A selection of English ESL guess the word printables

number the picture with listening to the teacher and guide the students to read,guessing and describing the pictures with their own words. 

listening

famous song by lil nas X feat Billie Ray Cyrus: old town road you have the guess the lyrics and choose the correct words. this is a listening comprehension. the goal is to discriminate the sounds and find the right word. 

old town road worksheet

This is a song to practice PRESENT CONTINUOUS and VOCABULARY IN GENERAL. The student has to uncode the pictures and guess the word that is the correct one to complete the lyrics of the song. 

Hope you enjoyed it!

Greetings, Vanessa

LEMON TREE SONG 

Words, phrases and expressions with the word 'cat'. First exercise is guessing the meaning of different cat-words based on the given example sentences. In the second exercise they have to completed the phrases by choosing from the given words.

Vocabulary- Cat


Guess the names of some animals reading the lines.


Pay attention to the words (marked with orange colour) at the end of every line. The answers should be rhymed with these words.


Animal Rhymes For Beginners

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.

Grammar Review - Irregular Verbs - Group 2 - Variety of Exercises

Rules:
Divide players into two teams.
One player from the team is the “speaker” for the round.

How to Play:
The speaker picks a card with a secret word at the top and a list of “taboo” words below it.
The speaker’s job is to help their team guess the secret word without saying the secret word or any of the taboo words.
The speaker can use other words, sounds, or gestures but cannot use any taboo words or parts of the secret word.

Time Limit:
Each round lasts for a set time (usually 1 minute). Use a timer to keep track.

Scoring:
The team earns one point for every secret word correctly guessed within the time limit.

Switching Turns:
After the time is up, the other team takes their turn with a new speaker.

Winning the Game:
Play continues until all cards are used or for a set number of rounds.

The team with the most points at the end wins!


Taboo Game (Personality adjectives)

students have to guess the missing words in the paragraph. Your students won't be misled as the words are related to the birthday theme!

Happy birthday

The object of the worksheet is to explain the difference between familiar verbs - to suit/to match/to fit. It is a vocabulary activity. Students have to guess the meanings of the given words by looking at the pictures and then have a little practice by filling in the gaps 

Difference between to suit - to match - to fit

Fill in the gaps with the given verbs in Past Simple according to the meaning before listening, try to complete the gaps with some missing words, plus try to guess the title of the song and disscuss the main idea afterwards, it's good for kids of elementary school, but the worksheet can be used in 5-7th forms as well to talk about pets, friendship... Enjoy the song with your kids!

Puppy Love Song

1. At first, watch the video with students. Ask them what professions they remember. By translating the lines of the song try to guess the profession.
2. Watch the video again, try to sing the song looking at the text. Ask tudents what other professions they know. The frame in th worksheet can help them.
3. Then drill your knowledge by the game on educaplay and sing this song along 

Job song for A2 level

These are my homemade cards for the ever-popular 'Taboo' Game.  If you're unfamiliar with the game, a student takes a card and stands in front of his/her group.  S/he must explain the meaning of the word at the top of the card (in bold) without saying that word or any of the other words on the card or any related words from the same root.  His/her group must then guess the word for a point.  The group with the most points wins!  This is a great way to encourage students to circumlocute so they know what to do when they can't think of the right word.

'Taboo' Game 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)

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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

337 Guess the word English ESL worksheets pdf & doc