A selection of English ESL guess who game printables

for kids, for revising phyiscal description, great before playing guess who-for kids game.

DESCRIBING PEOPLE

Who am I? Game. 

Objective: practising used to-be used to and get used to

Each student takes a card. Students in class need to guess who the person described in the card is. They can only asks questions.

Used to-get used to

This game is a murder mystery game for Halloween. Students need to ask questions in order to guess who committed the crime, who was the victim, with what they were killed and where. 

Very much appreciated by my adult students!

Murder Mystery Halloween

I made another version of the well-known Guess Who boardgame for ESL learners with characters I created using the avatar creator tool at http://avachara.com . Sample questions and gameplaying expressions can be found on the second page of the worksheet. 



There is a related Guess who boardgame that you may also want to play for the sake of variety:

https://en.islcollective.com/resources/printables/worksheets_doc_docx/guess_who_with_25_characters/present-continuous-progressive/109463



The game is meant to give you an opportunity for practising speaking with your class in a fun way.



Here's how to play the Guess Who game in ESL class: Hand out one copy of the boardgame to each student. Put students in pairs and let each student choose a 'mystery person' secretly. Each student needs to guess each other's mystery person faster than their partner. It is only allowed to ask 'YES' or ‘NO’ questions (and of course, answer 'YES' or 'NO'). If something is unclear from the picture, your students can respond by saying "I can't tell" or "It's not possible to tell" (in this case, you can decide whether the student can ask another question, or if it's their partner's turn). Question by question, students narrow down the list of possible mystery persons until they feel confident enough to make a guess. Usually when one has been ruled out of the last two persons remaining.



I recommend that you hand out one transparent plastic foil along with each Guess Who boardgame. Students can place the foil over the boardgame and using an erasable magic marker cross out on it the characters that they have ruled out. 



How do students figure out who cannot be their opponent's mystery person? For example, "Is your person blond?" If the answer is 'Yes', then they cross out all the characters that are not blond. If the answer is 'No', they cross out all the characters that are blond.



Encourage students to answer with auxiliary verbs, not just a simple Yes or No, e.g. "Yes, he or she is/does", "No, he or she isn't/doesn't" (using the form "he or she" until the gender of the mystery character has been revealed in order to keep this info hidden). Once the gender is revealed, they can go on using the specific gender in responses, e.g. "Yes, he is", "Yes, he does", "No, he isn't", No, he doesn't". You could also opt for forbidding questions about the mystery person's gender. This way you'll see longer games and more questions.



You can use this worksheet in your ESL/EFL classes to practise body parts, clothes, (garments and accessoriese), and asking closed (Yes/No) questions in an entertaining way. Playing this game is a proven way of getting your students engaged in speaking English.



I recommend using this ESL printable worksheet up till pre-intermediate level, as the game is focused on asking questions and giving short answers in the Present Simple tense using the auxiliary verb 'have', and the Present Continuous tense using the verb "wear".





Guess Who boardgame with 20 characters

This is a guess who game board with names and real people. It's great for learning all sorts of nouns and adjectives for describing people. It plays like any other guess who game. Sorry you're unable to edit it. I use Canva to design my worksheets, which means that I can only share them as PNG or PDF.

Guess Who Board with Real People

The students will have to match the faces and names to the physical descriptions that are given underneath the pictures. It´s a Guess Who game for the classroom!!!! Answers can be found on a second sheet. The game can be used both as a class activity or as a test.

Guess Who? The face guessing game

My first Grade students have started learning how to conjugate a few simple verbs so I created a game of Guess Who/What Am I using a powerpoint and verb/adj/noun table. 



You can personalise the teachers' names and the high school to your own. 



The first three clues are for the class to play against you. This will get them warmed up and help them understand how to use the table. Then, put them into small teams, each with their own whiteboard. Send one person from each team out of the classroom and show the remaining students the first slide. Help them make up some clues for the first slide e.g. 'you are a person 'you are American' etc. Bring the students back into the classroom and give them 30 seconds to provide clues to their teammate. After 30 seconds, the student has to write down what or who they think 'they are' e.g. 'I am President Trump'. Points go to teams who get the correct answer. After each round, get the students to raise their hand and tell you some of the clues they gave. More points go out for these answers. Stickers at the end for the winning team! It is fun, some are a bit silly and it gets them thinking a bit more laterally. 



Accompanied writing task at the end. 

Guess Who / What Am I? Powerpoint 

Spooky season will make your blood run cold!

In this worksheet I offer you 9 exercises:
1. Halloween Guess Who.
2. Have You Ever Bingo.
3. Extreme Choices.
4. Definitions. 
5. Fear Idioms.
6. Spooky Synonyms.
7. Superstitions Speaking.
8. Name 3 Things.
9. Halloween Menu. 

Halloween Fun + Key

 I designed this game for a class of 5 teenagers. People pick a random name. They do not look at it. The name is then attached to their back with some sellotape or to their forehead with an elastic or other. The rest of the class CAN see the name, of course if the name is behind the back make sure the student is standing with their back facing the class. The person then has to ask the rest of the class yes or no questions concerning the appearence of the person whose name they picked, in order to guess who the character is. Questions can range from "am I tall/short/a male/a female" to "Am I real/am I alive/dead" etc. The worksheet is editable so you can add as many names as you need for your class or adapt them to the level of the students or to the culture of the country you teach in. Hope this can be useful! :)

Who am I ? game for describing people

The game may be played in two different ways.

First way: a student chooses a snowman and describes it in their own words. The others have to guess and show the right snowman on the board.

Second way: two students play against each other. They choose one snowman from the board. Then the students take turns to ask each other "Yes" or "No" questions in order to guess the snowman chosen by the opponent.

Guess My Snowman! (Guess Who - winter edition)

It's a brief file about the characteristics of differents animals; fur,scales....It's a good document how warming-up or poster to do a little questionaire the children what they know about it.

With this vocabulary,it's possible to do a lot of games such as "Who is who?", with animals,describing animals to guess them.

features of animals

This is just a fun Guess Who board game with character names and real photos. It plays like most Guess Who games. Have students work in pairs. Each student selects their character, and they take turns figuring out eachother's characters by asking only yes or no questions and using the process of elimination (e.g. Do you have a green shirt?). I like this game because it can be adapted to suit almost any level of learner.

Fun Guess Who Board Game (With Real Faces)

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 interpret what was said in English

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how to make, accept and refuse offers in English

how to order or make a booking in English

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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>

Get here and you are ready to study in English at university

124 Guess who Game English ESL worksheets pdf & doc