A selection of English ESL printables with intermediate (b1)

My students often have trouble when attaching files to emails in English. This worksheet can be used as a simple classroom poster or can be used with the activities as a lesson/homework assignment etc. Enjoy! 

 How to Attach Email Files in English

A song worksheeet to revise and practice past simple tense.  Complete the song by writing the verbs given in the past simple tense.  Listen to the song or check your answers with the key provided.  

Froggie Went a Courtin'

My students recently read a book on superstructures such as bridges, skyscrapers dams etc. As a way to review the vocabulary we learned I gave them this creative writing worksheet where they design their own superstructure.

Design your own building, bridge or superstructure

Vocabulary tool - cards with which you can play memory, make pairs, match picture-word, I have got... who has got...? It's very useful if you want to bring a bit of fun to your classes. You can also use the word cards for pictionary.

Vegetables 

This is a vocabulary test for Unit 4 of the Japanese/English textbook My First Trip: Key Phrases for Traveling Abroad by Tae Kudo.



It's good for intermediate or high school level learners or younger students with higher level English abilities.



Students need to write the correct English word to match the Japanese equivalent for the first 6 questions. There is no box to choose from for this section but you could easily add one.



For the next 6 questions, students need to choose the correct Japanese word to match with the English. If this is too easy for your students you can remove the box.



Lastly, there are three bonus questions for students to fill the blanks with the appropriate vocabulary.

My First Trip | Unit 4 At The Hotel 2 - Vocab Test

The point of this game is to practice English speaking and to test your general knowledge while having fun!



It can be played with a roulette or a dice, you just need to replace the numbers with colorful stickers.



Rules:

•	Spin the ball on the wheel, after which it will eventually fall into one of the colored spaces.

•	Each color represents a topic. If the ball falls on pink, you can choose a color. 

•	There are three levels of difficulty marked by stars (easy*/ average**/ difficult***) and there are ten questions for each level. Therefore, once the ball fell on a certain color, you choose the difficulty level and a number from 1 to 10. 

•	If you answer the question correctly, you gain 1 point. 



Topics:

- Travel, countries, culture

- Books, movies, cartoons

- Environment

- Animals

- True or False



The flashcards contain the logo of my association, please remove before printing

Roulette quiz 2 - different topics and difficulty level 

Another all time favorite song of mine. I'm sharing this with you guys and hope you and your students enjoy it while doing the practice! Probably would work better for B1 or higher. You can let students read lyrics before and after listening to the song, mark down words they're not sure how to pronounce, etc.

Foster the People - Coming of Age (Song/Lyrics Listening Practice)

This is a worksheet on the Canterbury tales. It is a song about the tales. Sutdents listen to the song and can complete the lyrics. You can scan the code on the right to see the video and listen to the song.

The Canterbury Tales Song

a worksheets of four listening parts, where students practice some verbs and random vocabulary . first part, fill the gaps, second part , liste and order the sentenes, third part use the words in the box to complete the sentences and the fourth part, match the sentences to complete the song lines. 

alice cooper worksheets song

Practice verb tenses in present/pass, and affirmative/negative/interrogative/negative interrogative.



Translate the sentences at the bottom of the worsheet into English (present simple, affirmative), and change the sentence according to the verb tenses in the following rows.

VERB TENSE PRACTICE

Reading selectionn about a traditional celebration of John the Baptist. The text has been a careful translation to English to be appropriate for students level. The underliend words suggest key words for students to watch. As pre reading task students can brainstorm ideas about it. For a during reading they can develop a jig saw reading. The post reading activity might be an oral group presentation or a role play where the central topic is the celebration of this traditional  fesrtivity. 

John The Baptist Festivity from Chitre

statements to discuss; the list can be used as an efficient resource while preparing for any type of oral examination; the list covers the main topics of any international language exam 

discussion statements

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)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

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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

31,319 Intermediate (B1) English ESL worksheets pdf & doc