A selection of English ESL story order printables

This is a reading comprehension and a writing activity. Students put the paragraphs in the correct order, do a true and false exercise, answer the questions and rewrite the passage as requested. Key included.

Reading & Writing - A great surprise

Word search is based on a story created by and used by my school. However, word searches are great in that they don't have to be words a student knows since it is more about recognizing the patterns and order of letters. 



The students who do these are usually able to have basic conversation entirely in English. They are also around 9-10 years old. 



I use this as filler to give students something a bit more 'fun' and still useful as it helps them recognize words. 

Watermelon Story Word Search

Oh, California! (GOLD RUSH song)

Here is a fantastic song to work with students while learning about the Gold Rush in California.

This song worksheet includes different kinds of activities like: completing gaps, ordering lines and words. Here is the link to the song: https://www.youtube.com/watch?v=_75yrffVWHA 

Hope you like it!

And thanks for the kind comments!

Oh, California! (GOLD RUSH song)

Greedy Frog Story Word Search

Indulge your child's imagination with our vibrant collection of summer and vacation-themed coloring pages! From sandy beaches and playful dolphins to tropical jungles and ice cream cones, each page is a delightful adventure waiting to unfold. 

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Coloring Pages for Kids: Summer and Vacation Themes

Word search is based on a story created by and used by my school. However, word searches are great in that they don\'t have to be words a student knows since it is more about recognizing the patterns and order of words. 



The students who do these are usually able to have basic conversation entirely in English. They are also around 9-10 years old. 



I use this as filler to give students something a bit more \'fun\' and still useful as it helps them recognize words. 

Londoner Story Word Search

This is a worksheet to be done in pairs or small groups of three or four. You can cut this story up in various ways, grading the exercise to the level you are teaching.

NOTE - I advise keeping a printed copy for yourself as it can be hard to piece it together yourself- particularly if constrained by monitoring more than one group or pair of students!

STORY STRIPS PUZZLE

A simple text about the History of Arnott's Biscuits suitable for elementary & pre-intermediate students. This worksheet has a few activities - comprehension qs, text complexion, vocabulary matching & picture matching; correcting spellings, prepositions, timeline ordering, jumbled sentence order and a cut-and-paste picture & story matching activity. Enjoy!

The History of Arnott's

I make use of a similar worksheet as a writing prompt for creative writing.  Inhibited writer feel more comfortable when exposed to ideas.  I start with exposing it to my students as a reading sheet.  We brain storm sentences by using the word bank and then they may work in pairs in order to make up a Santa Story.

a busy and a jolly Santa

There are two sheets to my reading, scanning and comprehension exercise. The exercise includes speaking, listening and comprehension.

1.	An article for the student to read.

2.	A question sheet for you to read to the student.

I suggest you copy and paste into two different documents.

I convert the article to pdf format, as the student’s device doesn’t need MS Word installed for it to display.

Send or give the article to the student to read aloud to you. Then ask the student questions from the question sheet, they’re in the same order as the article. Most of the answers are one or two words; just be aware that some students will read a whole paragraph knowing that the answer is somewhere in it. For me, that’s not good enough! 

Finally ask the student to read the article again and while you correct their pronunciation, as necessary.  


Mickey Mouse History

Before students watch the film "The wind that shakes the barley", they do ex 1 - match the words and definitions. Then, they watch the whole film and complete the summary with the words from ex 1. They look at the scenes from the film and put them in the order they saw them in the film. The last part is a group discussion

The Wind That Shakes the Barley - Irish War of Independence

Lucky Charm Story Word Search

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

96 Story order English ESL worksheets pdf & doc