A selection of English ESL would you rather printables

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

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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Would you rather? Conversation Task

This worksheet can be done with different age groups and levels. The students have to say wich option the prefer and why. More advanced students can speak longer about each question.

Oral communication - Would you rather?

Preference discussions. Extreme choices. Make your students choose between two options and ask them to explain their decision!

Suggested: Cut questions into cards and let students draw them during live lessons.
You can also use it online, no worries!

100 "WOULD YOU RATHER" QUESTIONS (SPEAKING CARDS)

Students must choose their favourite option from the list of Valentine's Day choices. Then students can write their own fun choices related to Valentine's Day. This worksheet can be accompanied with this video: https://youtu.be/CQJMEKRas30


Students can then ask their classmates to choose between the options they wrote on their worksheet to make the activity more interactive.


Check out my YouTube channel for more fun games and classroom timers!

Would you rather? - Valentine's Day This or That Worksheet

Students must pick between two different carnival activities. Practice carnival vocabulary, actions, verbs, and objects. Students then must write their own sentences to ask their classmates to choose between two options or activities. This worksheet goes along with this fun YouTube game on my channel: https://youtu.be/VeOjaHB1OdY


Vocabulary includes masks, feathers, ferris wheel, merry-go-round, face paint, cotton candy, and more! Check out my other fun worksheets!

Would you rather do THIS or THAT? Carnival Vocabulary Worksheet +Video

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

Students must choose between two fun options related to St. Patrick's Day. Example: Would you rather find a pot of gold or a lucky clover? This activity can be paired with my YouTube video featuring fun images related to the questions: https://youtu.be/FwvF4u1Ob_M


Students can also write their own options at the bottom and ask their peers or classmates to choose between two Saint Patrick's day related activities.


This is a fun way to practice vocabulary, spelling, and reading comprehension! Make sure to subscribe to my channel for more fun teacher tools and games!

Would You Rather? St Patrick's Day This or That Worksheet with Video

This worksheet was created with the aim to practice the usage of indefinite pronouns. The worksheet has two parts. Part 1 consists of easier questions whereas Part 2 has got more difficult, critical-thinking type of questions.

Conversational questions to practice indefinite pronouns

This worksheet uses a variety of modal verbs to say how you would respond to 20 different situations. For lower level students, I normally cut the sheet in half Student A / Student B as they tend to read the question rather than developing listening skills. In class you can use phrases such as: I don't follow you/ Again please / What does __________ mean? Etc.

How would you respond?

Spooky season will make your blood run cold!

In this worksheet I offer you 9 exercises:
1. Halloween Guess Who.
2. Have You Ever Bingo.
3. Extreme Choices.
4. Definitions. 
5. Fear Idioms.
6. Spooky Synonyms.
7. Superstitions Speaking.
8. Name 3 Things.
9. Halloween Menu. 

Halloween Fun + Key

With this file you will get PROMPTCARDS with questions to provoke lively discussions NOT about trivia but about values, beliefs, life in general, love, generosity, death etc. Let the students find out more about themselves. Some questions might confront ethical dilemmas in a concrete rather than an abstract form. There are no correct or incorrect answers to these questions. For students to probe, discuss and explain their ideas about life using upper-intermediate and advanced language skills. Example questions: “If you new there would be a nuclear war in one week, what would you do?” “Given the ability to project yourself into the past but not return, would you do so? Where would you go and what would you try to accomplish if you knew you might change the course of history?” This activity is requested by my students once a semester! I hope you will enjoy it as much as they do! *** USE PAGE 3 AS BACK ***

ADVANCED Conversation Promptcards about VALUES, BELIEFS, ETHICS

English idioms are an attractive, entertaining part of the language, but sometimes beginners pay too much attention. From this article written by essay-company writers (https://essaycompany.org/), you will learn what idioms are and whether they are worth remembering. The difference between an idiom and a proverb where butterflies in the stomach come from, and what it is that spoon that sucks with fear.



What are idioms?



Idioms or phraseological expressions are stable turns of speech, indecomposable combinations of words, understood, as a rule, in symbolic meaning. The meaning of its constituent words does not determine the importance of the whole expression. Often the sense of an idiom is difficult to guess, to understand from its constituent words if you are not familiar with it.



For example: to be in the same boat. It means "to be in the same situation, to experience the same difficulties.



"I understand your problem. We are in the same boat."



Idioms are called stable, indecomposable combinations because they are used in a fixed form. For example, no one says to sit together in the same boat or be in the same vessel. An idiom is used as a ready-made figurative pattern for some typical situations.



The meaning of the expression about the boat can probably be guessed, primarily when heard in context, but there are idioms whose purpose is impossible to imagine.



"I want to buy a Saturday night special, but I'm scared to own it."



Idioms are called stable, indecomposable combinations because they are used in a fixed form. For example, no one says to sit together in the same boat or be in the same vessel. An idiom is used as a ready-made figurative pattern for some typical situations.



"A rolling stone gathers no moss."



The meaning is a person who often changes his place of residence, occupation, never settles down, does not settle down. Accordingly, the equivalent would be: "he who does not sit still will not make a good living."



How many idioms are there in the English language?



There are thousands of idioms in English, but it is impossible to tell the exact number, just as it is impossible to say the precise number of words in the language. For example, the Cambridge International Dictionary of Idioms (M. McCarthy, 1998) has 5782 dictionary entries, but that number doesn't say much.



English idioms are as much living units of speech as words, and their numbers are constantly changing. Some idioms live for centuries, while others quickly go out of use.



English idioms, proverbs, colloquial formulas, phrasal verbs, and other similar units of speech



Idioms can easily be confused with proverbs, various speech patterns, phrasal verbs. Even scientists sometimes find it difficult to distinguish them.



Idioms are a type of formulaiс language - stable, indecomposable expressions that should be understood and taught as a single unit of speech, rather than a group of words.



These patterns include:



1. Greetings and good wishes



How are you? 

Have a good day!



2. Prepositional groups or prepositional phrases



In a minute 

Once in a while



3. Proverbs, sayings, proverbs, quotations.



Bad news travels fast 

Buy the best, and you only cry once 



4. Phrasal verbs.



To look for

To sign in



5. To look for, to look for, sign in, and register. 5.



Blond hair 

Deeply disappointed



6. Conversational speech formulas



You have to be kidding!

Do you see what I'm saying?



7. Idioms



A penny for your thought

To give the green light



As you can see, the line between idioms and similar expressions is sometimes tough to draw. For example, the phrasal verb to look for cannot be called an idiom - there is nothing conversational about it, that is, any symbolic meaning. But the phrasal verb to sail through can easily be confused with an idiom because it has a symbolic meaning.



В idioms, and even more so in various collections of phrases on the Internet, are often found not only in dictionaries but in everything that remotely resembles them. It has at least a hint of idiom, including individual words with symbolic meanings.



How much knowledge of English idioms is necessary?



Sometimes I think that English idioms are almost the first necessity because they are ubiquitous in English.



Honestly, not that often.



It is beneficial and exciting to know idioms, but there is no point in learning them on purpose. Let's consider two cases: knowing idioms for their use in speech and understanding speech or text.



1. Use of idioms in speech



Many idioms have a stylistic coloring, are used in informal speech, are characteristic of some social or age groups. 



2. Understanding idioms



In my experience, I can say that when speaking to native speakers, idioms are rare. Often there are:



colloquial clichés,

phrasal verbs,

sentence groups.



But idioms, that is, turnips with symbolic meaning, like it rains cats and dogs when pigs fly, are rare. Your interlocutors understand that English is not your native language and try to speak without much difficulty.



By the way, many have noticed that when you talk to a foreigner in the company, you understand him well, but when they talk to each other, nothing is understandable. People talk to each other in their everyday language without making allowance for the "foreignness" of the interlocutor, so their speech can be dotted with slang and incomprehensible jokes.



Do I need to learn idioms?



If you have recently started studying English, you still have a small vocabulary, and reading a page of English text gives you a headache. You do not need to learn, memorize English idioms by heart actively. Idioms are quite an advanced part of the language, not a priority initially. If you discover a list of 100 or 200 idioms, in practical terms, it will give you very little because they are not so common, but your head will be scored thoroughly.



But idioms are perceived by many as an attractive, curious part of language, something like amazing facts or "did you know that...?" In that case, idioms can just be read at your leisure as something entertaining.



But if you're actively reading and listening in English, you'll sometimes encounter idioms. I think you should memorize them at a comprehension level, but there is no point in learning them so solidly that you can use them freely in speech - they are not such ordinary and necessary expressions.



Fortunately, memorizing idioms at the comprehension level is relatively easy, thanks to their vividness, imagery, and sometimes an entertaining origin story. The unusual and vivid things are best imprinted on the memory.



Popular English idioms with translation - a selection from personal experience



In conclusion, here is a selection of idioms that I have encountered in practice: I have not read them out of a textbook, but heard them from someone, met them while reading, and for some reason, they stuck in my memory. Here is my list of popular idioms.



Piece of cake - easy as pie, like a piece of cake.



It's an expression I learned as a kid. In Terminator 2, John Connor, the future savior of humanity, hacks into an ATM with some electronic device and steals money from it. "Piece of cake," John says and runs away.



To ring a bell - to remind you of something, to ring a bell.



The idiom has been seen several times in movies and detectives and is remembered because of the imagery. The ringing of a bell symbolizes a sudden thought.



Rule of thumb - A simple rule of thumb, an approximate way of judging letters.



The rule of thumb is a simple, practical method of not measuring something accurately. Linguist Paul Nation likes to use the expression in scientific papers and lectures.



The origin of the idiom is not precisely established. One version says that the "rule of thumb" came from the old carpenters' way of measuring - with a finger, not a measuring instrument. Everyone's fingers, of course, are different, so such a "tape measure" was not distinguished by accuracy but was easy to use. According to another version, the expression came from an alleged law in England, according to which the husband was allowed to beat his spouse with a stick, but not thicker than his thumb.



To have a crush on someone.



The expression is often found in youth comedies, teen literature, and sitcoms such as "The Friends" or "How I Met Your Mother.



Different ball game 



It's an expression I've only heard from one person, but many times. Do you know how some people have favorite words and phrases? Just such a case in point. An acquaintance of mine in America, a kindly elderly uncle who loved to spout wisdom and talk about the old days, used to say things like.



Jumpscare, in horror movies: a sudden frightening of the viewer, literally: a jump scare.



One of the essential and most effective scare tools in the horror movie and game makers' arsenal, which is why I don't like the genre. In its most primitive form, it looks like this.



The hero sneaks down the dark hallway of a vampire castle with a flashlight, the music building up a tense atmosphere. He approaches a large mirror on the wall, and then there is a rustle, and a shadow flashes behind him. The hero sharply turns around and sees that it is just a mouse. He exhales and says, "It's just a damn mouse!" and turns to the mirror, AND THERE!!! Plus a robust and squealing sound effect. Such scares make the viewer jump on the spot (apparently, hence the name).



The device is hackneyed among genre fans who have resorted to it in a cheap horror movie. In good horror, scare in much more subtle, profound ways, forcing not just the occasional jumping out, dropping popcorn, and the entire film to sit in suspense, and by the end just burning your nervous system to the ground.



I was introduced to this cinematic term when I watched the walkthrough of the super scary game PT on YouTube. Someone wrote in the comments that the frequent use of jump scare frustrated him - such a good game and such a cheap trick.



The bottom line is the gist, summary, lit.: bottom line, bottom line, bottom line.



This idiom means approximately the same: inference, conclusion. For example, a long article may end with a paragraph called "Conclusion" or "The Bottom Line. 



Street smart 



I heard the expression in a conversation with an American journalist, John Alpert. He said he had never been super bright, except for being street smart.



Street smart is a smartness acquired not at school and over books, but on the street, in life, in everyday life. It is also understood in a narrower sense: the ability to survive on the street.

42 Would you rather English ESL worksheets pdf & doc