A selection of English ESL guess the places 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

Children can see some pictures of public places. They can see halves of the pictures and try to guess the place/building and write the word underneath. Furrther conversation can be followed.

GUESS THE PLACE!

It´s a set of cards with basic description of places. The kids are supposed to work in pairs. Each child receives a number of cards and they read the description to each other. They are supposed to guess the place based on the description.

Guess the place cards

Its a game you can make with the help of large sheet of paper, markers and a lot of creativity.



Draw two rooms with the same elements but in different location. 



Children have to guess the difference by making questions like: is the apple on the table? is the dog behind the bed? Etc.

Spot The Difference

Hi there! I use this song with my 3 and 4th form students (9-11 years old) to practise the routine actions, like waking up, getting up, washing face, eating breakfast, brushing hair and teeth, getting dressed, putting on shoes, going to school. The song is available on the Internet online, I am sending just a wooksheet. Here most of the routine words are missing and at first we try to guess the place of the words in the song, then we usually listen and check, afterwards we show actions and sing a song. I think it is very useful for young learners. Have fun, dear collegues!

The routine song

Take one person, one room and one weapon and place them in an envelope where nobody can see them. Distribute the other cards out between the teams randomly. The teams of 2 or 3 must guess who the murderer is, where they murdered and with what weapon. 

Teams take turns to ask questions to the other teams, during which everyone else can collect evidence and eliminate potential suspects, weapons etc... 

However, they can't ask a direct question, ie. What cards do you have? Is it Professor Plum? Do you have a knife? This forces students to cask indirect questions such as "Do you have the man who works in a hospital?". 

Each team gets one chance to make a guess at who/what/where and can do so at any time. If they are correct then they win the game, otherwise they are out but they carry on answering questions for the other teams until somebody guesses correctly or all teams are out.

Cluedo Game Cards

This is a timed conversation activity: There are two columns on the paper; one for sentences and one for conversation topics. Cut each section into strips and place both sections into separate envelopes entitled "sentences" and "topics." Students are divided into pairs and then one student takes a strip of paper from the "sentences" envelope while the other takes one from the "topics" envelope. The student with the topics paper then announces the topic they are going to talk about for the next three minutes. The student with the "sentences" strip of paper keeps their sentence secret but must introduce the sentence as naturally as possible into the conversation during the next three minutes. The rest of the students must try and guess which sentence the student had to introduce into the conversation. A good student will make the sentence appear to be a natural part of the conversation and therefore difficult for the others to detect. They don´t have to have the sentence perfect, word for word.

What was the sentence?

Students are expected to find a suitable answer to each question. The questions are all in the past and teachers can provide a suitable context before starting the game.

Before starting: Cut out each square and place it face down on  the desk. You can add images, colours, numbers or letters to help students in the guessing process.

Find the matching answer. MEMOTEST

A small guessing game to help my special needs students  to learn names of shops and city places. On flashcards , either   you copy the names  given or put pictures. One takes up a flashcard , the others ask the suggested questions , then the pupil who guesses right takes a flashcard in his turn. You can tell them to sit at your desk and choose  who speaks

HAVE YOU BEEN TO THE BUTCHER'S?

The sts have to guess which places/shops represent the images since they have white stains on them.

Which place in the town is it?

I used this worksheet to introduce Irregular Verbs. Students are often frightened by "the horrible list", so I created this to make them familiar with irregular verbs by easy and fun exercises WITHOUT telling them to learn the words. Before they would be shocked by the prospect of learning a lot of words they have already met them and worked with them. 

1) match the pairs (this should be guided by the instructor) students see both the present and the past tense form, they can guess the pairs;

2) based on the previous exercise they have to fill in a table, and then find those words in the wordsearch.

3) the third exercise places the words in context. Use the verbs in the brackets in Past Simple, then rewrite the sentence in the negative. The third sentence is a question in the students' native language, and it is to be translated (NB. not forming a question or answering it). Don't forget to delete mine from the worksheet.

Introduction to Irregular Verbs - Group 1 - Take Away the Fright

1. Cut out the cards and laminate for longer hold.
How to play:
1. Have groups of three to four students play the game.
2. Give each student eight or six cards.
3. The one to get the “Starting card” puts his card on the table. Reads the question aloud.
4. The student with the card that has the answer puts it down on the table (like in a Domino
game) but the card is placed below the first card –
5. The student then reads the new question and the student with the correct answer places his/her card on the desk

Animals card game

A criss cross puzzle with riddles to guess the animal names and place them in the grid. An end-of-the-school-year activity r an in-between, or an activity for the end of the lesson. The final task was for the students to produce posters with a riddle and an animal. The Posters were pinned to the wall in the classroom for everyone to see.

58 Guess the places English ESL worksheets pdf & doc