A selection of English ESL mingles printables

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

Students make predictions about what their classmates will be doing in ten years' time. 

A fun activity to be used as controlled practise or to round off a lesson on future tenses/predictions. 

Future Mingle

A mingle activity where students compare their travel preferences. 



Instructions

1)	Pre teach or elicit relevant vocabulary about attractions, experencies etc. 

2)	Cut the worksheet in 2 and give every student one table. 

3)	Get the students to write quick answers about their own travel preferences. 

4)	Model/demonstrate the speaking activity, tell the students they can walk and talk if necessary. Use the supplied questions. 

5)	Supervise the conversation so the students change partner every few minutes

6)	After every student has talked to two or three different people review the activity. Get the students to talk about who has similar travel preferences and why. 



Travel preferences mingle

Part of an Education/school themed lesson. This has standard questions about school and students are also asked to compare their own answers with others. 

Education mingle (find someone)

Pupils get two cards listing the things they have got and the things they need. They walk around the classroom and look for the things they need by asking other pupils "Have you got" questions. If the other people have the item on their Hae got card, they reply "Yes, I have." they both cross it out from their respective lists.

Have got mingling activity

The objective of this worksheet is for pupils to practise dates in English orally. It's a questionnaire pupils must complete by asking their classmates their birthday dates. This kind of activity is quite motivating for children since it involves sharing personal information with their friends. To use it, I would make pupils walk along the class asking ones to each others about their birthdays and writing down the information collected in the different month categories. Finally, I would make them talk about the results by asking them questions such as "How many children do celebrate their birthdays in Spring? How many girls do celebrate their birthdays in April?", etc

When's your birthday? Mingling activity

This ESL worksheet has prompts for a mingling activity. Kids mingle asking questions, then write down the information they got from other students. I hope you'll enjoy.

Ask your friend - Mingling activity

Students walk around the classroom and ask questions according to the cues ie. Did you talk to your mother yesterday? They should give every question to different classmate (ask 9 people total) and write down their name and answer. Then they write down report ofwhat they found out. ie. John didn't go outside yesterday.

Past simple questions mingling activity

Designed for pre-intermediate students, this ESL worksheet requires them to complete 10 questions choosing either 'ed' or 'ing' adjectives. 

Students are then asked to think of their answers to the questions before the questions are assigned to students who participate in a mingle.

'Ed' and 'ing' adjectives: mingle questions

This is an activity for up to 12 students. Cut up the sentence and give each student one strip. 

Students share the information (gossip) and complete the table with the name, job, mode of transport, and juicy gossip about the people.

GOSSIPMONGER - a reported speech mingling activity

This is a mingling role play activity for intermediate to advanced students. There are 12 character profiles. Each profile has a strength and weakness and they must promote themselves to the other students so they do not get voted off the boat/island. I like to make the students vote every 10-15 minutes. Students who are voted out still participate by sharing talking and listening to others and sharing their opinions for who should be kicked out next, but they cannot vote or promote themselves anymore. This is a lesson I created for our schools 'extra speaking lessons' that are offered once a month. They are usually 60 minutes lessons where the goal is to get students to practice speaking 100% of the class.

Boat/Island Survival Mingling Role Play Activity

You can do this ESL/EFL activity with younger students to talk about the days of the week and actions they can do every day. Students go around the class and make questions to each other

Days of the week ESL mingling activity

Each student receives one card. They only know first and then random time in the schedule. Their task is to mingle and complete the schedule by asking other students. 

21 Mingles English ESL worksheets pdf & doc