A selection of English ESL finish the story 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

Discuss the 5 love languages, learn collocations, idioms and vocabulary related to love and the heart, play 'scattegories', 'finish the sentence' and 'this or that'. Appropriate for a bit older learners

Valentine's Day (Adults/ Teens) (Printable + Answer Key)

PART A . The students are given an M and M with a different colour. They have to speak following the instructions given for each colour. Allow them 10' to think of the sentences. Then they must speak in front of the class. The rest of the student try to understand doing some listening practice.
PART B.  A wordwall random wheel game is included.
The  teacher shows the students the different adjectives to express feeelings and emotions using the random spin picker and make the students repeat and learn the different synonyms ( In the wordwall game there is also the possibility to choose the "random cards" or the "open the box" version to help the students associate the face expression of the M&M character and the synonyms).
All the students having the M&M with the same colour join and  will have to invent a short story (hey can prepare and write it first) using an specific situation where the M&M character shows that feeling. 
When every group has finished their story, they will tell it to the rest of  the class. 

   
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Adjectives Related To Emotions

This is an interesting story to revise places in town and food. It is consisted of two handouts. Read the story once and ask the students to number the shops in the order they hear them. Then read the story for the second time and ask them to guess which basket is Timmy's. You can stick the pictures of the baskets on the board instead of giving them the handout. I'll upload that document separately. You can start the lesson with a discussion on shopping. You can finish the lesson by asking your students to write their own shopping list. P.S- I haven't invented the story I used it from the book- Young Learners - but I did create the worksheets. Anyhow I believe it is worth sharing 

Story - Timmy goes shopping

This is a reading exercise in groups. Divide the class into 4 groups, cut out the handout and give a different story to each group. They read it together and decide on one of the endings given, then they must write their own ending to the story. Once they finish they must tell their story to the rest of the group; to make sure they all participate you can split the story in parts or make them act out the dialogues representing the different characters. Then they read the different options given for the endings and explain which one they think is the correct one. All the students in the class can make their guess. Finally they tell their own ending. 

Once all the groups have finished telling their stories, it's time to tell or give them the real endings. Look in My Resources, there's a powerpoint presentation to help you tell the stories. 

Of course you can also give the whole handout with all the stories to all the students and make them work individually.

Hope you like it!

HALLOWEEN GHOST STORIES

Students will read the story and then they will answer the questions to comprehend the passage well.They sould answer the questions in full sentences . After they have finished answering the questions correctly , they will have understood the story perfectly.They can re-tell the story too. Furthermore , they will learn a moral lesson from that story .

Reading Comprehension 

In this worksheet students will read a story about Hanna, and the events during and after her birthday. It covers key vocabulary, past continuous tense and emotions. Students have the option to finish the story and decide what happened in the end.

Text was taken and adapted from a website, credit is given at the bottom of the worksheets.

Hanna's birthday - Past Continuous

This worksheet deals with vocabulary related to kings and queens. Students have to complete the text with the missing words. Next to the blank, they will find a picture that will help them finish the activity.

King Robert

Use the words in the box to complete the story about two boys from Australia who are talking about their favorite sports. In addition, choose between like or don't like by looking at the emojis to complete some of the gaps. When you are finished, there are ten true or false comprehension questions.
All the answers have been provided on additional pages. 

Timmy and Tom’s Favorite Sports

Use the words in the box to complete the story about a Japanese boy and his gadgets. In addition, choose between have or has to complete some of the gaps. When you are finished, there are ten true or false comprehension questions.
All the answers have been provided on additional pages. 

My Favorite Gadgets Reading Comprehension, Vocabulary and Have / Has Worksheet

Instructions: 
Print out the pages onto card or paper. Cut out the 15 pictures and sentences. You can laminate the paper if you wish. 

Instruct your students to match each picture to a sentence. Get them to repeat what you say in order to practice pronunciation.


Daily Routines, present simple, (matching game)

FCE to CAE prep for ´phrasal verbs on the subject of science and digital technology. The usual mix-and-match, gap-fill, story with debate and bingo. Ideal for the Cambridge Grammar and Vocabulary books, ´particularly the vocabulary sections. At the end of the worksheet there is a reading and use of English part 4 test to reinforce what they have been learning. Answers at the back. Part 2 will be out next month when I get it finished.

Phrasal Verbs about Science 1

Kids will love it. Cutting and gluing activities are interesting for them. With "Animal Farm" theme, they'll learn the name of the animals too. Teachers can use "Old Mac Donald Had a Farm" nursery song as the opening of the activity. Hope it'll be useful for all teachers. After they finish the activity, they can perform/ present the result orally in front of class.

53 Finish the story English ESL worksheets pdf & doc