A selection of English ESL leader printables

Can be played with 2 or more students. Put into groups,depending on how many students. Each group must decide which out of the four given candidates they would select as world leader. Each candidate has a list of characteristics. Groups must justify their decisions. Do not tell the students until all the results have been given and discussed but each candidate is a real person. Candidate 1 is JFK, candidate 2 is Winston Churchill, candidate 3 is Adolf Hitler and candidate 4 is mother Teresa. It's amazing how many students choose candidate 3 without realising who it is!

WORLD LEADER

Classroom Poster.



1.Ws to talk  about  Nelson Mandela’s life .

2. Politicians around the world.



Real leaders

It is good for learners to teach the how to take responsability from time to time, and to be helpful around the classrom. To try some duties, feel bit grown up and learn to make decisions. This paper is so helpful & it's as a sertificate for being a nice leader in the classroom. You can change the rules. This is an example!

The Classromm Leader

A human resources, business English, adjective, debating thingy. There is a positive traits box and a negative traits box full of compound adjectives. Some of the adjectives could go in either box (strong-willed, old-fashioned, etc.). Read through the lines of adjectives with the students and get them to give examples of famous people with these traits. Then read the notes taken on the team-leaders. Assign two positive adjectives and two negative adjectives to each person. Then turn the page over and read the projects that need a team-leader and debate who should go where and why. I've used this a few times now and it always goes down well.

Team Leader Personality Traits

A lot of speaking questions and fun idioms. I personally used this esl/efl worksheet for my private lessons to get my students talking and creating sentences. Hopefully they will help you guys too. The idioms are what my students loved the most. They can be used for all levels from a2 in my opinion.

Boss vs leader - leadership

A   reading Comprehension text about the website of The leader in walking holidays with multi-choice questions. This reading passage is aimed for upper-intermediate students and also advanced students.

The leader in walking holidays

This worksheet focuses on Tecumseh, a notable Indigenous leader, and uses irregular verbs in the past tense. Students read the passage, circle the correct verb forms, and answer comprehension questions. This activity is designed for young EFL learners, around 12 years old, at the A2 level. The translation section provides additional practice with key vocabulary, enhancing both language skills and cultural understanding.

Tecumseh - A Great Indigenous Leader

FORMER SOVIET LEADERS ABOUT UKRAINE.

UKRAINE WAS BEFORE THEM. THEY CAME LATER.

WHAT LENIN, STALIN, KHRUSHCHEV, BREZHNEV, ANDROPOV, GORBACHEV THOUGHT ABOUT UKRAINE AND ITS FUTURE.

FORMER SOVIET LEADERS ABOUT UKRAINE.

Technology Leaders B1 Listening Comprehension Exercise

This is a general B1 level listening exercise about technology leaders and their stories. Although it has no specific grammar topic, it is a good listening comprehension material for beginner level B1 English learners.

Technology Leaders B1 Listening Comprehension Exercise

It's a worsheet on Gandhi: his life, his career, his achievements, people he influenced.
In the second paga of my work you can find a lot of activities to do.
Students can do a quiz, answer some questions, put some events in order, label words and pictures.

The leader of India's independent movement:Mahatma Gandhi

This worksheet is designed to teach students about Dr. Cindy Blackstock, a notable Indigenous Canadian advocate for children's rights. The reading passage highlights her background, significant actions, and ongoing efforts for equality. The comprehension questions and translation activities aim to enhance understanding and language skills. This activity is suitable for students at the A2-B1 CEFR levels, providing both cultural context and language practice.

Dr. Cindy Blackstock - Indigenous Leader and Advocate

This worksheet accompanies Simon Sinek's TED talk about how we respond to both messages and leaders. Great for business English, but I've found with works great in the university classroom as well, no matter the area of study. Before and After watching exercises provided to pre-teach vocabulary and facilitate discussion afterward, with gap fill exercises to aid in understanding the talk in its entirety. 

Simon Sinek TED talk: How Great Leaders Inspire Action

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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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

212 Leader English ESL worksheets pdf & doc