A selection of English ESL scenario printables

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)

A classic game to teach about cultural customs and intercultural communication. The scenario: a canyon cuts a Derdian village from the nearby market. So the Derds need a bridge to shorten the 2-day trip to a 5-hour one. They also want to learn the skill of constructing bridges. A group of European  engineers will teach them. However, the Derds have very strange social customs that the engineers have to figure out along the way. Bless up, Kisdobos

Bridge for the Derds (Intercultural Communication Game)

This worksheet has practice dialogues and vocabulary review for beginner adult students.  There are three scenarios involving restaurants: making a reservation, after spilling a drink, and calling a taxi.  

Going to a Restaurant

This is a worksheet to help practice technical language related to computers and customer service. It can be used as a fluency or introductory piece of material. Students first practice speaking and then write their answer under the answer box, before creating their own scenario. 

Technical Support

The objective is reading for comprehension and inference. 

I have students scan and preview first, then use their dictionaries to translate new vocabulary. We read silently as individuals, then we read it together. I will use 2-3 students to volunteer to act out the scenario.



After that students discuss and answer the questions.



They find the past tense verbs in the reading.



Then they answer the questions on the back. 





Reading for inference

These linking words are related to contrast sentences that are frequently used in our daily life conversation. We in some cases would like to give opposite scenarios of action though, it is not that much easy. This worksheet will help to develop contrast sentence making skills. 

Linking Words Expressing Contrast

You can use this activity as a fun way to test your students&#8217; knowledge of, say, words from the previous ESL lesson. Students can survive the shark attack by answering your questions correctly. You could also have them decide on the correctness of sentences you read out. I find that this imaginary scenario effectively raises the stakes for ESL students and is able to break the boredom of testing.

Escape From The Shark (Fun Way to test Students)

You can use this activity as a fun way to test your students' knowledge of, say, words from the previous ESL lesson. Students can survive the Viking raid by answering your questions correctly. Also, you could have them decide on the correctness of sentences you read out. I find that this imaginary scenario effectively raises the stakes for ESL students and is able to break the boredom of testing. Bless up, Kisdobos

Escape From The Vikings (Fun Way To Test Students)

Hotel vocabulary. One scenario where check-in is routine, a second scenario where the lack of a reservation in the high season causes problems for the traveler. Thank you to rosa_mazur for her beautiful template at http://www.eslprintables.com/printable.asp?id=372918#thetop

At the Hotel

Ask some thought-provoking questions. Create imaginary scenarios. Ask hypothetical questions. Practise the use of the second conditional, as well as stimulate your students' creative thinking.

Suggested: Cut questions into cards and let students draw them during live lessons.
You can also use it online, no worries!

100 "IF" QUESTIONS (SECOND CONDITIONAL) SPEAKING CARDS

I used this for my conversation class. Young adults and adults. I introduce the concept of Speed Dating, which is not culturally known in my country of teaching. I give each student a character. Asian students (whom I teach) are naturally shy so giving them a character is easier for them then being themselves. You can start by giving them any vocabulary you think they will need. Explain that their task is to interact with others in a speed dating scenario, they will have 3 minutes to speak to each student, speaking as their character. After 3 minutes they will change seats and speak with another student. When everyone has spoken to each other, each student will write down which character they would like to meet again. You can check to see if there are any matches and discuss with the students if it is a good match or not.



This is easily edited or you can add more vocabulary or make it suit you level. All the pictures are taken from google.

Speed Dating 

Scenarios for your students to act out and solve together.

There are some helpful phrases that students can use to begin the conversation.



Conversational skills in real-life scenarios



Speaking 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

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

145 Scenario English ESL worksheets pdf & doc