A selection of English ESL traffic lights 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

Traffic Light

EQ Traffic light

The next short history but this time about TRAFFIC LIGHT in Present Simple and Past Simple.After reading, the students have to write true or false and answer some questions (the key included). This is the NINTH part from the series THE SHORT HISTORY I have made.The next will be about the DISHWASHER. 

TRAFFIC LIGHT - the short history

This is a complete class. It should last about and hour and a half for a small group. First, there is a reading done in the style of Part 1 of the Reading and Use of English section of the FCE exam. This is followed by a debate relating to the reading. There is then a dice game relating to traffic stops by police. There then follows a short role-play. An answer sheet is provided for the first part. Thank you to Esther for suggesting the idea.

Traffic Light FCE reading, debate, dice game and role-play

This is a complete class. It should last about and hour and a half. First, there is a reading done in the style of Part 1 of the Reading and Use of English section of the FCE exam although, having done it a few times already, I have to say it's vocabulary is more akin to CAE. This is followed by a debate relating to the reading. There is then a dice game relating to traffic stops by police. There then follows a short role-play. An answer sheet is provided for the first part. Thank you to Esther for suggesting the idea.

Traffic Lights FCE/CAE practice - With Debate, Game and Role-Play

Here is the short history about HOT DOG in Past Simple.Very interesting. After reading, the students have to write true or false and answer some questions (the key included). This is the EIGHTH part from the series THE SHORT HISTORY I have made.The next will be about the TRAFFIC LIGHTS. 

HOT DOG - the short history

Flashcards with street elements such as traffic light, zebra crossing, crossroad, road sign, pavement, pedestrian, roundabout, street light. Eleven items. White and black

Street elements

A noise meter for classroom management, based on traffic lights.

Noise Meter

This worksheet helps young learners understand what traffic signal is. It helps them understand what Red, Yellow and Green lights stand for. Few pedestrian signs are attached to the worksheet to simplify the understanding of traffic signals. An excellent worksheet for kids.

Traffic Signal and Pedestrian signs for young learners

Flashcards about city features: Billboard, street light, street sign, traffic light, crosswalk, sidewalk, skyscraper. They can be used as visuals resources at class. Printables A4 format

City Features

I used this with my Prescholers and they loved it. Once they learned some movement verbs, I used this traffic light for the Stop & Go game. If I show the green man, they can do the action, if i show the red man, they cannot do it. 
They all made their own traffic light and played among themselves.

Stop & Go

Activity 1:
1. Teacher tells students about structure/grammar: Indirect Questions /Prepositions of Place.
2. Teacher describes the usage of prepositions of place and gives students repeat these words “above, below, opposite, over, through, under, at the top of, at the bottom of”
3. Teacher writes 5 sentences on the board as follow as:
- The house is at the top of the hill.
- The car went over the bridge.
- The bus is going through the tunnel.
- The bus stop is opposite the school.
- The parking lot is at the bottom of the hill.
4. Students draw pictures for checking the meaning in each sentences.
5. Students do exercises in task 1.1 about prepositions of place.
6. Teacher describes the usage of indirect questions.
7. Teacher writes the structure of indirect questions on the board as follow as:Direct Question	Indirect Question
Where is the post office?
Where does he live?
Who are they?
Why is she crying?
What did they say?		Do you know where the post office is?
Do you know where he lives?
Can you tell me who they are?
Can you tell me why she is crying?
Could you tell me what they said?
8. Students conclude “Do you know” or “can/could you tell” + Question Word, Subject, Verb.
9. Teacher describes “Yes/No Questions” in Question Word using if in Indirect Questions as follow as:
- Did she pass her driving test?
Do you know if she passed her driving test?10. Students do exercises in task 1.1 about indirect questions.
11. Volunteers stand in front of the class room and read the answer for checking the correct answer.Activity 2:
1. Teacher tells students about this topic: student will be talk about locations and directions from the Pirates Park to Suratthani Central Plaza.
2. Student will be talk about locations and directions from the Pirates Park to Suratthani Central Plaza..
3. Students do task 1.1 and teacher reads direction and students listen it.
4. Students look at Google map picture and tell the advantage of Google map.
5. Students work in group and study vocabularies: get on/off, traffic lights
turn left/right, far-near, go straight ahead, It’s X minutes from walk up/down, walk along/until.
6. Teacher checks students’ understanding, students tell the meaning in each word.
7. Students talk about locations and directions from the Pirates Park to Suratthani Central Plaza.
8. Volunteers stand in front of the class room and talk about locations and directions from the Pirates Park to Suratthani Central Plaza.
9. Teacher evaluates the ability of English Speaking of students in each group about talking about locations and directions by using the English speaking criteria.

12 Traffic lights English ESL worksheets pdf & doc