A selection of English ESL games 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

Divide children in groups of 2,3 or 4, as you need. Give each group one game plan and each player one shopping list.Children throw the dice.If they land on an item, that is on their shopping list, they make a tick on their list (they „buy“ it). The winner is the player who buys all the clothes on his/her shopping list first. (or if you don’t have enough time, the player who buys most clothes in certain time limit.)	Of course, if they finish one round and nobody has got all the clothes on his/her list, they play again from the beginning.		

Shopping game

This is a really simple Q & A game for students to practise the difference between cardinal and ordinal numbers. Start by teaching the difference between cardinal and ordinal numbers (use the worksheet I uploaded entitled "numbers"!) and then do a follow-up with this game. 

Cut out the cards and laminate them. 

Divide students into two groups (girls versus boys always works well if your group is too large to have students changing places in class). 

Team 1 picks a card and asks Team 2 question. 

Winning team is the team with the most correct answers by the end of the Quiz. 

This activity works well even if you have a big group. 

Have fun! 

Number Game 

This can be used in 2 different ways. As a vocab game with younger ones. Or for older students to train with "some" and "any". Step 1: in pairs students decide what's in their fridge. Step 2: another pair of students throw the dice and according to the drawing they get on they ask "Are/ Is there any... in your fridge?" Step 3: the 1st pair must answer "Yes, there are/is some." or "No, there isn't/aren't any." Step 4: the 2nd pair note down the answers. Last step: in the end the 2nd pair must report to the class about what's in the 1st pair's fridge.

Food game

I've created this variation of the well-known game for my students. It can work as a warm-up. It really encourages students to speak. 

The 1st page contains 8 character cards, and the 2nd one must be copied according to the number of students. (Pre-story and useful language) 

You can look through the rules of the game on the Internet (if you are not aware of them yet)

Hope you'll enjoy the game)) 

Mafia game

Domino Game with classroom objects and the demonstratives pronouns: This, that; these, those. You may use this game just to revision this grammar topic or even the vocabulary: classroom objects.students like this kind of game. they learn and enjoy a lot.

Domino game

Inspired by other board games I made my own but in a different way.

Thank you for the inspiration.

You can change the question cards according to the level of your students.

I went to a copy shop and had it made A3 size and laminated it, so it will stay clean.

The cards I glued to red, yellow or blue cardboard and put a foil over it, also to keep them clean.  It takes a lot of time to play so if you don't have the time shorten it, just change it, take off a few spaces. All a lot of work put it's worth it in the end. :-)

Have fun ;-)





board game 

Past continuous memory game.  Change the activities if given to younger students.

Liar! Game

It's a simple memory game to help students to learn new words. It's perfect for short classes, around ten students, so you can create two groups and make a competition. The Memory Game is about three themes: House, Family and Toys. I hope you'll enjoy it with your students! The cards are black and white, so after playing ask them for colouring, it would be great to work on colours! Have fun :)

Memory Game

Bingo cards using present continuous. 

Ana :-))

BINGO GAME

The object of the game is to find the different opposites and become the first to fill his/hers playing board(s). For 2 to 4 players. 

Pages 2-5 are the playing boards. Cut them out and give one or more to each player. Pages 6-9 contain the playing cards which have to be cut out into 64 cards. If you want, laminate the cards.



Opposites game

A version of Scattergories for ESL students. Choose a letter of the alphabet. Have students write a word beginning with that letter for each category. Have students work together in groups (and compete against other groups) for more fun!

Scattergories Game

Game to practice Is there...? / Are there...?, prepositions of place and animals...

Students can play in pairs, like in the classical game, drawing the ships and guessing where their partners have theirs...

2,678 Games English ESL worksheets pdf & doc