A selection of English ESL printables with intermediate (b1)

Study Notes Journaling

This engaging Winter Olympics worksheet is built around three real, current stories from the Milano–Cortina 2026 Games, focusing on elite female athletes and the human side of Olympic sport. Through accessible A2–B1 level readings, students explore topics such as media attention versus real talent, the risks of competing at the highest level, and the intense pressure of performing in front of a home crowd. The texts feature well-known athletes and are designed to spark curiosity while remaining classroom-safe and fact-based.

The worksheet follows a clear, teacher-friendly structure that requires minimal preparation. It begins with warm-up discussion questions to activate background knowledge, followed by focused vocabulary work that prepares students for the readings. A shared comprehension section checks understanding across all three texts, and guided discussion questions encourage learners to express opinions, think critically, and compare perspectives. The final writing task asks students to create a short social media reaction post, helping them practise summarising, expressing opinions, and using modern digital language such as hashtags in a controlled way.

This resource works well as a full 45–60 minute lesson or can be easily split across two classes. It is ideal for classes interested in sport, current events, and media literacy, and it naturally encourages discussion about resilience, pressure, and how athletes are portrayed in the media. The worksheet is suitable for secondary students and older teens and can be used in general English, CLIL, or conversation-focused lessons.

More Than Medals Olympic

This worksheet is for adults and high school, level A2 - B1 students. The students read the text and answer the  questions. The text should also introduce a debate about the subject.



Easy reading - History of schools

This B1-level worksheet explores how transportation works in six English-speaking countries through short, realistic interviews. Each 250-word reading features a speaker from a big city (e.g. Vancouver, New York, Prague, London) who describes the transport options in their city and compares them to other parts of their country.

After reading, students answer multiple-choice comprehension questions for each interview. Then, they complete vocabulary activities to practise useful phrases (lexical chunks) such as “the traffic is terrible,” “I prefer taking the tram,” and “in the countryside, people usually rely on cars.”

To support speaking fluency, students use the chunks to complete and personalise sentences about their own experience. They then answer discussion questions in pairs or groups.

Bonus activity
Students should look at the pictures provided and describe them in paragraph form. They should use useful transport-related vocabulary and aim to write at least one paragraph (5–7 sentences) per picture. This can also be used as extra speaking practice. Encourage students to include opinions, comparisons, and their personal preferences when describing the images.

Transportation in My Country – Reading, Vocabulary & Speaking Practice (B1)

simple past interrogative, including WH questions. It comes with and example. It has the answer an you have to creae the questions. The words in bold are the clue to formulate the question.

Simple past (past simple)

This text is suitable for young learners or students with learning difficulties, elementary to pre-intermediate level. The students have to read the text and answer the questions.

Dialogue - Croissant - children

Reading comprehension task. Perfect for A2 and B1 level students. A short text about the construction of pyramids in Egypt plus eight questions to the text. Finding information in the text.

The origins of Egypt's Pyramids

A few more phrasal verb taboo cards.

Students can also do this activity on their smartphones via QR, visit english-able.com for QR codes and lots more like this.

This is an official Englishable worksheet uploaded by the copyright holder. 

We have a lot of Taboo Cards. Too many to upload here as one document. If you would like a copy of all of them, visit english-able.com/taboo to get the full set of over 500 in one PDF.

More Phrasal Verb Taboo Cards

This fun and informative worksheet introduces students to the exciting inclusion of breakdancing in the Olympics. Students will learn about the history of the Olympics and how breakdancing became an official event. The worksheet explains the four main elements of breakdancing: Top Rock, Down Rock, Freezes, and Power Moves. Each section is written in an engaging and entertaining style to keep students interested and excited about the topic. The worksheet also includes warm-up questions, vocabulary matching, reading comprehension questions, discussion topics, and a creative activity to draw their favorite breakdancing move. This resource is perfect for EFL teachers looking to blend culture, sports, and language learning in a fun and dynamic way.

Break into the Olympics

Worksheet Description: Sydney Opera House
Objective: Learn about the Sydney Opera House and expand your vocabulary related to architecture and cultural landmarks.

Activity Overview:

Reading Comprehension: Students will read a detailed text about the Sydney Opera House, focusing on its design, cultural significance, and historical context.
Vocabulary Practice: Students will match vocabulary words with their definitions to reinforce understanding. Key words include "iconic," "innovative," "concept," and more.
Discussion Questions: Engage in class discussion or write short answers about the architectural style, challenges faced during construction, and the building's significance in cultural context.
Additional Resource:
Scan the QR code provided to access interactive vocabulary exercises related to the text. These exercises are designed to help you practice and master the new terms you have learned in a fun and engaging way.

Please make sure to scan the QR code for extra vocabulary practice and additional insights into the Sydney Opera House!



The Sydney Opera House

This worksheet is for adults and high school, level B1 students. The students read the text and answer the  questions.  The text should also introduce a debate about the subject.

April Fool's Day - The Spaghetti Hox

This dice game can be an excellent warmer or a mind break for upper-intermediate and advanced English students. The questions prompt them to reflect on the current week and also revise the Present Perfect Simple and Continuous tenses.
 

A Warmer or Mind Break for Upper-Intermediate and Advanced English Students

Intermediate (B1)

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

31,526 Intermediate (B1) English ESL worksheets pdf & doc