A selection of English ESL zoom 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)

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

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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

GREAT FOR ZOOM BREAKOUT ROOMS!  This game is a great way to practice second conditional forms and is a nice alternative to board games.  You might even want to have students work together to complete all the phrases in the second conditional before playing the game.

Second Conditional Dice Game

Hey teachers, I just posted a free lesson plan on Fluentize.com on the topic of Saint Patrick's Day.



As you can see, the lesson plan is comprehensive and covers some other topics on Irish culture, and at the end you can find a reading comprehension exercise about Saint Patrick, which is something special we don’t normally do with our standard Fluentize lessons.



The speech from the narrator in the video is clear, slow, and easy to listen to, which is why I deemed it most suitable for a B1 intermediate student. There are some difficult vocabulary words for that level “revelers”, “aspiring”, etc., but the explanations for them shouldn’t be too difficult to grasp.



One of my favorite things about the lesson and the video is how it dives a bit into Guinness and the concept of “Irish pubs” and the branding around it. I thought that was an interesting component. The video itself also has some facts about the holiday and really does a great job of addressing the main topic - how it went global. 



I think the speaking activities in Preview (I) should drive some good discussion amongst students, especially given that the holiday has become more popular and widely celebrated throughout the years. The vocabulary is based on the video vocabulary as usual, and then the featured grammar point is focused on present participle clauses.



For teachers who have switched to online teaching during the current global situation, I recommend downloading and using the interactive lesson plan for the lesson, so that students can write in the interactive fields. Also Zoom is highly recommended and using their remote control feature when using the interactive lesson plans online.



We also released another free lesson plan for 24 hours on Fluentize on the topic of “happiness”, since “International Day of Happiness” falls on March 20th at the end of this week. Feel free to grab that one as well!



Hope you have great lesson!

Why Saint Patrick's Day Went Global

8  everyday-life dilemma questions for students to answer. First, they have to complete the questions with the correct form of the verbs in the box. It can be transformed into an online quiz or Zoom poll.

Dilemmas Quiz

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

Something I cooked up for homework or a Zoom lesson. It's a fun activity which presents and practises food partitives. All the activities should take around 45 minutes to do.



There are two ways to use it:



1) Print it out and set it as homework. Students take the worksheet home and look around their kitchens by themselves.



2) Use it in a zoom lesson. For exercises 2-3, ask the students to take their device into the kitchen and go through the scavenger hunt with them. 



Tips

Depending on the age of the student, you may need to ask someone to supervise. 



Be sure to tell students that items must be the right food AND the right partitive to count in the scavenger hunt. For example, you can't use a jar of jam or a tray of eggs. They can use them for Ex.3, though.



For Ex.4, remind the students to make plurals when there is more than one of something i.e. "We have two boxes of eggs." NOT "We have two box of eggs."



Answer Key

1) box of eggs, piece of cheese, bottle of milk, carton of juice, bunch of bananas, loaf of bread, pot of yogurt, bar of chocolate, can of beans, packet of rice, jar of honey, slice of cake, sack of potatoes, head of lettuce, sachet of sugar, plate of leftovers

In The Kitchen

Hello guys, 



I have asked 10 questions about the quarantine to a friend of mine on zoom. This lesson is a great activity to test your student's listening skills. The level is B1. Here is the video https://youtu.be/k0WSnkJcyoM  . This activity also helps students to understand the questions.

10 questions about the quarantine- KEYS INCLUDED

Definitions of 20 words used by Zoomers (Generation Z). Students read the definitions and select the correct word for each one.It is suitable for students from A2+ to C1 level. A key is on the 2nd page so no time needed searching the net for the answers!

Zoomers´ Word Definitions

Wherever you study, you need to have the willpower to stick to your schedule.

In the modern world and pandemic conditions of living, students don’t have a choice and have to study distantly. For lots of students’ switch to distance learning and new study, conditions are so hard!

But why is distance learning so hard? Surely when you have the chance to set your schedule it should be easy. Well, here are the problems I’ve noticed:



•	Being Strict with Yourself



This moves me onto this point. To stick to your schedule, you need to be strict with yourself.

The story from personal experience of a student:

“When distance learning started I thought that it will be so easy and calmed down. After two months of just breezing through my course and getting by with an average of 55%, I’ve decided it’s time to put some effort in. Due to procrastinating, I have four papers left to write and couldn't manage them by myself. I realized that I need college paper help ( https://writingapaper.net/college-paper-help/ ) because I wanted to have good marks on both of them. Working so hard to finish last semester I decided to be stricter with myself this semester.



 



•	Time Management Is a Must



Time management is essential when distance learning. I knew that before, students have to have good time management skills. Not everyone has the time management skills. It doesn’t come naturally to all, and it’s one that I believe is quite difficult to learn (although not impossible).

You need to set up a schedule to do well with distance learning. But setting a schedule is relatively easy. Sticking to it is the hard part. Life and work get in the way, you want to spend time with family, and before you know it a whole week has gone and you haven’t once opened the books.



•	No Tutor Around All the Time



A tutor only does that job part-time, so she’s not around all the time. I think this is one of the factors that makes distance learning so hard. When students were in the university, they would be able to discuss problems with my lecturers all the time.

Now students have to email the teacher first to make sure they are available before calling. It takes time and makes communication slow and less effective.

Distance learning so hard, and it isn’t an easy method of studying. It’s not the thing to do because you want to use up some of your spare time. You need the skills to manage your time and be strict with yourself. Otherwise, you’re going to struggle.

At the same time distance learning offers student lots of possibilities and new methods of studying such as Zoom conferences, using of online paper editor  and online study platforms.



What do you think about distance learning? Is it as effective as offline study?



More resources:



1. Custom Essay: Consequences of High School Bullying



2. Custom Assignment Writing Services



3. 3 Ways to Buy an Essay Online (Only One Is Correct)



4. ESSAY WRITING SERVICE NUMBER ONE



Why Distance Learning Is So Hard

Note: Interview audio link provided WITHIN the document or at the bottom of this description.



Here Students digest information by listening to the audio/podcast interview, and answering questions - just like a normal reading Comprehension worksheet.

The questions are divided within 3 columns of difficulty (I used them for students of differing level within same class - putting the names of each). 

There are no lines for writing as this is intended to be used for an online class screen sharing. 



To use this, simply screenshare the document in one half of the screen and the Soundcloud window in the other to rewind any misheard parts. Make sure you are also sharing the sound in your screen share (in Zoom Meetings this would be ticking the "Share sound" box when choosing what to share).

I have not found any seek options on mobile so it's recommended to use a computer to do this exercise. 



In the audio, a man interviews an Indonesian girl about food in Indonesia - what they eat for breakfast, lunch, dinner. The girl is in school and eats healthier foods than most Indonesians.

There is also some local food mentions.





Links:

Soundcloud (no script) : https://soundcloud.com/elllo-todd/1409-warudi-indonesian-food

ELLLO : https://www.elllo.org/english/1401/1409-Warudi-IndonesiaFood.htm

(with script, for double checking or accomodating hearing problems) : 



This is my first comprehension work, especially with a listening medium. Feedback is appreciated!

Food In Indonesia Interview Listening Comprehension (ELLLO)

I have included large pictures along with expressions (adjectives or phrases) and the categories they go with. The worksheet is horizontal so that it is easier to use during zoom classes. The idea is to pre-teach the vocabulary and then practice by getting students to describe each person they see. This can then be extended to other people in the class or celebrities. 

Describe These People

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day and night

A guess-by-the-description activity for elementary students to practise "there is/are" and names of places in a city. It's great for use in online classes - students can work as a class (if it is rather small) or in groups in zoom rooms. It can be adapted to lower or higher levels.

25 Zoom English ESL worksheets pdf & doc