A selection of English ESL dice clothes printables

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

The following activity will help your students revise and practise vocabulary related to clothes. Students work in pairs or groups, throw a dice and need to name the words.  Hope they like it! 

Clothes - Board game

Make the children colour the clothes first. When they finish, help them cut out the dice and glue it together. Ask the students to name the pieces of clothes (dress, shoes, hat, t-shirt, jacket and trousers) when they roll the dice. This fun activiity is for younger students (kindergarten, primary hool) and combines crafts, motor skills and ;earning English vocabulary.

Clothes dice

Game to help practise clothing.  Space to draw on snakes and ladders if wanted.  Otherwise can simply play with dice and counters.  When you land on a picture you have to say a sentence incorporating the picture.

Clothing Game - Identify Articles of Clothing

‘WORD UP’ is a fantastic game for students learning English.

If you haven't got it yet then go out and find it. You will be glad you did.



The genius of this game is that students are reading, speaking English and listening to English IN English without even realising it!



However, my students are younger than those that this game was designed for and so I have been forced to make my own questions and answers and also to uncomplicate the rules a bit!



The idea is still the same, but FIRST…



You will need to print out and make the dice included in this document.

You will need to print out all the WORD UP 'Chance' cards.

You will need to print out all the question sheets and answer sheets.

You will also need eight tiddly winks (or something similar) of each of the following colors: Orange, green, blue and yellow.

(I use plastic colored clothes pegs which the students can clip to their Q & A cards.)



There are four types of questions.



ORANGE:  Missing words.

There is a short sentence with a word missing.

(Tell the student how many letters there are in the answer.)

GREEN:  A crossword clue.

General knowledge or easy trivia or logic based questions.

BLUE:  Do you know the answer?

Each question has TWO options. Choose the correct one to win the token.

YELLOW:  Spelling.

A basic list of words to spell. (The words are on the same side as the answers.)



RULES:



The game can be played by up to four players or teams.

Each team or student has to get two questions right from each of the four categories.

The first team to collect two tokens from each category (eight in all) is the winner.

Roll the dice to determine the kind of question you will be asked.

The team on your right will ask the questions. (The same player asks you the questions throughout the game.)

If you land on a ‘Word Up’ chance card then read and follow the instructions on it.

The questions are numbered but they can be asked in any order.



NOTES: 



PRINTING: 

All the question sheets and answer sheets are numbered.

The sheets are laid out so they can be printed 'back to back'. 

This means that the questions for sheet 1, for example, will have the answers to sheet 1 on the reverse.

(This requires some nifty finger work when operating your print preview panel!)



OBJECTIVE:

For most children who play this game there is usually only one answer. 

In fact, some of the questions have more than one possible answer.

For example the color of blood can be crimson as well as red.

But most young learners won't need to be confused by such complicated alternatives just yet!



Although the game is competitive (and winning is important despite what the tree huggers tell you) the objective of the game from the teachers point of view is that the kids are talking and listening in English as much as possible.



(Unfortunately the images are degraded slightly because of the size limitations of this website. Email me for a better quality set of images.)



Good luck and send feedback, please! KKM



WORD UP (For kids!)

After having talked a lot about snowmen, eg. their circle of life or watching the youtube video "Snowmen at night - a fantastic story for children" it's time for kids getting creative, especially when there is no snow outside to build a snowman. At least kids can make different snowmen by chance. You only need a dice and A4-paper, a pen and then get started.

5 Dice clothes English ESL worksheets pdf & doc