A selection of English ESL student interaction printables

A shouting dictation activity suitable for intermediate students and above, in this worksheet students will learn a number of new idioms in a fun and interactive way.

Weather idioms shouting dictation and discussion

This one of our original lessons on Fluentize.com, and personally, one of my favorites. It's designed for teachers with teenage or adult students at the B2 / Upper Intermediate level, and makes for a perfect one-one private lesson topic, but it can also be used in a group. All of my students have enjoyed doing this one so much, and teachers have given lots of positive feedback on it. You can find a more comprehensive version, and unlock the full lesson material for it on Fluentize. It's downloadable for free, including the interactive lesson plan for online lessons.



In the lesson, students watch a video and do a listening exercise about the Hyperloop, the humanoid robot. It's a short, 5 minute video with a lot of interesting information about what the Hyperloop is and how it works. The lesson includes discussion questions and conversation activities about travel and modern transportation. 



Students also learn some important vocabulary terms, phrases, and a few phrasal verbs from the video. In the video, experts discuss safety concerns, the speed of the Hyperloop, and what some of the challenges will be. Students get to learn other terms related to engineering and travel like "encounter resistance" and "draft up blueprints". The grammar exercise features the passive voice and includes activities on this grammar point. There is a quiz and review section, as well as a bonus activity which you will find when downloading the original lesson on the Fluentize page for this lesson.



Hope you enjoy this fun and engaging Fluentize lesson plan!



- Jake

The Hyperloop Experience: 700 MPH in a Tube

I usually find it difficult to give a fair mark to my students when they take an oral test. I can't help thinking that being objective is a hard task as you can be unconsciously influenced by their ability to interact and maybe not consider all details thoroughly. That's why I think having a feedback sheet with all possible aspects to consider, may help. I have written vertically: Pronuntiation, Vocabulary, Accuracy (concerning grammar and word order), Communicative skills (meaning their ability to be creative to communicate), and interaction ( how they understand your questions and answer them)

GIVING FEEDBACK IN ORAL TESTS

Fill it in after having watched the video http://www.readwritethink.org/classroom-resources/student-interactives/fact-fragment-frenzy-30013.html

How to take notes

talking & interaction/ dialogue /pictures to be used in pairwork activity/be sure the students can name  the food items on the pictures/ask ans answer "what would you like? Would you like...? expressing préférences/ making suggestions/ how about...? Why don\'t you have...? 

Thanksgiving dinner

This ESL lesson, based on the humorous article "Why AI Won’t Replace Us (And Will Probably Just Become Our Digital Sidekick)," is designed for intermediate to upper-intermediate students (CEFR B1-B2). It explores how AI complements human work but cannot replace the unique emotional, creative, and unpredictable aspects of human behavior. The article engages students in thinking critically about AI, while the grammar section focuses on future simple and future continuous tenses, helping learners differentiate between the two.


Students begin with warm-up questions to introduce the topic, followed by true/false, multiple-choice, and open-ended questions to check comprehension. The vocabulary practice integrates everyday expressions and idioms. A Bamboozle game, accessible via a QR code, allows students to review vocabulary in a fun and interactive way. This method engages learners and enhances retention.


The lesson then moves into inductive grammar learning with examples from the text. This is followed by detailed explanations of the future simple and future continuous, including rules, structures, and common mistakes. Finally, students engage in task-based activities where they create real-life scenarios, blending AI collaboration with their future plans, using both future tenses. This well-rounded approach ensures students not only understand the grammar but also apply it in meaningful, engaging contexts.

Why AI Won’t Replace Us; future simple and future continuous

The tasks can be used for independent studies or distance-learning classes. The worksheet is based on the adapted article from the Economist describing the new hobby that appeared during the lockdown, baking. The tasks are aimed at improving reading comprehension. Students read the article about baking as the new popular hobby and fill in the gaps with the missing sentences. Worksheet includes vocabulary (and interactive vocabulary assignment) as well comprehension questions. Finally, students research attitudes to baking in their country and prepare to speak about it and share a simple recipe.   

Baking Your Way through the Lockdown

A fun and interactive exercise sheet about Greek gods and mythology, with questions ranging from grammar to vocabulary, for intermediary to advanced English learners.

Greek Gods worksheet

Students take turns asking each other for the words that are missing from their crossword puzzles. Their partner has to explain the word in English. This is a fun and interactive way to review crime vocabulary.

Crime vocabulary - half a crossword

Reading and speaking. This worksheet helps students to develop reading comprehension. It includes vocabulary focus, gap-filling assignment based on the short text (adapted article from the Economist), and comprehension check (True/False statements). The students learn about some of the habits office workers developed during the lockdown. Students develop vocabulary with the help of collocation-focused interactive assignment.   Learners practice speaking while discussing their habits and new routines developed during the lockdown.

Lockdown and Office Routine

Hey  Teachers!



I recently published a mini-lesson plan on Fluentize based on short, 60 second documentary on a grandma who is into video gaming.



I would say this lesson plan is probably most suitable for pre-intermediate (A2) - intermediate (B1) students.


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


https://app.fluentize.com/lesson/grandma-gamer



I have attached the lesson materials in this post. You can also download the lesson directly from Fluentize when logged in (it's free on Fluentize until August 1, 2021).



As you'll see in the lesson plan, students discuss topics and questions related to video gaming and ageism. Students also learn some of the words they'll hear in the video such as "adventure", "pick", and "majestic".



There is a short grammar activity on present perfect continuous included, based on a quote from the grandma...



"I've been playing video games since the mid 90s."


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


- Senior Citizens & Technology

- General problems senior citizens have

- Grandchildren / Grandparents

- The best age to be

- Imaginary task — Describing the grandma gamer from the perspective of her grandson



From the creator’s standpoint, my favorite part of the lesson is the discussion topics included at the end of the Viewing Activity (Part 3 & 4), where students are instructed to voice their opinions about older people and playing video games, as well as their own grandparents' hobbies.



For teachers who are conducting lessons in an online environment, I recommend trying out our interactive lesson plan for it (which is attached in this post), an it's 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 grandma gamer and ageism with your students!



Thanks!



Jake from Fluentize

The Grandma Gamer - ESL Lesson Plan

this game can help you to share your own ideas with others and speak interactively in group. 

game board 'what do you think about..'

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

374 Student interaction English ESL worksheets pdf & doc