A selection of English ESL skill printables


This fun and interactive activity is perfect for the holiday season, focusing on New Year’s resolutions. Students will practice their writing and speaking skills by crafting anonymous resolutions, sharing them with the class, and guessing who wrote each one. The activity encourages self-reflection, goal-setting, and class collaboration, making it ideal for the festive atmosphere of New Year.


New Year’s Resolutions Snowball Challenge

Exercise for ESL intermediate level on Idioms. I hope you all can practice daily to improve your English skills on speaking, reading, listening, and writing. It takes 3 minutes.

matching idioms 2

This is a dynamic activity to do with a recent movie. the idea of the worksheet is to practice different english skills while watching the movie and doing some pauses, with this worksheet the students will practice vocabulary, listening, writing and of course have fun!

Movie Club Worksheet: "Minions: The Rise of Gru"

Lesson of travelling on different planets,while travel students do diffirent tasks lexical,reading,listening,speaking,writing.Improving their skills and working like a team.

Lesson "Space Adventures of Baby Yoda"

this worksheet includes 3 tasks for students to complete and practice their listening skills, put the sentences in order, choose the right option and fill in the gaps.

Young turks - Rod Stewart - listening practice with songs

Song: Die for you by Valorant and Grabbitz 
Fill the blanks spaces with the vocabulary in the wordbank, make sure to practice this vocabulary first to know the pronunciation and the meanings, have fun!

Song: Die for you (Valorant, Grabbitz)

Through this task students can enhance their syntactic and vocabulary skills. The exercise include jumbled sentence parts which are required to be ordered to make complete functional sentences. It also includes pictures to be matched with the ordered sentences in order to foster students' imaginative skills.

VERB TO BE: WORD ORDER 1

This worksheet, titled "Hero of Auschwitz: Witold Pilecki," is designed for students at the B2 CEFR level. The objective is to develop students' understanding of bravery, resistance, and intelligence work through the story of Witold Pilecki, a Polish resistance fighter who voluntarily entered Auschwitz to gather intelligence and organize resistance. By engaging with the text and responding to various questions, students will enhance their reading comprehension and critical thinking skills. The worksheet includes a biography of Pilecki, True or False questions, comprehension questions, and discussion prompts that encourage students to explore themes of heroism and resistance. A QR code is provided for students to access extra czech translation practice related to the text, ensuring a comprehensive learning experience. This activity is designed to take approximately 45 minutes to 1 hour 

Hero of Auschwitz: Witold Pilecki

Circle the correct words after listening to the song. Although they sound similar, there is only ONE correct answer. First, repeat the words in parenthesis (all of them) and play the song. The student tries to identify them. After that, he can do the exercise.

A simple mixture of tenses and a great listening activity to distinguish similar sounds.

The learning targets are to inspire students to think "what else can I do". Along the way they improve their reading skills. The story is motivational and inspirational.

Starfish

This worksheet is designed for A2 (pre-intermediate) students and explores ten famous ships from the Star Wars universe through simplified reading texts. Students begin by reading short descriptions of ships such as the Millennium Falcon, X-Wing, and Razor Crest. They then complete a vocabulary matching activity (word to definition), answer multiple-choice comprehension questions, and take part in guided speaking and discussion tasks. The final part of the worksheet is a creative project where students design their own Star Wars ship. Using a set of prompts, they describe its features and then use ChatGPT to generate an AI image of their ship. This activity is ideal for encouraging imagination, practicing vocabulary, and integrating technology into the classroom. It works especially well with teenagers and young learners who enjoy science fiction or Star Wars. Skills practiced include reading comprehension, vocabulary building, speaking, guided writing, and creative tech use.



The Best Ships in Star Wars.

This B1-level worksheet focuses on a group presentation gone wrong. Six students each give their version of what happened after their school project failed—slides were missing, roles were unclear, and communication broke down. Students must read the short interviews, look for clues, and decide who is most responsible. The worksheet includes vocabulary related to teamwork and presentations, a gap fill, comprehension and deduction questions, and group discussion prompts. Great for practicing real-life English, responsibility, soft skills, and communication in the classroom.

The Group Project Disaster

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>

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4,800 Skill English ESL worksheets pdf & doc