A selection of English ESL should shouldn printables

Use this worksheet to practice the modals should, shouldn't, ought to, had better and had better not for giving advice. Intermediate level. For adults, high schoolers, EFL learners.

Modals for giving advice

An activity in which students must guess what traditional beliefs in various countries say you should or shouldn't do, if you want to preserve your good luck. Instead of guessing, it could also be given as a research activity, with students using the internet or other resources to find out what the beliefs are. Hope it's useful for your class!

My Lucky Day - Beliefs and Superstitions about Luck around the World

Hello everyone! This is an activity for my students and everyone who would like to learn more about 

English!! I will be uploading content every week, so keep an eye on my social networks for more ;)



Facebook: https://www.facebook.com/teacher.manuel

Instagram: https:// www.instagram.com/teacher.manuel1

Should & Shouldn't

A short activity on body care products using should/shouldn't. and categorizing products.

Improving One's Look

This game can only be played with even numbers. If you have a group of odd numbers then you should join in the game to make up the numbers. Print out the cards and laminate. For a game of two players just give them a pack of 1 colour (yellow or blue) each. Groups of four shouldn’t be a problem. Players put their cards in front of them face down. Players take it in turns to place a card in the middle, word side up – without looking at it first. When the card lands in the centre of the table, all the players should say the word. If a card lands on top of a card that has the same meaning somebody must say “snap!” to win that round. After saying snap, the winner must say the meaning for both words correctly. The winner then takes all the cards in the centre and places them next to their pile. The winner of the game is the person with the most cards.

Phrasal verb snap 1

This is a simple pairwork exercise aimed at revising classroom vocabulary and some basic colours.



The classroom vocabulary:

1. Schoolbag

2. Sharpener

3. Rubber

4. Pencil

5. Notebook

6. Ruler

7. Book



The colours:

1. Purple

2. Red

3. Blue

4. Green

5. Yellow

6. Black

7. Orange



Pupils work in pairs, they shouldn't see each other's worksheets. One of the pupils names the colour of the item, their partner colours the item:

P1: The schoolbag is black.

P2: The sharpner is purple.



Afterwards the pupils compare their worksheets (ideally they should be the same :) ). 

The same be done in one-on-one activities, where the  teacher will play the role of the partner. 







Classroom Vocabulary + Colours

This worksheet is designed for **A1-A2 level students** (13-14 years old) and focuses on **modals for giving advice**, such as **should, must, mustn't, and ought to**. Using the relatable and practical theme of surviving an earthquake, the activities provide students with opportunities to practice these modals in context. Through warm-up questions, vocabulary exercises, true/false statements, multiple-choice questions, and fill-in-the-blank tasks, students will learn how to use modals appropriately in real-life situations.
 

The worksheet encourages collaboration with partner discussions and helps clarify the differences between modals. The task-based homework reinforces the grammar point by asking students to apply their learning in a written assignment, building both their language and practical life skills.

How to Survive an Earthquake: modals for giving advice

A text  about illness  with comprehension questions and also give advice with should/shouldn't. hope it's useful!

Mrs White the School Nurse

A list of basic modal verbs ( have to, must, can/can/t 

 could, should/shouldn't/ musn't) shortly explained and exemplified. Difference beetween have to and must illustrated by example sentences.

Modal verbs

“Should” is explored and explained in this excellent ESL grammar worksheet. Students will study the grammar point through various fun, useful exercises.



Lesson Overview



We are certain that A2-B1 ESL students are going to love this worksheet because it details “should” in a clear and engaging manner. This ESL grammar document is very popular with TEFL teachers too because it supplements lessons perfectly, or can even be used as homework. The purpose of this worksheet is to explore “should” because it is important and relevant to all A2-B1 students. The worksheet starts by explaining the theory before presenting three detailed tasks where students have to put the theory into practice, solidifying their understanding. We particularly love the ‘giving advice’ exercise because it enables learners to practice using “should” in a safe, structured environment. Overall, these are ideal exercises for students that wish to practice using “should”. We are sure you are going to love this ESL grammar worksheet!

Should Grammar Lesson - from ESL Pals

A fun and engaging, speaking and YouTube video-based lesson on Giving Advice: Health. Visual aids to get students talking, telling and retelling the passage, discussion and listening questions, vocabulary builder, and listening fill-in-the-blank exercises.



Get the visual grammar tools for this lesson + Lots more FREE: 

www.pocketpassport.com

Giving Advice: Health

The material is created to practice grammar structure "should". The topic of the lesson may be "health" or "health problems". Just look at the picture and give a piece of advice which helps to be health.

Should or should not?

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>

Get here and you are ready to study in English at university

211 Should shouldn English ESL worksheets pdf & doc