A selection of English ESL spider man 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

Sts have to complete the song to practise Present Simple 3rd person singular .

B&W ws is given. There's a link to watch, listen & sing.

Spider Man.

B&W ws sts have to colour the drawing and tell their classmates what he is like. 

Parts of body, colour review.

Spider-man 01.

A set of questions about the latest movie of Spiderman, Spider-man: across the spider verse (2023). The last questions are personal opinions so the answers are open.

Spider-man across the spider verse

A worksheet containing some of the words and phrases frequently used throughout the movie. I am made this to hand out and go through before watching the movie with my English club.

Spider-Man into the Spider-Verse Vocabulary

That is an activity İ created for young learners (approx. 3rd-4th grades). It 's only focused on teaching regular verbs but could be easily edited to include irregular ones. 



Procedures	 	Time

Warm up	Start the lesson talking about superheroes and what students know about them. 	 2-3 min.

Stage 1. Presentation of vocabulary.

	Tell SS that you want to check how well they know the superheroes and show them slides asking what they see. When showing the last slide tell them that they are going to read a story about spider ask them to guess what the story will be about.	2-3 mins

 Stage 2. Reading

	SS read the text and match the gifts with the heroes. Get feedback and ask if they liked the story.	 10 min.

Stage 3. Grammar	Focus SS on colourful words in the text and elicit past forms. Then, work out the rule with the students. 

(Adding –ed to the verb). Check they understand we double ‘p’ in ‘stopped’. You can check again making chain activity by saying verb and the next person says the past form.



	 5 min.

Stage 4. Controlled practice.

(Fill in the gaps)

 	Focus SS on the pictures and sentences. Elicit first one. SS work alone or in pairs writing the sentences. Check with the whole class.	 5 min.

 Stage 5. Freer practice

Playing mime game ‘guess what İ did yesterday’.	Demonstrate the game by miming some actions (for example ‘laughing’) Ask ‘what did I do yesterday’ and elicit You laughed. Students then come in turns in front of the class miming different actions and others trying to guess.

	 10 min.

Follow up and homework	 SS write about a day of their favourite character.	 

		



Spider-Man's Birthday - Reading Comprehension + Exercises

This is a game to review vocabulary about insects and other small creatures. 

How to play the game:



●Distribute the cards randomly to your students. Some students may get more than one card.

●Select a student to begin by reading their card aloud. (example: I have got insects. Who has got a spider?)

●Students must listen for their turn and try not to break the chain.

●When the chain circles around to the first student, the game is over.

Suggestions:

● Laminate the cards so they will last for many years to come.

●Set a timer for 2 minutes, five minutes, or whatever. Challenge them to finish the game before the timer goes off.



I HAVE WHO HAS INSECTS GAME

Teach your students and children how to count from 1 to 15 with these fun and spooky flashcards. Included are the following Halloween vocabulary:



How many __ ?

witches

monsters

pumpkins

ghosts

spiders

in the sky

under the bed

on the steps

at the house

by the door 

1 - 15



Download the full size versions for FREE at:

https://www.bingobongokids.com/



You can also watch the "How Many Witches?" video on Youtube at:

https://youtu.be/5J6neHlEAm0

How Many Witches? Flashcard Set - Halloween Vocabulary and Prepositions

Have you enjoyed our flashcards? If you\'ve not seen our spooky Halloween flashcards, then check them out!

Set 1:

https://en.islcollective.com/english-esl-worksheets/grammar/nouns/halloween-flashcards-set-1-captions/118937

Set 2:

https://en.islcollective.com/english-esl-worksheets/grammar/nouns/halloween-flashcards-set-2-captions/118982



Our Snake Race game is our own original game similar to Snakes and Ladders. All you need are dice and something to act as game pieces. Roll a die, move along the snake while counting aloud, and say whatever you land on. If you’land on a “Roll again” spot, you can go again. But if you’re not so lucky, you might have to go back a few spaces. More advanced students can ask and answer questions related to Halloween such as, “Do you like spiders?”.



For the other two Halloween Snake Race games, check out our website, where you can download them all for free, plus many more awesome games, flashcards and activities!



https://www.free-flashcards-download.com/halloween-flashcards-games-and-worksheets/

Halloween 1 & 2 Snake Race Game

Funny short news, part of my project with B1 students. They read the news, answer the comprehension questions and then they search the meanings of new words and look for a similar story on the internet.



Hope your students enjoy. Happy teaching!

Short News: Man sets fire to apartment trying to kill a spider

This is a song and the students will complete part of it. It's a spiderman song. The kids love this song and they have to listen to it and complete.It's very good to practice the listening skills.

Sunflower

This template helps students to identify the main aspects of a scene and create their own dialogues.

It is useful for silent short films too.

You can play the movie scene or just let students complete the worksheet.

This activity was developed with The Amazing Spider-man 2, but it works with any other movie or video 

SCRIPT

Do the Halloween sums and you will know how many bats, spiders, black cats and pumpkins have come to celebrate Halloween! A funny activity for your young learners!

12 Spider man English ESL worksheets pdf & doc