A selection of English ESL guess printables

Another guess who practice cards. Cut the cards and make students draw one card and start describing the person on the card. Encourage other students to ask questions to find out who that famous person is. 

Guess who the famous person is

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 

Describe this job and let the others guess!



great for conversation lessons. make up your own cards with weird jobs.

guess what I do for living?

Speaking activity- Guess the famous person

This activity is ideal for beginners and can be used with adults, teenagers or even young learners.

Students pick one card and, classmates chould guess who he/she is by asking questions.

Speaking activity- Guess the famous person

The series guessing game is for adults or high-schoolers in order to stimulate oral practice. The students have to answer the questions, by guessing. There are no wrong answers.

Guessing Game - The Parkers like Technology

A collection of famous people for roleplay-style interview lessons, in convenient print out size. Each card contains a picture, a name, a date and place of birth, and a fact about the person. A4 size, but can be adjusted for local paper sizes.

Guess Who Role Play Interview Cards

Guess Who game cards are good to practice "to be" in Present Simple.

What to do? 

Cut all the cards. You can fix it with a glue on a carton. 

how to play?

Put all the cards into the box. Mix. Mix again. Let all the student to take one card. don't let them watch! The one who has a card mustn't know/see what does he/she have. But others should know. So he/she should show the others the title of his/her card. then the students starts to ask only Yes/No questions. if he/she gets the "YES" answer, he/she should continue untill he/she gets the "NO' answer. in this case the other student start. the game finishes when all the characters are known.

Have fun!

Guess Who game cards for kids

Guess Who game cards for adults

A fun exercise that music-obsessed teenagers might enjoy. If they can't get all the songs from just the images, there is a help sheet on page 2. The key is included on page 3. I found the puzzle on the net and added the help sheet. Enjoy! 

Guess the name of the songs

This should be a nice practice for testing vocabulary for countries, jobs, physical appearance. One student draws a card without one's teammates see. Ask questions to guess who the famous person/cartoon character is. 

Guess who the famous character is

Ss have to guess the 5 history makers by asking questions to their partners (5 small groups).
Task 1: Ss prepare possible questions to ask their partners in order to guess the history maker. They CANNOT ask about the name. T can write the questions on board.
Task 2: T delivers each group an envelope that has a text with information and photos of the history maker.  Ss CANNOT show the pictures or the texts to the rest of the class. The idea is to guess. They CANNOT either say the name of the history maker. 
Task 3: Ss start asking 1 group the questions. If they know the answer, they have to write it on a sheet of paper. They CANNOT say it. They have to wait until everybody has written an answer or has no more questions. They continue with this dynamic until everybody has asked for the 5 history maker.
Task 4: Ss write their answer on board while the teacher monitors.
The grupo with more guesses, wins!


Guessing game with History Makers - Speaking

This worksheet is for young learners. It contains a picture showing some kids. Students have to look at the picture and match each person to the right description.

Guess who is who! - Describing people

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>

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1,153 Guess English ESL worksheets pdf & doc