A selection of English ESL toxic printables

this worksheet was created to present the second conditional using toxic relationships as  context. it is included a real testimony. I have found it on line, though I have missed the website. 

students will be able to watch an interesting video from youtube. 

hope you enjoy it, and could adapt it to your necessities. 

IF YOU WERE IN A TOXIC RELATIONSHIP

1. Throw trash in the proper places.  



2. Reuse bags and containers. 



3.Choose paper over plastic for your party

4. Eat  organic food

5. Don’t buy products  in aerosol spray cans



 6. Reduce, reuse and recycle



7. Use non-toxic cleaning materials



8-Use energy-saving lightbulbs   



9-Plant more trees and vegetation



10, Keep the volume of your T.V., music  low.       



11. Avoid burning trash



                   12.  Don’t smoke

13. Buy biodegradable products

14. Try using natural fertilizers and pesticides 



How to prevent pollution

"Our culture is very bad for boys. It's bad for girls, too. It's bad for everyone. But I think we fail to recognize and appreciate the unique struggles that boys face."



The lesson uses an online opinion piece to generate discussion on gender differences between boys and girls and the struggles experienced by both during adolescence.

 The Four Terrible Things That Are Destroying Boys In Our Culture

Teaching which preposition follows after which adjective. These memo cards worked well with my Ss when they had problems memorizing the right prepositions after adjectives. The cards have nouns starting with the same two or three letters as the preposition before them, e.g.: "immune TO TOxic waste," "rich IN IOdine," "experienced IN INterviewing vampires," etc. Through combining an adjective with a "story" full of alliterations, plus a picture, these little memos will help your Ss memorize which preposition comes after which adjective. Bless up, Kisdobos

Adjective + Preposition: Memos 8.

Adjective + Preposition: Memos 6.

Adjective + Preposition: Memos 7.

A reading comprehension worksheet designed for adults and/or business course students. It can be a starting point for a debate or conversation class about burn-out or toxic work environment. Fully editable. Hope your students enjoy. Happy teaching.

Burn-out - reading comprehension 

this worksheet contains 4 varied activities to improve student´s listening skills. fiocus: general vocabulary. It may be useful to  for further discussion on topics such as toxic relationships .

song: Blue jeans by Lana del Rey

This worksheet is designed for **B2 learners** and focuses on the theme of **emotional dependency in toxic relationships**, using **nouns formed by suffixes** as the grammar point. The lesson begins with a reading passage that explores why people stay in harmful relationships and how emotional dependency develops, drawing comparisons to Stockholm Syndrome. Through multiple-choice and open-ended questions, students engage with the text, applying critical thinking about emotional attachment and unhealthy dynamics. The discussion questions encourage deeper reflection on societal and personal experiences with relationships, fostering an open dialogue among students.


The grammar section introduces **suffixes** such as *-ation*, *-ment*, and *-hood*, guiding students in understanding how verbs and adjectives can be transformed into nouns. Students explore this grammar point using a **guided discovery** approach, followed by controlled practice where they form nouns with suffixes and apply them in real-world contexts. The abstract-style images used in the worksheet visually represent emotional chaos, breaking free, and healing, enhancing the theme. The lesson concludes with a reflective writing task, allowing students to use newly acquired vocabulary while discussing emotional growth and recovery. This worksheet combines grammar, discussion, and emotional awareness, providing an engaging and meaningful learning experience.

Why Do We Stay? : nouns formed by suffixes

A good lessons about Chemicals  and how they are dangerous on our environment  and all the negative impacts they have onour health and food so they become poisonous and toxic

CHEMICALS

Doctor: Good morning! How can I assist you today?
Patient: Hi, doctor. I'm having a terrible stomach ache.
Doctor: I'm sorry to hear that. Have you been indulging in any unhealthy foods recently?
Patient: Well, I did eat a lot of fast food and sugary snacks this past week.
Doctor: I will give you a check-up. Oh, you have a toxication.
Patient: Should I take any medicine to feel better?
Doctor: I'll prescribe you some medication to help with the pain and discomfort. However, you shouldn't rely solely on medication. You should rest and drink plenty of water to help your body recover. Also, you should try to eat light and nutritious foods like soups, boiled vegetables, and whole grains. You should avoid spicy, greasy, and fried foods.
Patient: Thank you, doctor. I'll follow your advice.
Doctor: You're welcome. Take care of yourself, and I hope you feel better soon.


At the doctor text by Bougherara Zineb

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

11 Toxic English ESL worksheets pdf & doc