A selection of English ESL shift 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

Second part to Present Simple affirmative.  Third person singular. This worksheet was created to help beginner students at the time simple present is taught. I believe in the old fashioned "drills" as a teaching tool. This would be an example. My students are adults who come to class after a work shift in a manufacturing plant. They have very limited vocabulary and struggle quite a bit learning a foreign language.  I try to adapt explanations to their skill level even though sometimes they are not very academic. 

Simple Present. Affirmative. 3rd Person Singular. 

These are cards for your students to have as Grammar Reference when studying and practising Reported Speech. The first card contains how BACKSHIFT works and the rest contain reporting verbs and their patterns in alphabetical order for quick search.

Cut them out and laminate for long lasting and safe keeping. Punch a hole in the corner and add a binder ring. They may keep it in their coursebooks as bookmarks.

REPORTED SPEECH CARDS

Good for partners or small groups! Students pick a start and end point, then describe how to get there using L, R, and cardinal directions. One can be a recorder, the other can be in charge of the compass (or a makeshift one by using a paper one and keeping track!).

Directions in the school - How to get from here to there

These worksheets include exercises on these grammar (tenses) topics: all tenses active voice, passive vpice, reported speech with backshifts, future, conditional clauses.

The links to online exercises are mentioned so solutions can be found there (so you can easily create a key yourself).

These exercises are upper-intermediate or advanced level, meant as revision, they can be done in class or  as homework or even test.

Revision exercises Tenses (advanced)

Students practise said/told and rewrite sentences into reported speech. They also practise reported speech based on two cartoons. this can be used for consolidation because they have to be familiar with the rules, tense shift, etc.

Reported speech 

**editable**(formatting shifted for preview) This is a simple bingo for YLs to review phonics words they are working on. It is helpful when words sound similar, such as "Rock and Lock", so students can distinguish the sounds and find where they placed the word on the board. I use this one for my youngest who are just learning the alphabet and distinguishing letter sounds. 

Phonics Bingo

A short text: The Canterbury Ghost

20 questions shifting from direct to reported speech

Reported Speech 'backshift'

Teaching pronunciation used to involve little more than identifying and practising the sounds of which a language is composed, that is to say, its phonemes. Recently however, there has been a shift of focus towards the other systems operating within phonology, which may be more important in terms of overall intelligibility.

Connected speech

The worksheet contains some popupar quotations from the film "Pirates of the Carribean", pronounced by Captain Jack Sparrow. The task is to report these direct speech units following the rules of tense shift, using special reporting verbs.

Captain Jack Sparrow's quotations for reporting. "Pirates of the Caribbean".

Hey  Teachers!



With Naomi Osaka withdrawing from the French Open due to mental health concerns, I decided to publish a lesson plan on Fluentize based on a short news report video about the issue.



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/osaka-withdraws



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 for free until June 11, 2021 if you're registered and download it directly from Fluentize — including activities on vocabulary context usage, phrasal verbs, a video quote, grammar on reported speech, follow-up conversational material, the quiz & review section, and the teacher's guide.



As you'll see in the lesson plan, students discuss topics such as the impact of fame and the media on professional athletes' mental health. They'll also learn some useful phrasal verbs that can be heard in the video, such as "pull out of", "cope with",  and "feel for". 



After watching the video and completing the first post-viewing section, there is a second post-viewing part that focuses on some grammar, featuring the difference between direct and indirect speech, and how we often shift direct speech back one tense when referring to what someone said or wrote in the past.



"Osaka announced she wouldn’t be doing press interviews to preserve her mental sanity."


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


- Professional athletes' interactions with the media

- Being fined in pro sports

- Positive & negative impacts of social media in the lives of pro athletes

- Changes students would like to see in other sports

- Other controversial sports topics



I hope you have a great lesson exploring sports, the media, and mental health with your students!



Thanks!



Jake from Fluentize

Naomi Osaka Withdraws from French Open - ESL Lesson Plan

In this worksheet students find interesting quotes from the show "Game of Thrones", said by different characters. The task is to report the quotes with tense shift and various reporting verbs. 

REPORTED SPEECH. "GAME OF THRONES".

After the O'Malleys get up in the last story, they head off to school in this one.



This story winds down this block of stories about the family together. The next stories focus individually on the parents (but on family stress -- picking up kids from school, getting called in to talk about 'behavioral problems.')



So, after the students have read these, I tend to shift the conversation to: what kind of topics do families like these have? Do the students think that their family experiences will be like the ones the O'Malleys have?

18 Shift English ESL worksheets pdf & doc