A selection of English ESL left and right printables

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

This worksheet for teens explores the life and career of Billie Eilish, from her early influences to her unique style and activism. It includes comprehension questions about her biography, music, and personal challenges, as well as discussion prompts to delve deeper into her impact on music and society. For vocabulary practice, scan the QR code on the left. To access translations of the worksheet content into Czech, scan the QR code on the right. This interactive approach enhances understanding and engagement with the material.

Exploring Billie Eilish: Music, Influence, and Advocacy

About MUST (and HAVE TO.) This is a very straightforward exercise with pictures on the left and sentences on the right. The pictures and sentences have to be matched. A humorous document, I believe.

You MUST match the pictures and the sentences

1-Students should match the upper case words on the left with the lower case words on the right. 2- Next they must decipher what colours are written and colour in the words.

Elementary reading practice, upper and lower case. Theme: colours

Several tasks to learn/consolidate learning about some different Wh question words.  Pre-teaching may be needed, for example that 'Where' questions generally correspond to answers that can be on a map; 'When' questions for times that could be on a clock or calendar; 'Who' questions for a person.  

The names and places can be changed to be relevant for the learners.


1) Match question words with images by drawing lines. 

2) Write words from the box in the table under the question words.  The first one is done as an example ('Sunday' would be a suitable answer to a 'When' question). 

3) Read the short job advert on the right, then the questions on the left.  Draw lines from the questions to the part of the text where you can see the answers and circle the key words. 

4) Match questions and answers.

Question words focus - Where, When, Who - Context Work and Jobs

These file can be used as a poster on the classroom walls or as a flashcards to teach how to give directions. There are expressions such as;

Go straight ahead

Cross the street

Take the first left/right

Take the second/left/right

Turn left

Turn right

It's on your left/right.

Go past...

You can cut the pictures from the commands and laminate them separately to have students play matching game. If you want you can stick magnets at the back of the pictures and this way the students can play on the board.

Giving Directions

It's a "Monster Mash" English-Russian  lyrics worksheet for Halloween related lessons.
Student read the song lyrics on the left and then match them with the right translation on the right. 

Halloween Monster Mash

A listening activity that enables students to practice identifying colors and familiarize with "left and right" directions. Students cut the pictures and the teacher reads the sentences. Students listen and put the right picture on the proper box.

directions

Description:
You have two columns in front of you: in the left column are the beginnings of sentences, and in the right column are their endings. Your task is to correctly connect the parts of the sentences so that they are logically connected and grammatically correct. Pay attention to meaning, time forms, subject and predicate agreement, and the use of conjunctions and prepositions.

Second conditional worksheets

Simple worksheet for 'to have' in the affermative, negative and question form. 

On the left of the worksheet there is the grammar rule (affermative, negative long from and short form to be completed and the question form). On the right, the corresponding exercises (affermative, negative and question form)

To have / has drill

International Women's Day is an interactive lesson based on a short video. Its aim is to generate a discussion about IWD and its relevance today. Students also work on their listening skills and vocabulary. The lesson is designed for B2+ / C1 learners.

The lessons begins with students answering some questions about IWM.
This is followed by a flexistage where less advanced groups can analyse the vocab from the listening in the next stage.
Listening stage 1:
Students define two terms from the listening. Then they listen to the first part and check the answers.
Listening stage 2:
Students are given a number of milestones and events in women's suffrage and try to match them with the dates. This might be done individually or in pairs. Students listen to the second part and check their answers. More advanced groups might not be given the dates and, instead, could be asked to provide them based on the listening.
Listening stage 3:
This stage is quite generic. Students answer three questions in pairs and then listen to the last part. They compare their own  answers with those from the video.
If there is time left, ss might answer a few more questions about IWD.

International Women's Day

This is an updated version of the previous worksheet.
International Women's Day is an interactive lesson based on a short video. Its aim is to generate a discussion about IWD and its relevance today. Students also work on their listening skills and vocabulary. The lesson is designed for B2+ / C1 learners.

The lessons begins with students answering some questions about IWM.
This is followed by a flexistage where less advanced groups can analyse the vocab from the listening in the next stage.
Listening stage 1:
Students define two terms from the listening. Then they listen to the first part and check the answers.
Listening stage 2:
Students are given a number of milestones and events in women's suffrage and try to match them with the dates. This might be done individually or in pairs. Students listen to the second part and check their answers. More advanced groups might not be given the dates and, instead, could be asked to provide them based on the listening.
Listening stage 3:
This stage is quite generic. Students answer three questions in pairs and then listen to the last part. They compare their own  answers with those from the video.
If there is time left, ss might answer a few more questions about IWD.


Choose the behaviours of a good citizen by marking the boxes under the pictures. For every box that is rightly marked or left unmarked one star can be coloured to get a final result.

97 Left and right English ESL worksheets pdf & doc