A selection of English ESL why because 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

The students have to label the landmarks with a word from the wordbank. In the other exercise they have to tell why they want to go to a certain place. Ex: I want to go to the mountain because I want to ski.

If you want to practice more, you can find more of my worksheets about the same topic here

https://en.islcollective.com/mypage/resources?Tags=Landscapes&searchworksheet=GO&type=Printables& id=5163





Landscapes

This worksheet is meant for oral communication. Have students look at the pictures and say what they like better or prefer doing and why.

Example: I prefer to speak English because I don't speak Spanish very well.



I prefer...because

A worksheet to practise vocabulary :opposites and Why/because questions and answers. Suit advanced beginners to low intermediate. Fully editable. Answers included. 

Vocabulary Practice Exercises

This worksheet was created as a fun way to introduce or review the simple past. Students must fill in the present form of the verb and then the simple past form. The activity is meant to resemble a mead notebook, with some fun sketches to brighten, an otherwise boring, grammar lecture. On the first page you have some regular verbs and on the second page you will find some common irregular verbs. It may be worth mentioning to your students that the most common verbs in most languages are irregular because they are the most commonly used and therefore most changeable over time. This emphasizes the importance of learning the irregulars. You really can't speak a language well without them! :)



On the bottom of the worksheet there is a brief activity for pronunciation. 

When I used this worksheet, I had my students put their hands on their throats and make a sound (eg. v vs. f, b vs. p, g vs. k, etc). If it was "voiced," their vocal chords vibrate and if it's "unvoiced," their vocal chords do not vibrate. I had them make different sounds and tell if it was voiced or unvoiced and then look at the rule on the page to determine how a word would be pronounced. Then we went through the list of provided words to determine each word's particular pronunciation. This helped them to understand the meaning of "voiced" versus "unvoiced" and to be more active in the learning process. I've found that "ed" pronunciation can be very challenging for non-native speakers. So, it's crucial to make sure they understand why it's pronounced differently in different words.



I hope this is useful to you! Have fun and good luck!



Please feel free to give feedback. Through teaching I'm always learning and, as a result, very aware that I have plenty to learn still. If you think this could be improved, tell me! :)



Simple Past Grammar Diary - Regular & Irregular Verbs

I love compound words because students can learn three new words using one compound word. That is why I have created these puzzles with 12 compound words. Instructions are on the last page. When you extend the cards you can use them like flashcards. Hope you will like it and have fun :).

Compound words puzzles/pyramids

This worksheet can be done with all kind of students, level A1. The students look at the map and answer the questions giving the reason why they can or can't do  things in this neighborhood.
Ex: Can you take a train in this neighborhood? - No, I can't because there is no train station.

Map - My neighborhood

DON'T tell your students this is Thriller, one of the most famous songs by Michael Jackson. That's why it is organized as it was a tale, a horror tale. Tell them they are going to read a horror story, and they must try to understand the paragraphs without the missing words, in which there are hints to know the title. Check unknown vocabulary and correct pronunciation while you ask them to read sentences. At the end, ask them to invent a title for that story. Then, tell them you are going to listen to that text read by a famous actor called Vincent Price, who was famous in the USA because of his voice and horror movies. Ask them to listen carefully and write the missing words they manage to understand. Play the song. They will have a nice surprise.

Funny fact: The voice at the end of the song is Vincent Price's, actually. 



Enjoy!

THRILLER! By Michael Jackson

Hey Teachers!



June is Pride Month for the LGBTQ community. In response to this, I put together this video-based lesson plan on the topic of LGBTQ and human rights. 



The full lesson plan is free to download on Fluentize via the link below:



https://app.fluentize.com/lesson/lgbtq-pride-month



In the worksheets I posted here, you get the first half of the lesson. You can find the video as well as all the post-viewing activities on the actual Fluentize page for the lesson. It’s free to download during the whole month of June 2020, and when you register, you'll get the whole thing for free - including the sections on prefixes, key word transformations, additional conversational material, the quiz & review, and the teacher's guide.



The lesson plan is geared towards upper intermediate (B2) to advanced (C1) level students. It's based on a short informational video from ShareAmerica focusing on how Pride Month came to be, as well as why and how it's celebrated. One of the new things we did with this lesson that you can't find in other Fluentize lessons is the extensive section focusing only on post-viewing conversational material. This section is a great way to CCQ some of the featured vocabulary terms studied in the lesson, and makes it easy for you to generate rich discussion revolving around LGBTQ equal rights, including topics such as:



- Uprisings / Protests

- Intolerance

- Struggles for other minority groups

- Advocating for the LGBTQ community

- Milestones



From the creator’s standpoint, my favorite part of the lesson is the Key Word Transformations. This was the first lesson where I tried out Key Word Transformations in a lesson plan. I think this should be another great way for students to practice some of the vocabulary terms they heard for learned in the video. This activity is available when you download it directly from the Fluentize page.



Again, you can find these post-viewing activities for prefixes, key word transformation, conversation, and quiz / review activities when you download the lesson directly from the Fluentize page.



I also realize that many English language teachers have switched to online teaching. For those of you who have done this, I recommend trying out our interactive lesson plan, which contains interactive fields for your students to write answers within.



Also, when you do a Fluentize lesson online, we highly recommend using the platform Zoom and their remote control feature. The remote control feature allows students to take control of your screen during the lesson. You can do this by having your student request remote control of your screen, or you could also give control to the student. The reason this is so great is because it enables students to type answers in the interactive fields (download the 'Interactive Lesson' on the lesson page) of the lesson while you watch and help them with spelling and punctuation.



I wish all you good health and hope you have a meaningful lesson exploring Pride Month in detail with your students.



Happy Fluentizing!



- Jake from Fluentize

LGBTQ | Pride Month Lesson Plan

based on the 3.30min intervention made by Greta Thunberg at 2018 cop24 conference in Katowice Poland 

10 multiple choice questions 

transcript here “My name is Greta Thunberg. I am 15 years old. I am from Sweden. I speak on behalf of Climate Justice Now. Many people say that Sweden is just a small country and it doesn’t matter what we do. But I’ve learned you are never too small to make a difference. And if a few children can get headlines all over the world just by not going to school, then imagine what we could all do together if we really wanted to.

But to do that, we have to speak clearly, no matter how uncomfortable that may be. You only speak of green eternal economic growth because you are too scared of being unpopular. You only talk about moving forward with the same bad ideas that got us into this mess, even when the only sensible thing to do is pull the emergency brake. You are not mature enough to tell it like is. Even that burden you leave to us children. But I don’t care about being popular. I care about climate justice and the living planet. Our civilization is being sacrificed for the opportunity of a very small number of people to continue making enormous amounts of money. Our biosphere is being sacrificed so that rich people in countries like mine can live in luxury. It is the sufferings of the many which pay for the luxuries of the few.



The year 2078, I will celebrate my 75th birthday. If I have children maybe they will spend that day with me. Maybe they will ask me about you. Maybe they will ask why you didn’t do anything while there still was time to act. You say you love your children above all else, and yet you are stealing their future in front of their very eyes. 

Until you start focusing on what needs to be done rather than what is politically possible, there is no hope. We can’t solve a crisis without treating it as a crisis. We need to keep the fossil fuels in the ground, and we need to focus on equity. And if solutions within the system are so impossible to find, maybe we should change the system itself. We have not come here to beg world leaders to care. You have ignored us in the past and you will ignore us again. We have run out of excuses and we are running out of time. We have come here to let you know that change is coming, whether you like it or not. The real power belongs to the people. Thank you” 



Greta Thunberg's speech - Listening exercise

Grammar practice, Unscramble sentences, past simple, why-because. practice the simple past tense with to be and other verbs, the structure of the questions and answers. 

Unscramble sentences

If you have students who work with a lot of Brits, or are moving to the UK, this might be helpful for them. It's a role play about how to offer and accept a cup of tea. There are a few tasks presenting and practicing the target language before the role play task itself.



Tips



You can use the illustrations to explain 'kettle', 'sugar lump' and 'pot' if the students get stuck.



Point out that these are the general phrases but that some regions may have their own unique slang. It's all right, because no one except locals will be expected to know it.



During the role play in exercise 4, if you have access to a kettle, you could actually make the drinks for authenticity. Why not?



Answer Key



1 As a morning drink, on an office break, when guests come round, with meals etc.



2 Sophie takes her tea with just a dash of milk. Mike takes his tea milky with two sugars. Fred doesn't drink tea at all.



3 

1) Fancy a ...?

2) cuppa

3) I've just put the kettle on.

4) How do you take it?

5) I like it

6) Milky

7) two sugars

8) I'm not much of a tea drinker.



NB: In certain situations, we stop using partitives. Here, we can say 'sugars' instead of 'lumps/spoonfuls of sugar'.



4

a 2

b 5

c 4

d 1

e 3



Time for Tea Role Play

These cards help students express the reasons why they have taken some imaginary decisions.

They should use words as: Therefore, consequently, hence, thus, because of this, because of, etc in a communicative way.



You can make small groups, have them put the cards facing downwards in a pile then, have one student take a card from the pile and each students in the group should give the reasons and details that caused them to take such decisions. 

54 Why because English ESL worksheets pdf & doc