A selection of English ESL classroom games printables

This is a fun game for the whole class to do. After trying it once, the teacher can take time to see how fast the students can do it. It is a great way to motivate the students to compete with themselves as a class to do it faster. This practises both the listening- and pronunciation skills as well as the irregular verbs.



The cards need to be cut out, and maybe some students will have two cards. The student who has the card with a star on it begins.

Classroom Game - Irregular Verb Cards

Two activities for energizing students focusing on prepositions and verbs. This is an excellent warmer or cooler exercise to determine if students can follow directions.

Classroom Games - Standing Activities - Following Directions

A simple game for elementary students to check the knowledge of irregular verbs. It can be played in pairs or groups. The first to write all the forms of irregular verbs correctly wins. (I have ws as Tmk939 on EslCollective.com). Thank you!!!!

Classroom Game - Missing Forms Of Irregular Verbs

This game is set up to encourage ss to express themselves both in writing and verbally by telling each other their dreams, (in a rather confidential way).

Tell me your dreams/a classroom game

HOW TO PLAY

Before starting the game, each player secretly draws a color to know which turtles they are with. Turtles' movement is controlled by cards drawn from a common pool (always chosen from 5 cards in hand). These cards depict colored (one-color or rainbow) cards and movement (1 or 2 steps forward, 1 step backwards; also, in case of rainbow-colored cards with an arrow, the last turtle is moved forward). When a turtle moves on a space where another turtle is waiting, it is placed on the top of that turtle. When a turtle with other turtles on its back is moved, all the other turtles on top of it are carried with this turtle. The first turtle to reach the last field wins. In this version of the game players must complete a task included in the card e.g. give past forms of irregular verbs. Print laminate and cut out turtles. Attach them to bottle cups.



Classroom Game - The Great Turtle Race - Card Game

The cards with the pictures, all 3 forms of the verbs and example sentence(s) translated into Czech. Fully editable. 

I've prepared them for the past simple teaching so there are only few sentences with the 3rd form.

It is possible to use them for several activities.

1) students' self study 

2) a pair game - mix cards and make a pile, pictures up. The top card is for the fastest student who says correctly all 3 forms of the verb. It is also possible to play with a group of 3 or 4. At the end they count their cards.

3) similar as 2) but they must use the past form in a correct sentence.

4) all the students stand up, the teacher ask them one by one. Correct answer = sit down, incorrent = stay, after asking all of them, next round.

5 Pages of Irregular Verb Cards - For Self Study or Classroom Games

This worksheet focusing on jobs vocabulary can either be used as an individual or team reading exercise (page 1) or as a team game (page 2). As an extension, you can even make it into a writing lesson which students will surely enjoy. Full instructions provided on page 3. Have fun. 



Please note that some of the jobs are depicted as being female jobs such as nurse but this is not always necessarily so although in many countries the proportion of female nurses is much higher than male nurses. It goes without saying that both men and women can both be nurses and doctors so maybe take this moment to create awareness among your students in the classroom. Of course housewives are female as well but you might want to introduce the word house husband to make it clear that it is not necessarily the woman who stays at home.



Job Riddles (1) - Easy

Enjoyable way to practise using the present continuous in the classroom.

Board Game - What are they doing?

I created this game to give the usual can or can’t lesson a funny twist. I had a lot of games and material and exercises with various can or can’t sentences, so I picked some out and gathered them together on this grid. Print the grid and cut it out, put it in a bag and get the students to pick one each. You can either get them to do it themselves and “prove” to the class that they actually can do what the slip of paper they picked says, or you can get them to pick a random classmate and ask them the question on the slip of paper. The picked classmate will then need to prove to the classroom that they can or can’t do what the slip says.



The worksheet is editable so feel free to suit it to your needs. Enjoy!

Alice



Can and Can't game. Can you prove it?

Disaster cards can be used for the Let's Explore Boardgame or for vocabulary development. Examples of major disasters with an explanation. 



The game can be found here: 



http://en.islcollective.com/resources/printables/worksheets_doc_docx/lets_explore_boardgame/places-geography-game/72197 



Famous landmarks cards:



 http://en.islcollective.com/resources/printables/worksheets_doc_docx/famous_landmark_cards_4_lets_explore_game/places-landmarks-monuments/72196 



Students should learn about and discuss natural disasters, famous landmarks, and world capitals before playing the game.

 Natural Disasters Speaking Cards Classroom Poster

We all love ISL Collective and if you're anything like me (a self-professed grammar nerd), constantly trying to find new and exciting materials to use in the ESL classroom can be time-consuming and laborious.



I've created this database of websites I've found particularly helpful in the past 14 years that I've been teaching, both as a TESOL trainer and at Ground Zero (in the ESL classroom).  



You won't need to give them your credit card details.  Registering with some of the sites can be a bit of a mission, but you'll reap the rewards!



Please note: I don't possess any copyright to these materials.  Here's to paying it forward and be sure to tell me your favourite websites in the comment section!



If you appreciate this, feel free to pay it forward by buying me a coffee: www.buymeacoffee.com/teacherdiana



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Awesome E-Resources Database

A game to practise the conditional and reported speech. A good activity to open a group up and have some fun in the class.



Teacher's notes

Objectives



1.Provoke a fun and light hearted conversation in the classroom.

2.Conditional Type II

The doctor must use the conditional type II as mush as possible with phrases such as:

I think you should … if you were a dog, you would …

3.Reported speech

The patient will practice reported speech when they report back to the class about the advice the doctor has given them.



Level



Intermediate-Advanced



Time Allowance



20-40 minutes



Group size



2-24 students



Procedure



1.Cut out the situation cards.

2.Cut out the top half of first page and give out.

3.Split the class into groups of two.

4.Talk about the joke.

5.Go over any relevant vocabulary.

6.Explain the role play situation to them.

7.Tell each group who is the doctor and patient.

8.Give the patient one card face-down.

9.Give each group 5-10 minutes to develop the situation.

Note:  Try to encourage the groups to act out the role play situation as they will enjoy it much more.

10.Each patient reports to the class saying what the doctor advised them to do.

11.Change roles in each group.

12.Vote which doctor gave the best advice.



PSYCHOLOGIST'S 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

315 Classroom games English ESL worksheets pdf & doc