A selection of English ESL question game printables

Quiz with 20 'family' questions , suitable for most students (and for anyone who likes quizzes really). There is a mix of easy and more difficult questions. Should they prove too easy, just make it a bit harder by using your imagination - e.g. use the answer in a correct sentence. Also, use common sense and edit or change the questions that could be inappropriate for younger learners (or in your culture). That is the joy of having an editable Word document!

(PS: answer 7 is 'uncle', my apologies)

Quiz - Family

With this board game students will practise the second conditional. Please review necessary grammar before the game to make it a success. Encourage longer answers and stimulate discussion to improve fluency. (You might need to alter some of the Â´adultÂ´ questions if youÂ´re working with young teens). Enjoy. 

Board Game - What would you do if...?

This is a fun speaking activity for your pre-intermediate to advanced students. It is a detective story that engages students in conversation and will practice mainly questions and answers in simple present and simple past. **** You were invited to Mr Erringworth’s dinner party in his mansion. You will meet 9 people there, all of whom have some kind of relation with Mr Erringworth. Shortly after midnight, the host is found dead. It will be your task to interview all nine suspects and find the murderer. As the evening progresses you will get more information about the people and more details will be revealed. You will have to find the murderer’s name – his relation to Mr. Erringsworth – his motive – the used weapon – the room where the murder was committed and any additional information that are necessary to solve the case. **** 7 PAGES INCLUDING TEACHER´S NOTES *** Hope you like it. Please contact me with problems of any kind.

Murderous Dinner Party - ROLEPLAY - Conversation Cards - 7 Pages

You can play this game in different ways. 1.	Easy version: Players only have to say the name of the animal. e.g. ItÂs a cow. 2.	More difficult version: Players say the name of the animal and one or more things they know about it. e.g. ItÂs a cow. It gives milk. It eats grass. 3.	Spelling version: Players have to spell the name of the animal correctly (and say something about it) 4.	Writing version: Players write the name of the animal and one or more sentences about it. 5.	Question version: Players ask and answer questions about the animal. You can of course invent five dozen more ways to play it. Have fun!

Board Game - The Animal Kingdom

I created this game to give the usual can or can’t lesson a funny twist. I had a lot of games and material and exercises with various can or can’t sentences, so I picked some out and gathered them together on this grid. Print the grid and cut it out, put it in a bag and get the students to pick one each. You can either get them to do it themselves and “prove” to the class that they actually can do what the slip of paper they picked says, or you can get them to pick a random classmate and ask them the question on the slip of paper. The picked classmate will then need to prove to the classroom that they can or can’t do what the slip says.



The worksheet is editable so feel free to suit it to your needs. Enjoy!

Alice



Can and Can't game. Can you prove it?

This worksheet includes an interview example for students to practice vocabulary related to jobs. It also features a writing task which is a job application letter.



This worksheet promotes speakng, reading and writing.

The world of work: A job interview and writing an application letter

Practice wh-questions using a image. You can use it as a boardgame, going through the board with a dice and getting points for each correct answer or asking the children to answer as many questions as they can in the time you say.

wh- questions using a image

With this board game, learners will practise the past simple in an enjoyable way. Every square provides a picture clue (or some words). Every time a correct answer is given, the game can be used as a communicative activity whereby players ask each follow-up questions (e.g. What book did you read? Was it good? What kind of books do you like? How often do you read? etc). Answer key and grammar tip included. LetÂ´s make learning fun!

Board Game - What did you do yesterday?

This is a speaking activity in the form of a boardgame to practice asking and answering questions using the verb be in the simple past was and were. It contains yes no questions and information questions

Was Were boardgame

Questions with a Halloween theme-most requiring an explanation. Test your Halloween vocabulary and knowledge. Develop conversational skills. Get more speaking practice with this game. 



Thanks to PhilipR for the template.



Clip art from MyCuteGraphics.com

Halloween Boardgame

It's a simple but fully editable (thanks to Zailda for the template) Present Perfect Board Game with easy questions to make students talk about their experiences... (Zailda is a contributor at ESLPrintables.com)

Note: This worksheet is available at EslPrintables.com...

Have You Ever...? Boardgame

Goal of the game: Guess your opponent's mystery monster before your opponent guesses yours. You can only answer ‘YES’ or ‘NO.’ Ask questions like “Is your monster yellow?” or Does your monster have more than two eyes?”

Guess My Monster Game

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

1,104 Question game English ESL worksheets pdf & doc