A selection of English ESL trust 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

This is a conversation/debate based activity, where students are presented with a case about infidelity, trust, honesty and other relationship situations, to promote critical thinking and discussion. 

Can trust be regained?

Reading Comprehension passage, questions, word meaning, word find

Can you trust the internet?

This is a reading comprehension activity. The worksheet contains a short tale. Students must read the passage, fill in a grid as requested and, finally, answer the questions. A2 level activity. 

In God we trust - Easy Reading

An article adapted from Gallop with a standard word transformation practice exercise included. This is followed by a controlled debate. Answer key is included.The text is slightly above B2 level but it´ll keep them on their toes and the debate/role-play should be fun. 

FCE reading and Debate - Who do you Trust? _ Mass Media

This is a B2-level critical thinking and speaking worksheet called "The Broken Trust." Students read six short but detailed interviews after a confidential project is leaked at a small company. Each employee gives their side of the story, but no one fully admits fault. Students must brainstorm together who is most responsible, who is least responsible, who might be hiding something, and who seems honest. The main focus is on group deduction, discussion, and supporting opinions with evidence. After analyzing the interviews, students answer deep discussion questions about leadership, workplace trust, and personal responsibility. This activity is ideal for practicing real-world communication skills, soft skills, and critical thinking in Englis

The Broken Trust : Six Employees. One Leaked Secret. Who Betrayed the Team?

This worksheet is created to practice the construstion "used to" - its positive and negative forms. The task is to look at the pictures and make the sentences with used to or didn't use to. For a stonger  class you can delete the useful language.

Answers are on the second page

Used to - didn't use to

Role Play. The InveNtors have to pick one of six inventions (everyone a different one) and compete to get the biggest sum of money from a panel of inveStors. The InveStors award different sums of money to inveNtors reflecting how much they trust each invention to become a success. The winning candidate gets 1 million dollars, no.2 gets $500.000, no.3 $200.000, and so on. To help Ss prepare, the worksheet contains real life questions that venture capitalists typically ask.

Inventors and Investors Game

Should you trust your first impression? 



ESL Business English Lesson plan for B2-C1 students focused on  listening skills, vocabulary related to body language and speaking activity.



Based on Ted talk by Peter Mende-Siedlecki, Should you trust your first impression?

Body language English lesson plan 

Warm up activity

Cut along the lines and distribute among your students.

The activity will move your students from their seats and everybody will have fun. Trust me, it works. They may perform the activity twice after redistribution. You may need to pre-teach some phrases before.

Follow the instructions

work with this link:
http://www.youtube.com/watch?v=UNLhSz81zoY
IF -- 2ND CONDITIONAL

TEARS IN HEAVEN - ERIC CLAPTON

WOULD YOU MY NAME
IF I SAW YOU IN HEAVEN?

IF YOU HAD MY LOVE - J.LO

IF YOU HAD MY LOVE AND I GAVE YOU ALL MY TRUST,
WOULD YOU COMFORT ME?

WITH A LITTLE HELP FROM MY FRIENDS - THE BEATLES

WHAT WOULD YOU THINK IF I SANG OUT A TUNE,
WOULD YOU STAND UP AND WALK OUT ON ME?

MORE THAN WORDS -- EXTREME

WHAT WOULD YOU SAY, IF I TOOK THOSE WORDS AWAY
THEN YOU COULD MAKE THINGS NEW, JUST BY SAYING I LOVE YOU

ONE OF US - JOAN OSBORNE

IF GOD HAD A NAME WHAT WOULD IT BE?
AND WOULD YOU CALL IT TO HIS FACE?
IF YOU WERE FACED WITH HIM IN ALL HIS GLORY
WHAT WOULD YOU ASK IF YOU HAD JUST ONE QUESTION?

MR. JONES - COUNTING CROWS

IF I KNEW PICASSO, I WOULD BUY MYSELF A GRAY GUITAR AND PLAY

I WILL ALWAYS LOVE YOU - WHITNEY HOUSTON

IF I SHOULD STAY, I WOULD ONLY BE IN YOUR WAY

ALL I WANT IS YOU -- BARRY LOUIS POLISAR

IF YOU WERE THE WOOD, I'D BE THE FIRE.
IF YOU WERE THE LOVE, I'D BE THE DESIRE.
IF YOU WERE A CASTLE, I'D BE YOUR MOAT,
AND IF YOU WERE AN OCEAN, I'D LEARN TO FLOAT.

ALL I WANT IS YOU, WILL YOU BE MY BRIDE

MISUNDERSTOOD - BON JOVI

IF I COULD JUST REWIND, SEE IT IN MY MIND
IF I COULD TURN BACK TIME, YOU'D STILL BE MINE
YOU CRIED, I DIED...

IF I WERE A BOY -- BEYONCE

IF I WERE A BOY
I THINK I COULD UNDERSTAND
HOW IT FEELS TO LOVE A GIRL
I SWEAR I'D BE A BETTER MAN

Conditionals (song activity)

 This lesson plan will help  to teach grade 112.	Watch TED Talk and do tasks  given in students\' book.

After watching they answer  to My perspectives 

How can you make people feel they can trust each other more?

Think of three ideas. Then share them with the class. Does anyone have the same ideas as you?



Perspectives Upper  Interemeidate lesson plans

IELTS task 2 writing question

This question is from the British council IELTS website and is typical of the kind of question you might expect to find in an IELTS test.



A person’s worth nowadays seems to be judged according to social status and material possessions. Old-fashioned values, such as honour, kindness and trust, no longer seem important.



To what extent do you agree or disagree with this opinion?

32 Trust English ESL worksheets pdf & doc