A selection of English ESL grinch printables

Questions that go along with the video or book.

How The Grinch Stole Christmas - Rhyming and Comprehension

I threw this worksheet together for a small English club. It's based on the 2000 Jim Carrey movie version. This has three different arrangements of the bingo squares, so you could feasibly arrange students into 3 groups of 3 to do bingo together as a team. I did it as a pair activity with just a few students who came to the club. The quality is low but you could easily make your own using the sentences in the boxes I've created, on your own worksheet.

How the Grinch Stole Christmas (2000 film) Bingo

First, play this video in your class: youtube.com/watch?v=RBLTJUkTMN8 . Students choose the correct answer for each of the given questions. Bonus questions are included at the end. 
Students then try to describe The Grinch based on how he acts in the video.

The Life of the Grinch - Video Listening Comprehension

A section of the poem by Dr Seuss with gaps to fill using the given verbs in the past simple tense. Some verbs are irregular! Also a section to write a small description of the Grinch (using past or present tense) and a small section to write what presents the students have asked for. 

I used this video to accompany the worksheet so they understood the story: 

https://www.youtube.com/watch?v=Pt2nLezH94g 



How the Grinch Stole Christmas - Past Simple Gap Fill

This worksheet was created by https://english-portal.com.ua

The Grinch 2018. Watch Without Sound and Choose the Correct Text  Video https://english-portal.com.ua/worksheet/The_Grinch_2018#topadv 

The Grinch online activities https://english-portal.com.ua/holidays/Christmas-Grinch-5-1#topadv

I am one of the content developers at English Portal. These resources can be used for home learning or in the classroom



The Grinch 2018. Watch Without Sound and Choose the Correct Text 

12 songs of Christmas - Song 9



Students complete the worksheet by listening to the song and filling in the gaps.



Student then self correct their answers by watching the video and also learn some new vocabulary in the process: https://youtu.be/WZrvgt8G1zg

You're a mean one, Mr. Grinch - worksheet and video (with answer key)

This activity features 12 Xmas songs ranging in difficulty level. Some are multiple choice and some are gap fill.

The songs' answer videos (with lyrics and vocabulary explanations) can be found here: https://youtube.com/playlist?list=PL7IAH2-XXD-A2sKPL0utcY6WVZ8Zri6gM

The featured songs are:

Day 1: It’s beginning to look a lot like Christmas



Day 2: It’s the most wonderful time of the year



Day 3: Last Christmas



Day 4: Merry Xmas Everybody



Day 5: Stop the Cavalry



Day 6: Merry Christmas Everyone



Day 7: Rockin’ around the Christmas Tree



Day 8: All I want for Christmas



Day 9: You’re a mean one Mr. Grinch



Day 10: I wish it could be Christmas everyday



Day 11: Driving home for Christmas



Day 12: The Christmas song



Christmas songs workbook with answers

Lower level pupils.

Pupils can recognise the body parts and link words with images.

Words are given in the exercise as a support and base for the exercise.

Fairly easy to fill in and good for a start up lesson to warm up the pupils for more extensive learning of body parts etc.

Body parts

A FUN WORKSHEET WITH 15 QUESTIONS TO DETERMINE IF A PERSON WOULD BEST SERVE AS THE GRINCH, A TREE, AN ELF OR SANTA CLAUS. THEY PICK ONE OUT OF 4 POSSIBLE CHOICES AND AD UP THE TOTAL AT THE END TO FIND THEIR CHARACTER. HOPE YOU CAN HAVE FUN WITH IT.

WHICH CHRISTMAS CHARACTER ARE YOU?

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

21 Grinch English ESL worksheets pdf & doc