A selection of English ESL open questions printables

Simple and perfect past based on climate change wher you can find a short text to gather information to be used, as useful expressions, followed by reading comprhension activities, fil the blank, and open questions to be answered.

Simple past and perfect present

Short listening comprehension activity on the positive effects that arts have on the brain, especially in children's development. A medical student and two scientists talk to NPR about this matter and how they combine art and science in their lives. Short vocabulary activity on words from the text, comprehension questions to be answered while listening and open discussion questions. You can access both the audiofile and its transcript on the following link:https://www.npr.org/sections/health-shots/2023/04/03/1167494088/your-brain-on-art-music-dance-poetry

How art improves your brain

Good for a conversational starter. They are open questions so no solutions.  Choose a job you love, and you will never have to work a day in your life. —Confucius

Work

This worksheet is for adults and high school, level B1 students. The students read the text and answer true or false  questions. There are also open questions that students have to answer. The text should also introduce a debate about the subject.

Easy reading - Hot dog

This worksheet on “Why Koalas Are the Silliest Animals” is designed for A2 level young learners to practice reading comprehension, vocabulary, and basic grammar through fun and engaging activities. The worksheet begins with a reading passage about koalas and their funny traits, such as their long sleep habits, picky eating preferences, and limited problem-solving abilities. Following the passage, students complete a vocabulary matching activity, linking key words from the text with their definitions to reinforce understanding.

Next, students tackle true/false questions to check their comprehension of the koala facts. A multiple-choice section then encourages students to recall specific details from the reading and select the correct answers. The final section includes open-ended comprehension questions, allowing students to express what they've learned in full sentences. Each part of the worksheet builds on the reading while promoting critical thinking in a lighthearted context. A bonus drawing activity invites students to get creative by imagining a silly koala, which adds an extra element of fun and creativity to the learning experience.

Koalas – The Silliest Animal?

Carnival - Vienna

Listening comprehension on Green Day song.Mix of slang and standard English. On top of the Listening comprehension, there's a Vocabulary Match and Grammar activity based on Question words and a mix of tenses.It can also be used in the music class.It can also be a jumping point for a class conversation on War, manipulation of the public by authoritarian governments and autocratic leaders





Green Day american Idiot

A reading and listening comprehensin of the song Lemon Tree by Fools Garden. It was prepared to work on basic questions: where, what, how, does. There are some questions that are a bit open. 

Lemon tree  song comprehension

This is a funny  listening that can be used with all ages with intermediate level. The students listen to the song and number the pictures in order they hear the activities. Then, they listen again and answer true or false and open questions.

If you like this worksheet, there are more listening exercices  here:

https://en.islcollective.com/mypage/my-creations?search_key=listenings&type=printables&option=published&id=5163&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=12





Listening - Camp Granada

This text is meant for adults or teens, level A2-B1. The students read the text and answer  true or false questions about the text. They also have to answer open questions.

Easy reading - A scary Mother's Day

This worksheet is designed for A2 level English learners aged 12-14 and focuses on the topic of hobbies and their benefits. It includes a simplified article, “How Hobbies Help Children Learn and Grow,” which introduces the idea of hobbies as a way for children to develop new skills, build confidence, and discover their talents. The language and content are tailored for younger learners, making it accessible and engaging.

 
The worksheet starts with warm-up questions to activate prior knowledge and encourage students to talk about their own hobbies and interests. A vocabulary matching exercise follows, helping students understand key words from the text in context. True/false and multiple-choice comprehension questions check understanding and promote critical thinking. Open-ended comprehension questions encourage students to reflect on the benefits of hobbies and share their thoughts in a structured manner.

 
The discussion section provides opportunities for speaking practice, allowing students to talk about their hobbies, share opinions, and connect with their peers. The worksheet concludes with a short homework assignment, where students write a paragraph about their favorite hobby. This activity helps develop writing skills while encouraging self-expression. The overall aim is to make learning about hobbies both informative and enjoyable, promoting vocabulary development and meaningful conversation.

How Hobbies Help Children Learn and Grow

A vocabulary list of terms related to money, followed by 3 short reading exercises with comprehension questions to practise this vocabulary, and a listening text with 2 exercises to further practise the vocabulary.

Money vocabulary and reading/listening exercises - B1/B2

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

605 Open questions English ESL worksheets pdf & doc