A selection of English ESL ladder printables

This board games should be a funny, playful way to practice "time" vocabulary orally. It is meant for young learners, elementary level, but can be played with other age gruous.The instructions for the teachers are included.

Boardgame - Snakes and Ladders - Time

With this borad game studnets will practice the vocabulary about occupations and ladder. Students take turns to throw the die and accot¿rding to the number of points they count the spaces and saya  sentece about the oicture they get. Let your students enjoy with thier knowledge and create different activities to pay the game!

Occupations and public places ladder

SIMPLE GAME WHERE PLAYER THROW THE DICE AND MOVE THE PLAYERS WHEN THE FIRST PLAYER GO TO FINISH THE GAME FINISH HOWEVER IF ANY PLAYER TOUCHED THE SNAKE MOUTH HE SHOULD GO TO WHERE THE SNAKE END AND WHEN HE TOUCHES THE LADDER HE WILL PROMOTE AND STOP WHERE THE LADDER END. THANKS 



REGARDS,

NEWEST ENGLISH TEACHER

SNAKE AND LADDERS BOARD GAME

This is a board game about vocabulary in English about school supplies. It is suitable for all grades and all ages that want to practice the vocabulary of school supplies. Play in small groups with dice and different tokens. 

School supplies snakes and ladders

a fable having a moral lesson with comprehension questions, a grammar par and a writing part 

The Wolf and the Ladder 

This game can be played with different age groups. The series board games should be a funny, playful way to practice vocabulary and grammar orally. The instructions for the teachers are included. s

SNAKES AND LADDERS - Phrasal Verbs

The following boardgame will help your srudents revise some common irregular verbs. When  a student "lands" on a verb he/she needs to say a correct form in the past simple with that verb. If it's incorrect they have to come back to their previous place. Younger students can be asked to simply say the past form of the verb. I hope they like it!

Boardgame - Snakes and Ladders - Irregular Verbs

This is an optional dice that students can use when playing with DAILY ROUTINE SNAKES AND LADDERS that I have also uploaded.

This dice indicates if the student has to make an affirmative sentence, a negative one, or a question. They should also include the vocabulary provided in the boardgame. Or you may also use the dice with a set of flashcards with action verbs.

DAILY ROUTINE SNAKES AND LADDERS DICE

 It´s a board game to help students´ talk about charity organizations and campaigns. The game can be used to teach the students about charity and how it is used and why important.

Snakes and Ladders - Talking About Charity

This is a snakes and ladders game for teaching the days of the week. I used @leilamn 's Snakes and Ladders Weather Worksheet as a template for this one. It is easy for students to understand this game.

Days of the Week_Snakes and Ladders

A Snakes and Ladders game to practice 'have you ever' questions.



If the answer is yes, students can ask 



1: "How many times have you...?"

2: "When did you last...?"

3: "Would you like to... again?"



If the answer is no, students can ask



1: Would you like to...?" Why? Why not?



You can practice present perfect at http://www.englishshouldbefun.com/simple-perfect-1/



You can find Quizlet cards with Have you ever... questions at https://quizlet.com/272072733/flashcards



Enjoy!

Snakes and Ladders - Have you ever...

This is a game to practise classroom vocabulary and Grammar structure: this is and these are. Students have to role the dice, but before making one`s move- have to make a sentence about the picture, for example "This is a ruler" or "These are five pencils". If a student can make a correct sentence, he/she can make the move with his/her counter. If a student steps on a ladder- one has to go up to the ending of the ladder. If a student lands on a snakes tail- he/she has to slide down to the snakes head. 

In my Classroom/ snakes and ladders

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

95 Ladder English ESL worksheets pdf & doc