A selection of English ESL snap 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

Personal information, countries and nationalities, imperatives

snaps

This game can only be played with even numbers. 

If you have a group of odd numbers then you should join in the game to make up the numbers.

Print out the cards and laminate.

For a game of two players just give them a pack of 1 colour (yellow or red) of 27 cards each. 

For four, print out another set and divide again.

For 6 or 8 or 10 etc. just repeat the process above. 

Players put their cards in front of them face down.

Players take it in turns to place a card in the middle, word side up – without looking at it first.

When the card lands in the centre of the table, all the players should say the word.

If a card lands on top of a card that has the same pronunciation somebody must say “snap!” to win that round.

After saying snap, the winner must say the pronunciation for both words correctly.

The winner then takes all the cards in the centre and places them next to their pile.

The winner of the game is the last person left with all the cards.







Homophone Snap

Another snap game. This time with oronyms (word pairs that sound identical). Good for improving fluency and getting them to link their words. Also good for listening comprehension. 

Oronym Snap

Students are in pairs. They do the game as a memory game. 

Vocabulry Snap

Either use as a snap game in pairs or use as a Pelmanism matching game with a group

Reported Speech Snap

snap memory bingo

Here are the little cards with prepositions to play two games "Snap!!" and "Memory" You can also find the instructions at the end of the document. Before playing these games, my students get familiar with the prepositions and their use in context through the use of flash cards which introduce them, and which I have uploaded in other 2 docs that you may find useful. Hope you can enjoy it!! 

Snap/Memory Prepositions

Great FUN activity to practice and reinforce prepositions. Students play in groups of 4 or 5 and games usually last for about 10-15 minutes.  Students usually want to play again, once they have finished.

As enjoyable for adults as well as children.

Instructions on page 2.

Prepositions SNAP: Elementary

This game can only be played with even numbers. If you have a group of odd numbers then you should join in the game to make up the numbers. Print out the cards and laminate. For a game of two players just give them a pack of 1 colour (yellow or blue) each. Groups of four shouldn’t be a problem. Players put their cards in front of them face down. Players take it in turns to place a card in the middle, word side up – without looking at it first. When the card lands in the centre of the table, all the players should say the word. If a card lands on top of a card that has the same meaning somebody must say “snap!” to win that round. After saying snap, the winner must say the meaning for both words correctly. The winner then takes all the cards in the centre and places them next to their pile. The winner of the game is the person with the most cards.

Phrasal verb snap 1

This is for high school students.  It's designed to teach them situations where one has to quickly change plans or offer help using "WILL".  It also gives them two attempts at the end to make their own up.  It works well in a conversation class and helps them to get inspired first.  

WILL-OFFERING HELP-SNAP DECISIONS

A second short worksheet on homophones and heterographs. For students higher than upper intermediate, get them to cover up the vocabulary box below. There is also a snap card game to help consolidate. The answers are on the back.

Homophone Fun 2 + Snap Game

This game can only be played with even numbers. 

If you have a group of odd numbers then you should join in the game to make up the numbers.

Print out the cards and laminate.

For a game of two players just give them a pack of 1 each. 

Groups of four shouldn’t be a problem.

Players put their cards in front of them face down.

Players take it in turns to place a card in the middle, word side up – without looking at it first.

When the card lands in the centre of the table, all the players should say the word.

If a card lands on top of a card that has the same meaning somebody must say “snap!” to win that round.

After saying snap, the winner must say a sentence for both words correctly.

The winner then takes all the cards in the centre and places them next to their pile.

The winner of the game is the last person left with all the cards.



68 Snap English ESL worksheets pdf & doc