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

Pairwork to get information about classmates\' talents. 

1st part: you complete the "you" column. 

Then,you ask questions to your classmate and complete the "your partner" column.

Finally, you write a few sentences about your classmate and yourself. 

How well can you...? Pairwork

This activity is a listening comprehension activity and is aimed at students comprehension development. 

As they listen to the song, they should change the words in bold to real ones.

Song: Riptide

This work sheet is really suitable for language learners who are dealing with professions-related vocabulary. Really fun games to fill in with vowels, labelling and guessing.

WORKSHEET FOR PROFESSIONS

Use the comparative and superlative forms to talk about the dragons from "How to train your dragon". Students should answer the questions from the first exercise with the superlative form. They need to look at the numbers on the trump cards to answer the questions. 

Dragonology

Exercise based on American pop rock band Imagine Dragons 2017 song "Thunder". Practise the TH pronunciation in a fun group singing competition. Very helpful for French speakers! Plus a vocabulary exercise.

Thunder

These flashcards can be use with kids from the primiary school to play the traditional memory game or the game of acting and guessing. If you have older students you can ask one of them to describe a type of food and the rest of the students have to guess it.

CUTE FOOD FLASHCARDS

Questions that truly reveal someone's personality and capabilities. 



People are like onions.

We show our best selves on the skin, hoping to get people to like us. To accept us.



We put on makeup. We dress up semi-formally. We hand out our business cards with a beaming grin. We polish our car(s). It’s these kind of “desirable” qualities that we feel completely secure about opening up to others.



But when it comes to the things that truly make us who we are, like our dreams, beliefs, feelings, emotions, thoughts, wishes and fears, we close ourselves up like a clam.



It’s not like we’d planned to be a reticent person. In fact, we’d like to trust someone to share our deepest secrets and hear out our problems.



But after years of getting hurt and taken advantage of from being too open, we’ve naturally built a wall to prevent most people from getting too close to us.



So how can we ‘innocently’ break people out of this protective shell and get them to open up to us? So we can understand their true personality and capabilities?



Ask them personal, thought-provoking questions.

Personality conversation Questions

This worksheet consists of various language exercises so as to help students review the new lexical items they saw during this module. So they are supposed to categorize words , to fill in the gaps and to supply the right tense or form.

Consolidation: Module 3 (third form)

This tasksheet contains a vocabulary about commonly used accessories for B1 level students.The second page can be used as a pair work activity or a memory task.

Accessories 

I created this worksheet for role play activities: the tags are to be cut out and folded, and put into a bowl. The student picks one and that is the role play that has to be carried out. 

Role play 

THIS IS A COMPLEMENTARY WORKSHEET FOR THE PPT I UPLOADED LAST WEEK ABOUT CLOTHES, IT'S A FUNNY WORKSHEET WHERE THE STUDENTS MUST COMPLEMENT THE INFORMATION PROVIDED IN THE PPT AND USE IT TO DESCRIBE WHAT THEIR FAVOURITE MUSIC ARTISTS ARE WEARING AND ALSO WHAT ARE THEY WEARING, I THINK TEENAGERS AND ADULTS WILL LOVE IT. 

WHAT ARE THEY WEARING 

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)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

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

91,456 A English ESL worksheets pdf & doc