A selection of English ESL can could would question 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

I´ve just done modals with my upper elementary students and they wanted to have some more practice on this topic. Hope you have fun with this ws, too. Let your students write down what the signs mean to them. You could ask questions like "What should/shouldn´t/may/must/mustn´t you do when you see this sign?" *** I took the signs from http://www.printablesigns.net/category/new

Practise Your MODAL VERBS - Writing

A table matching functions to modal verbs. The second part is a quiz or questions about modal verb uses and grammar. All theanswers on last sheet. Suitable for interediate levels and low advanced. I hope you enjoy it. 

Mixed modals

Simple story in the past with a good moral.

It could be used to work with the simple past and the use of would. Students should tell the story with their own words.  Teacher can ask many questions related to the story.

The Businessman and the Fishermen

This is a short story using could, should, and would. It involves a married couple planning a cruise vacation. The story includes common American slang and dialogue between two characters. Reading comprehension and discussion questions follow. A vocabulary list with simple definitions is included.

Could and should short story

This text is meant for adults or high school students. They read the text and answer the questions. The story could be used to stimulate a discussion about friendship. It would be interesting that the students wrote their own creative story about the subject. 

I can count on you

The aim of this worksheet is to gain some more practice when it comes to the use of the future simple tense. This activity can be done as a pair or group work. Naturally, there are other options,too. However, it would be better and more interesting if students could make their own questions and answers.

FORTUNE-TELLER (game with instructions)

I set up this activity for my adults elementary students. It is a perfect way to let them practice making offers and request in freer speach. By looking at the card they decide wether it is an offer, a request or a permission and put in the gaps "Can I...?", "Could/Can you?", "Would you like?". One by one the s-s ask questions and give possible answers. Present the respons on the board so they could have a visual choice of negative and positive replies. Enjoy the activity!

Offers, requests, asking for permission.

A speaking and pronunciation worksheet with the target language focused on animals, survival and talking about conditional situations (if + would). The worksheet begins with a quiz activity and moves on to some pronunciation practice before finishing with a discussion activity. Ideal for one-to-one lessons or small groups, but could also be adapted for larger classes. An answer sheet for the quiz is provided, which could be either used by the teacher to give feedback orally or on the board, or it can be copied and distributed to the students for extra reading practice.

What Would You Do?

This is an info gap activity.  Students will ask each partner two questions and write shortened answers in the grid.  Students will use WH questions to learn more about their partners.  They will ask and answer two questions with each partner.  The activity can be used as a daily warm up.  Each day students would speak with one or two partners or it could be used as a formative assessment for WH questions.  

Conversation Bingo, Conversation Grid

Hi teachers,



I recently published a free lesson plan on Fluentize based on a news report video about the history of the conflict Russia and Ukraine.



I would say this lesson plan is probably most suitable for advanced (B1) students.



In order to view the video, please visit the lesson page on Fluentize via the link below.



https://app.fluentize.com/lesson/ukraine-russia-conflict-explained



This post contains the first half of the lesson materials. You can download the full lesson lesson directly from Fluentize when you're registered and logged in.



As you'll see in the lesson plan, students discuss topics and questions related to war in general and what they know about the conflict between Russia and Ukraine. Students also learn a few really important verbs and phrasal verbs from the video, including take over, ring out, rush, resolve, and dominate.



In the second Post-Viewing Activity on Fluentize, there is a short grammar activity on the difference between present perfect and past perfect.



"30 years ago, Ukraine became its own country. Before then, it had been dominated by Russia.”


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


- Why topics such as war and politics can be difficult to talk about with other people sometimes 



- The extent to which other countries are involved in the war between Ukraine and Russia



- What could the world or other countries could do to help the country of Ukraine and its people



- What students have you seen, read, or heard about Ukrainian President Volodymyr Zelensky’s response to Russia’s invasion of Ukraine



- Information about Ukrainian president Volodymyr Zelensky



***IMPORTANT NOTE***



I would just like to note here that due to the sensitivity of the situation, I would use your best judgment on whether to use this topic and proceed with discussions about it in class. You know your students best, and you could probably even ask students whether they wish to discuss it or not. A teacher may have students who wish to discuss it, and other students maybe not. It could very well be too sensitive or distressing for some students. Of course, I also understand the importance for students to be able to have discussions and express their ideas and opinions about such an important global topic. All in all, a lot of it may depend on the background of the students and how closely they are tied to the situation. If teachers decide to proceed with this topic, I would advise them to steer things as objectively as possible and focus on the history and background of the conflict itself.





Thanks,



Jake from Fluentize

The History of the Conflict Between Russia & Ukraine (B1 Intermediate) - ESL Lesson Plan

the auxialiary "would" is used in questions about a dreamed vacation.  It is a short survey that can be used to encourage students to think about their preferences (reading and writing), as well as to find out what other classmates think (listening and speaking).  Students can report about their classmates giving complete answers.  



Follow up activity:



Afterwards, students can use the questions as a guide to write a text about the topic and draw its representation. A follow up activity could be to post the pictures on one side of the walls and the texts on another side. Students can read the different texts and match with the drawing. 

Would in questions 

Ability - can & can't
This is the 5th worksheet about the Taylor Family. See previous worksheets for other grammar points.

Background
This is a worksheet from a book that I created to help visual learners review grammar, learn vocabulary and practice speaking. The book is about a typical family who live in England. John and Sue are the parents of Emily and Peter. They live with their dog Barney. 

Introduction
This worksheet can help learners practice a number of different things, for example,
             - vocabulary
             - modal verbs for ability (can & can't)

Task 1: Remind SS of the Taylor Family (if you are using this worksheet as part of a 
             series). What do they remember about the family? For example,
             'Peter plays computer games.'
             'John drives to work every morning.'
             Tell the SS that John, the father, has bought a robot from ebuy to help with chores in 
             the house etc. Ask SS if they would like a robot, and if they would, what would they 
             like their robot to do?

Task 2: Look at the worksheet and using vocabulary describe each picture. 
             Ask SS: 'What can you see in each picture?'
             Go through the vocabulary and difficult verbs (apron, catch, arrest ...)

Task 3: If you only have one student ask that student what John's robot can and can't do.
             In each picture there is a small box with either a tick for can, or a cross for can't.

             If you have more than one student you could also get them to ask each other 
             questions, for example,
             A: 'Can the robot/John's robot swim?'
             B: 'No, it can't.'
             A: 'Can the robot/John's robot sink?'
             B: 'Yes, it can.'

Task 4: For homework, SS could design their own robot and write about the things it can and 
             can't do.

18 Can could Would question English ESL worksheets pdf & doc