A selection of English ESL debating printables

LESSON PLAN BASED ON WATCHING TV SERIS FROM NETFLIX "THE BABYSITTERS CLIB". IT INCLUDES SPEAKING ACTIVITIES : DISCUSSION  SIMILAR TO B2 CAMBRIDGE FIRST . TOPIC OF DISCUSSION : TEENAGERS AND PART TIME JOBS

VIDEO WATCHING : THE BABYSITTERS CLUB S1 E1

Students will complete tasks such as filling in blanks, matching phrases, and interpreting poetic lines. The activity focuses on understanding sentence structures, conditional sentences, and emotional vocabulary, encouraging both linguistic and creative expression.

Song activity "Forgotten love by Aurora"

he series "Working with caricatures is meant for oral communication and discussion for advanced students ( adults or teens ). They should evaluate the pictures as indicated and then have a discussion with a partner or the whole class. 

Working with caricatures

Ingredients & Tools:Hamburger bun, ground beef, cheese, lettuce, tomato, onion, ketchup, mustard, salt, pepper, frying pan, spatula
Cooking Verbs:Mix, shape, cook, flip, add, spread, assemble, serve
Sequencing Language:First / Next / Then / After that / Finally


Students will learn food vocabulary, imperative verbs, and sequencing language by following a simple hamburger recipe while practicing speaking and listening skills

Maturita Speaking: Filler Phrases and Sentence Chunks (with Czech Translations)

This worksheet helps students improve their fluency for speaking exams like the Czech Maturita or any B1-level oral exam. It focuses on teaching useful filler phrases and reusable sentence chunks that help students speak more naturally, even if they make some grammar mistakes.

The first part of the worksheet explains why these tools are important. Many students freeze or give very short answers during speaking tests. Filler phrases give them time to think, while sentence chunks help them express their opinions and compare ideas without struggling to find words.

Czech translations are included to support understanding. However, the translations can easily be switched to match the students’ first language if you are working in a multilingual classroom.

The second part includes a pair-work activity where students practise answering questions using the phrases. This gives them a chance to build confidence and use natural-sounding English in a structured way.

This worksheet is ideal for teachers preparing students for the Maturita, the PET exam, or any situation where speaking fluency and exam confidence are key goals. It works well as part of a regular speaking routine, and it helps students develop strategies to stay calm and keep talking during oral exams.



Maturita Speaking: Filler Phrases and Sentence Chunks

Encourage children to learn to express their feelings and to ask people about their feelings in English.
The worksheet is meant to reinforce prior learning, i.e. the children would have had a prior introduction to some vocabulary to describe emotions. It provides a template of questions and possible answers as well as the pronunciation for the emotion words to encourage children to practise autonomously.
Children are then invited to practise expressing their feelings and asking others about their feelings in small groups. T

How do I feel today / How do you feel today for KS1, English as second language for children

The task was made based on one of the texts off English in Mind 1 books but completely reworked from the point of view of a traditional learning new vocabulary methodic. 

English in Mind 1 Unit 13 Culture in mind (completely reworked)

In this task you will read three texts about three contemporary artworks. After this you will have one reading comprehension task and one task with questions for discussion. The artworks are done in different mediums - an installation, a sculpture, a painting, and video art. There is a link provided to view the video art but it might seem a bit disturbing. 

Contemporary art reading comprehension

Scent of a Woman - film worksheet includes 4 advenced exercises for after watching the film:
1. True/False
2. Multiple Choice Questions
3. Multiple Matching 
4. Open questions based on the watcher's opinion

Scent of a Woman - film worksheet

Перед тобой несколько незаконченных предложений. Твоя задача — дополнить каждое из них так, чтобы оно стало законченным, логичным и грамматически правильным. Придумывай окончания, которые подходят по смыслу, учитывай контекст и соблюдай правила 

Second conditional worksheets 2

Blank Filling Exercise 
"Flat To Fact" is a diss track by Ellect, featuring astrophysicist Neil deGrasse Tyson, created in response to rapper B.o.B's song "Flatline," which promoted the flat Earth theory. The track addresses misconceptions about Earth's shape and emphasizes the importance of scientific evidence. 
SOUNDCLOUD.COM

Using "Flat To Fact" in a Space Education Unit:

1. Introduction to the Flat Earth Debate:

Historical Context: Discuss ancient beliefs about Earth's shape and how scientific understanding has evolved.
Modern Misconceptions: Introduce the 2016 debate between B.o.B and Neil deGrasse Tyson, highlighting the persistence of flat Earth beliefs.
2. Analyzing the Song:

Listening Session: Play "Flat To Fact" for the students.
Lyric Examination: Provide printed lyrics and identify key arguments and scientific references.
Discussion: Explore the song's messages and how it counters flat Earth claims.
3. Scientific Exploration:

Evidence of Earth's Shape: Discuss phenomena like the horizon, time zones, and satellite imagery.
Critical Thinking: Encourage students to question sources and seek empirical evidence.
4. Creative Engagement:

Debate: Organize a classroom debate on the flat Earth theory versus scientific evidence.
Project: Have students create presentations debunking common space-related misconceptions.
5. Reflecting on Science Communication:

Role of Media: Discuss how music and media can influence public understanding of science.
Effective Communication: Analyze how Tyson uses the song to convey scientific truths engagingly.
By incorporating "Flat To Fact" into your curriculum, you can address scientific misconceptions and promote critical thinking in an engaging manner.

  



Song: "Flat To Fact" in a Space Education Unit:

Draw pies, 
describe the pies (this section includes sentence stems)
Write a sentence to say which pie is your favorite and why
class survey
the worksheet could be adapted to compare any two items, best if you can bring the item into class for students to try and enjoy. 

Pie Comparison worksheet

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

490 Debating English ESL worksheets pdf & doc