A selection of English ESL school board game 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

This is a board game about Comparative adjectives VS Superlative adjectives. 



INSTRUCTIONS



ABOUT THE GAME:

- Have students in teams no more than 4 people in order to optimize results.

- Hand the board game to each team and a dice.

- Once students have their material, they need to decide turns (they can play tic tac toe, with a coin, or rock, scissor and paper game).

- Everyone must be where it says Start.

- First person has to throw the dice. If he/she gets 6, he/she will have to go on six spaces. This person will have to create a correct sentence either with Comparative or Superlative adjectives according to the square.



ABOUT THE PICTURES / SENTENCES:

Some of the spaces have a picture and some others have an adjective.

For those who have a picture. Students will have to identify the kind of sentences they have to say, either Comparative or Superlative. They will know the answer for the number of people, or objects in the picture (2 people/things = Comparative; 1 person/thing or more than 2 people/things = Superlative).

Once they have identified the kind of sentence, the students have to say it to the partners. If the sentence is correct, he/she will stay, otherwise, the student will have to go back to the previous space.

For those who have an adjective written, students will have to create a free sentence (Comparative or Superlative) but using the adjective on the space. If the sentence is correct, he/she will stay, otherwise the student will have to go back to the previous space.





Comparative VS Superlative statements

An A2 board game to practice conversation questions for the Trinity College London Graded Examinations in Spoken English, grade 4.  It includes questions on shopping, school and work, food, holidays and free time activities.

Trinity GESE Grade 4 Board Game

This Board Game Template with 62 squares (MS Word boxes) is ideal if you want to make your own game, but want to save time on layout (or donÂ´t know where to begin). No need anymore to Â´borrowÂ´ a layout or worksheet from other members. What you make will be your own work. YOU DO NOT NEED TO ASK FOR MY PERMISSION TO USE AND UPLOAD WORK BASED ON THIS TEMPLATE. Many downloads guaranteed with this attractive layout. Fully editable and easy to customise. Get creative now, and donÂ´t forget to share on ISLcollective!

Board Game Template - 62 squares, 1 page

Students all too often give one-word answers. When asked What´s this? they´ll often shout just one word. With this easy board game, learners will practise saying ´It´s a´ in an enjoyable way. Every square provides a picture clue. Fully editable so you can change pictures which are not suitable for your class. Can be used with different levels, e.g. beginners just say the word(s), higher students spell it or make another sentence with it. Let´s make learning fun! 

Board Game - What´s this? Its a ...

With this board game, learners will revise or enhance vocabulary in an enjoyable way (verbs). Every square provides an adjective and players or teams try to find the opposite (which is nowhere to be found on the board - they´ll need to know it or possibly use a dictionary if you allow it). Let´s make learning fun!

Board Game - Opposites Attract (Verbs)

With this board game, students are given the answer and have to find out what the question is. Very useful to revise making correct questions. Students can be put in team or pairs if the game proves too challenging. You could also give extra rewards for creative questions. Suitable for High Elementary to Intermediate students. Let´s make learning English fun!

Board Game - What´s the Question (Medium)

Students name an animal starting with the letter they land on. Can be adapted according to level (speak/spell/make a sentence etc.).

This ws can also be used as a template to make your own games. Get creative!

Board Game - Animals

Board game that focuses on the theme ´RED´ - it doesn´t necessarily need to be used for Valentine´s Day (just delete the background). Learners can play individually or in groups (the questions are riddles that can be pretty hard). Get ready for a romantic gaming session ;-)

Board Game - Valentine's Day

With this board game students will talk about and discuss possible dangerous situations, animals and objects, what can happen and what to do in case this happens to you.

Board Game - Danger Zone

This easy Reading Board Game is ideal to revise or enhance students´ reading skills and vocabulary - esp. sight words. Especially suitable for beginners who have just started reading (perhaps using phonics), smaller groups or one-on-one classes. Have fun! 

Board Game - Reading Journey (1) - Dolch Sight Words Pre-primer

This board game can be used in a variety of ways. Here are some: Practise Present Simple with frequency adverbs or similar expressions. Practise Past Simple (if you want, you can have students add a time marker). Practise Present Perfect (you could ask students to add an adverb where appropriate). Practise Future with Going to or Present Continuous. Practise sentence building – speaking or writing. Students make a correct sentence using the words given (any verb tense allowed). Adaptable to all levels. I’m pretty sure creative teachers can even think of more ways to use this board game. Enjoy! (more detailed instructions on page 2 of ws).

Game Board - 20 in 1

This board focuses on both simple and complex sentences. Good practice for TOEFL, IELTS, academic writing. Teaching (and attending) writing classes can get a bit boring sometimes. This board game aims to put more fun (and competition) into writing. With the prompts given on each square, players or team try to make sentences and get to the finish line first. Can be challenging (probably suitable for Intermediate and higher). SAMPLE ANSWERS and instructions included on game board. Let´s make writing a joy!

1,309 School board game English ESL worksheets pdf & doc