A selection of English ESL may or might printables

A conversation-based lesson to talk about flying, airplanes, fears, driving vs. flying, and debating. An intermediate CEFR B1 lesson. This is a teaser lesson with a sample of a few exercises. The full lesson includes more vocabulary exercises, idioms, conversation questions, visual aids for storytelling, transcripts, and answer key. For full access, sign up as a TeacherPro: www.pocketpassport.com 



Check out the video that the lesson is based on here: https://youtu.be/eGnXyEaECas



Driving vs. Flying | Fear of Flying

This song worksheet is devoted to practice modal verbs might, other verbs forms such as present perfect continous, present continous. It also helps to improve students listening skills and of course pronunciation.

Some might say by Oasis

Here is a sheet of paper for a quick understanding of the probability. It is explain with a line time and the structure is clear and simple. You can easily use this paper with the th grade. 

May Might Can't Must Probability

Review exercise to be used with top notch 2. It includes grammar opics learned during the course as a way to review both grammar and vocablary. To be used at the end of the term before the actual tests as it may help students study.

top notch 2 exercise

COULD YOU…? REQUESTS

Su estructura es la siguiente:



Afirmaciones: sujeto + modal verb + verbo → He could study (Él podría estudiar)

Negaciones: sujeto + modal verb + not + verbo → We should not go (Nosotros no deberíamos ir)

Preguntas: modal verb + sujeto + verbo → Would you stay? (¿Podrías quedarte?)

could

This worksheet can be donne wit all age groups, level A2. The students read the situation and look at the pictures that are the answers in the first exercise. In the
second, students are given a situation and the have to sa what they might do

What might they do ?

This worksheet is designed for A2-B1 level learners and focuses on teaching modals of probability (may, might, could) through a fun and engaging context—Rock, Paper, Scissors. The lesson begins with a practical warm-up where students play the game and report their findings, followed by vocabulary exercises, comprehension questions, and grammar practice. The grammar section dives deep into when and how to use modals of probability, including common mistakes and correct usage. The lesson employs Presentation, Practice, Production approach, allowing students to understand the grammar point thoroughly before moving on to production tasks. The final part of the lesson uses Task-Based Learning (TBL), where students predict outcomes of another round of Rock, Paper, Scissors using modals, and then discuss whether their predictions were correct. This worksheet not only reinforces grammar skills but also encourages strategic thinking and practical application in a fun, interactive environment.

Rock, paper, scissors (may, might, could)

One person is the doctor, the other is the patient. The patient choses an illness in their head. The doctor has to guess the illness based on the patient's symptoms using modal verbs of deduction. Once the doctor has identified the likely illness, the doctor might provide advice about how the patient can cure their illness or reduce their symptoms. *This worksheet is not medically accurate.*

Allergies and Modals of Deduction

This worksheet is aimed at refreshing students (through a class conversation) at two grammar points: I might and I want to. Students can practice reading the "sight phrases" with the teacher. Then, students can make some of their own sentences and even draw two little pictures of "what they want to eat." 



After completing the front of the worksheet and reviewing these concepts, they can do the back. The teacher can start by reading these new Japan-related words with the students. Then, the teacher can encourage the kids to use "I want to" and "I might" while writing an mini-essay about what they'd like to do in Japan. The students are informed - in both English and Korean on the worksheet - that the provided words are to help them, and they do not need to use all of the words.



Also - there are two excellent discussion opportunities here. First, you can discuss the Nara deer park. It is a great chance to use the term "feed the deer" and "pet the deer." Also, you can talk about the Inari shrine and talk about how there is lots of fox souvenirs you can buy.

I might, I want to

How did i fall in love with you



Remember when, we never needed each other

The best of friends like sister and brother

We understood, we'd never be, alone



Those days are gone

Now I want you so much

The night is long and I need your touch



Don't know what to say

I never meant to feel this way

Don't want to be alone tonight



What can I do, to make you mine

Falling so hard so fast this time

What did I say, what did you do?

How did I fall in love with you?



I hear your voice

And I start to tremble

Brings back the child that, I resemble



I cannot pretend, that we can still be friends

Don't want to be alone tonight



What can I do, to make you mine

Falling so hard so fast this time

What did I say, what did you do?

How did I fall in love with you?



Oh I want to say this right

And it has to be tonight

Just need you to know



I don't want to live this life

I don't want to say goodbye

With you I wanna spend

The rest of my life



What can I do, to make you mine

Falling so hard so fast this time

What did I say, what did you do?

How did I fall in love with you?



What can I do, to make you mine

Falling so hard so fast this time

Everything's changed, we never knew

How did I fall in love with you?

How did I  fall in love with you

This is an ESL worksheet for Second Grade JHS students. They are taught how to make polite requests. They practice with classmates after which they make their original skits and present to the class.

The Use of May I...?

Students say which diseases the patient's symptoms might indicate and can't indicate
Students work out which disease the patient might/must have
This is based on a worksheet I've already prepared, but with the symptoms and illnesses labelled

Deducing illnesses sheet with symptoms and diseases labelled

MAY or MIGHT

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

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

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

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

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

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

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

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

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

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

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

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

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

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

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

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

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how to accuse somebody of something in English

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

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

how to describe things or people in English

how to emphasize important things in English

how to encourage or discourage people in English

how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

how to express cause and effect in English

how to express interest in something in English

how to express likelihood, probability in English

how to express likes and dislikes in English

how to express sequence and chronology in English

how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

how to keep a conversation going in English

how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

how to reassure somebody of something in English

how to refuse and object to something in English

how to remind people of something in English

how to rephrase, paraphrase what was said in English

how to say thank you, express gratitude in English

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

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

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

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

Participles: Present participle (e.g. DOING)

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

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

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

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

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

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

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

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

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

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

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

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

Pronouns: YOU and THEY to talk about people in general

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

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

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

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

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

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

Absolute beginners who have begun to learn the letters and numbers

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

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

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

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

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

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

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

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

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

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

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

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

38 MAY or MIGHT English ESL worksheets pdf & doc