A selection of English ESL go fish printables

A set of 28 pairs of different foods. Can be used to play "go fish" (a common and simple game from the us), to encourage young esl students to say vocabulary words and simple grammar. 
 rules: shuffle and deal 3 cards to each player, all remaining cards go in the center. If students are dealt any matching pairs, they can put them face up on the table. Student a can start by asking any other player "do you have __? " based off a single card in their hand. If student b has the card, they answer "yes, i do. " and give the card to a. Then a can take another turn. If b says "no, i don't. ", a must draw a card and end their turn. The game continues clockwise until all the cards are matched up on the table. 
 for higher level challenge, you can incorporate a grammar point into the game as well. Ex: "i ate __. Did you? " "yes, i did. "/"no, i didn't. " or "i like __. Do you? " etc.

Food GO FISH Cards

This is a card game to review comparative and superlative adjectives. Ss play in small groups (4-6). Before starting the game, print 1 copy of all the pages per group, laminate them and cut them out.



Shuffle the picture cards and deal five cards out to each player. The object of this game is to get rid of all of your cards by collecting opposite pairs. The first player starts by either:

- placing down an opposite pair saying, for example, “I have got tall, taller, the tallest and short, shorter, the shortest”.

- or asking another player for a matching card. For example, if they have “tall, taller, the tallest”, they should ask to any player they choose:   Have you got “short, shorter, the shortest”? If the student asked has the card, he/she gives it to the first player who places the pair cards down on the table. If the student asked hasn’t got the card, he/she should say: “No, I haven’t. Go fish.” And the first player picks up a card from the draw pile (the sea). 



Players continue asking others for cards and drawing from the pile. The first player to make opposite pairs out of all their cards is the winner.



Another option would be that play continues until all the cards have been collected in pairs. The player with the most pairs is the winner.



Comparatives and superlatives go fish

It's a set of 24 cards. students play in small groups, they practice the question: Are you wearing? and short answers.  Instructions adn back of the cards are included Hope you can use them in your lessons. :) 

Go Fish Game with Clothes

This is a go fish card game to review adjectives and adverbs of manner. Print only one copy, cut the cards out and laminate them.

Pre-teach how to form the adverbs before playing the game.

Play in small groups. One of the students shuffles and deals 5-7 cards to each player. 

The goal of the game is to make adjective-adverbs pairs, for example, bad-badly, happy-happily, fast-fast, etc. In order to get the pairs, students just ask for the card they need to any of the other players.

If the student asked hasn’t got the card he/she must say: Go fish!” and the first player takes a card from the deck.

If a player hasn’t got more cards he/she takes a new card from the pile and continues playing until there are no more cards in the pile. The winner is who has made more pairs at the end of the game.



ADJECTIVES AND ADVERBS GO FISH

Ss play in small groups (4-6). 

The objective of the game is to make identical pairs and for this ss have to ask the question worked: has garfield ever....?

•	If the person who has been asked has the card he/she must say: “Yes, he has” 

•	If the student asked hasn’t got the card he/she must say: “No, he hasn’t. Go fish!

Go fish Present  perfect cards 

They have to play this game in small groups, they practice questions in present continuous third person singular and their corresonding answers, back of the cards and instructions included in the document. ;)

Sport Bears Go fish Game

The aim of this game is to practise some vocabulary related to toys as well as the grammatical structures "Have you got? "Yes, I have" and "No, I haven't".

Print two copies of each set and laminate them and apply the rules used in the game "Go Fish".

The student who gets more pairs will be the winner of the game.

TOYS - GO FISH (Part 1)

The aim of this game is to practise some vocabulary related to toys as well as the grammatical structures "Have you got?  "Yes, I have" and "No, I haven't".

Print two copies of each set and laminate them and apply the rules used in the game "Go Fish".

The student who gets more pairs will be the winner of the game.



TOYS - GO FISH (Part 2)

Here is a set of cards to play Go Fish at Christmas time to practice the vocabulary. In word format, you can edit it to add new pictures so the students can practice the vocabulary you see in class. 



This set is for beginner students.



If you need the rules to play Go Fish, you can contact me and I'm going to send it to you.

Christmas Go Fish (10 words)

Can be used to present vocabulary or to play Go fish game. In this case, print 2 sets of cards. If the group is big, you'll need to divide them and print more cards. The rules of the game Go fish are as usual.

Toys flashcards (Go fish game)

Great game for begginers or younger learners, players make pairs by asking the other players if they have it or not, the card needed.  
 Choose a thicker paper, print pages 1 and 2 twice, print page 3 on the back of all pages, laminate and cut.
 The game is for 4 o 5 players, share 5 cards for each player and make a pile with other card, this game it has letters instead of words (example: R "are", U "You").  
 The game starts with a player #1 asking anyone in the group "Are You" + feeling, when player #2 has the card, it has to anwer, Yes, I am  and give the card to player #1 or if the player #2 doesn´t have the card, answer, No, I am not + go fish, and the player #1 has to get an extra card from the pile. Wins the player that has more pairs.


Game Go Fish about feelings

Students play in small groups. The question work is: Have you got....? Yes, I have. No, I haven't and they practice the school object vocabulary. Hope you can use it with your students :) 

Go Fish with School Objects Cards

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)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

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

81 Go fish English ESL worksheets pdf & doc