A selection of English ESL camera 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

Lesson plan for teaching reading skills. 60 minutes long lesson. Aims: to practice comprehension reading, listening and creative writing; to learn new phrasal verbs



Ashley’s camera

A WS made to help students deepen their analysis when studying a scene from a film. Students learn the names and goals of the main shots used in films and are then able to comment upon the idea conveyed by the choices the film-maker made to enhance his point of view. There is a short description of each shot, which students have to link with the effect it has on the viewer. 

Cinema - Camera shots

Press article about poeple's reactions when the first speaking CCTV cameras were installed in Middlesborough in the UK

Several exercises: vocabulary / comprehension / personal opinion/ translation

Speaking CCTV cameras

LIGHTS! CAMERA! ACTION! 

Types of movies:
	a romance
	an action film
	a comedy
	a science fiction
	a horror film
	a cartoon

What type of film?

1.	is full of funny scenes?
2.	is about two people in love?
3.	is full of action and danger?
4.	has scary scenes?
5.	is about space technology, aliens or life in the future?
6.	has moving drawings?	a romance
Movies can be :
	touching
	amusing
	exciting
	boring 

Phrases:
	Don’t waste your time watching this film.
	Don’t miss it!
	It’s a must!

Batman is a boring film. Don’t bother with this one. 
There is also a ppt for this handout.

Lights!Camera!Action! handout

You are going to see an interview with Kristen Bell. She talks about her mental health. The worksheet focuses on listening and vocabulary connected to mental health. The worksheet involves talking activities, a very short vocabulary exercise and  a fill in the gaps exercise. The worksheet has a key and transcription.

Kristen Bell on The Off Camera Show

You are going to see an interview with Dax Shepard. He talks about his relationship with his wife, Kristen Bell. The worksheet focuses on listening and vocabulary connected to relationships. The worksheet involves talking activities, true or false and multiple choice activities and a very short vocabulary exercise. The worksheet has a key and transcription. 

Dax Shepard on The Off Camera Show 

A short worksheet with a youtube link (see below) for a short news report from the bbc in 2001. A good way to introduce certain vocabulary in context and talk about things in retrospect and how they have developed. Answers are in the teachersï¿½ section below. Https://www. Youtube. Com/watch? V=6ywodcj8yu8

Bbc news 2001 - camera phone report video lesson plan

You are going to see an interview with David Harbour. He talks about his youth and overcoming addiction. The worksheet focuses on listening and vocabulary connected to addiction. The worksheet involves talking activities, true or false and multiple choice activities and a very short vocabulary exercise. The worksheet has a key.

David Harbour on The Off Camera Show - The Dangers of Drinking

The given board game can help your students practise indefinite articles a/an.

The task: to name a picture using the correct article.

This board game was created for 8-9-year-olds. 

There are simple words we have studied before.

Here are the words in the order they are listed in the boardgame: a table, a window, an orange, a bag, a cat, an apple, a pen, an umbrella, a dog, a camera, an eraser, a chair, a house, a desk, a pencil, an egg, a banana, an ice-cream, a pencil case, a book, a door.



Enjoy your class!

'Indefinite Articles' board game 

Students create a 2 minute movie.After the students are done creating their movies, they can also write a script for their classmates to act out and film. Here are some websites that can help you with techniques on how to make a movie. 



http://atec.utdallas.edu/midori/Handouts/camera.htm



http://www.bbc.co.uk/cbbc/meandmymovie



Make a  Movie

An engaging outside activity to get your students practicing prepositions of place in a fun way. Get your students into teams, making sure that each team has a phone with a camera, and get them to take a photo to prove they've found the thing. I would emphasise quality over speed so the activity takes up more time. It can also be worth running through the different prepositions before you go outside. 

Prepositions of Place Scavenger Hunt

A collection of 12 words for students to match to the pictures of everyday signs on the worksheet, such as lifts, CCTV camera, hospital etc. Students will identify the signs and write the correct words undr the pictures.

22 Camera English ESL worksheets pdf & doc