A selection of English ESL printables with finding specific information (scanning), reading comprehension

IELTS reading- The fascinating world of attine ants
- matching information 
- matching names
- multiple choice
Answer
14.	 H 
15.	 C
16.	 B
17.	 F
18.	 G
19.	 D
20.	 B
21.	 A 
22.	 A
23.	 A
24.	 A
25.	 B
26.	 D


IELTS reading- The fascinating world of attine ants

This worksheet helps students revise basic vocabulary: words referring to pieces of clothes, prepositions of time, vocabulary about people description). Students read the passage, label the people, and answer the questions.

Describing people - Selfie with friends

I made this worksheet to compare the songs lyrics written during Vietnam War and make a reflection about what happend in that time. The can also study the ryme in english while they study the songs 

Vietnam War song


These activities were originally designed for an English lesson with the Nagasaki Police Force. It was designed as a precursor activity before a roleplay activity to teach officers and interpreters on how to interview witnesses in English.


It should work for a general English class too, but be advised it is about a serious case of attempted murder and some students may find the content distressing.


The first activity is a vocabualry task, matching words used in a news report to their definition. These are mostly words related to police and crime.


The students watch a BBC News video (the link is provided along with the Answer Key) and take notes on what the crime was and where it took place.


They then watch an eyewitness testimony (the second part of the same video) and take notes again. These notes are less structured and designed to see what students can listen for from a speaker.


Using their notes from the eyewitness  testimony, the class answer some True or False questions about Olly's testimony.


The next section is a reading section where the class read a news article about the same incident. They are advised to take notes and highlight new vocabulary or grammar.


Finally, the class match the names of  people mentioned in the article to things they have said/ done or experienced.

Reading and Listening with BBC News (Huntingdon Train Stabbing)

Who was William Shakespeare? And why, hundreds of years after his time, are his plays performed all over the world? Why do students have to study his works which are written in a language often difficult to understand in our modern times? The answer is simple: because he is one of the greatest writers and his plays can be set in any period of history and still be enjoyed. Readers get to know William Shakespeare and can do some exercises: matching sentences halves, a "What happend in ?" exercise, translate Shakespearean expressions and do a right / wrong exercise. 

William Shakespeare

B2–C1 Exam Practice – Reading Part 5 (Multiple Matching) with hints on how to..
Four perspectives on the pyramids of Egypt. Students match statements to speakers, focusing on attitude, tone and subtle differences in opinion. Perfect for exam strategy training and avoiding classic multiple-matching traps.

Engineering or Enigma? Exam style Reading & matching on the Pyramids B2 C1

This is an easy reading comprehension activity with a task about vocabulary. Students read the text, answer the questions, complete some sentences with some words from the text, and explain a word from the text.

Easy reading - Black Hawk

This is an easy reading comprehension activity about comics. Students read the passage, do a true-false exercise, and complete a few sentences. The text helps students revise the present tense of the verb BE. 

Easy reading - Around the world on a comic

In this worksheet, students get introduced to a story about a stolen necklace. They read five short texts, where people say what they were doing in the time the robbery happened.
They answer the questions and look for adverbs in the text.

The Stolen Necklace - Reading Comprehension with Adverbs

IELTS reading GENERAL - section 2 - Rights Of Pregnant Women In The Workplace 
- Fill in the blank - one word
- Choose ONE OR TWO WORDS ONLY AND/OR A NUMBER from the text

IELTS reading GENERAL - section 2 - Rights Of Pregnant Women In The Workplace

Each lesson in New Concept English 1 (Lessons 1–20) focuses on improving students’ understanding of short texts through reading, vocabulary building, translation, and comprehension practice.

In every unit, students read and repeat the story aloud together with the teacher to develop pronunciation, intonation, and fluency. They also pay attention to the teacher’s translation to understand sentence structure and meaning.

Students work in pairs or small groups to translate the passage into Indonesian and answer comprehension questions related to the story. These tasks aim to improve both their reading comprehension and speaking confidence.

Some lessons include retelling or role-play activities, allowing students to use new vocabulary and grammar in real communication.

The assignments at the end of each unit encourage collaborative learning, critical thinking, and vocabulary retention.

New Concept English

IELTS reading GENERAL - section 1 - with answer
IELTS reading GENERAL - section 1 - with answer
2 readings:
- Photography Workshops: matching information
- Snowshoeing: TRUE/ FALSE/ NOT GIVEN

IELTS reading GENERAL - section 1

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

1,086 Finding specific information (scanning), Reading Comprehension English ESL worksheets pdf & doc