A selection of English ESL dice 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

Print, laminate and cut up the role-play cards. First, go over the fixed expressions with your students. After that, get them to do the dice game in pairs. Once they have finished playing the dice game get them to do the small role-plays in pairs.

Complaint Activity with Dice Game and Role-Play

It’s a fun game for any kind of tasks to do. You can play either one on one or a team vs. a team (in groups from 2 to 6 players in each). You need 6 dice for this game. One team starts by doing the task you gave them and then rolling all 6 dice at once. They need to get 6, 5 and 4 on the dice. 6 is the captain, 5 is the ship, and 4 is the crew. If they gather all 3 needed numbers, the other 3 dice will be their treasure points for this round. They add the numbers on the rest of the dice and the turn goes to the other team. If they don’t gather 6, 5, and 4 at once, they still have 2 more tries to roll the rest of the dice. Before each try, they do one more task. If they aren’t lucky and can’t get 6,5,4 after 3 tries, they get 0 points and the turn goes to the other team. The team with the highest score after several rounds is the winner.

Any grammar or vocabulary tasks Pirates dice game

This is a complete class. It should last about and hour and a half for a small group. First, there is a reading done in the style of Part 1 of the Reading and Use of English section of the FCE exam. This is followed by a debate relating to the reading. There is then a dice game relating to traffic stops by police. There then follows a short role-play. An answer sheet is provided for the first part. Thank you to Esther for suggesting the idea.

Traffic Light FCE reading, debate, dice game and role-play

It's a set of dice as the title suggests. These are smaller dice than my other similar upload. They are meant for beginners learning the few rules of reading English.

Sets of Dice for CVC, CVCe, R-Controlled, and Long Vowels

What´s the time? BOARDGAME - You need small pieces of paper and a dice. Groups of two or four students. Throw the dice and say the time according to the clocks in the square. If some students fall in the "happy clock", then they have to move their pieces to the following. The winner will be the first who reaches the finish! Enjoy! Thank you. Cha.

What's the time: BOARDGAME

Easy board game for beginners. Answer the questions. Simple vocabulary. Many silly questions. Need 1 die (dice) and 2 markers to play. Thanks to PhilipR for the template.

Has Got & Have Got Boardgame

Practice wh-questions using a image. You can use it as a boardgame, going through the board with a dice and getting points for each correct answer or asking the children to answer as many questions as they can in the time you say.

wh- questions using a image

You can find the pdf version and many more free worksheets and songs at our website: https://www.bingobongokids.com



The "Telling The Time" English Race Time Game Board" is a fun and simple game similar to Snakes and Ladders. Students can play with their friends or with the teacher. Practice the accompanying "What Time Is It?" video on YouTube at: https://www.youtube.com/watch?v=0LFBai179YA



Simply roll the dice and move along the board and say the time when you land on each space. Students can all learn together by shouting out "What time is it?". 



We have a couple more flashcards all about time at the following links:



https://www.bingobongokids.com/product/time-1-free-esl-time-flashcards-digital-analog-clocks/



https://www.bingobongokids.com/product/at-600-i-get-up-esl-flashcard-pack/



Telling The Time - ESL Board Game (Analog and Digital Clocks)

Directions: 
Game is for 2 or more players. 
Begin at START. 
Roll the dice and wherever you land- create a sentence or a question according to the time word prompts. 
You can also answer the question in your own words.
Example: Is Santa flying now? No, he isn't.
The sentence  or question can be: affirmative or negative. 
If the sentence is correct- roll the dice again and proceed until the end. 
The one who finishes first is the winner.

Thanks to PhilipR for the template.

For Lots of Laughs & Christmas Role Playing -
https://en.islcollective.com/english-esl-worksheets/speaking-practice/role-play-miming-drama-activity-or-improv-game/christmas/christmas-role-play-oprahs-favorite-things-not/112365

Christmas Boardgame- Intermediate

A board game for teaching or revising the past simple tense. Students advance on the board with dice, when they land on a square they are asked to make a sentence using the picture clue and the verb provided.

Simple Past

The following activity will help your students revise and practise the usage of the Past Continuous Tense in speaking.  They should work in pairs or groups,  throw a dice and answer the questions.

Boardgame - Past Continuous Tense

A game for elementary and pre-intermediate students to practise using the present perfect. You will need dice & counters for this game. It can be laminated or used in a plastic sleeve. Roll the die and count the spaces. Land on a space and make a sentence with the words given. eg: He/eat/his lunch elicits the sentence: He has eaten his lunch. 



461 Dice English ESL worksheets pdf & doc