A selection of English ESL russia printables

The objective of this task is to develop listening comprehension. This is a fun activity you can use for warming up at the beginning of your lesson on the topic Sport. Your students have to listen to the song, complete the gaps and sing it. This task has got a solution on pages 5-8. The best way of using this worksheet is to tell your class about FIFA World Cup and do the task after this enteing information. Use the link on YouTube https://www.youtube.com/watch?time_continue=229&v=V15BYnSr0P8

Official song 2018 FIFA World Cup Russia

Each nation has its own customs, traditions, culture, political and state structures. All this concerns the specifics of business relations and generally accepted rules of conduct. Positive interaction of cultures can reduce tensions and create an atmosphere of trust and mutual respect. Understanding the specifics of the culture of different nations is important for developing the ability to communicate in different life situations in the modern world. By studying the cultural wealth of our homeland and the country of the language being studied, we reveal the spiritual content of the cultural heritage, making it our property, we learn to see the specifics of our culture in the context of the cultures of our other peoples and the world. culture in general.

Features of the national culture of Russia

This holiday is celebrated in Russia and in some other countries on the 1st of September. This is the first day of school studies. The text describes some traditions. It contains useful vocabulary concerning school and education. Besides the pupils should answer the questions and complete the sentences.

Knowledge Day (1 September School Festival in Russia)

The worksheet is designed for A2-B1 level learners, providing vocabulary practice, comprehension checks, and discussion opportunities. The article discusses Russia’s absence from international hockey and its impact, while the worksheet reinforces key concepts through true/false, multiple-choice, and short-answer questions. The vocabulary matching section introduces important terms in a contextual way, and the discussion prompts encourage students to engage in critical thinking about sports and politics.

Could Russia return to the international hockey scene?

Hi teachers,



I recently published a free lesson plan on Fluentize based on a news report video about the turbulent history of Russia and Ukraine.



I would say this lesson plan is probably most suitable for advanced (C1) students.



In order to view the video, please visit the lesson page on Fluentize via the link below.



https://app.fluentize.com/lesson/ukraine-russia-conflict



This post contains the first half of the lesson materials. You can download the full lesson lesson directly from Fluentize when you're registered and logged in.



As you'll see in the lesson plan, students discuss topics and questions related to war in general and what they know about the conflict between Russia and Ukraine. Students also learn a few really important vocabulary words from the video, including escalation, annexation, sovereignty, ousting, and a buffer.



In the second Post-Viewing Activity on Fluentize, there is a short grammar activity on the usage of irregular past simple with a passive voice construction based on a quote from the video:



"Yanukovych fled the country after being impeached by parliament.”



You can follow everything up with additional discussion based on the following topics...



- Some of the potential global, economic, and political consequences of the military invasion by Russia into Ukraine



- The extent to which other countries are involved in the war between Ukraine and Russia



- How is the world reacting to the war between Russia and Ukraine



- What kinds of sanctions specifically have been imposed on Russia



- Information about Ukrainian president Volodymyr Zelensky



***IMPORTANT NOTE***



I would just like to note here that due to the sensitivity of the situation, I would use your best judgment on whether to use this topic and proceed with discussions about it in class. You know your students best, and you could probably even ask students whether they wish to discuss it or not. A teacher may have students who wish to discuss it, and other students maybe not. It could very well be too sensitive or distressing for some students. Of course, I also understand the importance for students to be able to have discussions and express their ideas and opinions about such an important global topic. All in all, a lot of it may depend on the background of the students and how closely they are tied to the situation. If teachers decide to proceed with this topic, I would advise them to steer things as objectively as possible and focus on the history and background of the conflict itself.





Thanks,



Jake from Fluentize

Russia & Ukraine’s Turbulent History Explained (C1 Advanced) - ESL Lesson Plan

“Live It Up” - Nicky Jam feat. Will Smith & Era Istrefi

 (Official song FIFA World Cup Russia 2018) 



Lyrics worksheet which includes different exercises such as fill in the blanks, matching nouns and adjectives, idioms, etc.



“Live It Up” - (Official song FIFA World Cup Russia 2018) Song Worksheet

This worksheet is designed for preteen EFL learners at an A2 level. It simplifies the discussion about Russia’s absence from international hockey in an easy-to-understand way. The worksheet includes vocabulary matching, true/false statements, multiple-choice questions, short-answer prompts, and discussion questions. These activities help students develop reading comprehension, reinforce key vocabulary, and encourage critical thinking about sports and global events. The language is clear and accessible, making it suitable for younger learners who are improving their English skills. The discussion section allows students to express opinions and practice speaking in a structured yet open-ended way.

Could the end of the Ukraine war bring Russia back to hockey?

Hi teachers,



I recently published a free lesson plan on Fluentize based on a news report video about the history of the conflict Russia and Ukraine.



I would say this lesson plan is probably most suitable for advanced (B1) students.



In order to view the video, please visit the lesson page on Fluentize via the link below.



https://app.fluentize.com/lesson/ukraine-russia-conflict-explained



This post contains the first half of the lesson materials. You can download the full lesson lesson directly from Fluentize when you're registered and logged in.



As you'll see in the lesson plan, students discuss topics and questions related to war in general and what they know about the conflict between Russia and Ukraine. Students also learn a few really important verbs and phrasal verbs from the video, including take over, ring out, rush, resolve, and dominate.



In the second Post-Viewing Activity on Fluentize, there is a short grammar activity on the difference between present perfect and past perfect.



"30 years ago, Ukraine became its own country. Before then, it had been dominated by Russia.”



You can follow everything up with additional discussion based on the following topics...



- Why topics such as war and politics can be difficult to talk about with other people sometimes 



- The extent to which other countries are involved in the war between Ukraine and Russia



- What could the world or other countries could do to help the country of Ukraine and its people



- What students have you seen, read, or heard about Ukrainian President Volodymyr Zelensky’s response to Russia’s invasion of Ukraine



- Information about Ukrainian president Volodymyr Zelensky



***IMPORTANT NOTE***



I would just like to note here that due to the sensitivity of the situation, I would use your best judgment on whether to use this topic and proceed with discussions about it in class. You know your students best, and you could probably even ask students whether they wish to discuss it or not. A teacher may have students who wish to discuss it, and other students maybe not. It could very well be too sensitive or distressing for some students. Of course, I also understand the importance for students to be able to have discussions and express their ideas and opinions about such an important global topic. All in all, a lot of it may depend on the background of the students and how closely they are tied to the situation. If teachers decide to proceed with this topic, I would advise them to steer things as objectively as possible and focus on the history and background of the conflict itself.





Thanks,



Jake from Fluentize

The History of the Conflict Between Russia & Ukraine (B1 Intermediate) - ESL Lesson Plan

The idea comes from a Russian course book I use in my teaching,(actuaaly, I copied the empty family tree from this book)and created a similar English worksheet. My pupils loved it. The single statements about the family members don´t give them too much information, so it was interesting and challenging for them to find out who is who. So solving this task is not only a good vocabulary practice but a serious reading comprehension at the same time. We can also give extra scores for those who can finish their job in a given time. Competition always motivates students! One more comment. Be aware, the lines that show relation between the members are important too.



Family tree

This is a great activity to introduce the countries that will be participating in the next football world cup taking place this year in Russia. There are 32 countries and students try to find them in the wordsearch. Hope they like it!

WORLD CUP 2018 WORDSEARCH

My students like this game very much :) The rules are simple: the teacher chooses a date and names the days before and after it. For example: “Yesterday it was warm, tomorrow it will be sunny. What’s the date?” Students should try to find the date according to the descriptions. With this game students can practice such themes as “Weather”, “Ordinal Numerals” and “Days of the week”. P.S. I made this work according to Russian type of weather in October :) If the weather in your country differs from ours feel free to change anything you want (the document is editable) 

Game 

This is another song-based activity that I prepared for my teen pupils, even though I donÂ´t like the song. However they really love it so... :) I hope you find it useful. It is fully editable, so you can modify it

reading, speaking, listening, writing, music, jonas brothers, son

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

213 Russia English ESL worksheets pdf & doc