A selection of English ESL duke 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

A worksheet in which you have to fill some gaps. It is based on  the "Ocean Drive" song by Duke Dumont. Here you can practise vocabulary and listening skills.  Have fun! ;-)

Duke Dumont - Ocean Drive

Complete the song and circle the correct word.  Follow on with a lesson on big numbers or prepositions of place/ direction.

The Grand Old Duke of York

Duke of Swirl is a character from the Candyland board game. This is a grammar exercise and it can be used in reading lessons too. It is also available in ESL printables. Developed by Sirhajwan Idek

Candyland-themed Grammar Exercise ( Duke of Swirl)

Prince William, Duke of Cambridge and Catherine, Duchess of Cambridge as members of the British royal family- short love story I found here as a reading worksheet but thought it would also be handy as a 'fill in vocabulary' ws.

William & Kate-love story (fill in vocabulary)

OBJECTIVE & OVERVIEW
This free ESL lesson plan on marketing and branding contains activities, worksheets, and digital materials for C1 advanced students. By the end of the lesson, students will have a deeper understanding of branding, be able to actively use important language about branding, and be able to develop a brand profile for a company and pitch this brand profile to a potential investor.

PREVIEW & DISCUSSION
This lesson on marketing and branding opens up by students exploring the important but subtle  differences between a company versus a brand, as well as marketing versus branding. They'll engage in discussion questions about marketing and branding and other conversation activities in which they explore their favorite companies and brands associated with them.

VIDEO & LISTENING COMPREHENSION
After another short discussion about the impacts of brands, students watch a video about the psychology and neuroscience of branding. Students listen for some key information about a study done at Duke University, and do an activity in which they  fill in the gaps for words they hear in the video. The last activity in the viewing comprehension section is focused on another study done that involves iPhone users and Samsung Galaxy users. 

LESSON INSTRUCTIONS
Complete activities in the Preview with students. Then watch the video together with your students. Instruct students not to write during the video — only watch (so that students don’t miss important information while the video is playing). Then, complete the viewing comprehension activity. 

This lesson plan only contains the first half of the lesson. Find the full, original Fluentize version of this lesson, with all of post-viewing activities for on Fluentize. The lesson is FREE to download on Fluentize!

What's even better — if you download it from Fluentize, you’ll also get the interactive lesson plan and Google Slide E-Lesson digital materials for free, which is ideal for teachers and students who do lessons online. The interactive lesson is in digital format, allowing students to type, write, and mark answers in the actual lesson materials.

ESL Lesson Plan — Branding & Marketing

Activities in the following worksheet are based on the verbs TO BE and TO HAVE as well as the revision of prepositions. This worksheet involves the general information about Johnny and his dog Dukey. Hope, your esl learners will enjoy it. 

JOhnny Test

Activities are based on the verbs TO BE and TO HAVE as well as revision of prepositions. The following worksheet involves the general information about Johhny and his dog Dukey. Hope, your esl learners will enjoy it. 

Johnny Test

A follow up language activitiy using nouns and verbs.  Related to Marmaduke Duck story.

Marmaduke Duck

British Royal Family

The home of the Royal Family. Find out more about the life and 

work of Her Majesty The Queen. There are many challenges 

ahead as you work together to promote the well-being of the 

people of Wales, and support the recovery effort. A central 

weekend of events and festivities will mark HM's 70 years on the 

throne.

The core of the royal family is made up of Queen Elizabeth 

II; Charles, Prince of Wales; Camilla, Duchess of Cornwall; Prince 

William, Duke of Cambridge; Catherine, Duchess of 

Cambridge; Anne, Princess Royal; Prince Edward, Earl of Wessex; 

and Sophie, Countess of Wessex. They carry out royal duties fulltime.

Lower profile relatives who perform some duties are Prince 

Edward, Duke of Kent; Princess Alexandra; Prince Richard, Duke 

of Gloucester; and Birgitte, Duchess of Gloucester.

Other members of the royal family with royal rank who do not 

carry out official duties are Prince Andrew, Duke of York; Prince 

Harry, Duke of Sussex; Meghan, Duchess of Sussex; Princess 

Beatrice; Princess Eugenie; Katharine, Duchess of Kent; 

and Prince and Princess Michael of Kent.

9 Duke English ESL worksheets pdf & doc