A selection of English ESL printables with intermediate (b1)

this is a text telling about organization that helping Bali kids. There are several question needs to be answered by the students. This is mostly about reading and comprehension practice 

Story About Widhya Asih 

song - Avrl Lavigne Happy endng

Enseigner la compréhension écrite et la compréhension orale dans le cadre de la perspective actionnelle

Compréhension

Gap fill - verbs - Lyrics of In the Ghetto by Elvis Presley

Verb Gap Fill exercise

Students get to know the tall tale of Bloody Mary. After reading the text, student can do some exercises: working with verbs (Simple Past, Irreular/regular verbs), answer some text related questions and do a fill in activity. 

a Creepy Tall Tale - Bloody Mary

This worksheet explores the ethical consequences of a futuristic society where lying is no longer possible. In the year 2067, a new technology called the TruthSpec has become mandatory, allowing everyone to see whether someone is lying in real time. At first, it seems like a perfect solution to crime, corruption, and dishonesty—but soon, relationships, families, and everyday conversations begin to break down. Students read a 400-word dystopian background text, then discuss questions about honesty, privacy, and morality. They take part in a choose-your-own-adventure scenario where they must decide whether to join a secret group of rebels called the Deceivers, who have found a way to lie again. The worksheet ends with a creative writing homework task where students write a secret letter, exploring how they feel in a world where truth is no longer a choice. Ideal for B2–C1 students, this lesson encourages critical thinking, speaking, and emotional engagement in the classroom.

A World Without Lies – Ethics and the Truth Filter

Students get to know Mae and her hobby cooking. After reading the text about a new school kitchen, students have to find the correct headline for each paragraph and find the correct sentences part. 

Mae´s bog: How I got into cooking (reading comprehension)

In this task, students will read a passage about the importance of learning communication and business English, followed by engaging in discussions and answering follow-up questions. This activity aims to improve reading comprehension, critical thinking, and speaking skills while introducing students to the value of professional communication.


The Importance of Learning Communication in Business English

15 activities that make language learning fun. Show your students that they can learn English by watching videos, listening to songs, talking to friends or writing a poem. You can use this worksheet to celebrate the European Day of Languages.

European Day of Languages Scavenger Hunt

In these tasks,students will read about someone´s last holiday and complete some gaps with verbs in the past simple. After that,students will practice making questions about what they read in the first exercise.

Talking about your last holiday. Past simple.

This is a quiz i created for a student group after studying materials and their basic properties. Key vocabulary was:

materials: clay, metal, paper, plastic, rubber, wood, glass, wax, fabric, leather
properties of materials (how they feel when touched & what they look like)
shiny, flexible, inflexible, transparent, strong, weak, artificial
textures: smooth, rough, hard, soft, squishy
temperatures: hot, warm, cool, cold
colors: green, brown, red, black, white, orange, yellow, blue, purple, pink, silver, gray
size: big, long, small, short, thick, thin, tall
magnets, compass, north pole, south pole, attract, repel, magnetic field, same, opposite, molecules
cardinal directions: north, south, east, west
metal types: iron, nickel, cobalt, silver, aluminum
does it sink or float? (water displacement)
adjectives: big, small, heavy, light, dense, flat, wide, narrow,
full, empty, stable
verbs: sink, float, absorb, use, cut, tape, stick
supplies: tape, scissors, aluminum foil, plastic film, cardboard

Materials quiz - metals, wood, wax, plastic, etc. + magnets & compass

This lesson is about cultural diversity, accepting and tolerating differences, and being understanding toward oneself and others. I use a mental exercise to invite my students to think about their reactions. I used one idiom. Enjoy! 

Birds of a Feather Do Not Necessarily Flock Together

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.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

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

31,433 Intermediate (B1) English ESL worksheets pdf & doc