20 bell-ringer activities is the classroom-toolkit resource that gives teachers ready-to-run opening activities for the first 5 minutes of any lesson. Bell-ringers serve specific pedagogical purposes — settling the class, surfacing prior knowledge, energising a low-energy group, building community — and the activities in this resource cover all four purposes across CEFR A1 to C1.
This worksheet provides 20 ready-to-run bell-ringer activities for ESL teachers.
What’s inside:
20 activities organised by purpose (settle, surface, energise, build community)
Timing guide for each activity (typically 5 minutes)
Level-adaptation notes: how to scale each activity for A1, B1, B2, and C1
Material requirements and prep time for each activity
Teacher Notes on classroom management and energy calibration
Common challenges: Activity-purpose matching is the central teaching skill — using an energise activity with an over-energetic class backfires. Time management: 5-minute activities can easily expand to 15 minutes without firm management. Inclusion: bell-ringers should welcome all proficiency levels in mixed-ability groups.
For: ESL teachers working with adult and teenage learners across CEFR levels, in language schools, university programmes, private tutoring, or corporate training. Particularly useful for new teachers building activity repertoire and experienced teachers refreshing their classroom toolkit. Part of the Teacher Resources collection — the natural next step is End-of-Term Review Games.
Space exploration is it worth it is a B2 reading text on a contemporary policy debate. The text weighs the benefits of space exploration (scientific discovery, technological spin-offs, inspiration, future-resource access) against the costs (budgets, environmental footprint, opportunity cost vs Earth-based problems) and considers specific cases (Mars missions, the International Space Station, private space companies, James Webb Telescope). Learners read for benefit-cost analysis, case-recognition, and balanced judgment.
This worksheet builds B2 reading comprehension through a science-policy debate text.
What’s inside:
A B2 reading text (~600 words) on space exploration’s value
Pre-reading vocabulary box with space and science-policy terms
Writing follow-up: write your own balanced opinion on space exploration spending
Full Answer Key plus Teacher Notes
Common challenges: Science-policy reading at B2 combines technical vocabulary (orbit, payload, probe, rover, observatory) with policy vocabulary (budget, allocation, opportunity cost, return on investment). Distinguishing scientific value from economic value. Hedged language for projections: could lead to, may eventually enable, has the potential to.
For: Adult and teenage learners (14+) at CEFR B2, in upper-intermediate classes, 1:1 lessons, or self-study. Maps onto Cambridge B2 First (FCE) and C1 Advanced (CAE) Reading. Part of the Stories, History & Biographies collection — the natural next step is Malala Yousafzai, which returns to the more accessible biographical-reading entry.
📋 In this article you’ll learn:· Which ESL classroom layout works best for grammar, speaking, and debate· How seating arrangement reduces student anxiety and boosts participation· A simple framework to think in modes — not just in furniture· 3 practical things you can try in your very next lesson
You walk into your classroom five minutes before your B1 group arrives. Desks in rows. Board ready. But today’s lesson is a debate about social media and mental health. You look at the room. Something feels off.
That feeling? Trust it. The physical setup of your ESL classroom is not just a logistical detail — it is a pedagogical choice. It signals what kind of learning is expected, who gets to talk, and how much space students have to take risks in a second language.
The good news: you don’t need a fancy new room. You just need to think intentionally about where the desks go — and match the setup to the task.
Why ESL Classroom Layout Matters More Than You Think
Most teacher training programs spend hours on lesson planning, grammar staging, and error correction. Seating? Maybe a paragraph. Yet research consistently shows that the physical environment shapes learning in significant ways.
Three ideas worth keeping in mind:
🧠 Emotional safety comes firstWhen students feel anxious or exposed, they simply speak less. As Stephen Krashen argued,emotional safety is a precondition for language acquisition. Creating a welcoming classroom starts before the first student walks in
🤝 Language is social — the room should reflect thatStudents acquire language by using it with others, not just by receiving it from the front.Arrangements that enable peer interaction create exactly the kind of output and negotiation of meaningthat drives real acquisition.
📐 Flexible rooms produce measurably better outcomesThe HEAD Project (University of Salford, 2015) found that flexible classroom design — includingmoveable furniture — accounted for up to 16% of the variation in student progress.That’s almost entirely within the teacher’s control.
Bottom line: before your next lesson, ask yourself — does this room support what students will actually do today?
Think in Modes, Not in Furniture
Before diving into the seven arrangements, here’s a quick mental model that will change how you plan classroom management in your ESL classes:
🗂️ The Four Modes🪑 Rows → Input Mode (teacher explaining, students focused forward)👥 Pairs → Practice Mode (controlled, low-stakes production)🟡 Clusters → Production Mode (collaborative tasks, projects, TBL)⭕ Circle → Reflection Mode (discussion, community, Socratic dialogue)
Most well-designed ESL lessons move through at least two of these modes. The seating arrangement is simply the physical expression of which mode you’re in. Switch the mode → shift the room.
The 7 Arrangements — and When to Use Them
There is no universally best ESL seating arrangement. Each one has a purpose. The skill is in matching the setup to the task.
1. Traditional Rows
The classic. All desks face forward, teacher at the front. It is teacher-centred by design — and that is not always a bad thing.
🪑 Traditional Rows
✅ Best for: Grammar presentations, listening exercises, dictations, test conditions, input-heavy phases.⚠️ Watch out for: Minimal student interaction. Back-row students disengage quickly.💡 Pro tip: No rearranging needed for pair work — ‘turn to your neighbour’ transforms rows into instant pairs in seconds.
Think of rows as your Input Mode. When students need to produce language together, it’s time to switch.
2. U-Shape / Horseshoe
Desks form a large U, with the teacher able to step inside the opening or move around the outside. Arguably the most versatile ESL classroom layout there is.
🔵 U-Shape / Horseshoe
✅ Best for: Whole-class discussions, debates, grammar review, presentations, feedback sessions.⚠️ Watch out for: Shy students have nowhere to hide — which can spike anxiety. Also requires more floor space.💡 Pro tip: Before opening to the whole group, give students 90 seconds in pairs first. No one speaks cold, and participation doubles.
In a B2 adult class discussing workplace culture, a U-shape shifts the dynamic immediately. Students address each other — not just the board. The conversation becomes noticeably more authentic.
3. Clusters / Group Tables
Desks pushed together into islands of 3–5 students. Your go-to for task-based learning and collaborative classroom management in ESL contexts.
🟡 Clusters / Group Tables
✅ Best for: Task-based learning, collaborative writing, project work, peer feedback, creative tasks.⚠️ Watch out for: Noise rises fast. One dominant student can take over. Backs to the board complicate whole-class instruction.💡 Pro tip: Assign roles before the task: timekeeper, language monitor, reporter. It distributes responsibility and reduces dominance dynamics immediately.
Clusters mirror real-world communication and support the kind of student autonomy that 21st-century language learning demands. Use them as your Production Mode.
4. Pairs / Buddy Seating
Students work in twos — side by side or face to face. Simple, powerful, and criminally underused as a deliberate seating choice.
👥 Pairs / Buddy Seating
✅ Best for: Information-gap tasks, dialogue practice, peer editing, speaking drills, lower-stakes production.⚠️ Watch out for: Fixed pairs can become a comfort zone — language fossilises around one partner’s level and habits.💡 Pro tip: Rotate pairs regularly. Different partners bring different vocabulary, accents, and interaction styles — exactly what a language learner needs.
The maths alone make the case: in a class of 24, a teacher-led question means one student speaks. In pairs, all 12 pairs speak simultaneously. Pair work multiplies speaking time by a factor of 12.
5. Circle / Roundtable
Everyone sits in one circle — teacher included. No front, no back, no hierarchy. This arrangement sends an unmistakable signal: today, we’re a community of speakers.
⭕ Circle / Roundtable
✅ Best for: Conversation classes, Socratic discussions, community-building, open-ended debate.⚠️ Watch out for: Intimidating for lower-proficiency learners who feel fully visible. Hard to use board or slides. Not practical above 25 students.💡 Pro tip: Use the circle for high-stakes moments — end-of-unit discussions or any lesson where you want students to feel genuinely heard.
In a C1 conversation class on ethics, moving to a circle changes everything. Students lean in, address each other by name, and the teacher speaks less. The circle doesn’t just change where people sit — it changes who has permission to lead.
6. Fishbowl
A small inner circle (4–6 students) holds a discussion while the rest observes, takes notes, and evaluates. Roles then rotate.
🐟 Fishbowl
✅ Best for: Advanced discussion, debate, academic discourse, and developing critical listening skills.⚠️ Watch out for: Outer circle students drift if their observation task isn’t structured. Inner circle pressure can spike anxiety.💡 Pro tip: Give observers a concrete job: track discourse markers, count hedging language, or evaluate argument strength. Watching becomes active learning.
Particularly powerful for B2+ groups preparing for speaking exams or professional contexts. Authentic audience awareness motivates speakers to use more precise, sophisticated language than in a low-stakes pair.
7. Flexible / Hybrid Seating
Rather than committing to one arrangement, you plan for movement. The room shifts to match the lesson phase — rows for input, pairs for practice, clusters for production, U-shape for feedback.
🔄 Flexible / Hybrid Seating
✅ Best for: Any lesson with varied activity types — which is most well-designed ESL lessons.⚠️ Watch out for: Transition time eats into lesson time if routines aren’t established early.💡 Pro tip: Teach the transitions explicitly in week one. Give signals names: ‘cluster time’, ‘circle up’. Within two lessons, students rearrange in under 60 seconds.
Flexible seating is less a single arrangement and more a mindset: the room serves the lesson, not the other way around.
How to Choose: Three Questions Before Every Lesson
1. What will students actually be doing? Listening to input → rows. Discussing in groups → clusters. Debating as a class → U-shape or circle.
2. Who is in the room? Shy beginners need lower-exposure setups first. Advanced adults thrive in circles. Young learners love the energy of clusters.
3. What are the room constraints? Small rooms and fixed furniture limit your options — but a half-U or staggered clusters still beat default rows.
And remember: you don’t have to choose just one. Moving between two or three arrangements across a 60-minute class is itself a form of language-rich stimulation. Variety of setup equals variety of interaction equals more acquisition opportunities. For more on building structure into your lessons, check out our classroom management plan guide.
Three Things to Try This Week
📌 Match the setup to the task — not to habitBefore your next lesson, look at your plan activity by activity.Ask: what interaction does each phase require? Then set the room accordingly — even mid-lesson.
📌 Rotate your pairings and groupingsIf you have fixed pairs or groups, change them. Regular rotation exposes students to different speechpatterns, vocabulary, and interaction styles. That variety is exactly what a language learner needs. If you’re looking for more ways to do that, these community building activities pair well with a flexible seating approach
📌 Try the same activity in two different setupsRun a discussion task once in rows and once in a U-shape or circle.Notice who speaks more, who engages differently. The contrast will sharpen your instincts fast.
Move the Desks, Change the Learning
Seating arrangement is one of the most immediate and underused tools in ESL classroom management. It costs nothing, requires no technology, and yet shapes who speaks, who listens, who feels safe, and what kind of learning takes place.
There is no perfect arrangement — only the right one for this lesson, with these students, right now. Once you start thinking that way, the furniture stops being a constraint and starts being a resource.
💬 Reflection QuestionWhat message does your classroom layout send about learning?Does it say ‘listen to me’ — or ‘talk to each other’?
🔁 Try This This WeekTeach the same activity twice — once in rows, once in a different arrangement.Notice who speaks more. Notice the energy shift.Then ask yourself: which version felt more like language learning?
Further Reading
Want to go deeper? These four are worth your time:
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon — foundational reading on affective filter theory and what emotional safety has to do with acquisition.
Barrett, P. et al. (2015). Clever Classrooms: The HEAD Project. University of Salford — the most rigorous study on physical learning environments and outcomes. Freely available online.
Are you looking for a way to spice up your lessons on conditionals? In this guide, we’ll dive into the world of conditionals: with a comprehensive breakdown of each type of conditional, along with creative ideas and activities to help your students master these tricky sentences.
So, grab a cup of coffee, sit back, and let’s get started on this exciting journey through the land of conditionals!
Zero Conditional
The zero conditional is used to express general facts, scientific truths, or situations that are always true. Both the condition (if-clause) and the result refer to the present time.
Structure: If + present simple, present simple
Examples:
If you heat water to 100 °C, it boils.
If you don’t eat, you feel hungry.
If the sun is out, it’s a sunny day.
Practice activities
Have students write sentences about natural laws or universal truths using the zero conditional.
Give them prompts like “water” or “gravity” and ask them to create zero conditional sentences.
Quiz them by providing the “if” part and having them complete the “result” part, or vice versa.
First Conditional
The first conditional talks about real possibilities and their likely results in the present or future. The condition is in the present tense, and the result is in the future tense.
Structure: If + present simple, will/can/may + infinitive
Examples:
If I study hard, I will pass the exam.
If it rains later, we can stay inside and watch a movie.
If you don’t hurry, you may miss the bus.
Practice activities
Ask students to share their plans or intentions using the first conditional.
Give them hypothetical situations and have them express the possible consequences using first conditionals.
Role-play activities where students have to respond to different scenarios using first conditional sentences.
Second Conditional
The second conditional is used to discuss hypothetical or imaginary situations in the present or future and their potential consequences. The condition is in the past tense, and the result is in the present conditional.
Structure: If + past simple, would/could/might + infinitive
Examples:
If I won the lottery, I would buy a big house.
If she were a famous singer, she could perform in front of thousands of people.
If I had more time, I might take up a new hobby.
Practice activities
Have students share their dreams, wishes, or imaginary scenarios using second conditional sentences.
Give them prompts like “if you were a millionaire” or “if you could have any superpower” and have them respond using the second conditional.
Role-play activities where students have to express hypothetical situations and their consequences.
Third Conditional
The third conditional is used to talk about hypothetical situations in the past and their imaginary results or consequences. Both the condition and the result refer to the past.
Structure: If + past perfect, would/could/might + have + past participle
Examples:
If I had studied harder, I would have passed the exam.
If she hadn’t been late, she could have caught the train.
If you had told me earlier, I might have been able to help.
Practice activities
Ask students to share regrets or missed opportunities using the third conditional.
Give them prompts like “if you had worked harder” or “if you hadn’t forgotten” and have them complete the sentences.
Have them write short stories or narratives using third conditional sentences to express how things could have been different.
Mixed Conditionals
Mixed conditionals combine different types of conditionals in one sentence. There are two common combinations:
3rd/2nd Mixed Conditional
This combination uses the third conditional for the condition and the second conditional for the result. It expresses how a hypothetical situation in the past could have led to a different outcome in the present.
Structure: If + past perfect, would/could/might + infinitive
Examples:
If I had taken that job, I would be living in a different city now.
If you had studied abroad, you could be fluent in another language.
If she hadn’t missed the train, she might be at the meeting right now.
2nd/3rd Mixed Conditional
This combination uses the second conditional for the condition and the third conditional for the result. It expresses how a hypothetical situation in the present could have led to a different outcome in the past.
Structure: If + past simple/were, would/could/might + have + past participle
Examples:
If I were more organized, I would have finished the project on time.
If you had better time management skills, you could have achieved more by now.
If she were braver, she might have taken that opportunity last year.
Practice Activities
Provide examples of mixed conditionals and have students identify the different conditional types used.
Give them prompts or scenarios and ask them to create mixed conditional sentences.
Have them write short stories or narratives using mixed conditionals to express how past situations could have led to different present outcomes, or how present characteristics could have changed past results.
Ask students to share regrets about the past that affect their present (3rd/2nd), or personal characteristics that would have changed past outcomes (2nd/3rd).
Common Mistakes in Using Conditionals and How to Address Them
When teaching conditionals, you may encounter some common mistakes and challenges that your students face. Here are a few to watch out for and some strategies to help overcome them:
Mixing up the verb tenses and structures for different conditional types
To address this, provide plenty of examples and counterexamples to highlight the differences between conditional types. For instance, contrast a first conditional sentence like “If it rains tomorrow, I will stay home” with a second conditional sentence like “If it rained tomorrow, I would stay home” to emphasize the tense differences.
Forming the past perfect tense correctly for third conditionals
Spend extra time practicing this tense and provide examples like “If I had studied harder (had studied), I would have passed the exam.” Encourage students to practice forming past perfect sentences regularly.
Confusing the use of “would” and “will” in conditional sentences
Explain that “would” is used for hypothetical situations (second and third conditionals), while “will” expresses future possibility (first conditional). Give examples like “If I won the lottery, I would buy a house” (hypothetical) versus “If I save enough money, I will buy a house” (future possibility).
Understanding the nuances between real and hypothetical situations
Relate the conditionals to their own lives and experiences. Ask them to provide examples of real, probable situations they might express with first conditionals. Then, have them make those situations hypothetical or imaginary by rephrasing them as second or third conditionals. Connecting the concept to their personal contexts makes the distinction more tangible.
Understanding the nuances between the time frames
Use timelines or visuals to illustrate the time frames associated with each conditional. For instance, show that first conditionals refer to the present or future, while third conditionals refer to the past.
Overusing certain conditional structures and not varying their usage can also be a challenge
Expose students to a variety of contexts and situations where different conditionals are used. For example, use second conditionals for expressing wishes or dreams, and third conditionals for regrets or missed opportunities.
Finally
Provide feedback on their mistakes and provide opportunities for correction and reinforcement. Encourage them to practice using conditionals in their writing and speaking, and offer constructive feedback to help them improve.
Teaching Conditionals Through Real-World Applications
While conditionals may seem like a purely grammatical concept, they are actually deeply rooted in our everyday communication and thought processes. Being able to effectively use conditionals is an invaluable skill that will serve your students well in various real-world situations.
In professional settings, conditionals are commonly used to discuss hypothetical scenarios, contingency plans, or potential outcomes. For example, in a business meeting, one might say, “If we increase our marketing budget, we could potentially reach a wider customer base.” Or in a job interview, a candidate might be asked, “If you were faced with a difficult client, how would you handle the situation?”
In personal relationships and social interactions, conditionals help us express wishes, regrets, and imagined situations. For instance, a friend might say, “If I had studied harder in college, I could have pursued a different career path.” Or a parent might use a conditional to teach a lesson: “If you had cleaned your room like I asked, you wouldn’t have lost your favorite toy.”
Even in casual conversations, conditionals are frequently used to explore possibilities, make suggestions, or offer advice. “If you’re looking for a good restaurant, I would recommend the new Italian place downtown.” Or, “If I were you, I would consider taking a vacation this summer.”
By providing your students with real-world examples and encouraging them to use conditionals in their own conversations and writing, you’ll be equipping them with a valuable communication tool that will serve them well in various aspects of their lives.
Creative Classroom Activities to Practice Conditionals
To help your students truly master conditionals, it’s important to incorporate engaging and interactive activities into your lessons. Here are some creative ideas to try:
Role-playing and Scenario-based Exercises
Have students role-play different scenarios that require the use of conditionals. For example, one student could be a customer at a restaurant, and the other could be the server. They would need to use conditionals to discuss hypothetical situations, such as “If you were to order the steak, how would you like it cooked?”
Create hypothetical scenarios and have students respond using the appropriate conditional. For instance, “You just won a million dollars. What would you do if you had that much money?”
Writing Prompts and Storytelling
Provide writing prompts that encourage students to use conditionals. For example, “If you could travel back in time, where would you go and why?”
Have students write short stories or narratives using a specific conditional type. For instance, they could write a story about a regret or missed opportunity using third conditionals.
Games and Interactive Quizzes
Play conditional sentence completion games, where one student starts a conditional sentence, and the next student has to complete it correctly.
Create interactive quizzes or activities using tools like Kahoot or Quizlet, where students have to identify the correct conditional type or complete conditional sentences.
Group Discussions and Debates
Facilitate group discussions or debates around hypothetical situations or controversial topics, encouraging students to use conditionals to express their opinions and perspectives.
Have students research and present on different topics using conditionals. For example, they could discuss how the world might be different if a particular historical event had not occurred.
Mastering conditionals is a crucial step for your ESL students, and with the right approach, you can make this journey engaging and effective. Break down the concepts, address common challenges, and incorporate interactive activities to keep your lessons lively. Encourage real-world applications and provide ample practice opportunities.
With your guidance and a touch of creativity, your students will gain confidence in using conditionals to express hypothetical situations, regrets, and possibilities in English. Wishing you all the best as you navigate the world of conditionals in your classroom!
Here’s a list with mixed conditional conversation/speaking questions for your English lesson:
3rd and 2nd Mixed Conditionals Conversation Questions
Structure:If + Past Perfect, … would + infinitive
Meaning: A hypothetical past situation with present consequences
If you had pursued your childhood dream career, how would your life be different now?
If you had been born in another country, which culture would you find most fascinating?
If you hadn’t met your closest friend, how would your social life have changed?
If you had learned a musical instrument as a child, which one would you be most passionate about playing now?
If you had chosen a different college major, what career path would you be on today?
If you hadn’t faced your biggest fear, how would your confidence level be affected?
If you had grown up in a different family, what values would you hold most dear?
If you had started learning a foreign language earlier, which one would you be fluent in now?
If you hadn’t read your favorite book, how would your perspective on life be different?
If you had been born in a different era, which historical figure would you want to meet?
If you had taken a gap year before starting your career, what experiences would you have sought?
If you hadn’t moved to your current city, where would you be living and why?
If you had chosen a different hobby to pursue, which one would you excel at now?
If you had been raised by a single parent, how would your family dynamics be different?
If you had grown up with/without siblings, how would your personality have been influenced?
If you had studied abroad during college, which country would have impacted you the most?
If you hadn’t faced a significant setback, what lessons would you have failed to learn?
If you had been born into royalty, what kind of leader would you be?
If you hadn’t taken that risk in your career, where would you be professionally?
If you had grown up in a rural area, how would your appreciation for nature be different?
If you hadn’t met your mentor, what direction would your life have taken?
If you had been given a different name at birth, how would your identity have changed?
If you hadn’t learned the importance of self-care, how would your mental health be affected?
If you had discovered your hidden talent earlier, how would you be using it to make a difference?
If you had grown up in a family that prioritized art and creativity, what kind of artist would you be today?
If you had invested in a different stock market sector last year, how would your financial situation be different now?
2nd and 3rd Mixed Conditionals Conversation Questions
Structure:If + Past Simple/were, … would have + past participle
Meaning: A hypothetical present situation with past consequences
If you were more adventurous, what risks would you have taken in your youth?
If you had more free time now, which opportunities would you have seized in the past?
If you were better at managing stress, how would your health have been affected over the years?
If you spoke another language fluently, which country would you have visited more often?
If you were more outgoing, what connections would you have made at university?
If you had stronger willpower, which bad habits would you have avoided?
If you were living in your dream location, what decisions would you have made differently five years ago?
If you were more financially savvy, what investments would you have made when you were younger?
If you had better time management skills, what goals would you have achieved by now?
If you were more confident in public speaking, what career opportunities would you have pursued?
If you had a better work-life balance, how would your relationships have developed?
If you were more passionate about fitness, how would your body have changed over the years?
If you had more courage to express yourself, what opportunities would you have grabbed?
If you were living closer to your family, how would your childhood memories have been different?
If you had better negotiation skills, what salary increases would you have secured?
If you were more organized, which projects would you have completed years ago?
If you had a different personality type, what friendships would you have formed in high school?
If you were better at saving money, what financial security would you have built by now?
If you had more artistic talent, what creative projects would you have undertaken?
If you were more tech-savvy, which digital opportunities would you have capitalized on earlier?
Standard 2nd Conditional Questions (for comparison)
Structure:If + Past Simple/were, … would + infinitive
Meaning: Hypothetical present or future situations
If you could live in any fictional world, which one would you choose and why?
If you were to write a novel, what genre would it be and what would the plot revolve around?
If you could have any supernatural power, which one would you choose, and how would you use it?
If you were to start your own business, what industry would you focus on and why?
If you could travel back in time, which historical event would you witness?
If you were to learn a new skill, which one would you choose, and how would it benefit your life?
If you could have dinner with any famous person, who would you invite, and what would you discuss?
If you were to create a new invention, what problem would it solve?
If you could live in any country for a year, which one would you pick?
If you were to start a charity, what cause would you support, and how would you raise funds?
If you could have any animal as a pet, which one would you choose, and how would you care for it?
If you were to create a new holiday, what would it celebrate, and how would people observe it?
If you could have any job for a day, which profession would you choose?
If you were to write a song, what theme would it explore, and how would it inspire others?
If you could have any piece of art in your home, which one would you select?
If you were to learn a new language, which one would you choose, and how would it expand your opportunities?
If you could have any famous person as a mentor, who would you pick and what guidance would you seek?
If you were to create a new app, what purpose would it serve?
If you could have any vehicle, which one would you choose, and where would you go on your first adventure?
If you were to take up a new hobby, which one would you pursue, and how would it enrich your life?
Comparison of Conditional Types – Print Version
Comparison of Conditional Types
Type
Structure
Meaning / Time Reference
Example
Common Mistake
Second Conditional
(for contrast)
If + Past Simple / were
… would + infinitive
Hypothetical present or future situation – unreal or imaginary
If I won the lottery, I would travel around the world.
Using will instead of would:
“…If I will win…”
Mixed Conditional – 3rd → 2nd
(and common misuse)
If + Past Perfect,
… would + infinitive
Hypothetical past condition with a present result
Past → Present
If I had studied harder, I would be successful now.
Using would have for a present result:
“If I had studied harder, I would have been successful now.” ❌
→ Use would + infinitive for a present result.
Mixed Conditional – 2nd → 3rd
If + Past Simple / were,
… would have + past participle
Hypothetical present condition with a past result
Present → Past
If I were more confident, I would have applied for that job.
Using Past Perfect in the if-clause:
“If I had been more confident…” — makes it a standard 3rd conditional, not mixed.
!
The tense in the if-clause shows when the condition belongs.
The tense in the main clause shows when the result is felt.
📚 Want to Teach This Effectively?
Looking for lesson plans, activities, and teaching strategies for conditionals? Check out our comprehensive Conditionals Teaching Guide with ready-to-use materials, common student errors, and proven classroom techniques.
Are you looking for social media ESL conversation questions to inspire meaningful discussions in your classroom? This set of 35 thought-provoking prompts helps students practice speaking, writing, and sharing opinions about one of today’s most relevant topics — social media.
As social media continues to shape how we communicate and connect, it’s essential for English learners to feel confident discussing it in English. These engaging questions will get your students talking, thinking critically, and using real-world vocabulary in every lesson.
The Social Media Conversation Questions
What is social media? How would you define it?
What are some examples of social media platforms? Which are most popular in your country?
Why do you think social media has become such a big part of people’s lives?
How has social media changed the way people communicate and interact?
What are some positive aspects of social media? What are some negative aspects?
Do you think social media brings people closer together or drives them apart?
How do you think social media will evolve in the future? What new features or platforms might emerge?
Do you think people spend too much time on social media these days? Why or why not?
Should there be an age limit for using social media? At what age should people be allowed to start using it?
How has social media impacted traditional forms of media like newspapers and TV?
Do you believe social media plays a role in the spread of fake news and misinformation? What can be done about this issue?
Should schools teach students about social media literacy and how to use it responsibly?
Which social media apps do you use most often? Why do you like them?
How much time do you typically spend on social media each day? Do you think it’s too much, too little, or just right?
What kind of content do you usually post on social media? Photos, videos, status updates, stories?
Have you ever made a friend or met someone special through social media?
Do you follow any celebrities, influencers, or public figures on social media? Who are your favorites?
Has anything you’ve seen on social media ever inspired you to try something new or change your perspective?
How has social media affected people’s self-esteem and body image, especially among youth?
What role does social media play in activism and social movements? Can it be an effective tool for creating change?
What are some emerging trends or future possibilities for social media that excite or concern you?
How can social media be used as a tool for language learning and practice?
How can social media be used as a tool for self-expression and creativity?
How do different generations (e.g., millennials, boomers) use social media differently?
What are some unwritten rules or etiquette for behavior on social media?
How do businesses and brands use social media for marketing and advertising?
If you could create your own social media platform, what unique features would you include?
Have you ever posted something on social media that you later regretted? What did you learn from that experience?
Imagine a world without social media. How would your daily life and communication be different?
What are some creative ways you’ve seen people or businesses use social media to stand out or make a positive impact?
Do you think social media makes people more or less authentic in their self-presentation? Why?
If you could have dinner with any three social media influencers or personalities, who would you choose and why?
What are some specific skills or knowledge you’ve gained through your use of social media?
Describe a memorable or meaningful social media campaign or challenge you participated in or observed.
How do you decide what information or aspects of your life to share or keep private on social media?
Tips on Using Social Media Questions in the ESL Classroom
When using these social media ESL conversation questions in class, vary the format to keep your lessons dynamic and interactive. Pair or group students for ESL speaking activities where they can exchange opinions, agree or disagree, and ask follow-up questions. This approach encourages spontaneous communication and helps learners use real-world language in context.
You can also assign short writing tasks or have students share their answers in mini-presentations to integrate both speaking and writing skills. To deepen engagement, connect the social media discussion topics to students’ personal experiences or current online trends.
Finally, review key vocabulary and expressions before the activity to support fluency and accuracy—an effective strategy for any ESL classroom aiming to build confidence and communicative competence.
As a teacher in the United Arab Emirates (UAE), it’s essential to dress appropriately to show respect for local culture and Islamic values. Whether you’re teaching at a public school, private international school, or language center, understanding the dress code expectations is key to presenting yourself professionally and setting a good example for your students. In this post, we’ll cover everything you need to know about the UAE teacher dress code.
General UAE Teacher Dress Code
In general, teachers in the UAE are expected to dress in business professional to business casual attire, erring on the conservative side. Public schools tend to have stricter dress codes, while private international schools and language centers may allow a bit more flexibility. However, it’s always best to dress modestly and avoid anything too revealing or tight-fitting.
For Women:
Cover your shoulders, cleavage, midriff, back, and upper arms
Wear skirts or dresses that fall below the knee and aren’t too tight
Avoid sheer or see-through fabrics
Ensure your clothing is not too form-fitting or revealing
Wear trousers or skirts that are loose-fitting and made from opaque fabrics
Choose tops with sleeves and avoid low necklines
For Men:
Wear long trousers and collared shirts
Avoid shorts and sleeveless shirts
Keep facial hair tidy or be clean-shaven
Wear long-sleeved shirts, even in hot weather
Choose loose-fitting clothing made from lightweight fabrics
Avoid tight or revealing clothing
Avoid:
Tight or revealing clothing
Political, religious, or profane imagery on clothing
Ripped jeans, even if fashionable
Flip flops or open-toed shoes
Sportswear or beachwear
Visible tattoos or multiple piercings
Accommodating the Climate
The UAE can get quite hot, so it’s important to choose lightweight, breathable fabrics for your work attire. However, be prepared for cold air-conditioned interiors by layering with a light sweater or jacket. When outdoors, protect yourself from the sun with hats, sunglasses, and sunscreen.
Climate Info
The pleasant season in the UAE is winter, starting in October and continuing through to April. The weather is milder, and the evenings are often cool. Rain is infrequent in the UAE, but you might experience light rain during the winter months.
In summer, temperatures rise very high with a high amount of humidity. Even at night, the climate doesn’t change much. During the summer, most UAE residents remain indoors in air-conditioned buildings.
Tattoos and Piercings
If you have tattoos, keep them covered while teaching. Remove any piercings besides one pair of earrings for women.
Grooming and Accessories
In addition to dressing modestly, it’s important to maintain a neat and well-groomed appearance. Keep your hair styled neatly, and ensure your nails are clean and trimmed. For women, makeup and jewelry should be subtle. Avoid wearing strong perfumes or colognes, as some people may be sensitive to scents.
Dressing for Specific Occasions
There may be times when you need to dress up a bit more, such as for parent-teacher conferences, school performances, or ceremonies. In these cases, opt for more formal business attire. On the other hand, when participating in field trips or outdoor activities, dress appropriately for the setting while still maintaining a modest appearance.
Dressing Outside of Work
While the dress code expectations may be more relaxed outside of work, it’s still important to dress modestly in public spaces to respect local customs and laws. Cover your shoulders and knees, and avoid anything too revealing or tight-fitting.
Conclusion
With these guidelines in mind, you can express your personal style while still being appropriate for the classroom setting. Dressing in a way that commands respect and sets a good example for your students will contribute to a positive learning environment.
The Impact of Wildfires on the Environment ESL Lesson Plan (Intermediate, B1–B2)
How to use this lesson plan: The lesson includes a YouTube video and a reading text providing context for the topic. After, you will find listening, reading, grammar, vocabulary, writing, and speaking activities, for upper-intermediate-students. To accommodate different learning needs and styles, alternative exercises are provided for each area, allowing you to customize the lesson by skipping or assigning different exercises to different students. To save time, you can also download the full lesson plan as a ready-to-use PDF, including the answer key and all activities.
Download the Complete Lesson Plan (Free PDF)
Download the complete “Impact of Wildfires on the Environment” lesson plan for intermediate (B1–B2) learners — including teacher notes, answer key, and ready-to-use activities.
Divide the class into two teams. Explain that you will give them a word related to wildfires, and each team must take turns saying a word that is associated with the given word. The catch is that they cannot repeat a word that has already been said. If a team cannot think of a new word within 5 seconds, the other team scores a point. The team with the most points at the end of the game wins.
Example:
Teacher: The word is “fire.”
Team A: Hot
Team B: Flames
Team A: Smoke
Team B: Burn
…
Listening Activity (Video)
Watch this video:
Title: Wildfires 101 | National Geographic Description: This video by National Geographic explains what wildfires are, how they spread, and their impact on the environment.
Reading Activity
Wildfires are uncontrolled fires that burn in natural areas like forests, grasslands, or prairies. They can be caused by human activities, such as campfires or discarded cigarettes, or by natural events like lightning strikes. In recent years, the frequency and intensity of wildfires have increased due to factors such as climate change, drought, and human encroachment on wildlands.
Wildfires can have significant impacts on the environment. They can destroy habitats and ecosystems, leading to the loss of biodiversity. Many plants and animals may struggle to recover, especially if the fires occur too frequently. Wildfires also release large amounts of carbon dioxide and other greenhouse gases into the atmosphere, contributing to global warming.
However, not all effects of wildfires are negative. Some ecosystems, such as those found in Australia and the western United States, have adapted to periodic fires and may even require them for seed germination and growth. These controlled burns, when managed properly, can help maintain the health of these ecosystems.
To minimize the negative impacts of wildfires, it is essential to practice fire safety, such as properly extinguishing campfires and avoiding activities that can cause sparks in dry conditions. Additionally, land management practices like controlled burns and creating fire breaks can help reduce the severity and spread of wildfires when they do occur.
Comprehension Exercises
Exercise 1: True or False
Wildfires only occur naturally and cannot be caused by human activities.
The frequency and intensity of wildfires have decreased in recent years.
Wildfires can contribute to the loss of biodiversity by destroying habitats.
All ecosystems are negatively affected by wildfires.
Exercise 2: Short Answer
What are two potential causes of wildfires?
How can wildfires contribute to global warming?
In what ways can controlled burns be beneficial for some ecosystems?
Mention two ways in which we can minimize the negative impacts of wildfires.
Grammar Exercises
Exercise 3: Passive Voice
Rewrite the following sentences using the passive voice:
Human activities can cause wildfires.
Climate change has increased the frequency and intensity of wildfires.
Wildfires destroy habitats and ecosystems.
Land management practices can reduce the severity of wildfires.
Exercise 4: Conditionals
Complete the following sentences using the correct conditional form:
If campfires (not/extinguish) properly, they (can/cause) wildfires.
If we (practice) fire safety, we (minimize) the risk of wildfires.
Ecosystems (recover) more quickly if wildfires (not/occur) too frequently.
If land managers (use) controlled burns, the severity of wildfires (reduce).
Vocabulary Exercises
Exercise 5: Matching
Match the words with their definitions:
encroachment
germination
biodiversity
drought
controlled burn
Definitions:
the variety of life in a particular habitat or ecosystem
a prolonged period of abnormally low rainfall, leading to a shortage of water
the process by which seeds grow and develop into plants
a fire set intentionally for purposes of forest management, farming, or prairie restoration
intrusion into a territory or domain
Exercise 6: Fill-in-the-blank
Complete the sentences with the appropriate word from the list below:
Wildfires can destroy animal _____, leading to a loss of biodiversity.
The _____ of wildfires refers to how often they occur over a period of time.
Some _____ have adapted to periodic fires and may benefit from controlled burns.
Wildfires release _____ into the atmosphere, contributing to global warming.
The _____ of a wildfire refers to its severity and the amount of damage it causes.
Conversation Prompts
Exercise 7: Debate
Divide the class into two teams. One team will argue in favor of using controlled burns to manage wildfires, while the other team will argue against this practice. Each team should present their arguments and counterarguments, and the class will vote on the most convincing team.
Exercise 8: Group Discussion
In groups of four, imagine you are a team of scientists tasked with developing a new technology to prevent or control wildfires. Discuss potential ideas, considering factors such as effectiveness, environmental impact, and feasibility. Present your best idea to the class and explain why you think it would be successful.
Writing Prompts
Exercise 9: Opinion Essay
In your opinion, what is the most effective way to prevent and manage wildfires? Support your opinion with examples and evidence from the lesson or your own knowledge.
Exercise 10: Narrative Essay
Imagine you are a tree in a forest that has just experienced a wildfire. Write a story from the tree’s perspective, describing the events before, during, and after the fire, and how the tree and its ecosystem recover over time.
Optional Homework Task
Exercise 11: Research and Presentation
Research a specific wildfire that has occurred in recent years and its impact on the local environment and communities. Prepare a short presentation (3-5 minutes) to share your findings with the class in the next lesson.
Vocabulary List
Wildfire (n): A large, uncontrolled fire that burns in a natural area like a forest or grassland.
Encroachment (n): The act of slowly taking over or intruding on something, such as wildlife moving into human areas or humans moving into wild areas.
Frequency (n): How often something happens over a period of time.
Intensity (n): The strength, power, or severity of something.
Biodiversity (n): The variety of living things in a particular area or ecosystem.
Habitat (n): The natural home or environment where a plant or animal usually lives.
Ecosystem (n): A community of living things (plants and animals) and their non-living environment, all interacting together.
Germination (n): The process by which a seed begins to grow and develop into a new plant.
Controlled burn (n): A fire set on purpose under carefully monitored conditions to help manage a forest or other wild area.
Greenhouse gas (n): A gas in the Earth’s atmosphere, such as carbon dioxide, that traps heat and contributes to global warming.
Drought (n): A long period of time with little or no rain, leading to a shortage of water.
Adapt (v): To change or adjust to new conditions or situations.
Extinguish (v): To put out a fire completely.
Minimize (v): To reduce something to the smallest possible amount or degree.
Severity (n): The seriousness or intensity of something undesirable, such as damage or hardship.
Download the Complete Lesson Plan (Free PDF)
Bring the topic “The Impact of Wildfires on the Environment” to life with this ready-to-teach ESL lesson plan for intermediate (B1–B2) students.
This 10-page printable PDF includes:
A complete lesson plan with clear teacher instructions
Answer key for all exercises
Activities covering reading, listening, vocabulary, grammar, speaking, and writing
Editable and flexible tasks to suit different classroom needs
Help your students expand their environmental vocabulary while improving key English skills — all in one engaging, classroom-tested lesson.
📘 Click below to download your free ESL lesson plan now!
Contents: a 300-word reading text, two exercises with comprehension questions, and an essay writing prompt.
Reading text
Preparing meals at home and dining out are two distinct experiences. When you cook your own meals, you have the ability to control the ingredients, the cooking method and the final outcome. You can opt for healthy options, make meals that adhere to your dietary restrictions, or simply create something that tastes amazing. Additionally, cooking at home can be more cost-efficient in the long run.
Conversely, going out to eat can be a pleasurable and stress-free experience. You don’t have to worry about the cooking or the clean-up, and you get to try new dishes that you may not be able to replicate at home. However, it can be more expensive, and you don’t always know the source of the ingredients or the preparation methods used. Furthermore, restaurant meals may not be as nutritious as home-cooked meals, as they often contain higher levels of fat, salt, and sugar.
Let the text read aloud to practice listening comprehension:
Exercise 1: Comprehension Questions (Yes or No)
Are the following statements correct or incorrect?
Preparing meals at home allows you to have control over the ingredients, cooking method and outcome.
Dining out can be more expensive than cooking at home.
You always know the source of the ingredients and preparation methods when eating out.
It’s easy to adhere to your dietary restrictions when you are eating in a restaurant.
Eating out is always more nutritious than cooking at home.
Exercise 2: Comprehension Questions (Sentence)
Answer the following questions with a full sentence.
What are the possible downsides of preparing meals at home?
How can dining out be less stress-free than cooking at home?
Why might eating out be more expensive?
What are the benefits of knowing the source of the ingredients and preparation methods when eating out?
What are the potential downsides of eating out in terms of nutrition?
Exercise 3: Vocabulary Matching
Match the following words from the reading text with their definitions:
control
dietary restrictions
cost-efficient
stress-free
ingredients
preparation methods
nutritious
a. The process of getting ready for a particular purpose or situation b. The ability to manage or direct something c. not causing or involving stress d. The things that are used to make a dish e. A set of rules or guidelines that one must follow in order to maintain a healthy diet f. not wasting money or resources g. containing the right balance of nutrients to maintain good health
Exercise 4: Essay Writing Prompt
Weigh the pros and cons of preparing meals at home and dining out in your personal opinion. Explain, what you prefer and why.
Key for the teacher
Exercise 1
Yes
Yes
No
No
No
Exercise 2
Preparing meals at home can be time-consuming and less enjoyable.
Eating out may not be as stress-free as it seems. It can also include waiting in line, dealing with crowds, and making choices from a menu
Eating out can be more expensive because it includes costs such as labour, rent, and energy.
Knowing the source of the ingredients and preparation methods when eating out can help to ensure food safety and to cater for dietary restrictions.
Eating out can be less nutritious as restaurant meals often contain higher levels of fat, salt and sugar than home-cooked meals.
Reading is one of the core foundations for learning a language. Reading helps ESL learners develop a wide range of vocabulary, and see grammatically correct sentences in context. It’s also no secret that a high level of literacy usually translates to a higher level of academic success.
According to EC English, “Books and other authentic texts are rich in idiomatic language that so much of the English language is based on”.
Studies have shown that reading has immense benefits for youth, and these benefits may start as early as before children can even read. Reading is one way teens can spend less time looking at screens. Reading also translates into a multitude of benefits, including brain health and empathy.
As such, as ESL teachers, we want to introduce the development of reading skills and habits to ESL learners at a young age. Thus, we should make reading as much fun as possible – which finally comes down to the selection of books we recommend or incorporate in our lessons.
On this list, you’ll find 10 must-read book for elementary and middle-school ESL students.
How to Choose a Book for Young Learners to Read
When selecting books for young learners, have specific learning goals for improving their overall fluency, and opt for books that use contemporary English. Books that use modern English will help your ESL students far more than books that use antiquated forms of English, even if these books are classics.
One of the challenges choosing books for ESL learners is that proficiency level does not correlate with age. Indeed, many young learners have a stronger command of English than many adults do, so when choosing books for reading, consider the content and context of the book in addition to the level.
Storybooks are great choices because they are stories children can get into, and they contain large amounts of dialog that children can absorb and emulate in their English language learning development.
If your ESL students are young, you want to select texts with themes that resonate with younger audiences, and that challenge them at their level of reading comprehension.
5 Must-Read Books for Young ESL Learners
Oxford Picture Dictionary: Content Areas for Kids
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Oxford’s Picture Dictionary teaches vocabulary to young ESL learners across several subjects including math, science and social studies, using illustrations and visuals. The picture dictionary includes vocabulary cards, as well as reading and writing practice. There is also an audio CD for listening and repeating dictionary words using correct pronunciation.
This is an excellent book for ESL teachers to use with young learners in the classroom, or for parents to use at home with their children.
The Cat in the Hat
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The story of a tall cat with a red and white striped hat who enters the lives of two young children and causes a great deal of mischief while their mother is away.
This perennial classic from the famed children’s author Dr. Seuss (Theodor Geisel) is great for teaching early ESL students rhyming through simplistic dialog. The Cat in the Hat is an excellent choice because it helps teach students different word families as well as phonics, which is important in the early years of learning a new language.
Because many of the books are often set in fantastical make-believe worlds, books from Dr. Seuss achieve impressive results of transcending cultural barriers that may cause students to have trouble understanding many other English books.
Where the Wild Things Are
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Where the Wild Things Are by Maurice Sendak is a classic that has been helping school children learn to read for over 50 years. The book follows the story of a boy named Max who sails to a wild jungle setting inhabited by monstrous creatures known as the wild things.
The book is flush with deeply detailed illustrations and is only 338 words in length, ensuring that young ESL students will not be overwhelmed with words they may have trouble understanding.
The Very Hungry Caterpillar
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The Very Hungry Caterpillar by Eric Carle is an elementary picture book which differs from the previous two on our list in that the text doesn’t follow a rhyming scheme.
Instead, this story is about a caterpillar that hatches and begins to consume everything it comes across. After feasting on too much and becoming sick, the caterpillar goes into its cocoon and then hatches into a magnificent looking butterfly.
The book is great for teaching students a wide variety of vocabulary from numbers to food types. For teachers who are responsible for developing their own lesson plans, the book has many lessons and activities that have been developed around it in the nearly 50 years since it was released.
Let’s Go, Let’s Begin: Level 1: Student’s Book
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Let’s Go, Let’s Begin: Level 1: Student’s Book is part of the Let’s Go! series, and is designed to give children opportunities to learn English in fun, interactive ways such as through song and dance, colorful activities, work sheets, listening tests, communication games and pair work.
The focus of this book is primarily on phonics, grammar, and learning the alphabet. There is also a student website to extend learning opportunities for young learners.
How to Choose a Book for Middle School ESL Learners
Choose Fiction over Non-fiction
One of the most important decisions to make is deciding what types of books middle school ESL learners should be reading. We recommend fiction books over non-fiction books. Although reading in general enhances connectivity of the brain and heightens empathy, teens who read fiction have potentially more pronounced benefits. New brain research by University of Southern California scientists shows that reading stories is a universal experience that may result in people feeling greater empathy for each other, regardless of cultural origins and differences.
Exposure to narrative storytelling can have a widespread effect on triggering better self-awareness and empathy for others, regardless of the language or origin of the person being exposed to it.
University of Southern California
Choose Books that Match the Language Level and Interests
It is important to choose books that middle school ESL learners will be able to read without having to look up too many words per page. Overly complex reading for ESL learners will likely negate much of the appeal of the book itself, if they must frequently look up words and their meanings. So, we want to select books that appeal to the interest of this ESL age group, and at the same time, are written using simplistic language.
Choose Books that Have a Movie Version
Books with an accompanying movie version can be motivating for middle school ESL students to read. Firstly, they may already be interested in or enjoyed watching the movie, so reading the book will likely pique their interest further.
As well, reading books that have a movie version enable readers to compare the similarities and differences between the book and the movie. This can add an interesting element to the reading experience, as middle school ESL learners anticipate the plot sequence and twists, depending on whether they read the book before or after watching the movie.
Buy Both Book and Audiobook Versions
There are several ways audiobooks can aid students who struggle with reading, and for middle school ESL learners, audiobooks can add to these benefits by giving students opportunities to connect the written word and spoken word. It helps them connect between what they read and how it is spoken, improving both reading and listening skills.
6 Must-Read Books for Middle School ESL Students
Lord of the Flies
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Lord of the Flies by William Golding is a classic novel and has been taught in schools across the globe for decades. The story is about a group of young boys who become stranded on an island after a plane crash. An attempt to govern themselves is made as the boys find themselves slowly being overcome with primal tendencies.
One of the greatest challenges for ESL learners of all ages is being able to explain or describe details when speaking or responding to questions. This book exposes middle school ESL learners to descriptive language and can help them learn how to use descriptive language in their communication.
Holes by Louis Sachar is about a boy who has been sent to a juvenile correction camp. At the camp, the wards require the inmates to dig holes all day every day for character building purposes. The boys, however, soon realize that there are ulterior reasons the warden of the camp wants them to dig the holes.
This book exposes middle school ESL learners to natural flowing conversations amongst fictional characters who are also teens and pre-teens.
Wonders by R.J. Palacio is about a boy who was born with a facial difference. He wants nothing more than to be treated as an ordinary kid—but his new classmates can’t get past his extraordinary face.
The book begins from the boy’s point of view, but soon switches to include his classmates, his sister, her boyfriend, and others. These perspectives converge in a portrait of one community’s struggle with empathy, compassion, and acceptance.
Wonder is an excellent book that touches upon the concepts of the culture of bullying, empathy, friendship, courage, and hope. All of these concepts are not only important to address with middle school learners, but also help ESL learners in this cohort identify with cultural concepts in the English-speaking world. Middle school ESL learners may indeed relate to the protagonist in this New York Times bestseller.
“Wonder is the best kids’ book of the year,” said Emily Bazelon, senior editor at Slate.com and author of “Sticks and Stones: Defeating the Culture of Bullying and Rediscovering the Power of Character and Empathy”. In a world where bullying amongst young people is an epidemic, this is a refreshing new narrative full of heart and hope.
R.J. Palacio has called her debut novel “a meditation on kindness” —indeed, every reader will come away with a greater appreciation for the simple courage of friendship. Auggie is a hero to root for, a diamond in the rough who proves that you can’t blend in when you were born to stand out.
The Language of Flowers by Vanessa Diffenbaugh is about a girl who spent her childhood in foster care, and, as a result, is unable to get close to others. Her only connection to the world is through flowers and their meanings. She realizes her gift for helping others through the flowers she chooses for them.
However, the story takes a left turn when an unexpected encounter with a mysterious stranger awakens her to what she might be missing in her life. At this point, she must decide if it’s worth risking everything for a second chance at happiness.
This book introduces themes such as abandonment, rejection, coping with and overcoming struggles. What makes this book even more interesting to read is that the protagonist is taken in by a woman who teaches her the language of flowers, and what each flower means. It is through these teachings that she can start positively communicating.
Crush (Graphic Novel)
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The graphic novel Crush is the third book from Svetlana Chmakova’s award-winning Berrybrook Middle School series.
The main character Jorge is big and tough-looking like a bully – but in fact, he is soft and gentle and a friend you want to have. He has a crush on Jazmine, who is already dating someone else. After she breaks up with her boyfriend, can Jorge grasp the opportunity? Jorge has to face various challenges, from tensions with his best two friends to a hacked social media account
Svetlana Chmakova describes the everyday middle-school drama. She created a captivating story which almost any middle-school kid can relate with – at least, that’s what the fans of this book series say.
Crush (and the other graphic novel from this series) are a great choice to read for teen ESL students. The story is a lot of fun (if you like drama) and the Manga-inspired style is likeable. Most important, readers will learn the everyday language of teens, which will help them strengthen their conversation skills.
Tip
Beyond selecting the right books, it is important to foster a culture of reading among this age group. This can be accomplished through creative but simple ways, such as organizing book clubs, book exchanges, and group reading.
“Take out your notebooks: You will be taking dictation!”
What child likes to hear this sentence at school? … Exactly. Dictations are indeed indispensable for learning spelling. But they are unpopular.
There are less boring variants, such as the running dictation – and another variant, the sneaking dictation.
What exactly is meant by these exercises, why are they so great, and how do you implement them for your ESL classroom? In this article, I’ll explain everything in detail.
What is Running Dictation?
In normal dictation, the teacher reads out individual words or an entire text sentence by sentence; the students have to write everything down, making as few mistakes as possible.
In running dictation, the text is printed out and hung up or placed somewhere in the classroom. The children must now go one at a time to the sheet, memorize a passage of text, and then write it down at their place.
Each student may go to the text sheet as many times as they like until they have finished writing the entire text and possibly even correcting it themselves.
“Go” can mean walk or run – the teacher can set any minimum or maximum speed for movement. You could even post the text at the other end of the hall or in the yard and have the students run there and back each time. This would then be “race dictation.”
You could even make a competition out of it: Whoever makes the fewest mistakes and finishes the fastest wins.
You can use this dictation for ESL lessons as well as for any language lessons.
The running dictation is more appropriate for teens; younger children probably have a hard time concentrating on writing between racing phases. The sneaking dictation might be the better option then.
What is Sneaking Dictation?
A sneaking dictation is the same as a running dictation in terms of the procedure – only with a limited moving pace.
The rule for everyone is that it must be quiet in the classroom. No one is allowed to make loud noises; neither while sneaking nor by talking to the others.
Benefits of Running Dictation
Creeping dictation has several advantages over the regular version:
Independent work
Since all children can read the correct text, they can correct mistakes themselves. Thus, they learn to work independently and conscientiously – and the teacher has “time off”.
Incorporates physical activity
The children do not have to sit still for long. This accommodates children with a great urge to move.
More fun
Running dictation doesn’t feel like dictation, but almost like a sports exercise.
Likewise, some children may be less afraid of it than of regular dictation: they can read difficult passages several times and compare them with their text; each child can go at his or her own pace.
Focus (Sneaking dictation)
Especially the sneaking dictation helps to train students staying focused. Being quiet and working in peace is part of the game, and not a forced rule of behavior.
Want to try it out with your students? Here’s how it works.
(Except for the moving speed, you perform both types of dictation the same way.)
Prepare and attach the texts
Create the sheets with the words, sentences, or whole texts to be written. Print them out or write them on small cards.
Tip: Laminate the sheets or cards, then you can use them again and again, save paper and protect the environment.
Now hang up the texts in the classroom or in another place. Or lay them down. Important: Put the texts somewhere so no one can read them from their seats; otherwise these children would have an advantage over the others.
If you put the texts outside the classroom, make sure that your students do not disturb the other classes. It is best to consult with your colleagues.
Each text can probably be seen by a maximum of three to four people at a time, so you will likely need to hang each text several times, in different places around the room. Otherwise, there could be a scramble in front of the sheets and concentration would be lost.
You can either copy the entire text several times, or divide the text passages onto individual sheets or small cards. In the latter case, the children would have to go to different stations depending on what they are writing.
The children read through the text
Now allow each child to read through the text or all the words at their own time and get an overview.
You may need to divide this class into several groups and have them come to the sheets one at a time. It is important that during this time no one starts writing yet and gets a head start.
The children write … and go … and write.
Now all the students start writing. If the dictation consists of individual words or passages (and not a coherent text), they can decide for themselves in which order they want to write the passages.
As needed, each child now walks (sneaks, runs) independently to the sheets and back to the square and finishes writing the entire dictation.
If you intend to make it a little more difficult, you can limit the time or the number of passages allowed.
The children hand in the dictation
When a student has completely copied the text, they should check it again independently; to do this, they can go back to the text sheets and compare the spellings.
Thereafter, everyone hands in the dictation, as usual.
In this fashion debate worksheet, you are going to find ESL conversation exercises that will help students to discuss and debate on the topic of fast fashion, ethical fashion, and sustainability practices in the fashion industry.
The worksheet includes a “For and Against” exercise to help students create constructive arguments that would support their stands in the debate. The exercises are tailored to intermediate-advanced (B2-C1) students.
Preparation Notes for the Teacher
Required time: 45 min
To prepare:
Discuss the topic of fast fashion and sustainability with your students.
At the beginning of the class, ask your students if they have heard about the concepts of fast fashion and ethical fashion and if they know the difference between these two. Then, ask students if they have any idea where the clothes they usually buy are produced and how much their clothes really cost to produce?
Give them a brief introduction on the topic (exploitation of labor, pollution, child labor, consumerism, low quality, non-durable materials).
Next, make a “For and Against” list together with your students on the topic.
Instruct students to do Exercise B and C.
Finally, divide students into 2 teams and have a “For and Against” debate on the topic “Alternatives to Fast Fashion: A Green Dream of the Near Future?”
Fast Fashion – The True Cost of Clothes
In this worksheet, you will find exercises that will help you learn useful phrases, questions, and conversation tips that you can use when discussing/ debating on topics like fast fashion, ethical fashion, sustainability, etc.
Think about where do you and most people typically buy clothes, discuss this briefly with your class and your teacher, then answer questions in Exercise A and Exercise B.
Read the questions before answering to make sure you understand them.
EXERCISE A. Fast Fashion (For and Against)
1. Discuss the advantages and disadvantages of fast fashion with your class and teacher, then write them into the table below. Write minimum 5 arguments per column.
FOR
AGAINST
EXERCISE B. True or False?
2. Watch the video “The true cost of fast fashion | The Economist”, then mark the statements below as True or False.
1) To tackle throwaway culture, consumers, and brands must change their behaviors.
2) Only low-class people buy fast fashion clothes.
3) Rent the Runway tackles the problem with throwaway culture.
4) Mohammed dislikes the idea of fast fashion.
5) Rent the Runway rents 20% fast fashion clothes.
6) Patagonia used to be a fast-fashion brand that turned to sustainability.
7) One of Patagonia’s mottos is “Don’t throw it, fix it.”
8) Savana Rags is a recycling clothes factory.
9) New York fashionista Ijeoma is mostly interested in high-end fashion.
10) Most of the 80 billion clothing products go to waste.
EXERCISE C. Vocabulary
3. Match the words/ phrases (a-h) to their meanings (1-8).
a) castoffs b) to tackle c) unprecedented rate d) garments e) swanky f) to follow suit f) hefty h) flagship store
1) Items of clothing 2) To deal with something in a determined and efficient way 3) Impressively large or expensive 4) Something that is no longer wanted (especially a garment) 5) The lead store in a retail chain as a showcase for the brand. 6) Stylishly luxurious and expensive 7) To conform to another’s actions. 8) Something that is very great in quality, amount or scale.
EXERCISE D. Debate/Discussion
4. Make 2 teams and have a “For and Against” debate on the topic “Alternatives to Fast Fashion: A Green Dream of the Near Future?” Make sure to support each idea with at least one argument.
Artificial intelligence (AI) is one of the most exciting topics of our time. Intelligent, adaptive machines and robots can support us humans, make life easier and solve complicated problems.
On the other hand, AI scares many people. Every technology also harbors risks, and it is not yet possible to foresee how our world will change once artificial intelligences are “really intelligent.”
The topic therefore offers plenty of material for discussion: for a school or study project, or for a controversial conversation lesson for language students.
In this article, we listed 41 interesting, personal, legal and ethical questions about artificial intelligence, to foster debates.
Personal questions about artificial intelligence, for discussion
This set of questions will help to start conversations about the various personal perspectives on AI.
What are the risks of artificial intelligence?
What are the opportunities of artificial intelligence?
Can AI be more intelligent than humans?
What excites you about AI?
Can robots one day replace humans? In what areas?
What jobs would you rather have robots do instead of humans?
In what tasks will humans always be better than robots?
Could you imagine being friends with a human-looking robot?
How might AI solve humanity’s problems?
Should we be afraid of an AI taking power over us one day?
Can an AI be truly objective, even though it was developed by humans?
Can an AI develop feelings?
Can an AI have compassion or a sense of justice?
Will humans become smarter or dumber by using AI? Why?
What are the advantages and disadvantages of letting AIs make decisions for us?
Which movie about AI do you like best, and why?
Questions about the use of artificial intelligence in everyday life
Today, AI has already spread into each area of our daily life. With these questions, you can exchange opinions on this development.
Where does artificial intelligence already support you in your daily life?
In which areas should AI be used more intense?
What scenarios do you know for the use of AI in business?
Would you ride in an autonomous driving car? Or in an autonomous flying machine?
What would you use a robot for?
Would you rather have services – like haircuts – provided by robots than humans if it cost less?
Do you use voice assistants like Siri or Alexa? Why, or why not?
Have you had a conversation with a chatbot when you were at a company’s customer service desk? What was your experience?
How has the use of AI already changed your profession? How will your profession change in the coming years?
What apps from your smartphone are already using AI?
What things would you like to do yourself, although an AI might be better at it?
Which “smart” device would you like to have at home, and which not?
Legal and ethical questions about artificial intelligenc
These questions are for advanced students and can be used to start highly controversial and even philosophic discussions.
What is artificial intelligence anyway? At what point is a machine truly intelligent?
How might an AI be taught to respect human rights?
Is an AI allowed to make decisions on its own that can greatly affect people’s lives?
Do there need to be laws governing what an AI can and cannot do?
If robots can think for themselves, don’t you need to be given personal rights?
If an AI injures or kills a human, who is to blame? The manufacturer, the owner, or the AI itself?
Do AIs need liability insurance?
Who owns all the data an AI collects or generates itself?
When AIs always and anywhere collect data about all aspects of our lives: how do data privacy laws need to change?
Should weapons systems be equipped with AI for war? Why or why not?
How can we prevent AIs from developing the same prejudices as humans, for example against women, people of color, or ethnic minorities?
Should AIs be able to stop humans from doing bad things?
Tips on Using AI Questions in the Classroom
You can put students into pairs or small teams, or discuss the questions with the entire class. Another option is to ask your students individually to write down short answers or longer essays on a specific questions. Later, they can present their thoughts in front of the class.
By using these questions, your students will learn new vocabulary in the context of artificial intelligence. They will learn how to analyze complex topics, consider different viewpoints, which helps them in daily life and especially in business.
Harmful Social Media Content ESL Listening & Reported Speech Worksheet (Upper-Intermediate to Advanced, B2–C1)
In this worksheet about Harmful Social Media Content, you are going to find ESL listening comprehension exercises that will help students to expand their vocabulary on the topic and revise reported speech and its use when reporting news. The exercises are tailored to upper intermediate-advanced (B2-C1) students.
Preparation Notes for the Teacher
Required time: 45 min
To prepare: Discuss social media safety with your students: How much they think of the safety of content they post on social media, do they read the rules and regulations of social media companies when creating an account, do they know how to protect themselves from cyber crime, can they share examples of risks of using social media and unpleasant stories of users?
Revise the grammar basics of reported speech, then instruct students to answer the vocabulary and grammar questions in warm-up Exercise A.
Play the video/ audio and instruct students to answer the questions in Exercise B, C and D.
Give Exercise E as homework.
Social Media Companies & Harmful Illegal Content
In this listening comprehension technology worksheet, you are going to listen to a 3-minute audio of BBC news on the topic – Social Media Companies and Harmful Illegal Content.
The news report on the new laws proposed by the UK government regarding social media companies that will face huge fines if they fail to remove and limit the spread of illegal content.
Do the warm-up Exercise A first, then answer the questions in Exercise B, C and D.
Read the questions before answering to make sure you understand them.
Link to the audio/video: https://www.youtube.com/watch?v=pI8LVHXOSu4
A. Warm-up (Vocabulary)
1. Match the words and the expressions to their definitions/meanings.
to abide
online grooming
to face up to something
to outline
Lobbying
criminal prosecution
Legislation
a consensus
to campaign
urging on
to confront and deal with a difficult situation
to trick or force a young person into doing something sexual
comply with
the institution and conducting of legal proceedings against someone
a general agreement
laws, considered collectively
work in an organized and active way towards a particular goal
to seek to influence on an issue
pleading
to give a summary of
B. Warm-up (Reported Speech)
2. Match the reporting verbs (1-12) to the correct structures; write the numbers in the gaps accordingly. There may be more than one correct structure for each reporting verb.
Verbs:
1) warn
2) advice
3) notify
4) threaten
5) argue
6) admit
7) forbid
8) urge
9) wonder
10) demand
11) refuse
12) remind
Structures:
somebody that – Verbs: _____________
somebody to – Verbs: _____________
that – Verbs: _____________
who, where, whether, etc. – Verbs: _____________
to – Verbs: _____________
+ing – Verbs: _____________
3. Write the correct words and time expressions (a – l) according to the change by rule in reported speech.
a) now →
b) immediately today →
c) yesterday →
d) tomorrow →
e) this week →
f) last week →
g) next week →
h) ago →
i) here →
j) come →
k) come →
l) bring →
C. True or False?
Listen to the audio, then answer the questions.
Are the statements True or False?
1. Social media companies received fines for spreading illegal content. _____
2. Big-tech firms will legally have to provide safety of social media. _____
3. Frida wonders how long will the legal process take. _____
4. Frida urges that she is the only one who is dealing with her case. _____
5. According to the secretary, YouTube will ban terrorist ideologies. _____
6. The UK government proposes prosecution of all managers of social media companies. _____
7. Free speech will be protected by news websites. _____
8. Ian Russel argues that UK government should have imposed stricter sanctions. _____
D. Direct to Reported Speech
Listen to the audio, then rewrite the sentences in direct speech into reported speech. Do not use “tell” or “say” as reporting verbs.
1. “These proposals are largely untried and still face huge practical challenges.”
___________________
2. “Social media companies will face very significant fines if they fail to remove spread of illegal content.”
___________________
3. ”Big-tech firms will have to abide by a legal duty of care to protect children.”
___________________
4. “I added him, because you are 13 and just trying to be seen on Facebook, that you’ve got loads of friends and stuff.”
___________________
5. “Who is taking responsibility for this?”
___________________
6. “I’m the only one facing up to what’s happened.”
___________________
7. ”Anti-Semitic hate crime will need to be removed without delay.“
___________________
8. “They could have included sanctions to senior managers upfront and that would have imposed to bring about change.”
___________________
E. Writing
Find more news on cybercrime, cyberbullying, or social media safety, then report it to the class.
In this listening reading comprehension worksheet about pets, you are going to find a short video and exercises that will help students improve their listening skills, learn pets vocabulary, use context clues and answer questions about the story “The Pet Competition” in the video. The exercises are tailored to young elementary (A1-A2) students.
Preparation Notes for the Teachers
Required time: 45 min
To prepare:
Prepare flashcards with pets, including the animals in Exercise A below: puppy, parrot, snake, guinea pig, kitten, hamster, budgie, hedgehog.
As a warm-up, discuss with your students about pets – Do you have a pet? What have you got? Who looks after your pet?
List the flashcards and encourage students to name the pets.
Ask students if they are familiar with the “Peppa Pig” cartoon and if they know the characters.
Use flashcards to present the characters of the story “The Pet Competition” in the video: Madame Gazelle, Peppa Pig, Gabriella Goat, Zoe Zebra, Edmond Elephant, Pedro Pony, Dr. Hamster.
Explain to your students what is a pet competition, then play the video.
The Pet Competition
In this ESL Pets listening comprehension worksheet, you will answer questions about the story “The Pet Competition”, and learn more about the pets of Peppa Pig and her friends.
Do you have a pet? What have you got? Do your friends have pets? Discuss briefly with your teacher and the class, then answer the questions in Exercise A, B, C, D and E.
Read the questions before answering to make sure you understand them.
A. Pet Names
1. Match the images (a – h) with the correct words (1 – 8).
1. snake: ______
2. hedgehog: ______
3. parrot: ______
4. guinea pig: ______
5. kitten: ______
6. puppy: ______
7. hamster: ______
8. budgie: ______
B. True or False
2. Read the sentences below, then circle “True” (T) or “False” (F) for the correct answer.
a) The best pet at the “Pet Competition” will get a box of chocolates. T / F
b) Zoe Zebra’s pet is a toy donkey. T / F
c) Peppa’s pet lives in a bowl. T / F
d) A stick insect is an insect that looks like a stick. T / F
e) Edmond Elephant is a “clever clogs.” T / F
f) Zoe Zebra’s toy pet is sleeping upside-down. T / F
g) Dr. Hamster’s pet is the winner in the pet competition. T / F
4. Read the sentences and fill in the blanks with the correct answers.
a) “Don’t be a ________________ monkey!” tells Zoe Zebra to her monkey.
b) Goldie has got a very ________________ bowl.
c) Edmond Elephant’s gecko is a green ________________.
d) Dr. Hamster’s pet like climbing ________________.
e) Zoe Zebra’s pet is not a ________________ monkey.
f) Dr. Hamster says that all pets are happy, healthy and ________________.
D. Draw & Present
5. Do you have a pet? What have you got? Draw your pet below, then present it to the class and describe it: How old is it? What color is it? What does it like to eat and do? Who looks after it?
If you don’t have a pet, draw a toy pet or your friend’s pet.
In this weather vocabulary worksheet, you are going to find ESL vocabulary exercises that will help students expand their weather vocabulary and talk and answer questions about seasons, weather, and temperature. The worksheet includes vocabulary exercises on these topics, tailored to elementary – intermediate (A1-B1) students, plus an interactive “Weather Forecast” game/ presentation.
Preparation Notes for the Teachers
Required time: 45 – 60 min
To prepare:
To warm up, ask your students “What’s the weather like today?” and “What season is it”. Check if they understand the difference between these two and explain it.
Next, see if they can use more weather adjectives (chilly, cloudy, sunny etc.) by asking “Is it…(chilly, cloudy, sunny etc.)”.
List flashcards which show different type of weather and weather verbs like “snowing, raining, the sun is shining…”. Give examples: “Today is sunny. The sun is shining. Yesterday was cloud. It was raining.” Encourage students to repeat after you.
For Exercise E, play the video to the class, then help them to prepare their weather forecasts and present them in front of the class. Encourage students to use as much of weather vocabulary.
Weather Report & Forecast
In this worksheet, you will learn to talk about the weather, the seasons, and the temperature, and then prepare a weather report/weather forecast yourself.
What’s the weather like today? What season is it? What’s your favorite weather? What do you enjoy doing then? Do you read the weather forecast every day? Discuss briefly with your teacher and the class, then answer the questions in Exercise A, B, C, D. Present your weather forecast to the class.
Read the questions before answering to make sure you understand them.
A. Vocabulary (Opposites)
1. Choose the words from the table to describe the seasons and write them in the correct column. Some words can be used more than once.
warm cold windy foggy icy sunny wet dry hot cloudy snowy rainy frosty clear calm lovely terrible fine bad
SPRING
SUMMER
AUTUMN
WINTER
2. Write the correct opposite word of the words (a-h) below:
a) warm –
b) hot –
c) cold –
d) foggy –
e) wet –
f) windy –
g) rainy –
h) clear –
i) calm –
j) lovely –
B. Use of Weather Vocabulary
3. Read and complete the sentences (a-j) with the words from the table in Exercise A (1).
a) Let’s go to the beach. It is ___________________ today.
b) The weather is___________________ today. Put on your raincoat.
c) The plane can’t fly because it is too ___________________.
d) I love the winter. It is ___________________ and ___________________ and we can ski.
e) I don’t like the summer. It is too ___________________ !
f) The weather is ___________________ . Let’s go to the park!
g) In autumn, the weather is usually ___________________ and ___________________.
h) My dog likes the spring because it is ___________________ and we can stay outside and play.
C. Weather Report (Talking about the Temperature)
4. Read and answer the questions (a-c).
NOTE: When we talk about the temperature, we can say:
Present: “It is warm today. It is 20°(twenty degrees).”
Past: “It was cold yesterday in Canada. It was – 11° (minus eleven degrees).”
Future: “It will be hot on Monday. It will be 40° (fourty degrees).”
a) What was the weather like yesterday?
b) What’s the temperature today?
c) What will the weather be like tomorrow?
Exercise D. Weather Report (Talking about the Temperature)
5. Now answer the questions about the weather and the temperature in the cities below.
LONDON TODAY (WEDNESDAY): 10° SUN
Tuesday
Thursday
Friday
5° RAIN CLOUDS
12° CLOUDS
8° SNOW
a) What is the weather like today?
b) What will the weather be like tomorrow? What will the temperature be like on Thursday?
c) What was the weather like yesterday?
LISBON TODAY (THURSDAY): 35° HOT SUN
Tuesday
Thursday
Friday
5° (RAIN CLOUDS)
12° (CLOUDS WIND)
8° (SNOW SUN)
d) What is the weather like today? What’s the temperature today?
e) What was the temperature yesterday?
f) What will the weather be like on Friday?
Exercise E. Game (Weather Forecast)
5. Watch this video: https://www.youtube.com/watch?v=gzPA-YKJmVk&t=8s
Make a weather forecast similar to the one in the video and present it to the class.
Opinion Essay About Video Games ESL Writing Worksheet (Intermediate, B1)
In this writing worksheet, you are going to find exercises that will help students elevate their writing skills and practice the structure of an opinion essay on the topic “Are Video Games Good for Youngsters?”.
There is an example of a short opinion essay on this topic, plus a multiple section where students can check their understanding of this type of writing, a section for practicing useful words and phrases for opinion essays plus practical tips for writing an opinion essay. The exercises are tailored to intermediate (B1) students.
Preparation Notes for the Teachers
Required time: 45 – 60 min
To prepare:
Prepare a discussion that covers the topic of the pros of video games.
As a warm-up, tell students that you all know that playing too many video games for too long can be harmful for the mental and physical being of a person. However, this activity is also fun and some games are really engaging and intelligently made, so players see many good reasons about why they should play them.
Ask students: How many hours per day do they play video games? What is their favorite video game and why? Are video games a good way to socialize? Are video games a good way to learn new English words? Are there any other benefits?
An Opinion Essay: Are Video Games Good for Youngsters?
In this worksheet, you will find exercises that will help you strengthen your writing skills and learn how to write an opinion essay on the topic “Are Video Games Good for Youngsters?”.
You will also learn some useful words and phrases for opinion essays, plus practical tips for writing an opinion essay.
What is your favorite video game and why? Are video games a good way to socialize? Are video games a good way to learn new English words? Are there any other benefits?
Discuss briefly with your teacher and the class, then answer the questions in Exercise A, B, C, D, and E.
Read the questions before answering to make sure you understand them.
Are Video Games Good for Youngsters?
Today, many young people play video games on their electronic devices, at home, at their friends’ houses and many of them say that playing video games is their favorite activity. These games are good for young people because of several reasons.
First of all, I think that video games are a good way to train your brain. There are many popular games in which players need to have high levels of thinking, follow instructions, solve complex problems and use logic. In my opinion, these games are fun, and you can learn many things from them. Moreover, you can play them with friends online, so you can hang out and socialize even if you have long-distance friendships.
In addition, you can learn a lot of new English words if you play video games. Some people think that you learn best in classes and while listening to music or watching films. Although this is true, there are many excellent students who learn English from video games because they spend most of their free time playing.
Finally, I believe that video games are good because they are fun and intelligent. I think that they are a good alternative to communicate with friends when you can’t see them in person and learn many new things together.
A. Understanding the Opinion Essay
1. Read the above essay, then choose and circle the 6 ideas that are mentioned in the essay.
a) Video games can increase your intelligence and ability to think.
b) Too many young people are obsessed with video games.
c) Playing video games online is good for socializing.
d) You can play video games even when you are not at home.
e) It is better to learn English in person than online.
f) Many students do well in English because they play video games.
g) There more reasons why playing video games is good for young people.
h) Many video games may help young people with problem-solving.
B. Expressing Opinion
2. Match the words and phrases that have a similar meaning. *Reminder: some of these words and phrases are underlined in the opinion essay in Exercise A.
To sum up… Today… Actually… I don’t think that…. Firstly… Moreover… I think that… To conclude…
a) I disagree that… ____________________________________
b) Finally…____________________________________
c) Nowadays…____________________________________
d) In addition…____________________________________
e) In fact…____________________________________
f) First of all…___________________________________
g) I believe that…____________________________________
Tips for Writing an Opinion Essay
Write your essay in 3-4 paragraphs. Start each paragraph with phrases like First, Moreover, To conclude.
Express your opinion using phrases like In my opinion, I believe, I think that. Always support your opinion with 1-2 arguments, i.e., why you think so.
Mention opinions that are different from yours. Use phrases like “Some people think/believe“ and then explain why you don’t agree with them. Always explain why you disagree with 1-2 arguments.
C. Write an Opinion Essay
3. Write an opinion essay with the title ‘Are video games good for youngsters?’ Write the essay below and give your opinion.
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