tapping on the answers.





Halloween Roll-a-story (Thriller Quiz Vocabulary)

Princess Anna or Elsa are part of the saga of "The Snow Queen" or Frozen in English. after the great success of Rapunzel, the success of Frozen was immediate after the release of the first film. Moreover, The Frozen 2 is Frozen 2 released in November 2019 was the biggest opening of all time for an animated film. Princess Anna is therefore a daring young princess who is not afraid to face danger, she loves adventure and moreover she is often with her friends like Olaf, Kristoff, Sven or Elsa Frozen. So here you will find the best coloring pages of the Snow Queen, Elsa coloring, Anna coloring, Olaf coloring, in short all the characters from Frozen.

Download free frozen coloring pages at here: https://disegnidacolorare123.it/frozen-da-colorare/

Disney has gone above and beyond in creating this fun, vibrant and amazing musical adventure for kids of all ages. Frozen is a story of two sisters, Princess Anna and Princess Elsa, who grew up together but were always separated due to an accident during their childhood. They live in the same castle, but do not speak to each other very much and look at each other very rarely, until the day when the older sister, Elsa becomes a majestic queen. It is at her coronation that Anna learns that her sister has the power to control ice and snow, and when Elsa runs away due to an unforeseen incident, Anna must find her and bring her home so that Elsa can end the eternal winter that she accidentally started.



Frozen coloring pages to print and color

Hey Teachers!



With Martin Luther King Jr. Day on January 18th, I've decided to create and publish an ESL lesson plan on him. This lesson is based on a short biography video about MLK and racial segregation in the USA in the 1950s & 60s. With the rise of the Black Lives Matter movement in the USA, I found it would be an interesting topic for students to study in the context of Martin Luther King Jr. and the civil rights movement in the USA that took place in the 1950s. One of the aims of the lesson is to help students build awareness on racial discrimination in the USA and what it was like.



I would say this lesson plan is probably most suitable towards intermediate (B1) to upper intermediate (B2) level students - probably better for upper intermediate level students, although you could probably present a tough challenge to an intermediate student if you're willing to play the video a few times for them.



In order to view the video, please visit the lesson page on Fluentize via the link below. The full lesson plan is free to download on Fluentize until January 18, 2021 as long as you're registered. After that, the lesson will cost 1 credit. Here on iSL Collective, you get the first half of the lesson plan for free, which includes the preview activities and viewing activity, but excludes the post-viewing exercises.



https://app.fluentize.com/lesson/martin-luther-king



As you'll see, the preview activities include feature discussion material, pre-teaching the essential vocabulary that is presented in the video, and then the viewing activity is essentially a listening comprehension exercise based on the video. The post-viewing sections feature activities on a video quote, vocabulary context usage,  prefixes / suffixes, grammar using the conjunction "despite", follow-up conversational material, and then a quiz & review, in addition to the teacher's guide.



Students learn about Martin Luther King Jr., what segregation. They'll also learn a few special phrases and terms such as "to be on the run" and what "sit-ins" are. After watching the video and completing the first post-viewing section, there is a second post-viewing part that focuses on some grammar using the conjunction "despite" based on the following quote from the video:



"Martin Luther King Jr. believed in the power of nonviolent sit-ins and marches despite the use of force by police."



You can follow everything up with additional discussion material based on the following topics...



- The effect of racism on society

- What racism and discrimination is like in the native country where students are from

- Cultivating anti-racist attitudes for future generations

- What kinds of other social changes students would like to see take place in the future beyond racism



From the creator’s standpoint, my favorite part of the lesson is the section on prefixes and suffixes, as I found that the specific vocabulary words in the video and their accompanying prefixes and suffixes to be both interesting and useful (discredit, nonviolent, outspoken, brotherhood, rightful).



I also realize that many English language teachers are teaching in an online environment. For those of you who are, I recommend trying out our interactive lesson plan for it  (attached below), which is basically a digital version of the lesson materials that comes equipped with interactive fields for your students to write answers within.



I hope you have a great lesson exploring Martin Luther King Jr. and his influence in detail with your students!

Martin Luther King Jr. Bio - Lesson Plan

Lesson plan for a class of Senior High School students in Japan, First Grade, Low Academic Level (but high enthusiasm!). 40 students aged 15



LEAD-IN

We start off brain storming the problems that you might have if you crashed on an island. I only elicit one or two answers before moving on to watch the trailer for CastAway (included in the Power Point). While they watch this, they add more ideas to the bubble on their worksheet and then discuss with a partner. * FEEDBACK: I usually get them to answer a full sentence in feedback `There are . . . .on the island` (no phones, no people, no boats) etc.



MATCHING

Beforehand, I explain the grammar form briefly and point out that the different colours in the sentences indicate past and infinitive forms of a word, and CCQ `Is this real/true or imaginary?` for meaning.

FEEDBACK - you can use the Power Point for this to reveal the answers. When they feedback, I get students to flip sentence halves around to highlight that the clauses can work both ways.

eg. `If I waswere cold, I would make a fire` and 

`I would make a fire if I was/were cold` etc.



WRITING AND SPEAKING

They then answer the four questions in the boxes, writing their own answers first (I explain `I would` and `I`d` and drill pronunciation a little). Then they walk around and ask each other the question with the approach `Can I ask you a question?`.



WRITING GAME

Finally in groups of 4, they answer two questions cards each (writing on separate pieces of paper), then jumble them up on their table. They then move to another table and try to match together the questions and answers of the other team. 



*Here I should really add a `gist` activity with simple questions like `Does the film have a happy or sad ending` etc. I sometimes just ask them afterwards to confirm their understanding.



ANSWERS

https://en.islcollective.com/resources/projectables/powerpoints_ppt_pptx/second_conditional_with_castaway_movie_trailer_answers_and_clip/conditional-2-second/113474

Second Conditional, CastAway Movie Trailer 

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

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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

8 Power up 2 English ESL worksheets pdf & doc