A selection of English ESL star wars 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

With this activity we aim to practice listening skill and the past simple. Students will have to watch 2 videos from youtube about Obi-wan's history.

links:

https://www.youtube.com/watch?v=NiWf7LFXcuw

https://www.youtube.com/watch?v=5ccR4J6SvO0

Star Wars Listening

This worksheet aims to provide students with basic adjectives to describe people. Students will learn some adjectives to describe personality and physical apparence. Its based on star wars characters to enhance motivation.

Star Wars Description Vocabulary

Worksheet based on a You Tube video about Daily Routines to work on Present Simple in Primary. First watch a video about a Stormtrooper Day and then complete the activities.

Simple Present with Star Wars



All photos included have the exact measurement so they can be cut out and placed in a generic guess who game as seen in the included photos.

Or Alternatively you can print out the pages and play directly.



May the force be with you!

 



Star Wars Guess Who Game

This worksheet is designed to help students engage with the life and achievements of George Lucas, exploring his contributions to the film industry and the lasting impact of the Star Wars franchise. The activities include vocabulary matching to reinforce key terms, reading comprehension questions to ensure understanding, and discussion prompts to encourage deeper thinking and class participation. Teachers can use this worksheet to create an interactive and educational lesson on one of the most influential filmmakers in history.

The Visionary Behind Star Wars

This worksheet titled "Star Wars vs. Star Trek: The Epic Showdown of Sci-Fi Titans" is an engaging educational resource designed for EFL (English as a Foreign Language) students. It begins with warm-up questions to gauge students' familiarity with both series and to provoke thought about key elements of sci-fi stories. Vocabulary matching helps students understand specific terms related to both franchises. A reading comprehension section asks questions about the main differences in storylines, fan dedication, and real-world technological inspirations from Star Trek, along with identifying major villains and goals of the Starfleet crew. True or false statements challenge students to recall details from the article. Discussion topics encourage deeper thinking about personal preferences and the impact of sci-fi on real-world science and technology. The worksheet also includes a creative activity where students draw and explain their favorite scene from either franchise, fostering creativity and personal connection to the material. An answer key provides correct responses for vocabulary, comprehension, and true or false sections, ensuring the worksheet can be used effectively for self-guided learning or classroom discussions. This versatile worksheet is perfect for EFL teachers looking to blend pop culture with language learning.

Star Wars vs Star Trek

This class I had to create to my students that LOVE Star Wars! It is a basic activity focused on the first stages of teaching English. There is a link for the trailer of the 4th film. So the Students can also practice the listening. 

Star Wars 4 - a New Hope

A creative activity for practicing Present Simple and Present Continuous. Students write descriptions of some famous Star Wars characters adding their own ideas.  

Star Wars Present Simple or Present Continuous?

This fun video activity is to practise using the present simple tense when describing daily routines. The video shows the daily routine of a Stormtrooper. While watching the video, learners must describe the Stormtrooper's daily routine using the present simple tense and sequence adverbs like "Next" and "After that". This can be done as a speaking and/or writing activity. There are more detailed instructions on the worksheet. URL:  https://www.youtube.com/watch?v=RkkQ3nhsNlc&feature=youtu.be

Daily Routines with Present Simple - Star Wars Stormtrooper 

Try this fantastic video activity on daily routines. The activity is an activation task to practice using the simple present tense for daily routines. It should be done after students have been taught how to use the simple present.



Find the video:

On YouTube, by searching for “English Through Videos: Daily Routines with Simple Present Tense - Star Wars Stormtrooper”.

Or by using the link below. 

https://www.youtube.com/watch?v=Kz3FeSDWxvI



Instructions:



- Watch the video.

- Answer the questions from the video to describe the Stormtrooper's daily routine.

- Use the simple present tense. 

- It can be done as a speaking activity (in pairs) and/or as a writing activity using the worksheet.

Daily Routines with Simple Present Tense - A Day in the Life of a Stormtrooper

Song to practice Past Simple regular (most) and irregular verbs. Student slove to listen to music so this is a way to review verb tense painlessly and while having fun.

50 Star wars English ESL worksheets pdf & doc