A selection of English ESL role play speaking printables

This work consists of two pages.In the first page you will find information about 15 different people, their names,ages,countries etc..you must cut each persons personal information and hand them out to your students.You must give the second page full without cutting.Each student comes to board and introduces new himself/herself  according to the paper you have previously cut and given him/her.Others listen to him/her and fill in the second page of this work.on the second page, only one information is given for each  person as a hint.We enjoyed this activity a lot with my new bees.Hope you enjoy it, too! 

Introduce Yourself (Role-play + speaking +listening+writing ) 

Editable cards which are filled out by students or teachers and used in conversations. Print out or let the students fill out the cards and then act out the conversation. In big groups, the cards can also be prepared by the teacher. Students will pick up the cards with which must include task to find certain personn, for example: find someone who like cookies, the one who like cookies needs to find someone whose surname is Timson, and Timson needs to find you using a question that only they know. The firs trio to find eachother wins. 

Character Cards for writing and role play speaking exercises

This activity is for practicing speaking. You can assign a sketch or  the situation and they can improvise and create their own. There are two sketches: one is called the fly soup and the other is about thanksgiving day. They are good for drama and very short. I hope you can find it useful!!! 


Role plays 

I created this worksheet for role play activities: the tags are to be cut out and folded, and put into a bowl. The student picks one and that is the role play that has to be carried out. 

Role play 

Cut out the characters and role play the scene in the link:

https://www.youtube.com/watch?v=PBGQD7vn--w



Practice speaking English while having fun.

You can color the characters any way you want.

A fun and creative activity for kids to do and learn English too.

Role play

Funny role-playing activity. This activity practices your student’s speaking and vocabulary skills, maybe also writing skills if you want to make them write first.

Role-play: Person, Place, Problem

3 Pages of conversation ideas about everyday annoyances.What really gets your goat? (Gets you really annoyed?) It's a good idea to think about and speak about what annoys you, because then you recognize that a problem exists. From there you can try to find a solution to the situation- and if that's not possible- then change your attitude from annoyance to acceptance. Not easy but doable. The 4th page has blank cards for the student to come up with his/her own ideas and then have paired conversations.

Role Play : What Drives You Mad? Everyday Annoyances

This is a role play game in which students have to discuss who should be the new captain of a tiny lifeboat. You can play it in three rounds: 1) Individual students get a card, read it out and try to convince the others why they should be chosen; 2) personal decision of each student, 3) group discussion. My students liked it a lot and were very imaginative in justifying their leadership. And, for a change, no one must leave the ship...

Captain wanted - A role play game

Role-play cards for speaking about Environmental problems

Role-play cards

Use these Minions cards to discuss the characters and events in the movie Minions. Describe the characters- add your own information. On the word cards- explain the meaning of the terms and how they relate to the movie. The class might also retell the plot in sequential order. 



There is a wiki with further information- found here: 



http://despicableme.wikia.com/wiki/Minions. 



Interview with Minions ws found here: 



https://en.islcollective.com/resources/printables/worksheets_doc_docx/interview_the_minions/past-simple-tense/81342

Role Play : The Minions 

This is a combination reading/role play lesson plan for use with teenagers. It includes 3 ideas for bored teenagers, then reading comprehension questions, then a brief as-class speaking question, then a role play activity.

Free Time Activities

Alex needs help from Min concerning the transport options available to get from the Incheon ( Seoul) airport to downtown Seoul station ( Subway). Different means and costs of travel are discused.

Icheon Airport transport options to Seoul station. A dialogue.

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

412 Role play speaking English ESL worksheets pdf & doc