A selection of English ESL pair discussion printables

- Presentation stage. The ATONIN Time Pyramid can help students remember which preposition – at, on or in – to use with hours, days, months, years, etc.

- Ss free speaking activity (possible pair/group discussion), each counting most scores (the more prepositions used - the better).



in on at prepositions of time and place

The series "Discussion corner" intends to bring up interesting subjects to discuss in the classroom or as a pair work. It is meant for adults or high school students, level B1-C2



DISCUSSION CORNER - Fame

The series "Discussion corner" intends to bring up interesting subjects to discuss in the classroom or as a pair work. It is meant for adults or high school students, level B1



Discussion Corner - Easter

Discussion corner - Disasters

Students ask yes/no questions to each other about likes and dislikes and give short answers in Simple present tense. I only revised this worksheet for this grammar topic.It was orignally designed and created to teach can /can't by HappyNN. So all the credit should go to her. The original work link:

https://en.islcollective.com/english-esl-worksheets/speaking-practice/discussion-starters-speaking-cards/can/can-battleship/11927

Battleships Simple Present Yes/No Questions

This engaging worksheet, "How to Survive a Zombie Apocalypse: Five Essential Tips," is perfect for captivating your students' imaginations while teaching valuable comprehension and critical thinking skills. The activity starts with a thrilling reading passage detailing practical survival tips, from securing your shelter to staying silent but deadly, keeping supplies in check, planning escape routes, and being cautious of strangers. 

Students will enhance their reading comprehension with multiple-choice, true/false, and short answer questions. Engaging pair and group discussions encourage them to share their thoughts on the survival tips, think of additional scenarios, and propose new ideas. Creative writing activities allow students to imagine themselves in a zombie apocalypse, crafting detailed survival plans using the tips they've learned. 

To broaden their understanding, a research task asks students to find real-life survival techniques and adapt them to a zombie scenario. The worksheet also includes a choice between drawing a visual representation of a survival tip or creating a video demonstration, making homework interactive and fun. This comprehensive and entertaining worksheet will keep your students engaged and learning effectively.

How to Survive a Zombie Apocalypse: Five Essential Tips

This is a worksheet to practise word formation with students. It can be cut out for every student in the classroom or in pairs. Giving certain time of completing the two sentences that are created  it makes it a fun activity.

Conversation Cut Out Cards

Great game for begginers or younger learners, players make pairs by asking the other players if they have it or not, the card needed.  
 Choose a thicker paper, print pages 1 and 2 twice, print page 3 on the back of all pages, laminate and cut.
 The game is for 4 o 5 players, share 5 cards for each player and make a pile with other card, this game it has letters instead of words (example: R "are", U "You").  
 The game starts with a player #1 asking anyone in the group "Are You" + feeling, when player #2 has the card, it has to anwer, Yes, I am  and give the card to player #1 or if the player #2 doesn´t have the card, answer, No, I am not + go fish, and the player #1 has to get an extra card from the pile. Wins the player that has more pairs.


Game Go Fish about feelings

Are you looking for a fun and practical activity to engage your students in reading and comprehension? Our "Five Kitchen Hacks You Wish You Knew" worksheet is perfect for you! This activity not only teaches useful kitchen tips but also enhances students' critical thinking and discussion skills.

The worksheet begins with a conversational and engaging text about five essential kitchen hacks that everyone should know. From preventing tears while cutting onions to reheating pizza perfectly, these hacks are practical and easy to understand. Following the reading passage, there are comprehension questions including multiple-choice, true/false, and short answer formats to test students' understanding. These questions encourage attention to detail and comprehension.

Additionally, there are discussion questions designed for pairs or groups, where students discuss which hack they found most useful, share personal experiences, and brainstorm other kitchen problems that could use a clever hack. This promotes collaborative learning and critical thinking. 

The worksheet also includes an internet search and writing activity, where students research and write about a new kitchen hack they find online. This activity develops research skills and the ability to explain processes clearly. Furthermore, students are encouraged to think creatively by coming up with their own kitchen hack to solve a common problem, which they will describe and share with the class.

For a visual and creative touch, students can choose between drawing a diagram or comic strip illustrating one of the kitchen hacks or creating a short video demonstrating a hack. This option allows students to express their understanding in a visual or practical manner, making the learning process engaging and multifaceted. This worksheet is a fantastic way to blend practical knowledge with educational skills, ensuring your students have fun while learning.

Five Kitchen Hacks You Wish You Knew


This is an easy reading passage (A2–B1 level) about tariffs, what they are, and how countries have used them in the past. The text includes examples like the U.S.-China trade war, the Great Depression, and modern uses of tariffs. It is followed by comprehension questions to check understanding and discussion questions to get students speaking and sharing opinions.

Suitable for high school students, young adults, or anyone learning English with an interest in real-world topics and global issues.

Created for EFL/ESL learners. Works well as reading practice, speaking warm-up, or even for pair work and projects.

Target language includes vocabulary related to economics, politics, and trade (e.g., tariff, import, local business, trade war, free trade). The worksheet focuses on reading, speaking, and vocabulary skills.

Estimated time: 30–45 minutes.

What Are Tariffs and How Have They Been Used in the Past

A board game to guess the job. Students are divided into pairs. Discuss the defenitions of the job and try to guess what it is. The teacher listens to them, correct and discuss the mistakes.

Jobs activities Elementary level

The series "Discussion corner" intends to bring up interesting subjects to discuss in the classroom or as a pair work. It is meant for adults or high school students, level B1-B2



Discussion corner - Wealth and pauverty

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

567 Pair discussion English ESL worksheets pdf & doc