A selection of English ESL argument 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

Read further to find fuller descriptions of each section.

0. TITLE

1. INTRODUCTION: explain the thesis (be precise but do not present evidence yet)

2. BODY

Paragraph 1

Topic sentence (main argument of the paragraph) +Specific examples to support the topic sentence

Paragraph 2, and so on (Same as Paragraph 1)

Counterargument paragraph 

3. CONCLUSION: quick summary of thesis; then reflect on implications of the thesis



THE ARGUMENTATIVE ESSAY IN OUTLINE FORM

This is a detailed graphic organizer for Intermediate/Advanced ESL students who have just learned the principles of Argumentative Essay writing.  It is sub-divided into three columns: The first lists the part of the essay that is being organized (i.e. Introduction/Development/Conclusion), the second column contains a description of EXACTLY what each of these parts entail. The third column is the "blank" space that students will use to organize their ideas. It is to be noted that this initial template contains ONLY ONE development paragraph. At this first stage, the students can use the template to work out only one argument then proceed to the conclusion. Once students have mastered argumentative techniques, teachers can modify the outline for 3-4  arguments.  It is recommended to use this template with an appropriate assigned topic and have students collaborate in teams to form one final product. The final filled-in outline  can serve  as a valuable tool for in-class discussion and teacher troubleshooting.  

A Road Map to the Argumentative Essay. 

A worksheet on a short film created by Casey Donahue about a couple arguing and then patching things up.

Every Argument every couple ever has ever

You have the arguments for and against "Can robots replace humans?". The list consists of five arguments for and five arguments against. It can be used in the debate.

Arguments For and Against - Can robots replace humans?

How to write an argumentative essay define aids 1 to arrange his ideas and make them effortless to be aware of and examine. An argumentative essay is such a genre of academic essay where the creator takes a solid position on an argument to influence the reader to his/her position of check out and with any luck , influence them to hitch with their political social gathering. Usually it really is like a persuasive essay; nevertheless, the only real authentic variance is, it depends on info and logic. 



An argumentative essay is usually created by any college student; even so it can usually be simpler to jot down in the event the pupil has some thought the way to start out the argument. This could certainly be realized by initial composing down every one of the principal thoughts that you would like to focus on and just how to argue them with evidence.  Up coming you require to summarize many of the crucial arguments that you will be bringing up inside your essay, giving good consideration to each of these. Inside your introduction you will need to introduce your key strategies, this could not be extremely very long as the introduction will be the 1st part on the argumentative essay define and will be short ample to obtain the reader to take a look at the key thoughts. 



As soon as the introduction is done, you may transfer on towards your details, which really should be very carefully outlined to present good notice to every with the arguments.  The next stage with your argumentative essay outline is to produce out the leading thesis assertion that you will be using to demonstrate your key point. Within your thesis assertion you should include every one of the details of the way you came into the summary that the argument you might be generating is correct and proper. It's also wise to try to include things like many of the probable options to your issue that your argument poses. Lastly, you ought to wrap issues up by creating down any summary that you'll be drawing through the proof that you've gathered. Like these facts as part of your essay can assist you to jot down a well-structured argumentative essay that should enable you acquire an argument.

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The best way to Generate an Argumentative Essay

this is a text about the Atticus Finch's closing argument in the American's film To Kill a Mockingbird. Students have to watch the video (the link is included in the worksheet) and then fill in the gaps in the text and finally they have to answer a serie of question in relation with the video.

This worksheet is perfect to practice crime vocabulary and the topic of racism

I hope you like this worksheet.

Listening Activity: To Kill a Mockingbird - Atticus Finch's closing argument

A worksheet that I designed based on different definitions on what does it make a succesful person

Reading Comprehension- What Makes People Succesful?

A worksheet with a short text + 5 tasks, including questions and writing to develop the students’ comprehension and ability to develop their ideas. The worksheet can be used as a starting point for a conversation class about luck and the students’ beliefs about it, ways to prevent bad things from happening, how a person can organize himself in order to avoid bad surprises, etc. The aim of the ws is to encourage students to express their ideas writing and speaking. The worksheet is completely editable / correctable. Hope it’s useful. Thanks for downloading and have a nice day!

A bad day – reading comprehension, writing, conversation [5 tasks] ((2 pages)) ***editable

This worksheet contains 18 conversation cards, a matching exercise with pictures and a quotes box. The cards can be cut out if desired and be used as conversation questions. Can be used with both young learners and adults (pre-intermediate to upper-intermediate). 

Let´s talk about SPACE

Interview questions about fashion for intermediate students. The list starts with more simple questions building up to 3 debatable issues that you might want to discuss in more depth, or use for the purposes of a follow-up persuasive (=argumentative) writing task. Bless up, Kisdobos

Interview Questions about Fashion (interm.)

speaking practice using modal verbs - should/shouldn't/ought to/must/mustn't/could etc

giving advice

A list of expressions one can use to start to phrase his or her opinion on any issue.

338 Argument English ESL worksheets pdf & doc