A selection of English ESL guess what printables

Cut the cards and put them face down on your desk.

Make students come one by one and mime what's on the card. 

First, he/she mimes who she is. The others guess. After that, hey guess the activity and the signal word or adverbs used for pr simple/continuous.

Miming game Present Simple/Continuous

English idioms are an attractive, entertaining part of the language, but sometimes beginners pay too much attention. From this article written by essay-company writers (https://essaycompany.org/), you will learn what idioms are and whether they are worth remembering. The difference between an idiom and a proverb where butterflies in the stomach come from, and what it is that spoon that sucks with fear.



What are idioms?



Idioms or phraseological expressions are stable turns of speech, indecomposable combinations of words, understood, as a rule, in symbolic meaning. The meaning of its constituent words does not determine the importance of the whole expression. Often the sense of an idiom is difficult to guess, to understand from its constituent words if you are not familiar with it.



For example: to be in the same boat. It means "to be in the same situation, to experience the same difficulties.



"I understand your problem. We are in the same boat."



Idioms are called stable, indecomposable combinations because they are used in a fixed form. For example, no one says to sit together in the same boat or be in the same vessel. An idiom is used as a ready-made figurative pattern for some typical situations.



The meaning of the expression about the boat can probably be guessed, primarily when heard in context, but there are idioms whose purpose is impossible to imagine.



"I want to buy a Saturday night special, but I'm scared to own it."



Idioms are called stable, indecomposable combinations because they are used in a fixed form. For example, no one says to sit together in the same boat or be in the same vessel. An idiom is used as a ready-made figurative pattern for some typical situations.



"A rolling stone gathers no moss."



The meaning is a person who often changes his place of residence, occupation, never settles down, does not settle down. Accordingly, the equivalent would be: "he who does not sit still will not make a good living."



How many idioms are there in the English language?



There are thousands of idioms in English, but it is impossible to tell the exact number, just as it is impossible to say the precise number of words in the language. For example, the Cambridge International Dictionary of Idioms (M. McCarthy, 1998) has 5782 dictionary entries, but that number doesn't say much.



English idioms are as much living units of speech as words, and their numbers are constantly changing. Some idioms live for centuries, while others quickly go out of use.



English idioms, proverbs, colloquial formulas, phrasal verbs, and other similar units of speech



Idioms can easily be confused with proverbs, various speech patterns, phrasal verbs. Even scientists sometimes find it difficult to distinguish them.



Idioms are a type of formulaiс language - stable, indecomposable expressions that should be understood and taught as a single unit of speech, rather than a group of words.



These patterns include:



1. Greetings and good wishes



How are you? 

Have a good day!



2. Prepositional groups or prepositional phrases



In a minute 

Once in a while



3. Proverbs, sayings, proverbs, quotations.



Bad news travels fast 

Buy the best, and you only cry once 



4. Phrasal verbs.



To look for

To sign in



5. To look for, to look for, sign in, and register. 5.



Blond hair 

Deeply disappointed



6. Conversational speech formulas



You have to be kidding!

Do you see what I'm saying?



7. Idioms



A penny for your thought

To give the green light



As you can see, the line between idioms and similar expressions is sometimes tough to draw. For example, the phrasal verb to look for cannot be called an idiom - there is nothing conversational about it, that is, any symbolic meaning. But the phrasal verb to sail through can easily be confused with an idiom because it has a symbolic meaning.



В idioms, and even more so in various collections of phrases on the Internet, are often found not only in dictionaries but in everything that remotely resembles them. It has at least a hint of idiom, including individual words with symbolic meanings.



How much knowledge of English idioms is necessary?



Sometimes I think that English idioms are almost the first necessity because they are ubiquitous in English.



Honestly, not that often.



It is beneficial and exciting to know idioms, but there is no point in learning them on purpose. Let's consider two cases: knowing idioms for their use in speech and understanding speech or text.



1. Use of idioms in speech



Many idioms have a stylistic coloring, are used in informal speech, are characteristic of some social or age groups. 



2. Understanding idioms



In my experience, I can say that when speaking to native speakers, idioms are rare. Often there are:



colloquial clichés,

phrasal verbs,

sentence groups.



But idioms, that is, turnips with symbolic meaning, like it rains cats and dogs when pigs fly, are rare. Your interlocutors understand that English is not your native language and try to speak without much difficulty.



By the way, many have noticed that when you talk to a foreigner in the company, you understand him well, but when they talk to each other, nothing is understandable. People talk to each other in their everyday language without making allowance for the "foreignness" of the interlocutor, so their speech can be dotted with slang and incomprehensible jokes.



Do I need to learn idioms?



If you have recently started studying English, you still have a small vocabulary, and reading a page of English text gives you a headache. You do not need to learn, memorize English idioms by heart actively. Idioms are quite an advanced part of the language, not a priority initially. If you discover a list of 100 or 200 idioms, in practical terms, it will give you very little because they are not so common, but your head will be scored thoroughly.



But idioms are perceived by many as an attractive, curious part of language, something like amazing facts or "did you know that...?" In that case, idioms can just be read at your leisure as something entertaining.



But if you're actively reading and listening in English, you'll sometimes encounter idioms. I think you should memorize them at a comprehension level, but there is no point in learning them so solidly that you can use them freely in speech - they are not such ordinary and necessary expressions.



Fortunately, memorizing idioms at the comprehension level is relatively easy, thanks to their vividness, imagery, and sometimes an entertaining origin story. The unusual and vivid things are best imprinted on the memory.



Popular English idioms with translation - a selection from personal experience



In conclusion, here is a selection of idioms that I have encountered in practice: I have not read them out of a textbook, but heard them from someone, met them while reading, and for some reason, they stuck in my memory. Here is my list of popular idioms.



Piece of cake - easy as pie, like a piece of cake.



It's an expression I learned as a kid. In Terminator 2, John Connor, the future savior of humanity, hacks into an ATM with some electronic device and steals money from it. "Piece of cake," John says and runs away.



To ring a bell - to remind you of something, to ring a bell.



The idiom has been seen several times in movies and detectives and is remembered because of the imagery. The ringing of a bell symbolizes a sudden thought.



Rule of thumb - A simple rule of thumb, an approximate way of judging letters.



The rule of thumb is a simple, practical method of not measuring something accurately. Linguist Paul Nation likes to use the expression in scientific papers and lectures.



The origin of the idiom is not precisely established. One version says that the "rule of thumb" came from the old carpenters' way of measuring - with a finger, not a measuring instrument. Everyone's fingers, of course, are different, so such a "tape measure" was not distinguished by accuracy but was easy to use. According to another version, the expression came from an alleged law in England, according to which the husband was allowed to beat his spouse with a stick, but not thicker than his thumb.



To have a crush on someone.



The expression is often found in youth comedies, teen literature, and sitcoms such as "The Friends" or "How I Met Your Mother.



Different ball game 



It's an expression I've only heard from one person, but many times. Do you know how some people have favorite words and phrases? Just such a case in point. An acquaintance of mine in America, a kindly elderly uncle who loved to spout wisdom and talk about the old days, used to say things like.



Jumpscare, in horror movies: a sudden frightening of the viewer, literally: a jump scare.



One of the essential and most effective scare tools in the horror movie and game makers' arsenal, which is why I don't like the genre. In its most primitive form, it looks like this.



The hero sneaks down the dark hallway of a vampire castle with a flashlight, the music building up a tense atmosphere. He approaches a large mirror on the wall, and then there is a rustle, and a shadow flashes behind him. The hero sharply turns around and sees that it is just a mouse. He exhales and says, "It's just a damn mouse!" and turns to the mirror, AND THERE!!! Plus a robust and squealing sound effect. Such scares make the viewer jump on the spot (apparently, hence the name).



The device is hackneyed among genre fans who have resorted to it in a cheap horror movie. In good horror, scare in much more subtle, profound ways, forcing not just the occasional jumping out, dropping popcorn, and the entire film to sit in suspense, and by the end just burning your nervous system to the ground.



I was introduced to this cinematic term when I watched the walkthrough of the super scary game PT on YouTube. Someone wrote in the comments that the frequent use of jump scare frustrated him - such a good game and such a cheap trick.



The bottom line is the gist, summary, lit.: bottom line, bottom line, bottom line.



This idiom means approximately the same: inference, conclusion. For example, a long article may end with a paragraph called "Conclusion" or "The Bottom Line. 



Street smart 



I heard the expression in a conversation with an American journalist, John Alpert. He said he had never been super bright, except for being street smart.



Street smart is a smartness acquired not at school and over books, but on the street, in life, in everyday life. It is also understood in a narrower sense: the ability to survive on the street.

English Idioms By EssayCompany: what are they, and should you learn them?

A worksheet to practice present perfect for Pre intermediate students. Can be used as a worksheet for each student or you could cut them up and hand out in class, ask students to fill theirs in, then read their three preparations to the group and have the group guess what they have prepared for. 

Present perfect : preparations. What have you done to prepare? 

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?

Here is the board for the game of Explain It! Be sure to get the uploaded cards as well. There are several sets. Students pair up and several pairs can be in the game. One student of a pair explains the words on the cards to his partner. He explains as many as possible in one or two minutes. The number of words explained and guessed is the number of spaces the marker on the board can be moved. Students take turns and the winner is the couple who reaches the Finish box.

What to prepare: Cut the cards out and laminate for longer hold.

Explain It! Board

Present Continuous Tense. 
Sts have to guess & write what the silhouettes are doing. 
Sts can mime them too. My sts enjoyed this "game" a lot.

What are they doing?

In this worksheet you can find screenshots from the movie Fear of flying. Students describe what they can see and try to guess the order of the pictures and the story of the film.



We mentioned this video in our new tutorial on How to teach English using videos:

https://youtu.be/ktqPSH6s854  

The key idea is that you give out these five pictures to students, each of which represents one moment from the story. They speculate what might be happening and what the correct order of the pictures is in the narrative, then watch the video to check.



We found the video at film-english.com: 

http://film-english.com/2013/11/04/fear-of-flying/  

You will also find a lesson plan here with ideas about how to use this video in class.



Fear of flying - Using screenshots to predict content

My first Grade students have started learning how to conjugate a few simple verbs so I created a game of Guess Who/What Am I using a powerpoint and verb/adj/noun table. 



You can personalise the teachers' names and the high school to your own. 



The first three clues are for the class to play against you. This will get them warmed up and help them understand how to use the table. Then, put them into small teams, each with their own whiteboard. Send one person from each team out of the classroom and show the remaining students the first slide. Help them make up some clues for the first slide e.g. 'you are a person 'you are American' etc. Bring the students back into the classroom and give them 30 seconds to provide clues to their teammate. After 30 seconds, the student has to write down what or who they think 'they are' e.g. 'I am President Trump'. Points go to teams who get the correct answer. After each round, get the students to raise their hand and tell you some of the clues they gave. More points go out for these answers. Stickers at the end for the winning team! It is fun, some are a bit silly and it gets them thinking a bit more laterally. 



Accompanied writing task at the end. 

Guess Who / What Am I? Powerpoint 

This worksheet is focusing on some commonly used abbreviations that one uses quite often however without thinking of their long form. I would recommend that you try to make students guess what words might stand for the particular letters. Even you can have a go first!

Abbreviation, acronyms

This is taken from Paugaliza because there were no flaschards for the vocabulary. There are the names of pieces of furniture and household appliances. 

This can be used for teaching new vocabulary or testing the learnt vocabulary.

It can be used as a memory game or pairing game. 

Further on, can be used together with Paugaliza's set named Furniture & Household Objects - Sets 2 and 3.



This material can be used teaching every beginner age-group.

Further ideas:

Writing sentences with the words, which room they are in, what they are used for, etc.

Furniture and Household Objects - Flaschards and Vocabulary Set 1 - taken from Paugaliza and developed

This game is a murder mystery game for Halloween. Students need to ask questions in order to guess who committed the crime, who was the victim, with what they were killed and where. 

Very much appreciated by my adult students!

Murder Mystery Halloween

A fun 5 to 10 minute activity.  SS guess what the picture represents.  Some ss come up with some funny answers. Get them talking

Picture puzzles

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

235 Guess what English ESL worksheets pdf & doc