A selection of English ESL bingo printables

This is a bingo to review vocabulary items (namely: clothes, letters, numbers 11-20, animals, places, and food). There are different charts for each player. You can edit the grids and add any picture/number/letter you prefer (remember that each chart should have the same number of items --there can be some white spaces if you like). At the bottom of the file, there is a list of all the items that can be found in the charts. You should cut these words and mix them. Game instructions: 1) Give each participant a chart. 2) Mix the isolated words in an opaque bowl/jar/bag 3) One person has to pick up one word at a time from the bowl and say it out loud 4) The participants who have the corresponding item in their charts should mark it with a bean 5) The winner is the participant who has all their items marked (When they realize they are done, they should shout "Bingo!").

*Tips: You can glue the copies on a cardboard to reinforce the chart. It's a great idea to use beans to mark the items that have been raffled.

Bingo (clothes, ABC, numbers, animals, places, food)

Some bingo cards to practise sports.

The cards are related to the following Presentation:

https://en.islcollective.com/resources/projectables/powerpoints_ppt_pptx/exercising_with_mickey_and_minnie_mouse/sports-beginner-prea1/76066

BINGO - "Exercising with Mickey and Minnie Mouse"

In this engaging vocabulary game, students play bingo by listening to definitions and matching them to the body parts, common expressions and idioms involving some of them. It is good for revising the vocabulary learned previously.

Bingo Body Parts, Injuries, Body Parts Idioms

*ENLARGE IMAGES TO FILL PAGE COMPLETELY BEFORE PRINTING* 

This is a color, cut, and paste bingo to practice spring vocabulary. Pre-teaching of vocabulary is recommended before doing this activity. Students can color the images, then they must cut them out and paste them into the corresponding box on the bingo board, to practice vocabulary matching.

The document includes four different bingo boards, so not everyone has the same arrangement, although they all have the same vocabulary words. The document is designed as a half-page to save paper, although they must be printed one-sided.

Spring Vocabulary Bingo (cut and paste matching)

This took forever to put together, but it was SO worth it! 



Includes 3 Bingo cards and 17 Role-play cards. 

I make everything in Open Office and then convert to Doc.. so check that everything looks right before using. 



Start the class with the 7 target questions on the board. 

I have the students ask me the questions and I answer them with the target answers. 

Students ask each other the questions in pairs, then report their partner's responses if there's time. 



Then I give the role-play cards. Students might need help with some pronunciations  You might have to teach "Spouse, Swahili, Unemployed, and Household."

 

Next I hand out the Bingo cards… I explain how to play by having students ask me the questions (I use the Taxi Driver card).  Go around and help them look for the info on their cards.  They figure it out quickly. 



Now students stand up and play!  Monitor for correct target language… 

I folded the top of the paper where the questions are when it looked like the students had started to memorize the questions. 



Once students have a BINGO (5 up and down, 5 left to right, or 5 across) they can sit down. They don't have to ask questions, but they still have to answer. 



After everyone has a BINGO, I have the students make sentences with their winning squares… ____ is a _____, ____ lives in_____, etc… 



This lesson was designed for 1 hour class of adult (mixed) beginners and a 2 hour class of (pre) beginners.  



7 Questions Talking Bingo with Role-play Cards

I use these bingo cards with my young learners. I laminate the cards and use whiteboard markers to be able to use them over and over again. First I call out the names to make it easier for them, e.g.: Jasmine and Aladdin are flying.

Then to make it more difficult, I’ll just say: They are flying., She is running., etc.

You can play it as regular bingo or ask them to mark any 5 squares and they win when all 5 have been called out by the teacher.

If you need more cards, I can send you the original file in excel format, which you will be able to edit.



BINGO for young learners - present continuous with Disney

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

This activity practices asking and answering basic questions. Each student gets a worksheet. As a class, read the boxes and go over any unfamiliar vocabulary. Students get 5 minutes to fill in the empty boxes with their own ideas. Students then mingle in the classroom and ask their peers questions based on the prompts in the boxes. Students write one friend’s name in each box and try to fill the whole Bingo board. For example, if a student is trying to fill a box that says “someone who can whistle,” they should ask a friend, “Can you whistle?” When a peer gives an affirmative answer, they write their name in the box. Every box should have a different friend’s name.

Human Bingo 1: abilities, likes, dislikes, about me

Bingo Game Card may be laminated and used with the Bingo cards (which are attached in a separate file). Also, the Scavenger Hunt for Colors Sheet can be used by staff. A separate file has been made for the Scavenger Hunt for Colors, which also should be laminated. 

Bingo Card and Scavenger Hunt for Colors Sheet 

Conversation Bingo with quantifiers (much/many/a lot of/some)

Mingle activity for students. They can use the question table to help them form questions.  When they use one of the quantifiers, they can circle it.  Encourage them to change partners often and try to continue the conversation.  Have early finishers try to get a double or triple bingo. 

Conversation Bingo - Quantifiers much/many/a lot of/some

Ho ho ho! Here's another present from Santa!



We all know and love Bingo! Here are two awesome bingo cards to use in your next Christmas lesson



Here is a list of words that can be found in on the cards:

a Christmas tree, Santa Claus, a reindeer, a star, presents, a candy cane, a snowman, an elf, pie, cookies, an ornament, Christmas lights, bell, a stocking, toys, holly



Please visit our website if you want the other 8 bingo cards!



If you are looking for even more fun games and flashcards 

then you can find them all on free-flashcards-download!

https://www.free-flashcards-download.com/christmas-flashcards-games-and-worksheets/



Christmas Bingo Cards 1&2 from free-flashcards-download.com

McMillan Education - Double Decker 1 - Unit "Hello" Bingo game. 

A teacher should print their cards or write the word on a card and take them randomly out of the bag/envelope etc. 

Stundents have to cross the items they have on their card by recognizig the announced items (i.e. a tecaher says "a double decker bus" and they students have to find the right picture on their bingo card and cross it. The winner ist the one who gets all 3 rows crossed first. 

Double Decker 1 Introductory Unit HELLO - Bingo game (McMillan)

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

659 Bingo English ESL worksheets pdf & doc