A selection of English ESL respect 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

I have two private students who are respectively 13 and 15 years-old. I'm giving them online classes through Skype at the moment, so I decided to create this worksheet in order to help them deal with the current situation! 



I also gave them the task of starting a journal, just like one teen from this activity.



Preparation task: on the last page bc I couldn't put it on the first :(



ARTICLE CREDITS: 

https://www.buzzfeednews.com/article/rachelysanders/teens-teenagers-at-home-isolation-coronavirus-school

5 Teens On Being Stuck At Home Because Of The Coronavirus

In pairs the kids should ask the weather forecasts for the respective days and by answer, try to guess what country they are talking about,

You  also could change this activity, adapting for other themes. 

Before the kids start it, the teacher could call one of them to practice and demonstrate first how it works.



Remember that each one should choose one country and keep it secret.

Weather Forecast Guessing game

An exercise in which the student has to unscramble some words belonging to various categories (animals, fruit, vegetables, family, toys, clothes, school objects) and then draw lines from the words to their respective category.

Unscramble the words and match them with their category with key

The worksheet comprises a multiple choice activity as well as a reading comprehension text about the UN.

It allows students to recognize the Organizations logos, as well as to increase their knowledge about the foundation and the role of the United Nations. 

The worksheet is intended to be covered in a 55 minutes duration.

Students match the Acronyms of the organizations with their respective logos.

Students read the text and answer the comprehension questions.

International organizations

Task 01: students have to match the words syllabi together to make furniture names, and write them down in the spaces given. [following the example].



Tasks 02: Students cut the pictures and match them with their respective names.

Our House - 02

Activity : Students are invited to analyze pictures depicting characters wearing clothes with arrows focusing students' attention on a clothes item (trousers, jacket, shirt etc). Then students are invited to read the quotes uttered by the characters and to notice the use of one and ones to substitute singular and plural noun forms respectively. Students' observation is then put to a test in the 2nd exercise where they are required to read and complete sentences using one or ones accordingly. In the 3rd exercise, students are asked to look at two pictures with arrows focusing a single clothes item, then complete the quotes with the appropriate vocabulary. The third exercise is recapitulation of the vocabulary and grammar lesson both in one context:

One or Ones

Hey ESL Teachers!



Business English lesson materials are always high in demand, so I decided to publish a free lesson on Fluentize based on a short video about the basics of business etiquette.



I would say this lesson plan is probably most suitable for intermediate (B1) level students who are on the edge of upper intermediate (B2).


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


https://app.fluentize.com/lesson/business-etiquette-basics



The lesson materials attached in this post include the first half of the lesson — the preview discussion material, the sections for pre-teaching the vocabulary in the video, and a listening comprehension exercise that goes along with the featured video.



You can access all the post-viewing sections when downloading it from Fluentize — including activities on vocabulary context usage, prefixes / parts of speech, rewriting sentences, follow-up conversational material, the quiz & review section, and the teacher's guide.



As you'll see in the lesson plan, the lesson starts off by discussing proper business etiquette. Students then do a short activity in which they transform some words into their correct parts of speech using the prefix. The examples featured in this lesson plan are...



understand ---> misunderstanding

respect ---> disrespected

cooperate ---> uncooperative



After watching the video and completing the first post-viewing section, there is a second post-viewing part that focuses on some grammar using the conjunction although based on the following quote from the video:



"Although workplace culture and expectations can vary between companies, the basics of business etiquette can be used in almost any kind of workplace."



You can follow everything up with additional discussion material based on the following topics...



- Impact of COVID-19 on business etiquette

- Business etiquette in different countries

- Socializing with colleagues

- Social media and colleagues

- Business lunch etiquette

- Video calling etiquette for business



From the creator’s standpoint, my favorite part of the lesson is the section focusing on the parts of speech and prefixes. I find these types of activities for parts of speech and prefixes in the context of word transformation to be so practical for students and really helps them develop their vocabulary skills.



I also realize that many English language teachers are now teaching in an online environment. For those of you who are, I recommend trying out our interactive lesson plan for it (which is the one attached in this post). The interactive lesson is basically a digital version of the lesson materials that comes equipped with interactive fields for your students to write answers within.



I hope you have a great lesson exploring the basics of business etiquette with your students.



Thanks!



-Jake from Fluentize

Business Basics Etiquette - ESL Lesson Plan

Vocabulary exercise about Free-time activities in order to identify each action with its respective picture. I hope you enjoy it! thanks

Free-Time Actitivities

Students have to write the numbers in letters under their respective balls.



This may also be enlarged and have it as a poster in the classroom. Print flashcards that match the empty boxes to make an interactive display.



(BW version is included)

Billiard_Club_Numbers_Pictionary

This worksheet was created as part of our British Values class. We were researching various people we show respect to. We also used the worksheet to review some basic tenses and grammar we have been working on.

Queen Elizabeth

This worksheet has QR codes for students to search information about influential women in science. Empower girls to get their aims and talk about the importance of women in history of science is a great opportunity for children to respect each other

scientist women 

This is a GAP FILLER story. Students read and fill the gap with somebody/anybody/anything/nobody, etc. 

One peculiar aspect is that the document is 'made personal'. The teacher fills gap 11 with the nationality of the students and writes the last sentence in the students' L1 before handing in the paper.



I did it in French, Somali, Swahili and Arabic.



Hope you like it.



ps: pre-teach vocabs in bold if necessary

Pps: my last sentence was “that somebody died a week ago” (in French, Arabic, Somali and Kiswahili respectively)

139 Respect English ESL worksheets pdf & doc