A selection of English ESL would you like printables

Students answer these questions about their thoughts. Conditionals type two. Later, students can interview their classmates in order to answer these conditinals.

Hope you like it.

WHAT WOULD YOU DO IF...?

This ‘would rather’ speaking activity helps students develop accuracy in the use of the structure would rather + base verb. Your class should have studied the structure prior to doing this activity.
There is a teacher copy, including teacher’s notes, available to download from at tefllesssons.com. 
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https://tefllessons.com/product/past-simple-conversation/

https://tefllessons.com/product/question-words-conversation/

Would you rather? Conversation Task

Students must select which Easter activity option they prefer and check the appropriate circle (Left or right). Then students must write out 5 other choices in the spaces below. The options should be related to Easter or spring. The worksheet can be paired with this fun short video: https://youtu.be/Fa5UJi3HVUg


Practice Easter vocabulary like bunny, chick, chocolate, Easter eggs, Easter egg hunt, hopscotch, and more!


Would You Rather? Easter Writing Activity - This or That Worksheet with Video

Learn to ask polite questions with “would like.” Replace “want” with “would like” for polite statements. Examples and fill in the blank exercises. Exercises replacing "want" with "would like."

“Would Like” for Polite Questions and Statements

On this worksheet students are going to:
a) Imagine you have your own school. 
b) Think about a name for your school.
c) Write 10 rules you would like to be implemented in your school

School Rules Worksheet

Suitable for English tutors who begin working with new students and would like to better understand their needs and expectations so that they can plan the upcoming lessons. 

COURSE SURVEY / QUESTIONNAIRE

Students look at the illustrations and decide if they would like to have one of these jobs one day. Each job is put into a category - YES, NO or MAYBE!

What do you want to be?

A Snakes and Ladders game to practice 'have you ever' questions.



If the answer is yes, students can ask 



1: "How many times have you...?"

2: "When did you last...?"

3: "Would you like to... again?"



If the answer is no, students can ask



1: Would you like to...?" Why? Why not?



You can practice present perfect at http://www.englishshouldbefun.com/simple-perfect-1/



You can find Quizlet cards with Have you ever... questions at https://quizlet.com/272072733/flashcards



Enjoy!

Snakes and Ladders - Have you ever...

Inspired by other activities I've seen here in ISL COLECTIVE, I did this musical activity because I needed to challenge my student more and more to listen and understand a song well. I chose this song because it is very popular and I knew they would like it.

I wish you all can enjoy this activity.

Music Treat You Better - Shawn Mendes

A speaking activity where students have to ask each other where they want to go and give reasons. Discuss which countries the students have traveled to or where they would like to travel to.

Travel Survey - Where Have You Been?

This worksheet contains a series of short parenting dilemmas (100–150 words each) designed to spark discussion and critical thinking. Each scenario presents a common challenge parents may face, such as screen time, homework, lying, social media, or sibling rivalry. After reading, students answer open-ended discussion questions like “What should the parent do?” or “How would you react?” The activity encourages speaking practice, opinion sharing, and problem-solving skills. It works well for pair work, small group discussions, or whole-class debates, making it ideal for conversation-based lessons at B1 level and above.

Parenting Dilemmas: What Would You Do?

This worksheet is geared towards later elementary (A1) and pre-intermediate (A2) learners. The worksheet was used in a seventh grade, middle school classroom in South Korea. The content is geared towards my students but can be adapted to other languages easily. I started off the lesson by teaching the grammar points "What do you think of...?" "I think (that)..." and "I have no idea." I then introduced positive and negative (good/bad) adjectives describing people and had the students write the corresponding word in Korean. The students fill out the questions and then at the end of class they walk around the room and rate the 5 physical items. I used items that the students would not know easily, told them the names, and had them discuss if their rating changed once they knew what the item was. 

What do you think of? / I think

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

279 Would you like English ESL worksheets pdf & doc