A selection of English ESL apocalypse printables

A fun warmer or filler to get students talking! Put them in groups of 3 and make a plan to survive.

As an additional activity, they can write out their plan.

Zombie Apocalypse

A 21 page action adventure role play set in a zombie apocalypse.

Students will need to use debate and conversation skills to navigate a town and hunt for supplies.  They will talk to random survivors and need to press them for information.  They will need to make informed decisions on tactics and above all STAY ALIVE!

Full solution with game rules, conversation cards, game tokens included.

Map for the game needs to be downloaded here:http://en.islcollective.com/resources/printables_page?id=55614

Zombie Apocalypse debate/conversation role play

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

This EFL worksheet is tailored for intermediate-level students and focuses on the least effective martial arts in a zombie apocalypse. Students will practice reading comprehension, vocabulary matching, true or false questions, and discussion prompts. The worksheet encourages critical thinking by asking students to analyze why certain martial arts are impractical in survival scenarios. Through engaging activities, students will enhance their descriptive language skills, contextual vocabulary, and discussion abilities, all while exploring an intriguing and imaginative topic that keeps them interested and motivated.

Worst Three Martial Arts for a Zombie Apocalypse

This EFL worksheet is designed for intermediate-level students and focuses on engaging them with the topic of martial arts suitable for a zombie apocalypse. Students will practice reading comprehension, vocabulary matching, true or false questions, and discussion prompts. The worksheet also includes creative activities to foster imagination and critical thinking. It aims to improve students' understanding of descriptive language, contextual vocabulary, and discussion skills, all within an exciting and relatable theme to keep them motivated and involved in the learning process.

Top Three Martial Arts for a Zombie Apocalypse

A set of cards for each group of students. Students go over the cards in groups and pick 4-5 members for their ZA team of survivors. They explain their choices.

Speaking activity - It's the ZOMBIE APOCALYPSE!! Pick your teammates.

This engaging worksheet, "How to Survive a Zombie Apocalypse: Five Essential Tips," is perfect for captivating your students' imaginations while teaching valuable comprehension and critical thinking skills. The activity starts with a thrilling reading passage detailing practical survival tips, from securing your shelter to staying silent but deadly, keeping supplies in check, planning escape routes, and being cautious of strangers. 

Students will enhance their reading comprehension with multiple-choice, true/false, and short answer questions. Engaging pair and group discussions encourage them to share their thoughts on the survival tips, think of additional scenarios, and propose new ideas. Creative writing activities allow students to imagine themselves in a zombie apocalypse, crafting detailed survival plans using the tips they've learned. 

To broaden their understanding, a research task asks students to find real-life survival techniques and adapt them to a zombie scenario. The worksheet also includes a choice between drawing a visual representation of a survival tip or creating a video demonstration, making homework interactive and fun. This comprehensive and entertaining worksheet will keep your students engaged and learning effectively.

How to Survive a Zombie Apocalypse: Five Essential Tips

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

7 Apocalypse English ESL worksheets pdf & doc