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

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.

Can you match the signs to the words?

 Sts have to Imagine they are reporters  & interview Mr Camera and Mr Morandi the owner of the haunted restaurant.The intervies can be used as role play too.

Latest news

Film analysis referring to action, camera, sound, light (without key); to be used as a kind of group puzzle; build groups of students that  concentrate on each aspect; then the students build new groups consisting of experts on each aspect and exchange their findings so that everybody fills in each box. Together they then answer the points at the bottom of the page.

Introductory scene of Shakespeare in Love

Five pages with different activities for students. They need paper, pencil, camera, computer and glue to complete the tasks. 

Notice the World

Students read and guess, I hope it can be useful and funny! Key:scarf,cd,bottle,ball,cupboard,camera,thermometer,glasses,pen,towel,umbrella,film\movie.

Guess the object

what is the name of: computer game, personal stereo, camera, clock mobile phone.  Transalte from spanish to enlgish, verbs: wash, sew, clean  and cook

What is this

SUNGLASSES, SKATEBOARD, GLOVES, NOTEBOOK, TRAINERS, CAP, HANDBAG, GUITAR, VIDEOGAME, HELMET, WATCH,  COMIC BOOK, DIGITAL CAMERA, SCARF, BICICLE, BASKETBALL

Old maid

To illustrate - During a circular dance, with everyone moving from left to right in concentric circles, the photojournalist usually rotates with the subject he or she is trying to photograph by panning the camera, moving it crosswise across the scene to increase background blur and subject sharpness. To get the desired effect, the photographer will move from left to right while the subject moves from right to left, freezing them out with the flash and leaving the surrounding party as a blur. One of the main keys to successfully capturing these photos is using the rear-curtain sync feature on the camera, which makes the flash go off at the end of the exposure rather than at the beginning. This allows the camera to record motion and then stop it at the end with the flash.



Conversely, with front-curtain sync, when the flash turns off first and then the camera picks up motion, it can distort the moment you try to stop.



GOING TO FLASH.

Dragging the shutter can allow you to use blur to your advantage, creating the effect of an object crossing your path. This helps capture the sense of motion, an effect usually seen in professional auto racing photos. Otherwise, taking a photo with enough speed to stop the action results in an image that lacks the same dynamic atmosphere.



Of course, the longer focal length of a long lens increases the likelihood of noticeable camera shake and blur at slower shutter speeds, which can sometimes be creatively desirable. Generally speaking, a 50mm lens should be used with a shutter speed of at least 1 / 50th of a second to produce a sharp image. Moving slower than that will probably result in motion blur, whether desirable or not. The 24mm lens has the same effect at about 1/225th of a second; the 100mm lens at 1/2100th of a second. Some tara wedding photographers at https://taraweddings.ca/wedding-videography/ even try to reduce the shutter speed to 1 / 15 seconds or slower with a 24mm lens or to at least 1 / 60 seconds with a longer lens to create maximum blur.



During a typical wedding day, many moments can make perfect use of this technique; from the bride's hasty preparations at home to members of the bridal party walking down the aisle, to the newly crowned couple walking out of the church as husband and wife for the first time. In any of these cases, panning the camera along the path of your subject will create that stunning "frozen in time" effect, complete with a blurry background of motion. When editing your shot, keep as much of the motion-filled background as possible, as this is really what gives the moment life and a sense of place.



Panning the camera around the scene at slow shutter speed also turns any light source, be it candles or light bulbs, into streaks of light that can create some interesting effects. Turning the camera in a circle during a long exposure produces circular bands of light. Another trick worth trying is to zoom in and out when the shutter is open, which can create some fun effects. Experiment, but realize that some techniques can be difficult to keep up with the plan.



Tara Wedding Videography

Miss Universe 2015 Information about Ms Wurtzbach has been actively involved in humanitarian affairs, speaking out against cyber bullying and supporting people living with HIV as well as the lesbian, gay, bisexual and transgender (LGBT) community. During her reign as Miss Universe, she had an HIV test in front of cameras to encourage people to know their HIV status, as well as attended the United Nations General Assembly High-Level Meeting on Ending AIDS at the U.N. headquarters in New York City, USA.

22 Camera English ESL worksheets pdf & doc