A selection of English ESL the english language printables with general reading comprehension, reading comprehension

This reading activity discuss the origin and importance of English language. It has six comprehension exercises and allows students think about their aim in studying English. I hope you like it.

The English Language - Its Origins and Importance

This worksheet serve as a tool for teachers to assess students' reading comprehension skills, identify areas of strength and weakness, and tailor instruction accordingly.

Reading Comprehension

This worksheet serves as a tool for both assessing comprehension and fostering discussion and deeper engagement with the text.. Suitable for grade 1 to 4 children.

Reading Comprehension ( 1st Day in School)

The worksheet aims to assess students' understanding of the story through a series of questions. The objective of this worksheet is to evaluate students' comprehension of the story "Tommy's Comic Adventure" and their ability to recall key details, make inferences, and reflect on the text.

Reading Comprehension ( Tommy's Comic Adventure)

This worksheet is designed for A2-B1 level learners and focuses on understanding polysemies and irregular verbs in English. It includes a brief article on the evolution of the English language, followed by engaging activities that target comprehension, vocabulary building, and grammar. The worksheet features a variety of exercises such as warm-up questions, true or false statements, multiple choice, and open-ended questions. It also incorporates a polysemy gap-fill activity where students explore how one word can have multiple meanings in different contexts. The aim is to help students recognize and use irregular verbs correctly while understanding the flexibility and richness of polysemies. Additionally, there is a QR code included in the worksheet, directing students to extra practice on irregular verbs, allowing them to strengthen their understanding interactively. This worksheet is ideal for students looking to build both their vocabulary and grammar skills while gaining insight into the history and evolution of English.

Irregular Verbs and Polysemies: The Evolution of English

This worksheet provides an engaging and educational experience that supports children's literacy skills, critical thinking abilities, and emotional development while sparking their imagination and curiosity.

Lily and Polly's Park Adventure (Reading Comprehension)

VOCABULARY UNIT ONE Grade 12 Unit 1 Qatari curriculum 


2. During the festival, we enjoyed a(n)  Italian meal made from recipes passed down through generations.
A. Original
B. Authentic
C. Custom
D. Initial
The purpose of the meeting is to introduce the new CEO; other topics will be discussed later.
A. Primary
B. Original
C. Initial
D. Traditional
 She found it hard to break her _of having coffee first thing every morning.
A. Routine
B. Tradition
C. Habit
D. Trend



VOCABULARY UNIT ONE Grade 12 Unit 1 Qatari curriculum

Louis Braille invented a writing system for the blind called braille. To this day, braille is used all over the world. Louis was born in a small-town east of Paris. His father supported the family by making harnesses and equipment out of leather. At the age of 3, Louis was playing in his father’s workshop and scratched his eye with a sharp tool called an awl. His parents took him to the doctor but there was nothing he could do. The scratch became infected and spread to the other eye, leaving him blind.

Louis Braille a great inventor

A fun but challenging exercise to help students expand their vocabulary. Pairs or groups of 3, if too hard. Encourage students to use bilingual dictionaries as they may well know the word that fits the gap in their L1 but not in English and that is okay! It helps them to become more curious about new words. Ask them afterwards to make their own sentences with other words starting with SM- and other students can guess them.  


Happy Endings Vocabulary Quiz (2) - Words starting with the letters RA- (B2/C1)

This resource introduces a cognitive and metaphor-based approach to teaching and learning phrasal verbs.

Unlike endless word lists, it connects literal and figurative meanings through spatial experience and conceptual metaphors.

Based on the book “Bring it on – 427 Phrasal Verbs” by J. Carmelo Pérez Rull & Silvia Pérez Fábrega.



Phrasal Verbs Made Simple: A Cognitive & Metaphorical Approach – by J. Carmelo Pérez Rull & Silvia Pérez Fábrega

General reading comprehension

The English language

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

10 The English language, General reading comprehension, Reading Comprehension English ESL worksheets pdf & doc