A selection of English ESL question marks 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 dice is also needed. For two to six players although eight could be done at a push with only 5 cards to each player. Two players could extend their cards to eight each Print out the cards double sided and laminate. The packs that have the scenarios have a number printed on the back. There should be 6 mini packs like this and they should be placed face down on the table. The phrasal verb cards have questions marks on the back and they should be handed out to the players, 6 each. The first player throws a dice and picks up a context card from the corresponding number on the pack. The player reads out the context and places it in front of the pack face up. If anybody has a phrasal verb card that corresponds exactly with the context given, they then throw their card into the middle of the table. The next person throws the dice and the process is repeated. The game finishes when one of the packs is depleted of cards or one of the players has thrown down all of their cards. The winner is the person with the least cards. 





Phrasal Verb Card Game

This a brief summary of punctuation marks. It can help students and teachers to practise and review the topic. Also, It can help students to create questions and to doubt about what they are studying. 

Punctuation Summary 

READING & COMPREHENSION: This Reading includes True - False - Info not given statements, General questions and Discussion - Main Aim: Student will be able to Read the Text, Find Info, Answer the Questions, Develop Critical Thinking Skills, Expand on Existing Range of Vocabulary and General Knowledge - Have Fun with Teaching and Learning today - Feel Free to Contact me if You Have Any Questions :)

Kind regards, Mark Pallister

THAILAND 

A short bio of Meghan Markle, with some comprehension questions. Then, a graphic of Meghan and the royal family with a true or false activity. I love Meghan! She is great! 

Meghan Markle

The battleship board game allows students to practice questions with Have you ever ... (Yes, I have. No, I haven't).



First, each student puts their ships in the left grid. They shoot by saying the question with an appropriate row and column. The lef grid is used for marking missed shots (dots) and successful ones (crosses). If the ship is completely destroyed they say SUNK.



If sb doesn't understand they use some phrases like “Sorry?”.

Have you ever ...? - board game - (Battleships)

READING & COMPREHENSION: This Reading includes True - False - No Information statements, General Questions & Discussion - Main Aim: Student will be able to Read the Text, Find Info, Answer the Questions, Develop Critical Thinking Skills, Expand on Existing Range of Vocabulary and General Knowledge - Have Fun with Teaching and Learning today - Feel Free to Contact me if You Have Any Questions :)

Kind regards, Mark Pallister

EVERY CLOUD HAS A SILVER LINING 

The battleship board game allows students to practice questions with Did you ...? (Yes, I did. No, I didn't). 



First, each student puts their ships in the left grid. They shoot by saying the question with an appropriate row and column. The lef grid is used for marking missed shots (dots) and successful ones (crosses). If the ship is completely destroyed they say SUNK.



If sb doesn't understand they use some phrases like “Sorry?”.



Battleships - Did you ...? - past simple

READING & COMPREHENSION: Focuses on the History of The Ancient City State of Athens - Includes True - False - Not given statements, Questions about the Text, General Knowledge Questions & Discussion - Aim: Student will be able to Read the Text, Find Information & Answer the Questions. Also the student will be able to Expand on Range of Vocabulary and take part in an Engaging Discussion - Have Fun great fun Teaching & Learning today :) 

Kind regards, Mark Pallister

THE ANCIENT CITY STATE OF ATHENS 

A picture description activity. The worksheet contains a picture, some statements and some questions. Students must look at the picture and say if the statements are true or false, then they must answer the questions.

Mark's room - Picture description

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

READING & COMPREHENSION: This Reading includes True - False - Info not given statements, General questions, Discussion - Main Aim: Student will be able to Read the Text, Find Info, Answer the Questions, Develop Critical Thinking Skills, Expand on Range of Vocabulary and General Knowledge - Have Fun with Teaching and Learning today - Feel Free to Contact me if You Have Any Questions :)

Kind regards, Mark Pallister

THE BEAUTY & BENEFITS OF TREES 

An oral activity involving buying and selling under the supervision of 'language police officers'.

202 Question marks English ESL worksheets pdf & doc