B1/B2Telling stories60
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WORKSHEET OVERVIEW

This extra worksheet is all about telling stories in English. Students learn some vocabulary as well as various time markers which are useful when doing speaking activities. It also includes a short animated video for students to retell.

This worksheet might be a great supplement to lesson plans on narrative tenses. You can use our worksheet on narrative tenses.

VOCABULARY

First, students need to just complete phrases with words from the box. The task includes the following phrases: on purpose, in a hurry, by mistake, all of a sudden, out of nowhere, by accident. Then, they move to another activity. They have to read two short stories which are somehow connected with the provided images. One of the is a love story and the other is a crime story. Their task is to complete a table with adverbs and time markers they find in the texts. Next, they read another story. This time, it is a mystery story, and students have to find mistakes in that text. The mistakes are related to the vocabulary they’ve learnt in the previous tasks.

telling stories in english

Let’s move to a practical part of the worksheet. First, students have to watch an animated video and retell the story from it. They also get some images to help them retell the story step by step. Finally, the last task is just sheer practice. Students get two sets of various images and they have to build two stories that are connected with the images given. They also have to remember to use vocabulary from the lesson.

WORKSHEETS + E-LESSON PLAN (for teaching online)

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Comments

  1. The sentence about Jacob walking “further and further” into the forest needs to be changed. “Further” denotes a metaphorical or figurative distance. “Farther” is used when talking about a physical distance.

     
  2. Ah, ok, good to know the British English rules. This is not allowed in American English. Thanks for your reply!

     
    1. Julia, you’re not logged in and that’s why you can’t download the worksheets. Click the log in button and use your Patreon account details for that. This should solve the problem. If not, send us a screenshot of what you see or where you got stuck to hello@eslbrains.com

       
  3. A lovely lesson! We did the past simple and past continuous review before doing it and this one blended very well with the grammar topic. However, now my students are really curious about what happened in the stories. Is there any way to find out? =)

     
    1. That’s great! Thanks for your comment!
      That’s our secret 😉 But there is potential for students to finish the stories.
      BTW we’are preparing a narrative tenses worksheet focused on storytelling

       
  4. Am I doing something wrong because I am logged in and still cannot get the worksheets. How exactly am I supposed to download the worksheets?

     
    1. You might be logged in with a wrong account. Please write to me at hello@eslbrains.com or chat with us via Facebook so that we can confirm which Patron user you have and help you get the materials – we can’t do it over the comments here as I need to confirm some data with you.

       
  5. Great lesson, thanks, and good opportunity for students to complete the stories. Just to let you know, in the elesson plan, slide 12, the answers also show in the text. Also I think in the text about Keiko, in the second sentence, it should be the past perfect used – ‘He’d had a busy day and had had to cycle….’

     
  6. Thanks for letting us know about that mix-up in slide 12 – fixed already.

    You made a fair point about the tense in the sentence in Keiko’s story. However, I think it’s obvious from the logic of the story so you don’t really have to use PP to show the sequence of events. Do you think the timeline of events is unclear now?

     
  7. Hi!! I find it great for B1 level, but how can I use it for B2 students? Any tip? Isn´t it too easy for them?

     
    1. An easy way out is to skip first tasks and maybe just do the ‘find and fix errors’ task. Let them watch the video and retell the story without any cues. Next, go straight to creating stories. Instead of using the images we provided, you might also use Story Cubes so that each person’s story is unique but still practise using adverbs/time markers. I think this won’t be so easy for B2 students 🙂

       

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