A selection of English ESL decisions 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

This is a speaking and conversation worksheet based around the topic of making decisions. The worksheet starts with a questionnaire in which students ask each other about future plans and record whether their partner has already made a decision or not. There is also a short reading activity to provide some vocabulary revision before finishing off with a speaking activity. Ideally suited for one-to-one lessons or small groups, but it could also be adapted for larger groups. Answers included.

Decisions, Decisions

Another one of my idioms exercises with the usual gap-fill and an accompanying quiz on the subject of the origins. This time, the subject is decisions. The answers are on the back.

Idioms about Decisions

This is a board game which is appropriate for young learners and adults to practice using future will to make instant decisions. It is better used after the students have learnt how to use the tense.

Will - Spontaneous decisions board game

This is for high school students.  It's designed to teach them situations where one has to quickly change plans or offer help using "WILL".  It also gives them two attempts at the end to make their own up.  It works well in a conversation class and helps them to get inspired first.  

WILL-OFFERING HELP-SNAP DECISIONS

The psychology behind irrational decisions.



ESL Business English Lesson plan for B2-C1 students focused on  listening skills, vocabulary related to decisions and regrets and speaking activity.



Based on Ted talk by Sara Garofalo, The psychology behind irrational decisions.

English lesson plan about decisions and regrets

From eslpals.com, students start with a fun warm-up game that involves making a decision about different paintings. Then there is an interactive, useful vocabulary exercise that concludes with a series of questions. Next, the video is broken down into 3 sections. Each section analyses the video in detail, there are vocabulary, reading and discussion tasks at each stage.



Next, students learn new phrasal verbs and use them in two exercises. Later, students have to learn about idioms related to money and replace them in a piece of text. This ESL decision-making lesson plan ends with a set of discussion questions so that students can practice their free talk and use all their newly acquired vocabulary.



Next, students are going to study the modals verbs of certainty in depth. They will begin by studying a detailed explanation of the grammar before doing a sentence completion exercise and another engaging task. The seventh and final task introduces common decision making expressions before offering an amazing activity that allows students to use their newly-acquired language in a natural, fun way.



Homework



As always, there is a great homework task. In this superb ESL decision making lesson plan homework task, students are tasked with studying quotes related to decisions. Then, there is an excellent video about FOBO where students are given a series of questions to answer, making it a perfect writing task.



Students who enjoyed this ESL decision-making lesson plan also liked our other intermediate lesson plans which you can find here. Don’t waste any more time! Sign up today to have access to this lesson plan and 100s more!

B1/B2 - How to Make Better Decisions - ESL Pals

Hi teachers,



I recently published a free lesson plan on Fluentize based on a video with tips about how to make better decisions.



I would say this lesson plan is probably most suitable for upper intermediate (B2) students.


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


https://app.fluentize.com/lesson/decision-making



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 decision-making in addition to a quote about decision-making. It then includes some video viewing / listening comprehension exercises. The post-viewing sections include activities on quotes from the video and CCQ discussion activities based on vocabulary featured in the video. The grammar activity features the usage of usage of adjective + preposition + gerund combinations. There is an an additional speaking task and grammar activation included, as well as a quiz and review section.



It all can be accessed on Fluentize just by signing up for free!



Thanks,



Jake from Fluentize

How To Make Better Decisions - ESL Lesson Plan (B2)

Reading and speaking. This worksheet helps students to develop reading comprehension. It includes vocabulary focus, gap-filling assignment based on the short text (adapted article from the Economist), and comprehension check (True/False statements and questions). In this lesson, students will learn about Elon Musk's style of management and how it differs from the modern managers. 
 The lesson starts with a discussion on a successful and influential CEO. Students will then reflect on the questions raised about Elon Musk's takeover of Twitter and the implications it has for the future of the company. The lesson concludes with a discussion on Elon Musk's leadership style influence on Twitter. This lesson will enhance students' reading, vocabulary, and critical thinking skills as they engage in discussions related to successful CEOs. 
 The tasks can be used for independent studies or online classes in General English and Business English.

Management Style and Decisions: A Test of Elon Musk's Approaches after Twitter Takeover

You can practice this rather difficult structure in a fun and interesting way. My students loved making decisions and finding out the consequences and then regretting them :))

Instructions are included.

Enjoy.

Third Conditional Game

Writing task, level B2, argumentative essay, 400 words; FCE

Writing task - career choice

A board game for practising future structures (plans, intentions-going to, predictions-going to, will, arrangements-present continuous, instant decisions, promises, offers. 

The future board game

It is a writing worksheet for students to practice how to describe a city or a town. First, students take decisions about how their cities are, and then they write a brief text about it. 

26 Decisions English ESL worksheets pdf & doc