A selection of English ESL come and go printables

STUDENTS CAN USE THE EXPRESSIONS TO ORGANISE A PARTY.  
1: ASK STUDENTS TO THINK ABOUT A PARTY THEY WANT TO ORGANISE
EXAMPLE:  WHAT KIND OF PARTY?  WHEN? WHERE? WHAT TYPE OF FOOD AND DRINK?
2: STUDENTS BRAINSTORM A FEW IDEAS WHICH CAN BE WRITTEN ON THE BOARD
3:  ELICIT FROM STUDENTS HOW TO MAKE SUGGESTIONS, AND HOW TO AGREE AND DISAGREE
4: DISTRIBUTE HANDOUT AND GO THROUGH THE EXPRESSIONS
5: USING THE NOTES ON THE BOARD, ASK THE STUDENTS TO MAKE THEIR SUGGESTIONS FOR THE DIFFERENT ASPECTS OF THE PARTY.

Making Suggestions For Organizing A Party

A small worksheet on the correct use of so and such. It's probably better to get them to put their pens down and tell you the answers. I sometimes play "finish the sentence" (it was so hot that ...) with them after teaching this structure. That normally helps them. Answers are at the back as always. 

So and Such

Another "planets" worksheet for my son. This one is aimed to introduce/revise comparative/superlative. There are some sentences for each planet on the first page, with adjectives in different forms underlined. First the students have to complete a table with the underlined words, this way they get to recognize the pattern. Then there is a simplified explanation, followed by an exercise to practise. It worked wonders with my son, now he´s able to recognize comparative/superlative structures even if he doesn´t know the word. I hope you like it!



You can find here the other worksheets from the set :

https://en.islcollective.com/mypage/resources?Tags=planets&type=Printables&searchworksheet=GO&view=grid

More to come :)

The Planets - comparative & superlative

There is a worksheet to go with this activity: "Match and Odd one out"



Here are three different uses for these materials:



1. Memory Game! It can be used as a memory game. Cut our the cards and either use stick tac (or tape) to place them on the board and the children have to try to match the pictures. Every time they flip over a card they have to say the name of the picture.



2. Category Game! We were learning metal, plastic, wood and fabric. I put a chart on the board and put the metal plastic, wood and fabric card at the top. The children had to put the pictures into the appropriate place category. Ex. Puppet goes into the wood category, Doll goes into the fabric category



3. It is here! We were learning the sentences "It is here!" "It isn't here". I put only the coloured object pictures on the board and flipped them around so the children could not see the picture (like the memory game) I said where is my ball? I asked one student to come to the front and find my ball. If he flipped the card and it was a ball I would get the class to say "It is here!" If he flipped the card and it was a robot I would have the class "It is not here!" The kids loved it and would try memorizing where the objects were,

Memory and Category Game

There is so much going on in this picture, so it's great for preposition of place and present tense practice. Their task is to find a word to fit every letter of the alphabet. I would put them in pairs, then gather them together and see what they have come up with. Sadly, there is no X-ray on there! A key/guide is provided.

The Alphabet Shop

33 questions discussing the Olympics, sports and a bit of health. I normally use speaking exercises at the start of my classes to get every body speaking and linking in to the lesson theme/topics. With London 2012 coming up this would be a great way to get any classes from elementary-intermediate talking and thinking about the Olympics. Just cut them out, place them face down in the middle of the room and get students to pick them at random and then ask another student - go around the class and repeat.

Olympics and sports discussion.

Some practice on these two auxiliaries. Three exercises. A: Fill in with "To Be" - B: Fill in with "Have got" - C: Fill in with "To Be or Have got". I hope it comes in handy. Enjoy!

Be and Have got

This sheet is good for practicing adjectives and comparatives of different gadgets and small daily items. 

This is a supplementary material when it comes to demand high for lower level students. There isn't much grammar guidance but this could leave some boarding space for teachers to use it in their own way. 

I did not provide answers but should be quite obvious.

Beginner - Pre-elementary comparatives with pictures

This worksheet comes with the lyric translation into Spanish, because there is nothing more frustrating than not knowing what the song is about.



Here we go! Here are the lyrics to a mellow song which uses a lot of adjetives, great to work on the superlative and the comparative forms.



The song has got the perfect pace for students to fill in the blanks. As always, I suggest using a small font so that the lyrics fit into 1 sheet of paper. Then students can paste it on to their notebooks, or use the back for something else. No paper is wasted! :)



https://www.youtube.com/watch?v=1Tp0r9197uo



Coldplay - The Hardest Part Comparative Superlative Adjectives

A worksheet I prepared for my son, from a set of planet-themed worksheets. It is pretty easy, and it can be used to introduce/revise the ordinal numbers (1st to 9th). There is an exercise to complete the gaps with the names of the planets, a short explanation and a matching exercise with ordinal numbers. I hope you like it! 



You can find here the other worksheets from the set: 

https://en.islcollective.com/mypage/resources?Tags=planets&type=Printables&searchworksheet=GO&view=grid

More to come :)

The Planets - ordinal numbers

This worksheet practices the ordinal numbers. Students have to look at the calendar and ask their classmates about the days. Then they have to write when each person was born.

If you want to practice more, you can find more of my worksheets about the same topic here

https://en.islcollective.com/mypage/resources?Tags=numbers&searchworksheet=GO&type=Printables&id=5163



Welcome to English - Ordinal numbers

Hey ESL Teachers!



Business English lesson materials are always high in demand, so I decided to publish a free lesson on Fluentize based on a short video about the basics of business etiquette.



I would say this lesson plan is probably most suitable for intermediate (B1) level students who are on the edge of upper intermediate (B2).


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


https://app.fluentize.com/lesson/business-etiquette-basics



The lesson materials attached in this post include the first half of the lesson — the preview discussion material, the sections for pre-teaching the vocabulary in the video, and a listening comprehension exercise that goes along with the featured video.



You can access all the post-viewing sections when downloading it from Fluentize — including activities on vocabulary context usage, prefixes / parts of speech, rewriting sentences, follow-up conversational material, the quiz & review section, and the teacher's guide.



As you'll see in the lesson plan, the lesson starts off by discussing proper business etiquette. Students then do a short activity in which they transform some words into their correct parts of speech using the prefix. The examples featured in this lesson plan are...



understand ---> misunderstanding

respect ---> disrespected

cooperate ---> uncooperative



After watching the video and completing the first post-viewing section, there is a second post-viewing part that focuses on some grammar using the conjunction although based on the following quote from the video:



"Although workplace culture and expectations can vary between companies, the basics of business etiquette can be used in almost any kind of workplace."


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


- Impact of COVID-19 on business etiquette

- Business etiquette in different countries

- Socializing with colleagues

- Social media and colleagues

- Business lunch etiquette

- Video calling etiquette for business



From the creator’s standpoint, my favorite part of the lesson is the section focusing on the parts of speech and prefixes. I find these types of activities for parts of speech and prefixes in the context of word transformation to be so practical for students and really helps them develop their vocabulary skills.



I also realize that many English language teachers are now teaching in an online environment. For those of you who are, I recommend trying out our interactive lesson plan for it (which is the one attached in this post). The interactive lesson is basically a digital version of the lesson materials that comes equipped with interactive fields for your students to write answers within.



I hope you have a great lesson exploring the basics of business etiquette with your students.



Thanks!



-Jake from Fluentize

Business Basics Etiquette - ESL Lesson Plan

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

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how to ask for something, make requests in English

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how to defend yourself from criticism in English

how to deny or admit something in English

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how to express agreement /disagreement in English

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how to express likelihood, probability in English

how to express likes and dislikes in English

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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

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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

242 Come and go English ESL worksheets pdf & doc