A selection of English ESL do does questions printables

Any student who takes up learning another language does so for any number of reasons. But what do all language learners have in common? In this advanced C1 level ESL lesson plan for teenagers and adults, teachers can explore the benefits of being bilingual or multilingual with... well, with their bilingual and multilingual students! The lesson can be used as a printed handout for in person lessons or downloaded for online lessons. It’s based on a cleverly animated and clearly explained TEDtalk educational video that explores the different types of second language learning and how this activity helps anyone’s brain, no matter their age. To get the full lesson for free, you can navigate to the lesson page here:



https://app.fluentize.com/lesson/bilingual-brain-benefits



The interactive lesson plan is also free for teachers who do lessons online.



Activities include vocabulary matching to identify the different characteristics controlled by the 2 brain hemispheres, some brain-expanding new terms like : plasticity, acquisition, holistic and hypothesis, and listening comprehension following the in-depth 5 minute video and answering follow-up questions related to the video content. Post-viewing activities include choosing the correct prefixes for words used in the video, such as monolingual and subordinate, along with asking the student to rephrase certain sentences heard in the video, like “When it comes to our brains, a little exercise goes a long way.



As a wrap-up activity at the end of the lesson, students are encouraged to discuss their feelings about their own accents, share learning tips that have helped them, recount any challenging language experiences they have had, and offered the chance to describe their proudest moments during their journey to learn a foreign language.



This is a stimulating and high-level lesson that is sure to excite the learning abilities of all advanced students eager to stretch their brain capacity! 



Hope you enjoy this fun and engaging Fluentize lesson plan!



- Jake

Benefits of a Bilingual Brain

A list of basic questions for students to practise short answers and simple sentences. It includes the following structures: to be, have got, do/does...like, there is/are and some basic vocabulary. It doesn't have a key since the answers are personal.It can be used as a dialogue resource. Just cut the questions and hand them to pairs and let them ask and answer each other.

Answer the questions

asking class mates questions...

how do you come to college?

whats your name?

how long does it take?

how do you come to college?

This worksheet includes vocabulary about halloween and they can practice does he like... or do they like? making questions and answer them even orally and study

HALLOWEEN - VOCABULARY - Do or Does / LIKE

It's a pairwork activity. Students have to ask questions about what a boy is doing atdifferent hours of the day. The partner looks at his sheet and answers using simple present.

If you want to practice more, you can find more of my worksheets about the same subject here: 

https://en.islcollective.com/resources/printables/worksheets_doc_docx/what_does_he_do_at/beginner-prea1-activity/4664





Time and daily routine - What does he do at..?

Do-Does Questions. Herein are listed many example of the basic helping verbs. Included is an exercise to practice what has been learned. This is very basic and very important.

Auxiliary Verbs - Helping Verbs

Ask your student questions like "What does Neo do to wake up every day?". Students are supposed to give answers in Present SImple looking at the printed worksheet and matching the name in the left column with the corresponding picture. It is just a drill exercise to work out the short dialogue interaction.

Everyday life

A worksheet comparing a boy's day with his mother's in a fun, light-hearted way. They do the reading, then number the actions in the order Mum does them. They then fill in the chart and answer the questions. 

RC - daily routine

It's a way to practice questions. Hope you like it!!

HOW OFTEN DO / DOES...?

1.	Answer the questions about the text. (5p)

2.	Complete the questions with : “ what , when, how(x2), what time, who” (3p)

3.	Read the conversation on WHATSAPP and answer the questions.



4.	Complete the questions with : “ does or do”

5.	Read the text and complete the table . 

comprehension exams

AFFIRMATIVE NEGATIVE QUESTION. This worksheet is about present simple tense using do, does, don't and doesn't in writing affirmative, negative and questions. It has questions that can be answered with short answers.

PRESENT SIMPLE TENSE

Think one of these persons and your students have to find out who is that. It's good to practise yes and no questions with do,does,is,are.

Let's play who is who

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

239 Do does questions English ESL worksheets pdf & doc