A selection of English ESL survive printables

Created by www.primaryleap.co.uk



Why do living things adapt to their environment? They do it to survive. Children learn some of the ways that plants and animals have adapted to survive in their environment.



I am one of the content developers at primaryleap.co.uk. This resource can be used for home learning or in the classroom. I hope you find it useful.



Adapting to survive reading comprehension

A classic survival game with my new character cards. Your studentsÂ´ task is to decide which survivors should have a place in the life raft. Bless up, Kisdobos :)

Plane Crash: A Survival Game

Matching, multiple-choice, translation, completing the gaps exercises for pre-intermediate and intermediate students. Includes 1 exercise with russian words, you can easily replace them with english defenitions.

Dan and kate survival story

In this game you need to solve a situation with key vocabulary. By pairs each student have a role to play, more vocabulary they use, the quicker the team wins the game. 

This is a SURVIVAL GAME

In this music worksheet students just need to complete the gaps with the correct form of the verbs, in this case they must transform the verbs to the simple past

Simple past song (I will survive)

The objective of this worksheet is to learn the basic vocabulary in order to function in English class. It is divided in four parts: the basic sentences, the classroom objects, the school bag and the colors. Each parts contains 10 to 12 words or sentences. The students will have to label the pictures to the right letter. Previously, I have showed them a slideshow with the images and words. 

How to survive in English class

This worksheet is not gap fill! 



Students must listen and change the lyrics (write in the margins. There are also questions to discuss and write about. 

Here is the bit where i write extra to fill up space. 

I will survive, song with modals

The objective of this worksheet is develop students' listening skills by providing them a purpose and focus during a listening activity. Teachers also able to introduce new vocabulary that related to animals and its part. This worksheet is suitable for Pre-Listening and While Listening activity. 

13 Tips to Survive Wild Animals Attack

Engage your preteen students with this exciting and educational worksheet, "How to Survive a Zombie Apocalypse: Five Essential Tips." This activity combines a thrilling narrative with practical survival advice to captivate young learners while enhancing their comprehension and critical thinking skills. The worksheet begins with a fun and engaging reading passage that provides five essential tips for surviving a zombie apocalypse, written in an accessible and entertaining style. 

Following the reading, students will answer comprehension questions, including multiple-choice, true/false, and short answer formats, to ensure they understand the material. Pair and group discussions encourage students to share their thoughts on the survival tips, think of additional scenarios where these tips might be useful, and propose new ideas for surviving a zombie apocalypse. 

The worksheet also includes a translation activity, where students scan a QR code to access a task that translates key phrases from the text into their native language, helping them learn new vocabulary and reinforce their understanding. Additionally, a word search activity, accessible via QR code, provides a fun way to reinforce key vocabulary terms from the text. This comprehensive and engaging worksheet is perfect for preteens learning English at the A2 level, making learning interactive and enjoyable.

How to Survive a Zombie Apocalypse: Teens

The classical survival game about ten shipwrecked people: Two of them must leave the lifeboat within 30 minutes, or the ship will sink. The ws contains ten role play cards and a ws to justify the decision who will live or die. 

Shipwrecked - A Survival Game - Role Play

Students always enjoy this game. Here´s a worksheet for the classic ranking game where Ss have to agree on the items to be saved from a shipwreck, and rank them in order of their importance. Great for a warmer or icebreaker, or if you have unplanned time left at the end of the class. You can practice argumentation and the language of recommendations, too (Why don´t we ...? We should ...; We had better ...;). Once you checked the solutions, even if the Ss got them wrong, itÂ´s good to announce that they have been found and rescued. Luck is important in life! :) Using the official US Marine Corps items and solutions I rewrote the scenario a little bit, and created a simple, nicely formatted and usable worksheet for ESL/EFL classes.

Lost at Sea - A Survival Game

Surviving Picture Description in Speaking Exams

This worksheet is designed for A2–B1 level students preparing for speaking exams such as the Czech Maturita or Cambridge PET. It focuses on developing the skills needed to describe and compare two pictures in English.

The worksheet begins with a 700-word informative reading text. The text explains how to approach picture description tasks, how to structure an answer, which language phrases to use, and how to speak confidently even when vocabulary is limited. The reading also includes strategies for speculation and tips on using filler phrases.

After reading, students complete several comprehension and vocabulary activities. These include vocabulary matching, a gap fill, true or false questions, multiple choice, and short answer questions. There is also a warm-up discussion at the beginning of the lesson to help students reflect on their own speaking challenges.

This resource is ideal for use in exam preparation classes or as part of a speaking-focused lesson. It helps students develop fluency, structure, and confidence when dealing with picture-based tasks in speaking exams.

Surviving Picture Description in Speaking Exams

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)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

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

54 Survive English ESL worksheets pdf & doc