A selection of English ESL british museum printables

here is a treasue hunt at the British museum: either on site or you can use it as a webquest.

the room numbers and the floors are given for an easy walk around the museum.

Pupils are meant to recap each workpiece to the class once the search is completed as an oral practice.

This hunt is to be completed during a 2-hour visit. 

British museum

British Museum

The series Exploring London is for adults or high schoolers. The series brings easy texts with questions about the most important landmarks and other interesting places in  London.



Exploring London - British Museum

It is a worksheet about the British museum and the Natural History museum of London. Students are expected to listen to the description of these two museums with regards to their exhibits and popularity and do 3 tasks. Finally they are requested to do some personal research. 

British museums worksheets with key

Worksheet to use for a visit at the British museum.

A visit at the British museum

Here is multiple choice activty about world famous ladmarks , before going on holidays:the answers are: The Eiffel tower- the Parthenon- Sydney Opera house- Mount Saint Michael-The louvre Museum Christ Redeemer in Rio The golden gate- Big Ben - The Colosseum-The Great  Mosque-The great wall- Khafre´s Pyramid-Saint Sophia Cathedral- Brandenburg Gate-The Statue of Liberty-The White house-Pisa Tower-The Burj Khalifa in Dubai- The Kremlin The British Museum-Buckingahm Palace Florence Cathedral- The empire state building-The Taj Mahal-Maya Pyramid. Enjoy Sylvie!:)

World famous landmarks

Five exercises on the topic about museums: different dialogues with different tasks, read the text about the British Museum and answer the questions,read the second text and say what the Natural History Museum is famous for, name the famous museums in other countries. Thank you!!!

Let's Go To The Museum

A story about a visit to a museum. I have re-uploaded this. I am sorry that the original contained a typo on the last word: interesting. I had missed a letter out. Someone let me know. To that person: thank you and if you need to correct it yourself, you simple delete the frame - it's a text box. Delete it and you can edit the sheet. I pride myself on NO MISTAKES, so I apologise. This is absolutely correct now. 

RC: At the natural history museum.

The students use their computers or tablets to find out information about the Sherlock Holmes Museum in London. Some information is visual, others need a bit of attention and reading. 

The Sherlock Holmes Museum

Advanced speaking practise to talk about museums. 



Questions and possible answers provided.



Questions can be disuccced in class first, then in pairs/groups.



Best if students prepare 'their mussum' beforehand.

Talking about museums

Hi there , as we are going on a trip to London in a month, I  prerpared that simple matching activity, our students will have to complete among others. Some may find it useful

London Natural History Museum

LONDON

London is the capital of the UK as well as England.

It has got 9 million people.

The River Thames flows in London and divides it into two parts.

There are 33 districts in London – “The City“ is the heart of London

It is important cultural, financial, industrial, historical centre of Europe.

The first underground was opened in London in 1890.

There is the busiest airport there – Heathrow.

TYPICAL SIGNS of LONDON are: 



- red double decker buses

- red telephone boxes

- red post boxes

- underground signs

- black taxis

- beefeaters

SIGHTS of LONDON:



Buckingham Palace – the official residence of British Queen.

The Houses of Parliament – the seat of British parliament with its tower – BIG BEN – one of the iconic symbol of London.

London Eye – the biggest Ferris wheel, it takes thirty minutes to go round and see a lot of sights from the top.

Tower Bridge – the iconic symbol of London. It has two towers and it opens in the middle to flow ships through it.

Tower of London – the oldest building in London, it was a prison, royal palace, a fortress. Now it’s a museum of arms and crown jewels. 

Trafalgar Square – the largest square with the NELSON’S COLUMN in the middle guarded by four lions, there are a lot of fountains and statues there. 

National Gallery – art museum

Madame Tussaud’s Museum – the museum of wax figures of world famous people

British Museum – about 8 million works from all continets of the world

Harry Potter Musuem – Warner Bros Studio – the permanent filmaking exhibit of Harry Potter films

Hyde Park – one of the largest London parks

Picadilly Circus – famous shopping and entertainment centre, famous for its video displays

Oxford Street – the busiest shopping street in Europe, there are more than 300 shops there

Greenwich – a royal observatory, there the Prime meridian there. 



London - notes

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

16 British museum English ESL worksheets pdf & doc