A selection of English ESL mad libs printables

For basketball nuts everywhere. Couldn't find any good Mad Libs on the Internet, so I created this. Editable. Good practice for parts of speech. Review the names of the basic forms of speech. 





Can be used with the word suggestions ESL worksheet found here: 





https://en.islcollective.com/resources/printables/worksheets_doc_docx/mad_libs_word_ideas/parts-of-speech/49806

Mad Libs Basketball Game

Mad Libs is a great way to bring laughter into the ESL classroom and to reinforce names of the parts of speech. Students often are at a loss for funny words- so int his ESL/EFL worksheet I've collected a few suggestions.



Could be used with Mad Libs Basketball Game. Found here:



https://en.islcollective.com/resources/printables/worksheets_doc_docx/mad_libs_basketball_game/parts-of-speech/51610

Mad Libs Word Suggestions

A "mad libs" love letter - ESL students complete a vocabulary list and use the words to fill in the blanks in a love letter. Teachers notes are included in this ESL/EFL worksheet.

A Love Letter - Mad libs

In this developed version of ALIBI, students play the roles of suspects in a murder mystery, except in this version, there is an actual murderer. You will distribute these character cards (7) to students, and have the rest play police officers. The characters can spend 10 minutes socializing and interacting with each other, while the police officers prepare questions for the investigation (they'll be briefed about the main plot).

After, you can start the interrogation whichever way you'd like (characters interrogated in isolation, or do it as a speed-dating style, each character interviewed by an officer across the class).
Tips: students should not share the "secrets" in their cards (only if absolutely necessary), they also have the freedom to make up additional details about their characters when convenient.

HAVE FUN! :)

Murder Mystery (Clue Game)

Instructions are found inside this ESL worksheet but in short it is a pair activity where one student supplies words in a gapped story according to the word class the instruction asks. Then the other students reads out the resulting silly story.

Mad Libs - First Day of School

Created by www.primaryleap.co.uk



This Christmas themed ESL worksheet can be used to reinforce basic word parts of speech learned in class. Students fill in the blanks with a given type of word e.g. an adjective or a noun. Encourage your students to be as creative as possible and have some fun!



I am one of the content developers at Primary Leap. These resources can be used for home learning or in the classroom. I hope you find it useful.

Christmas Mad Libs

A game of mad libs to practice Present Simple and Past Simple comparing daily routines now and before the lockdown. 





Students do the second half of this ESL worksheet first. Then they fit the words into the text and then read aloud.

Coronavirus Mad Libs

This ESL/EFL worksheet features a Mad libs activity: it contains a gapped love letter and the corresponding word types to be inserted for each gap. Hope you'll enjoy!

Writing a Love Letter - Mad libs

Mad lib story about a day out that goes horribly wrong. For a mad lib, students should write the vocabulary they're going to use on the second page first then put the twenty words they've chosen into the story. However, it can also be done straight if you prefer. Good for parts of speech, grammar, sentence & story construction.

A day at the football match - Mad libs

This is a partner conversation activity. 








The front of this ESL worksheet is preparation for the conversation, the back is the conversation script (two scripts: A and B). 








Preparation





First, students consider 8 descriptions together as a class. 


The teacher will read the first description, ensure that everyone understands, then give 10 seconds for students to write an answer.


Students can put the first answer they can think of; crazy answers are okay! (but they should try not to discuss with each other)


Then move on to the next description as a class. 





When they have 8 answers, students copy those answers into the respective spaces in the script (1 -> 1, 2 -> 2, etc.)








Partner Conversation





Make pairs, A and B


Read the script and have a conversation on the first day of school


Change partners 1-2 times for variety in conversation








The language is simple so students can work on speaking with the speed and inflection of a fluent English speaker. Teachers should also discuss colloquial language like "yeah" and "cool" and stress that this is appropriate in conversation but not in writing (unless it's texting/ social media)








The descriptions in the preparation are catered to a Japanese class and include Japanese translations. You should edit according to your country / culture.

First Day of School - Mad Libs

"30 Brain Teaser Questions"

This is a way to practice parts of speech in English by plugging into a short essay about Fall (Autumn). Depending on the words chosen, it will generate a silly story. One student had a family in the yard raking piles of dictionaries.

Fall -Mad Libs activity

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

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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

37 Mad libs English ESL worksheets pdf & doc