A selection of English ESL crawl printables

Worksheet on crawly insects. This is a multiple choice activity on insects around us. Hope you find it useful!   ;)

Worksheet on crawly insects. This is a multiple choice activity on insects around us. Hope you find it useful!   ;)

What is crawling here?


This B1–B2 level worksheet is built around an engaging and realistic interview between Tinoy James, a native English speaker from Canada, and Dr. Ellis, a language learning expert with global teaching experience. Through a friendly, podcast-style conversation, the two discuss how language teaching has changed over time — moving from grammar-heavy drills to communication-based methods. Students will be introduced to Stephen Krashen’s ideas like comprehensible input and the affective filter, as well as approaches like Task-Based Learning, the Lexical Approach, and Communicative Language Teaching. The interview format makes the reading relatable and personal, especially as Tinoy shares how he learned French as a teenager through music, TV, and conversation, rather than textbooks. The worksheet includes vocabulary work using lexical chunks, a gap fill based on phrases from the interview, comprehension questions (true/false, multiple choice, short answer), and discussion prompts. It is ideal for classes focused on fluency, communication, and confidence-building. This worksheet not only teaches students about language learning theory but also encourages them to reflect on their own experience, fears, and successes in learning English. The mix of personal storytelling, expert insights, and student-focused tasks makes it a strong resource for conversation classes, teacher-led discussions, or even self-study. It is also a great way to introduce the idea that mistakes are part of the journey — and that every learner has to crawl before they walk.

Crawling Before We Walk: An Interview About Language Learning

This worksheet is designed for A2-level learners and explores how English language teaching has changed over time. Using a simplified reading text based on Stephen Krashen’s ideas, students will reflect on the difference between grammar-focused instruction and modern communicative methods. The worksheet includes warm-up discussion questions, a vocabulary matching task with useful chunks and phrases from the reading, true/false and multiple-choice comprehension questions, and short answer tasks to check understanding. It also includes discussion prompts to encourage speaking and personal reflection. A contrasting classroom illustration is provided to spark conversation and visual engagement. The content supports student-centered learning and helps learners understand that making mistakes is part of the learning process. Ideal for conversation practice, guided reading, or skills integration lessons.

Crawling Before We Walk: How English Teaching Has Changed

This B1–B2 level worksheet is based on a reading text that explores how English language teaching has evolved, focusing on key ideas from Stephen Krashen, such as comprehensible input and the affective filter. The reading compares traditional grammar-focused instruction with modern communicative approaches that prioritize fluency, confidence, and real-life use of English. The worksheet includes a vocabulary matching task, comprehension questions (true/false, multiple choice, and short answer), and discussion prompts designed to encourage students to reflect on their own learning experiences. It is ideal for intermediate learners working on reading skills, critical thinking, and speaking fluency in a learner-centered classroom.


Crawling Before We Walk: How English Teaching Has Changed B1

This worksheet is based on the second episode of a podcast-style reading called “Autobus Cheers!” – Learning English the Hard (and Funny) Way. The episode features a humorous conversation between a Canadian English teacher and a Czech English learner named Veronika, who share their funniest real-life mistakes while learning a second language. The worksheet is designed for B1-level learners and includes lexical chunks practice, a grammar awareness activity, and comprehension questions (true/false, multiple choice, and short answer). The first task invites students to spot and correct a grammar mistake made by the speaker, helping them notice language use in context without judgment. The second task focuses on useful language chunks from the conversation, encouraging students to recognize and use natural, meaningful phrases. The reading promotes fluency, builds confidence, and sparks laughter—while also showing that making mistakes is a normal (and often funny) part of the language journey. Teachers can use this worksheet as a reading, listening, or even performance activity, with students acting out the interview or recording their own versions. This resource supports a communicative and lexical approach to language teaching, helping students learn real English in context.

Crawling Before We Walk: Episode 2 Funny Mistakes and Real Learning in English

Animal movements

Crawly Insects

Fun ESL worksheet for teens: Godzilla is back, this time having crawled out of the sea in San Francisco! Everyone&#8217;s frightened, but try to negotiate with it, and convince it to leave town. Issue an address to Godzilla stating your stance. Use the phrases below or make up your own. Remember, the fate of your city lies in your hands! 

Godzilla is Back. Negotiate with it! Fun ESL worksheet

Grouping Animals

This teaches the verbs; walk fly,hide,climb,crawl,and swing.  It teaches animal vocabulary also.  It is used with English Land 3, Unit 5.  The students make sentences using "It can/It can't with the verb.

It can/It can't Animals

This is a worksheet for a lesson based on a Peppa Pig's episode creepy crawly safari. In this wrksheet you will practise insects words and grammar construction - there is are some any. In the end of the worksheet there is a writting task. I use it as a home task.

track for ex.1.2 - https://drive.google.com/file/d/1xe4D0AYHZ9QSiNoOkKWAt4kqQQg2Vk-J/view?usp=sharing

Words from the video and exercises - https://quizlet.com/ru/715303281/peppa-pig-safari-flash-cards/

The video - https://www.youtube.com/watch?v=gKufqGvryY8&ab_channel=PeppaPigAsia

Peppa Pig Creepy Crawly Safari worksheet

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

11 Crawl English ESL worksheets pdf & doc