A selection of English ESL the grinch printables

The Grinch 2018 watch and correct the mistakes. video file you can find at this link https://english-portal.com.ua/worksheet/The_Grinch_2018 more christmas worksheets https://english-portal.com.ua/worksheet/Christmas 

This worksheet was created by https://english-portal.com.ua

The Grinch.

Objective : Using the present continous.

1. Understanding sentences in the present continous: Watching the video the students have to put different descriptive sentences into the right order. 

2. Writing sentences in the present continous :

Then, using the sentences as examples, they have to describe some activities the characters are doing in the trailer. 

The Grinch - Teaser 2018

Students will read a short text about the Grinch, who hates Christmas time. After reading the text, they answer the questions below the text. Watch a short clip from the movie for more fun in the classroom :).

The Story of the Grinch

Video quiz  from "morganrobinson" redesigned. Questions about the Grinch film "The Grinch 2018 [Waking In The Morning]". Present Simple and Present Continuous. Routines.

Christmas.

THE GRINCH - Video Comprehension Quiz

Exercises about the present simple. Pupils have to put the verbs into the correct form. Affirmative and negative forms. Easy sentences about the film "The grinch". 

Present simple with The Grinch

This worksheet introduces the popular 1966 Christmas cartoon, How the Grinch Stole Christmas, and its author Dr. Seuss. Before watching the movie, students will read a short bio of Dr. Seuss, a brief explanation of the plot, and a set of questions that focus on the content and message of the film. While watching the 25 minute film, students will complete a short quiz. After watching the movie, students will discuss their quiz and content answers with a partner or in groups.

The complete film can be found at:

archive.org/details/HowTheGrinchStoleChristmas1966

Let's Watch How the Grinch Stole Christmas

How the Grinch Stole Christmas is a listening Worksheet where your students have to listen to the audio and fill in . https://english-portal.com.ua/worksheet/Grinch#topadv 

How the Grinch Stole Christmas listening Worksheet

The Grinch 2018 watch and fill in. video file you can find at this link https://english-portal.com.ua/worksheet/The_Grinch_2018 more christmas worksheets https://english-portal.com.ua/worksheet/Christmas 

The Grinch 2018 watch and fill in 

Questions that go along with the video or book.

How The Grinch Stole Christmas - Rhyming and Comprehension

I threw this worksheet together for a small English club. It's based on the 2000 Jim Carrey movie version. This has three different arrangements of the bingo squares, so you could feasibly arrange students into 3 groups of 3 to do bingo together as a team. I did it as a pair activity with just a few students who came to the club. The quality is low but you could easily make your own using the sentences in the boxes I've created, on your own worksheet.

How the Grinch Stole Christmas (2000 film) Bingo

First, play this video in your class: youtube.com/watch?v=RBLTJUkTMN8 . Students choose the correct answer for each of the given questions. Bonus questions are included at the end. 
Students then try to describe The Grinch based on how he acts in the video.

The Life of the Grinch - Video Listening Comprehension

A section of the poem by Dr Seuss with gaps to fill using the given verbs in the past simple tense. Some verbs are irregular! Also a section to write a small description of the Grinch (using past or present tense) and a small section to write what presents the students have asked for. 

I used this video to accompany the worksheet so they understood the story: 

https://www.youtube.com/watch?v=Pt2nLezH94g 



How the Grinch Stole Christmas - Past Simple Gap Fill

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>

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21 The grinch English ESL worksheets pdf & doc