A selection of English ESL past continuous speaking printables

This board game can be used in a variety of ways. Here are some: Practise Present Simple with frequency adverbs or similar expressions. Practise Past Simple (if you want, you can have students add a time marker). Practise Present Perfect (you could ask students to add an adverb where appropriate). Practise Future with Going to or Present Continuous. Practise sentence building – speaking or writing. Students make a correct sentence using the words given (any verb tense allowed). Adaptable to all levels. I’m pretty sure creative teachers can even think of more ways to use this board game. Enjoy! (more detailed instructions on page 2 of ws).

Game Board - 20 in 1

Students can practice their past tense skills using this speaking exercise. They pick a scenario, create a story, the link to the “Wheel of Destiny” adds twists to their stories! 

Past Tense - Speaking Practice

Picture description oral activity and gapfill task for pre-intermediate and intermediate learners of English as a second language based on a cartoon depecting a marriage scene. 



You can have pairs of students take a try all on their own to describe the scene in speaking. You can collect a few ideas with the whole class after the first round. There are also some ideas included in the worksheet. Then you can repeat the task.



Then you can do the gapfill task with the students: they have to choose the right answer from 4 options. Grammar topics: past modals, present simple and present continuous. State verbs, like "seem". The gapfill task will also teach students a bunch of useful vocabulary to describe this particular scene and also for general picture description. KEY included for the gapfill exercise. 



Bless up, Kisdobos

Picture Description: Cure for my cat allergy (with KEY)

Using jokes can be a way to motivate your students and also have fun. You can use this worksheet to practise many things: comparatives, past continuous, vocabulary, giving opinions, listening, reading and telling jokes.

First you must be sure they know the vocabulary, so they will understand the jokes. I decided to work on the words in exercise 1, but you could choose any other you consider. You can give them the handout or project on the board the images of the different jokes. They must listen and decide which pictures match them. Then there is a speaking exercise where depending on the level they can comment on all the other jokes and finally there is a cloze text. The last exercise is for them to practise speaking, using images of jokes or creating their own.

JOKES

Ss have to guess the 5 history makers by asking questions to their partners (5 small groups).
Task 1: Ss prepare possible questions to ask their partners in order to guess the history maker. They CANNOT ask about the name. T can write the questions on board.
Task 2: T delivers each group an envelope that has a text with information and photos of the history maker.  Ss CANNOT show the pictures or the texts to the rest of the class. The idea is to guess. They CANNOT either say the name of the history maker. 
Task 3: Ss start asking 1 group the questions. If they know the answer, they have to write it on a sheet of paper. They CANNOT say it. They have to wait until everybody has written an answer or has no more questions. They continue with this dynamic until everybody has asked for the 5 history maker.
Task 4: Ss write their answer on board while the teacher monitors.
The grupo with more guesses, wins!


Guessing game with History Makers - Speaking

The Evolution of Academic Support Services: Paying for Research Papers in 2025

In the past decade, academic support services have undergone significant transformation, adapting to shifting educational demands, technological progress, and evolving student expectations. As an academic professional with years of experience in tutoring, consulting, and research mentoring, I have observed these changes closely, analyzing their implications for both educators and students. This reflection examines the current landscape of academic assistance, focusing particularly on the practice of paying for research paper writing, its operational frameworks, and its role within the broader context of education in 2025.

Shifting Dynamics in Academic Assistance
Traditionally, academic support centered on direct tutoring, workshops, and library resources. However, the digital revolution has introduced a broad array of online services, reshaping how students access help. Increasingly, students encounter complex assignments requiring advanced research skills, stringent formatting, and critical analysis. These demands coincide with growing time pressures and the necessity to balance academic, personal, and professional responsibilities.

Within this context, many learners opt for services where they can pay for research paper writing by using resources available at https://kingessays.com/pay-for-research-paper/. This approach functions as an auxiliary aid, assisting students in developing academic content or navigating particularly challenging research topics. From my professional vantage point, these services do not replace learning; rather, they supplement it by providing models of academic writing and research structuring that students can analyze and emulate.

Operational Structure and Quality Control
One of the critical concerns educators express relates to the quality and integrity of paid academic support. Through consultations with academic institutions and review of service models, I have identified that legitimate providers increasingly adhere to rigorous quality control protocols. These include expert vetting of writers, compliance with academic standards, and adherence to ethical guidelines that prohibit plagiarism.

A notable observation is the integration of personalized academic consultation within these services. This approach encourages student engagement, ensuring that the assistance provided aligns with individual research goals and academic requirements. The accessibility of these services, often available through dedicated portals such as https://kingessays.com/pay-for-research-paper/, offers students structured support while maintaining transparency and accountability.

Benefits and Limitations of Paid Academic Support
The advantages of utilizing paid academic support services are multifaceted. Firstly, they afford students timely assistance, which is crucial during peak academic periods. Additionally, students gain exposure to well-researched and properly formatted examples, enhancing their understanding of scholarly communication. These services can be especially beneficial for non-native English speakers, who may struggle with academic language conventions.

However, it is essential to recognize inherent limitations. Over-reliance on external assistance can impede the development of independent research skills and critical thinking. From a pedagogical perspective, educators must balance support with the cultivation of student autonomy. Thus, paid academic writing should be positioned as a supplementary resource rather than a substitute for rigorous academic effort.

Ethical Considerations and Institutional Policies
Ethics in academic support services remains a subject of ongoing debate. Many institutions now establish clear guidelines regarding acceptable use of paid services, emphasizing transparency and adherence to academic integrity policies. The evolving landscape demands that educators and students engage in open dialogue about ethical boundaries, intellectual property, and authorship.

From my consulting experience, institutions that incorporate educational workshops on responsible academic support usage witness improved student compliance and a more constructive utilization of available resources. This approach fosters an environment where paid services enhance learning outcomes without compromising academic standards.

Integration of Technology and Future Directions
The advancement of artificial intelligence and data analytics continues to shape academic support. Emerging platforms employ sophisticated algorithms to tailor research assistance and writing feedback, enhancing the efficacy of paid services. These technologies complement human expertise, offering scalable, personalized support to diverse student populations.

Looking ahead, the integration of interactive learning modules with paid academic support could further optimize educational outcomes. Real-time collaboration tools, virtual mentorship, and adaptive learning pathways represent promising avenues to harmonize technology with academic guidance.

In the realm of academic consultation, grounding decisions in research and institutional policy is paramount. Evaluating the broader educational landscape—including the availability of federal aid and grant-based support—helps contextualize students' choices regarding paid academic assistance. For example, understanding the scope of official resources such as government-issued academic grants, as outlined at https://studentaid.gov/understand-aid/types/grants allows educators and advisors to frame paid services within a realistic assessment of students’ financial and academic support systems.

By acknowledging the coexistence of institutional aid and private academic services, professionals can better assess the ethical and educational alignment of emerging support models and promote balanced, student-centered practices.

In conclusion, the evolution of academic support services reflects broader trends in higher education—demanding flexibility, quality, and ethical responsibility. Paying for research paper writing is no longer a marginal practice but a recognized component of academic ecosystems in 2025. By understanding its operational dynamics, benefits, and challenges through informed, professional observation, educators and students alike can navigate this landscape with clarity and integrity. The continuous engagement with the latest education research will be instrumental in shaping future developments and fostering an academic culture grounded in excellence and support.


The Evolution of Academic Support Services: Paying for Research Papers in 2025

based on the 3.30min intervention made by Greta Thunberg at 2018 cop24 conference in Katowice Poland 

10 multiple choice questions 

transcript here “My name is Greta Thunberg. I am 15 years old. I am from Sweden. I speak on behalf of Climate Justice Now. Many people say that Sweden is just a small country and it doesn’t matter what we do. But I’ve learned you are never too small to make a difference. And if a few children can get headlines all over the world just by not going to school, then imagine what we could all do together if we really wanted to.

But to do that, we have to speak clearly, no matter how uncomfortable that may be. You only speak of green eternal economic growth because you are too scared of being unpopular. You only talk about moving forward with the same bad ideas that got us into this mess, even when the only sensible thing to do is pull the emergency brake. You are not mature enough to tell it like is. Even that burden you leave to us children. But I don’t care about being popular. I care about climate justice and the living planet. Our civilization is being sacrificed for the opportunity of a very small number of people to continue making enormous amounts of money. Our biosphere is being sacrificed so that rich people in countries like mine can live in luxury. It is the sufferings of the many which pay for the luxuries of the few.



The year 2078, I will celebrate my 75th birthday. If I have children maybe they will spend that day with me. Maybe they will ask me about you. Maybe they will ask why you didn’t do anything while there still was time to act. You say you love your children above all else, and yet you are stealing their future in front of their very eyes. 

Until you start focusing on what needs to be done rather than what is politically possible, there is no hope. We can’t solve a crisis without treating it as a crisis. We need to keep the fossil fuels in the ground, and we need to focus on equity. And if solutions within the system are so impossible to find, maybe we should change the system itself. We have not come here to beg world leaders to care. You have ignored us in the past and you will ignore us again. We have run out of excuses and we are running out of time. We have come here to let you know that change is coming, whether you like it or not. The real power belongs to the people. Thank you” 



Greta Thunberg's speech - Listening exercise

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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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

91 Past continuous speaking English ESL worksheets pdf & doc