A selection of English ESL should printables

I wrote 2 dialogues using should/shouldn't. Under each dialogue is a question for students to practice using the modal verbs. Besides the main topic, students get to learn other conversational expressions.

Should Shouldn't Model Verb Dialogues and Practice

This worksheet is about the usage of the verb to be and do / does. Sometimes even the intermediate students struggle with this theme, so i use this worksheet when we need a brief revision.

Do vs Be. What should i choose?

This worksheet follows a debate on the place, purpose and implementation of ecological practises in our schools.

Should ecology be part of our school?

Here you can see several sports with a list of actions accompanying each. If your students already master some modals, you can ask them to make sentences about each sport from this prompt. For instance: When you play football, you should play as a team. When you do taekwondo, you must wear a traditional uniform.

What should you do in these sports?

here is a simple practise of the auxiliary verb should positive or negative in relation to the theme of environment and ecology,what we should  to help save our planet

Let's all go green !: should shouldn't and environment

This fun video activity is to practise using past modals "should have.." and "would have..." to discuss past mistakes. The video describes the Top Ten Stupid Mistakes made by people. Learners should listen and fill in the missing information to show they understand the mistakes. Then they can give their opinions and suggestions about the past using past modals. This can be done as a speaking and/or writing activity. There are more detailed instructions on the worksheet. 



Copy and paste this link to find the video:   https://www.youtube.com/watch?v=C5AvDdeEx48

Or search YouTube for:   "English Through Videos: Past Modals "Should have...Would have..." - Discussing Mistakes"



Past Modals: "Should have... Would have..." - Discussing Mistakes

Hello!! How are you??This worksheet is about: MODAL VERBS- PART 3:SHOULD-MUST-HAVE TO.It is a pre-intermediate grammar guide. ParT 3. I hope it will be useful.Bye Bye

MODAL VERBS- PART 3:SHOULD-MUST-HAVE TO

Practise the modal verb "should/shouldn't" and revise weather vocabulary. It is also helpful to teach the vocabulary of weather if the students are already familiar with the form of the modal verb.

What should you do when the weather is...?

Reading comprehension on 5 Words Anglophiles Should Really Use More Often. The student has to read the text and then mark the sentencs as true or false. Hope it's useful. Enjoy!

5 Words Anglophiles Should Really Use More Often

This ESL worksheet focuses on the debate surrounding health insurance—specifically, whether it should be based on income or have flat rates. Designed for intermediate to advanced learners, the worksheet includes warm-up discussion questions to introduce the topic and engage students in critical thinking. A reading passage presents both sides of the argument, followed by comprehension questions to ensure understanding. Students are then guided through a structured debate, using phrases and strategies provided in the worksheet to articulate their opinions and respond to opposing views. The worksheet also includes reflection questions and a research-based homework activity to further explore the topic. Accompanied by relevant and engaging images, this worksheet is ideal for fostering discussion, developing debate skills, and deepening students’ understanding of complex social issues.

Should Health Insurance Be Based on Income? (speaking)

Understudies will in general go over the brief rapidly in their rush to continue ahead with the article audit.  If you do not have time to write you should know about paper writing service. The brief requirements close consideration and the understudies ought to analyze the brief question and examine it for its few sections: Subject issue, subject boundaries, and errand words. This data will mention to you what kind of scholarly audit you will deliver, and what the subject of the article is. Get the article wrong and you may wind up with some unacceptable article.

Things You Should Avoid in Your Article Review

This worksheet was in response to my students wanting to give me advice when I was feeling sick. In this worksheet your student will be able to use vocabulary to give fictional (maybe real) people advice. 



Before you use this worksheet you should already make a large vocabulary list for the students to reference. Have fun with it.

Should and Shouldn't - Giving Advice for Aches and Feelings

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

3,023 Should English ESL worksheets pdf & doc