A selection of English ESL cluedo printables

Hi everyone! This is an easy cluedo game I use for my project about detective stories. I split the class into two groups: on the one hand, the suspects and, on the other hand, the detectives. The students have to find out who killed Dobby. The two culprits can give the alibi and the place they want but the others have to stick to what´s written on the card. In the end, the investigators put everything in common and this way, they know who lied to them. Hope it´s useful!:)

Harry Potter Cluedo

Take one person, one room and one weapon and place them in an envelope where nobody can see them. Distribute the other cards out between the teams randomly. The teams of 2 or 3 must guess who the murderer is, where they murdered and with what weapon. 

Teams take turns to ask questions to the other teams, during which everyone else can collect evidence and eliminate potential suspects, weapons etc... 

However, they can't ask a direct question, ie. What cards do you have? Is it Professor Plum? Do you have a knife? This forces students to cask indirect questions such as "Do you have the man who works in a hospital?". 

Each team gets one chance to make a guess at who/what/where and can do so at any time. If they are correct then they win the game, otherwise they are out but they carry on answering questions for the other teams until somebody guesses correctly or all teams are out.

Cluedo Game Cards

WHO - WHAT - WHERE - ???



This is a great game for kids but it takes some explanation and some preparation.



Everything you need for this game is included in this Word document. 



There are reverse sides for all 24 cards.

The check lists for the teams are on page 7.

The rules to the game are on page 8.



(Email me if you want the rules in Thai.)



Who is eating the food? What food are they eating? Where are they eating the food?



There are eight people... (Blue cards)

There are eight foods... (Green cards)

There are eight rooms in the house... (Red cards)



Try to find out who is eating what and where!

(Only the teacher knows the answer)



"Is Jane eating a slice of pizza in the bedroom?"



If the team has any of the three cards in your question they must show you only ONE of the cards.

When you see the card you can cross it off the list because you know that the teacher does not have that card.

When you think you know the three cards that the teacher has you can ask him a question...

The question can be like this...



"Teacher... I think that Susan is eating popcorn in the kitchen."



If you are right you win the game.

If you are wrong you lose and you cannot ask the teacher again.

(BE CAREFUL: You can only ask the teacher ONE TIME!)

CLUE (Cluedo) for KIDS!

Today, we are going to solve a crime. Yesterday afternoon, a man stole a briefcase on the street. You are going to find out who did it and what the person looked like. If you are A, you are the police officer; if you are B, you are the witness. You need to describe the criminal' apperance by asking questions. 



If you notice the other ws I uploaded, I have adapted the game to the topic I am teaching recently which is about describing looks. 

Describing Apperance Cluedo Game 

Description:

This is a great activity for students to practise past continuous tense in a fun way. Students will get cards with names, places and weapons. They will go ask everyone else what they have by using a dialog. Similar to the cluedo games. I changed it slightly. The structure, the dialog, and the role play cards are completely on my own. ************************************************************* This is the link to the role play cards ********************************************** Example dialog If the person has a name, he should say the name on the card instead of their own names. If not, they can say what their name is. Names 

A: What is your name?* 

B: My name is Tim (the seven names). *

A: So, Tim, What were you doing yesterday afternoon from 3 pm to 5 pm?* 

B: I was taking a walk yesterday afternoon. * 

A: Where were you yesterday afternoon from 3 pm to 5 pm?*

B: I was in the park yesterday afternoon. * 

A: Who were you with yesterday afternoon from 3 pm to 5 pm?*

B: I was by myself* 

A: How long were you at the park?* 

B: I was there at the park for 1 hour and a half. * 

A: When did you leave the park?* 

B: I left the park at 5:30 pm.* 

A: What did you carry?* B: I carried a bag with me. * 

A: What was in your bag?* 

B: There was a basketball in my bag. * 

A: Okay, thank you for talking with me. * 

B: You are welcome. * 



Past Continuous Tense a Fun Board Game 

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

5 Cluedo English ESL worksheets pdf & doc