A selection of English ESL b1 level printables

Students read the clues to find the words in each crossword. Then they try to guess the pun, or 'soundalike' word, that the answers make. For higher level classes.

Crossword pun party 2

This B1-level worksheet is a mystery-based reading and speaking activity centered around a small accident in a school science lab. Students read six short interviews from students and a teacher after a fire breaks out during a chemistry experiment. Each person tells their version of what happened—but the truth is hidden between the lines. Learners must analyze the details, look for contradictions, and decide who is most responsible for the accident. Includes a science lab vocabulary section, gap fill, comprehension and deduction questions, and discussion prompts. Great for critical thinking, classroom management themes, and group work.

The School Lab Incident

ELTS Writing Task 2- Give an opinion, reasons and examples for your answer prompt worksheet

This helps students prepare for this kind of writing task and gives them scaffolding for a response. Good for intermediate level esl students. 

ELTS Writing Task 2- Give an opinion, reasons and examples for your answer prompt worksheet

This worksheet helps students at the A2 level explore and understand the unique behaviors of hamsters. It includes engaging activities like vocabulary matching, reading comprehension questions, and discussion prompts to encourage deeper thinking and class interaction. Teachers can use this worksheet to create a fun and educational lesson on hamster behavior, helping students connect with their pets and learn more about these fascinating animals.

Why Do Hamsters Do Strange Things

This EFL worksheet is tailored for intermediate-level students and focuses on the least effective martial arts in a zombie apocalypse. Students will practice reading comprehension, vocabulary matching, true or false questions, and discussion prompts. The worksheet encourages critical thinking by asking students to analyze why certain martial arts are impractical in survival scenarios. Through engaging activities, students will enhance their descriptive language skills, contextual vocabulary, and discussion abilities, all while exploring an intriguing and imaginative topic that keeps them interested and motivated.

Worst Three Martial Arts for a Zombie Apocalypse

A Winter Story. 
Reading Comprehension with questions.
LevelA2- B1.
Can be used as reading test. 
You can check the understanding with the help of the questions.

A Winter Story. Reading Comprehension with Questions. Level A2 - B1.

This worksheet can be used for every level. The teacher or instructor only needs to modify if needed. Quite a lot of people are in search of joy and happiness, but we have to start with ourselves.

HAPPINESS? SPREAD IT!

This worksheet, titled "Heroes on the Paris Train: Spencer Stone, Alek Skarlatos, and Anthony Sadler," is designed for students at the B2 CEFR level. The objective is to develop students' understanding of bravery, quick thinking, and teamwork through the story of three friends who stopped a terrorist attack. By engaging with the text and responding to various questions, students will enhance their reading comprehension and critical thinking skills. The worksheet includes a biography of the three heroes, True or False questions, comprehension questions, and discussion prompts that encourage students to explore themes of heroism and friendship. A QR code is provided for students to access extra vocabulary practice related to the text, ensuring a comprehensive learning experience. This activity is designed to take approximately 45 minutes to 1 hour and requires printed worksheets and internet access for QR code resources.

Heroes on the Paris Train

I took a train in Vietnam, which included a "sleeping berth", so I thought I would create a dialogue between a Vietnam travel agent, and a traveler. It is designed on my experience using that train. The dialogue includes photos, a ticket, and an actual schedule, which are integrated into the dialogue. There is some Korean translation, for key words and phrases.

Two parts: Reservation, and travel the next day. I would say it is pre--- intermediate level, suitable for Korean University, or high school students.  I designed it for my Travel  English class.

Vietnam train travel. Using a sleeping room. Dialogue two students 

This is a worksheet to accompany the article and the blog about catcalling and wolf-whistling. There are some discussion questions. A vocabulary exercise using collocations from the text, and a follow up writing task. This is suitable for high school age or adult learners witha B1 or B2 level.

Catcalling

This worksheet introduces students to a future where virtual reality games allow people to do anything they want—because they believe no one gets hurt. Inspired by the idea of catharsis and ethical gaming, the story explores what happens when players discover that the characters inside the game are not artificial intelligence, but real people trapped inside. Through an engaging reading text written at a B1–B2 level, students reflect on right and wrong, freedom and safety, and how people behave when they think there are no consequences. The lesson includes discussion questions, a simple choose-your-own-adventure activity with multiple outcomes, and a personal writing task. It is perfect for conversation classes, critical thinking practice, or moral dilemmas in English.

Virtual Violence – What If the Game Was Real?

This worksheet explores the Triangle Shirtwaist Factory Fire and its impact on safety reforms, and is designed for A2–B1 level English learners. It features a 600-word reading passage that details the tragic event, the working conditions of the time, and the subsequent changes in workplace safety regulations. The resource includes warm-up questions to activate prior knowledge, a vocabulary matching activity with a two-column format, fill-in-the-blank sentences, true/false and multiple-choice questions, as well as short-answer and discussion prompts. Overall, it aims to enhance reading comprehension, expand safety-related vocabulary, and foster thoughtful classroom discussions.

The Triangle Shirtwaist Factory Fire and Its Impact on Safety Reforms

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

2,390 B1 level English ESL worksheets pdf & doc