A selection of English ESL technology printables

This is a worksheet containing 2 articles on the link between social media and self esteem. 

It is followed by some comprehension exercises: , true / false questions, multiple choice and questions on the text, 

Hope you find it useful.

The Link Between Social Media & Self-Esteem - Multiple Choice

This printable ESL/EFL multiple-choice worksheet helps students practise 12 useful English phrases for creative collaboration, especially when prompting ChatGPT and other AI tools. Students complete sentences by choosing the correct expression from three options. The exercises feature practical situations involving giving feedback, suggesting improvements, revising designs and finalizing projects. Expressions include nail it, tweak, give it a shot, take another pass, build on, tone down, iron out, and good to go. Each question introduces a new context, allowing learners to apply the vocabulary beyond the examples in Pictionary 1. 

Language focus: Idiomatic expressions, phrasal verbs, collocations and natural conversational English.

Grammar: Verb phrases and their correct use in context.

Theme: Creative collaboration, AI tools, problem-solving and giving feedback.

CEFR level: B1–B2 (Intermediate to Upper-Intermediate).

Age group: Teenagers and adults.

Page 2 contains the KEY, with correct answers highlighted in green. 

An interactive multiple-choice quiz complements the printable worksheet, allowing students to press the correct option for each question.

You'll find a pictionary with all the phrases in this multiple choice worksheet here: 
https://en.islcollective.com/english-esl-worksheets/vocabulary-practice/pictionary-picture-dictionary-or-picture-matching/technology/creative-collaboration-with-chatgpt-pictionary-1/170574

Creative Collaboration 1 - Multiple Choice with KEY

This is an easy reading comprehension activity about artificial intelligence. Students read the text and answer the questions. It's suitable for A2 level students.

The Pros & Cons of AI - Reading Comprehension

Students will learn the difference between the verbs "invent-explore-discover-develop-create" they will choose the correct verb according to the sentences. I hope you will like it.

Inventions, Developments, Explorations & Discoveries

Review the correct formation of gerunds and infinitives. Minecraft theme to make the subject matter for interesting for students. Students need constant review of the correct verb form that follows verbs.

Gerunds OR Infinitives Review 

This worksheet is meant for adults and secondary school students (level B1). The students must read the text and answer the comprehension  questions. The answer key is included.

TikTok & Teen Safety - Reading Comprehension

This worksheet is about information technology vocabulary. Students must match the pictures with the correct word or expression. Then they must complete some sentences with the words of the previous exercise.

Information Technology Vocabulary

The worksheet contains a reading comprehension activity about football. Students read the text and answer the questions in full sentences. It's suitable for B1 level students.

Reading - Connected Ball Technology

The topic of this worksheet is social media / technology. Students have to rephrase only the underlined part of the sentences. This is especially designed for weaker students. Key is included.

Social Media & Technology - Rephrase Underlined Word

A pictionary of all the machines that are all around us - at work and at home and sometimes outside of the home. See if you know the names of all of them. Review vocabulary first.

Technology & Machines Pictionary

This illustrated ESL worksheet / interactive quiz helps learners develop their English vocabulary skills to name problems in AI-generated text and request corrections from ChatGPT or other AI tools.

The worksheet features 10 common problems with AI-generated writing, including spelling mistakes, grammatical errors, unnatural wording, inappropriate tone, repetitive language, excessive or missing information, inconsistent terminology, and overly complicated explanations.

Students complete two activities:

1. Gapfill: Complete the names of the problems with suitable adjectives.

2. Pairing: Match each problem with an appropriate correction request, such as “Be consistent,” “Cut to the chase,” “Can you rephrase it?” or “Explain it in plain English.”

In the interactive quiz version students type in the gaps in the problem name headings and drag interactive 'correction request' elements from the right hand column and drop them over the problem cards.

Page 2 has the ANSWER KEY.

The colorful cartoon illustrations provide visual clues and make the vocabulary easier to understand and remember.

Language focus: The language of giving feedback, requesting revisions, evaluating written text, and communicating effectively with AI.

Recommended level: B1–B2

Target group: Older teens and adults, particularly learners interested in AI, digital communication and Business English.

Correcting AI Generated Text - Gapfill & Pairing Exercises 1

A worksheet to practice rephrasing. The sentences are concerned with technology. It is helpful to be able to express an idea in another way with other words. This is fairly advanced.

Technology - Rephrasing The Sentences

Technology

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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Creative Commons Attribution Share Alike License

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Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

how to accuse somebody of something in English

how to apologize, say sorry, forgive and express regret in English

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

how to describe things or people in English

how to emphasize important things in English

how to encourage or discourage people in English

how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

how to express cause and effect in English

how to express interest in something in English

how to express likelihood, probability in English

how to express likes and dislikes in English

how to express sequence and chronology in English

how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

how to keep a conversation going in English

how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

how to reassure somebody of something in English

how to refuse and object to something in English

how to remind people of something in English

how to rephrase, paraphrase what was said in English

how to say thank you, express gratitude in English

Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

320 Technology English ESL worksheets pdf & doc