A selection of English ESL voting 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 worksheet aims at testing students' oral productive skills on the topic "Voting". The preparation stage for the conversation involves students' elaboration on a number of cartoons and precisely formulated guiding questions. In case of breakdowns in communication, these may of course be supplemented with additional ideas and questions by the teacher.

Voting - Oral Exam

US Voting Rights

This is a writing activity on the topic of UK and voting.



To get the most benefit from this activity, please use alongside the voting PowerPoint on my page. 



Please check for spelling errors before using :)

Voting and general elections 

Readings and match-ups about voting for school reps. This could be followed up with asking them to write their own manifestos, or a discussion about what is good and not so good about your school. 

Who are you going to vote for, girls?

Students may get the chance to vote for student council and so on. Some reading practice on that topic. match-up exercise and then they decide which grl should vote for which candidate. Maybe this could lead onto students writing their own manifestos! or discussion about what they like and don't like about school. 

Some reading on the topic of student elections. Grammar focus 'I want/I would like'. They read an complete the table, match up the girl to the description and then decide who each girl should vote for. Could lead onto discussions about what they like and don't like about school, and them writing their own manifesto. 

To celebrate international Women's Day. This concentrates on reading and understanding. Students can read the background story and discuss new vocabulary then answer the questions.

Reading Comprehension - Malala Yousafzi

This worksheet focuses on the vocabulary used in newspaper headlines. The headlines have been taken from various online papers. The words, which have been hand-picked by me to meet the criteria, are defined next to each headline. Comes with a multiple-choice test on page 3. 

NEWSPAPER HEADLINES - Useful Language

This is a text on Brexit

It is followed by some comprehension exercises: , a table to fill in, questions on the text, a section where the students must write a brief synopsis and picture description

Hope you find it useful.

Brexit

This is a worksheet based on a video about the European Refugee Crisis. It contains a True/False exercise, a set of comprehension questions and a vocabulary exercise (crossword puzzle). You can find the video here. https://www.youtube.com/watch?v=3ikhgIsRM0Y

The European Refugee Crisis

Students are asked to read through the biography of Malala Yousafzai and write a letter to her explaining what they admire about her and how she inspires them. This worksheet was created by www.primaryleap.co.uk

International Women's Day - Malala Yousafzai

Hi teachers,



I recently published a free lesson plan on Fluentize based on a news report video about the history of the conflict Russia and Ukraine.



I would say this lesson plan is probably most suitable for advanced (B1) students.


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


https://app.fluentize.com/lesson/ukraine-russia-conflict-explained



This post contains the first half of the lesson materials. You can download the full lesson lesson directly from Fluentize when you're registered and logged in.



As you'll see in the lesson plan, students discuss topics and questions related to war in general and what they know about the conflict between Russia and Ukraine. Students also learn a few really important verbs and phrasal verbs from the video, including take over, ring out, rush, resolve, and dominate.



In the second Post-Viewing Activity on Fluentize, there is a short grammar activity on the difference between present perfect and past perfect.



"30 years ago, Ukraine became its own country. Before then, it had been dominated by Russia.”


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


- Why topics such as war and politics can be difficult to talk about with other people sometimes 



- The extent to which other countries are involved in the war between Ukraine and Russia



- What could the world or other countries could do to help the country of Ukraine and its people



- What students have you seen, read, or heard about Ukrainian President Volodymyr Zelensky’s response to Russia’s invasion of Ukraine



- Information about Ukrainian president Volodymyr Zelensky



***IMPORTANT NOTE***



I would just like to note here that due to the sensitivity of the situation, I would use your best judgment on whether to use this topic and proceed with discussions about it in class. You know your students best, and you could probably even ask students whether they wish to discuss it or not. A teacher may have students who wish to discuss it, and other students maybe not. It could very well be too sensitive or distressing for some students. Of course, I also understand the importance for students to be able to have discussions and express their ideas and opinions about such an important global topic. All in all, a lot of it may depend on the background of the students and how closely they are tied to the situation. If teachers decide to proceed with this topic, I would advise them to steer things as objectively as possible and focus on the history and background of the conflict itself.





Thanks,



Jake from Fluentize

95 Voting English ESL worksheets pdf & doc