A selection of English ESL at the doctor printables

Useful expressions to use when we go to a doctor.I divided this ws into 5 parts:Different stages of a doctor visit(the expressions we use at each stage) and a useful vocabulary part which includes some related words and phrases.I will prepare and upload an exercise worksheet related to this topic soon.

At The Doctor´s-Useful Expressions/Roleplay

Doctor: Good morning! How can I assist you today?
Patient: Hi, doctor. I'm having a terrible stomach ache.
Doctor: I'm sorry to hear that. Have you been indulging in any unhealthy foods recently?
Patient: Well, I did eat a lot of fast food and sugary snacks this past week.
Doctor: I will give you a check-up. Oh, you have a toxication.
Patient: Should I take any medicine to feel better?
Doctor: I'll prescribe you some medication to help with the pain and discomfort. However, you shouldn't rely solely on medication. You should rest and drink plenty of water to help your body recover. Also, you should try to eat light and nutritious foods like soups, boiled vegetables, and whole grains. You should avoid spicy, greasy, and fried foods.
Patient: Thank you, doctor. I'll follow your advice.
Doctor: You're welcome. Take care of yourself, and I hope you feel better soon.


At the doctor text by Bougherara Zineb

This Resource includes an almost complete list of the possible expressions and questions used at the doctors office between the doctor, the receptionist, and the patient. It includes useful language for reserving an appointment, talking about your symptoms to the doctor, receiving treatment or advice from the doctor, receiving prescriptions, and more. This list could be used for various class activities like Speaking drills, role-play activities, writing dialogues, or scripts. And is rather useful for those who aim to improve their day-to-day conversations in English.

At the Doctors office - Complete List of Common Expressions, Questions, Dialogues between the patient, doctor and reception

Students must choose a given phrase that might be said in a doctor's office from a box, and sort according to who said it (Doctor or patient). Useful ESL workheet for in between introduction of vocabulary and mastery of it.

Who says it? (Going to the doctor)

Students will practice their reading skills in other to solve a chart based on the information given in the clues and create sentences with each character his/her illness, symptom and medical prescription.

Logic game-illness

This worksheet is designed for upper-intermediate to advanced learners and focuses on reading comprehension, moral reasoning, and creative writing. It features a short story titled The Copy in Room 6, where a doctor secretly forms an emotional bond with a conscious clone created for organ harvesting. The text explores deep ethical themes such as consent, power imbalance, identity, and human rights in a futuristic setting. After reading, students answer critical thinking questions and write a journal entry from the clone’s perspective. This resource is ideal for lessons on dystopia, ethics, or science fiction, and works well in classroom debates or philosophy-driven ESL lessons.

The Copy in Room 6 – A Clone and Consent Dilemma

This worksheet contains reading comprehension exercises on the topic "At the Doctor's". The worksheet is aimed at checking reading, vocabulary, grammar, and writing skills. 

At the Doctor's

In this EFL handout there are a variety of vocabulary exercises plus a reading comprehension task related to the topic of going to the doctor, health, illnesses and treatments.

Going to the doctor. ESL vocabulary exercises

This worksheet, designed for **CEFR level B1** learners, focuses on the topic of **how technology will change fitness**. It integrates reading comprehension with grammar practice, specifically targeting the distinction between **Present Simple** and **Present Perfect**. Through engaging activities, students will improve their understanding of how these two tenses are used in everyday conversation. The exercises include **fill-in-the-blank** sentences, **multiple-choice questions**, and opportunities for students to **identify the correct tense**. Additionally, **true/false** questions and **open-ended discussion prompts** encourage students to reflect on how technology is shaping modern fitness habits. The material not only enhances grammar skills but also builds vocabulary related to **fitness technology**, such as **AI personal trainers**, **virtual reality workouts**, and **smart fitness devices**. This worksheet is ideal for high school students or adult learners interested in **current trends in technology** while practicing essential grammar rules.

The Future of Fitness Present simple vs present perfect

This worksheet ca serve as a speaking practice encouraging students to share their though and discuss with their peers the impact of the cold and hot weather on their health.

The connection between the weather and health

An exercise about health problems.

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What's the matter?

This is a script students can use involving an emergency room scenario.  One student is the patient and the other student is the ER employee/Dr. Smith.  The students then switch roles.

At the ER

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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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

388 At the doctor English ESL worksheets pdf & doc