A selection of English ESL hide printables

The handout is for pre-intermediate students who learn about different types of Crime. Students are asked to complete the table with missing words for crime, criminal or verb  

CRIME

This is a simple game and drill exercise to be played in pairs, to ask and answer 'where' questions. Each student receives one worksheet. There is a short simple dialog for the students to use as a model when they do the activity.

The student first has to ‘hide’ the eight objects listed on the top right of their worksheet (1-bag, 2-cat, 3-book, etc.) in their room (Room A). They can do this by writing the corresponding number or drawing a picture of the object on Room A. The students then work in pairs and alternate asking each other 'where' questions; "Where is your cat?", "Where is your TV?", and answering; "It's on the table", "It's under the bed", etc. When their friend answers, the student can then label Room B on their worksheet, by drawing a picture, or writing the number that corresponds to each of the eight objects. When they have asked each other about all eight objects, they can compare their worksheets to make sure that they match.



Interrogative - "Where is your~?"

A speaking based worksheet designed to practice using vocabulary relating to kitchen items, prepositions and pronouns and 'be' verbs.  

Every student must choose a place secretly (one of the circles) and ask questions to discover where the other students are hiding.  

S's can then write a sentence to describe where each student was.

It could also be done as a class vs teacher activity.

In the Kitchen 

What are the steps of water cycle? 

Matching part and multiple choice questions

There are 2 pages in that folder. The first page includes some questions about water cycle. The second page includes a schema that shows water cycle. Students should write the stagess of the cycle.



Water Cycle

An enjoyable speaking and writing supplement to reinforce asking questions, answering using both affirmative and negative sentences. To get a mixture of both oral and written work I normally have something small enough to hide in my hand. If the object is in the hand not selected, they have to write the sentence. To encourage students, I usually give 1 point for each word; older students ought/ need to make a complex sentence with 12 words or more.

Past Simple

It is a cut & paste activity. You can hide the cutouts or make competitions.

IT IS - THEY ARE

There are some questions and tasks connected with Easter. You can use it with a board game or you can make an egg hunt. Just stick the questions under an Easter egg and hide the eggs. Students have to find the egg and do the task. I hope you will like it. 

Easter Game Questions

In this game, students can practice questions, descriptions, and their Christmas vocabulary.



Begin by cutting out each of the images and placing them face up on a table. Make sure Rudolph (top left corner) is the smallest of all the shapes. While one person closes their eyes, the other student can place Rudolph beneath one of the images. From there, the student must guess which image hides Rudolph, based upon descriptive questions, “Is Rudolph hiding behind something red? Is he hiding behind a man? Is it an animal? Is it something cold? Can you open it?” until they have found the item hiding Rudolph.

Finding Rudolph - A Christmas guessing game

A handout to learn and practice food adjectives. Students discuss and find the meaning of the adjectives to describe food then decide whether the adjective describes taste or texture, then practice.

Adjectives to describe food

To practice "There be"" in the Simple Present - 3 forms: affirmative, negative, and interrogative.

THERE BE - Present

This teaches the verbs; walk fly,hide,climb,crawl,and swing.  It teaches animal vocabulary also.  It is used with English Land 3, Unit 5.  The students make sentences using "It can/It can't with the verb.

It can/It can't Animals

Christmas Scavenger Hunt . 

Objective is to practice Christmas vocabulary. 

Solution included to check. 

Print out two copies, one to hide around classroom, one for starter clues. 

Christmas Scavenger Hunt - Adapted from Dominoes

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

67 Hide English ESL worksheets pdf & doc