A selection of English ESL war and peace printables

This is a great story about how the song "White Christmas" was the start of the end of the Vietnam War with the USA evacuating Saigon. The story is interesting because of the way it was carried out and the importance this day holds in history. 

The reading is covers Pre-intermediate to advanced levels. Advanced levels can extend the discussion about the history of the war or maybe a war they were personally involved in closer to their country. 

Its a 30 to 40 minute lesson. 
Listen to the story at https://youtu.be/25baP7X1ReA


White Christmas Song and the End of the Vietnam war

 This engaging worksheet explores the story of the Navajo Code Talkers during World War II. It includes reading comprehension questions, vocabulary exercises, and a detailed grammar section focusing on the second conditional. The worksheet is designed for teens, with beautiful, hyper-realistic images of the Code Talkers to enhance the learning experience. Perfect for teaching both history and language skills, it emphasizes the importance of communication and teamwork.

The Windtalkers (second conditional)

Before students watch the film "The wind that shakes the barley", they do ex 1 - match the words and definitions. Then, they watch the whole film and complete the summary with the words from ex 1. They look at the scenes from the film and put them in the order they saw them in the film. The last part is a group discussion

The Wind That Shakes the Barley - Irish War of Independence

This B1-B2 level worksheet focuses on the assassination of Archduke Franz Ferdinand, an event that triggered World War I. It includes a reading passage, True or False statements, and comprehension questions, complete with an answer key.

The worksheet helps students improve reading comprehension, critical thinking, and vocabulary. The reading passage provides historical context, while the True or False questions test their attention to detail. The comprehension questions encourage deeper understanding and recall of important facts.

The answer key allows for quick and accurate assessment, making it easy for teachers to provide feedback. This resource effectively combines history and language learning, engaging students in both subjects.

The Assassination That Triggered World War I

This engaging worksheet presents students with an ethical dilemma titled The River Crossing, designed for B1–B2 level learners. It begins with a short, thought-provoking reading about a woman caught in a dangerous situation during a war, forced to make difficult moral choices. The story sets the stage for vocabulary practice, a character ranking task, and rich classroom discussion. Students must decide who is most responsible for the woman’s death, explain their reasoning, and reflect on broader ethical questions such as loyalty, love, and moral duty. The worksheet also includes five alternative scenarios to encourage deeper thinking, empathy, and debate. Perfect for critical thinking lessons, conversation classes, or introducing ethics in EFL contexts.

The River Crossing ethical dilemma

A B1 /B2 worksheet - focusing on the Drones used in the Ukrainian war. There are some DISCUSSION questions, true false, several Vocab and Gap gill exercises including one about the FUTURE of drones. 

Reading & vocab: Drones at war. B1/ B2

This B1-B2 level worksheet focuses on the assassination of Reinhard Heydrich, a significant event in Czech history. Students will learn about Jozef Gabčík and Jan Kubiš, the Czech soldiers who executed Operation Anthropoid. The worksheet includes a reading passage detailing the assassination, Nazi reprisals, and the legacy of Gabčík and Kubiš. Activities include True or False questions, comprehension questions, and a vocabulary translation exercise. An answer key is provided for quick assessment. A historical painting-style illustration of the assassination enhances engagement and understanding. This resource is suitable for individual study, group work, and class discussions in history lessons focused on World War II and Czech resistance.

The Assassination of Reinhard Heydrich: Operation Anthropoid

In the heart of Gaza, where the dust of conflict never truly settles, a silent scream echoes through the shattered streets and makeshift shelters. It is the cry of hunger, a gnawing emptiness that consumes the youngest and most vulnerable. This is not a hunger born of natural disaster, but a man-made famine, meticulously engineered through blockades and relentless assault, turning a once vibrant land into a landscape of despair. Here, life itself has become a luxury, and the simple act of breathing a testament to an unimaginable resilience.For months, the world has watched, some in horror, others in indifference, as Gaza has been systematically starved. The numbers are stark, yet they fail to capture the raw agony of a child's emaciated body, the desperate plea in a mother's eyes, or the chilling silence of a home where hunger has claimed its latest victim. 

The Silent Scream of Gaza

This is connected to my PPT - AI - The Moral Panic. It is a breakout task to help students situate the discourse (The War on Terror) with the general theme of Moral Panics. They are then asked to go and consider how the current Moral Panic in relation to AI is similar to previous moral panics. It is a group discussion, which ends with a task asking students to find examples of AI gone wrong, who this affected the most, and why dominant groups would want to prevent the general public or certain groups having general access to AI?

Moral Panic - Terror is the problem - The War on Terror

It is a song activity where students listen to the song and do the activities: fill in the gaps, and put the lines in the correct order. It is suitable for any peace-day-related activity as well.

Song: Let the Sunshine In (Hair)

The series "Discussion corner" intends to bring up interesting subjects to discuss in the classroom or as a pair work. It is meant for adults or high school students, level B1



Discussion corner - War

Students listen to the song and complete the lyrics with the missing words. This is the link to Youtube where you can find the song. There are a lot of versions: pick up the one you like . 

Famous WWII Song That Inspired Courage in the Soldiers

War and peace

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

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

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

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

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

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

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

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

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

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

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

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

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

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

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

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

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how to accuse somebody of something in English

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how to express agreement /disagreement in English

how to express approval and disapproval  in English

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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

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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

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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

19 War and peace English ESL worksheets pdf & doc