A selection of English ESL ethics in business printables

Vocabulary explorer/ listen and consider/ Ethics in Business. It  suits 3rd year secondary school learners in Algeria  (all streams and branches). It helps the learners identify the different kinds of ethical and unethical practices. 

Ethics in Business/ Vocabulary

To reinforce vocabulary related to business ethics. for 3as year according to Algerian curriculum. the worksheet can be used as introduction to the unit or at the end

Ethics in business vocabulary games

some useful vocabulary related to ethics in business it also includes its translation to the Arabic language. this is not an exhaustive list but it will for sure help.

some useful vocabulary related to ethics in business

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

ETHICS

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

This ESL worksheet invites students into a future where thoughts can be monitored and controlled. In the year 2074, a global system called ThoughtNet scans people's minds for signs of violence, crime, or danger—before they ever act. At first, society celebrates the drop in crime, but soon people begin to fear that even angry or emotional thoughts can lead to arrest. The reading introduces a rebel group, FreeMind, who believe the right to think freely—even dark thoughts—is essential to being human. Through an accessible background story, discussion questions, a choose-your-own-adventure scenario, and a reflective writing task, students explore deep ethical issues in language they can understand. This worksheet is designed for strong B1 or B2 learners and works well in classes that enjoy science fiction, philosophy, or modern technology debates. It encourages critical thinking, conditional structures, and emotional vocabulary, making it ideal for conversation-focused lessons.

The ThoughtNet – A Pre-Crime Ethics Worksheet

This advanced ESL worksheet explores the psychology behind violent video games and virtual reality through a dystopian scenario set in the year 2080. It begins with an extended reading passage about the Catharsis Theory, public fears surrounding games like Grand Theft Auto, and the evolution of virtual violence in society. Students then enter a speculative future where a controversial VR platform, The Free World, allows users to live out violent fantasies under the belief that no real people are harmed—until a shocking truth is revealed. Through guided discussion questions, a choose-your-own-adventure activity, and a reflective writing task in the form of a letter home, learners engage with complex ethical issues surrounding technology, morality, and personal responsibility. This worksheet is designed for strong B2+ or C1 learners and is ideal for high school or adult conversation classes looking to blend critical thinking with language development.

Virtual Violence and Ethics: From Catharsis to Catastrophe?

With this file you will get PROMPTCARDS with questions to provoke lively discussions NOT about trivia but about values, beliefs, life in general, love, generosity, death etc. Let the students find out more about themselves. Some questions might confront ethical dilemmas in a concrete rather than an abstract form. There are no correct or incorrect answers to these questions. For students to probe, discuss and explain their ideas about life using upper-intermediate and advanced language skills. Example questions: “If you new there would be a nuclear war in one week, what would you do?” “Given the ability to project yourself into the past but not return, would you do so? Where would you go and what would you try to accomplish if you knew you might change the course of history?” This activity is requested by my students once a semester! I hope you will enjoy it as much as they do! *** USE PAGE 3 AS BACK ***

ADVANCED Conversation Promptcards about VALUES, BELIEFS, ETHICS

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>

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9 Ethics in business English ESL worksheets pdf & doc