A selection of English ESL what is your name printables

name, Please describe your worksheet in at least 160 characters. Here's a few ideas about what to write: 1. What's the objective of this worksheet? 2. What kind of a worksheet is it? (e.g. grammar guide or drill, fun activity, flashcard, reading comprehension, etc.) 3. What kinds of tasks are there in it? 4. Is there a solution? 5. Any best practice tips about how to use it bes

6 Page Grammar Review

Ask your student questions like "What does Neo do to wake up every day?". Students are supposed to give answers in Present SImple looking at the printed worksheet and matching the name in the left column with the corresponding picture. It is just a drill exercise to work out the short dialogue interaction.

Everyday life

Directions: practice the following conversations with a partner.



Conversation 1: Calling a child’s school

A: Ring! Ring!

B: Hello, you have reached Alpine academy. This is Carol. How may I help you?

A: Hi, my name is Eleanor Wright. I am calling to inform you that my child is sick and will not be in school today.

B: What is your child’s name?

A: Anna Wright.

B: How do you spell that?

A: Anna is spelled A-N-N-A, and Wright is spelled W-R-I-G-H-T.

B: Thank you. What grade is Anna in?

A: She is in second grade.

B: And what is her teacher’s name?

A: Mr. Roberts

B: All right. Thank you for calling.

A: You’re welcome.

B: Goodbye.

A: Okay bye.



Dialogue Practice

This worksheet is made to drill the very beginners questions such as : "What's your name", "How old are you ?", "Where do you live ?", "Where are you from ?", "What's your favourite colour ?" and so on ...

I first introduce the questions to my pupils and then they have to work in pair and to ask each other the questions, then they complete the chart.

This worksheet can also be used after introducing "he" or "she". First pupils ask their friend the questions (so it's also a reminder of "you" and question sentences) and then they make sentences about their friend.

Oral Activity - Asking someone's personal information

here is another of my guessing games, you give each student  this worksheet, on flashcards you have written the names of each object, one pupil comes to your desk and take one flasshcard , the others ask him questions to guess what it is ,  you take off the object once it has been found  the one who found comes to yoour desk in his turn. you can change the question for do you have?

school things  , guessing game

Level: Elementary (A1-A2) Type of English: General English Tags: Describing Meetings Getting To Know People Introductions And Greetings Pronouns Verb Be Situation Based Vocabulary And Grammar

Lamis Hello !I am Lamis. what is your name?

Ines : Hi Lamis. My name is Ines.

Lamis: How are you Ines?

Ines : I am fine thank you, and you. 

Lamis:  I am fine too.

Lamis: Nice to meet you Ines. 

Ines: Glad to meet you Lamis.



Meeting New People By Bougherara zineb 

Task 01: Students need to label each of the five rooms.



Task 02: Students need to complete the three sentences below each picture with furniture and the name of the room. ( You may not stick to the key answer if you have taught your students more than what is suggested)



Task 03: Students need to identify the shadow furniture and label them.

Our House - 05

another "memory card game" - this one WITH the names written - find the other file where are only the pictures.

you can practice new words, alphabet, spelling, do some speaking activity - e.g. students would take one picture and describe it to the others who must guess what it is... or just play the memory card game... whatever comes to your mind :-)

enjoy!

vegetable and fruit alphabet

Students practice talking about themselves and try to remember things about their classmates, by throwing a ball back-and-forth.  



Description 

Everyone stands up 



Say, "My name is ~." Then throw the ball to a student. Students will also say, "My name is ~." 



Students can sit down after they say their name, but they should remember who threw them the ball AND who they threw the ball to them. 



After everyone has sat down, the last person should throw the ball back to the person they got it from, who then has to say their name again. The ball should come all the way back to the ALT. 



Next, the person throwing has to say the name of the person they're throwing to, so "This is ~~." 



Repeat this going all the way to the end and turning around just like before. 



Next, say "I am ~~ years old." Then pass the ball all the way through.  



Next, say how old the person you're throwing the ball to, so "He/She is ~~ years old." Or, "So-and-so is ~~ years old." 



Repeat all this again, but with things like, "I am from ~~." or "I like pizza/dogs/Family Mart." 



This game helps students and teachers get to know each other better and helps students remember how to say basic phrases, like "I am ~~." or He/She likes ~~." 



Variation:  



Once students know each others names a little bit, have everyone stand up again and make a new order. Person throwing must say the name of the person they're throwing to. 



Next, have students always try to throw to a new person. 



Then, while students are trying to throw to new people, have them start saying new things, like "So-and-so is ~~ years old", or "So-and-so likes ~~." 



If students forget, they have to ask someone, "I'm sorry, what was your ~~?" 



Page BreakExample Sentences: 



My name is... 



He / She is... 



Sorry, what is your name? 

 



I like ... and ... 



He / She likes ... and ... 



Sorry, what do you like? 

 



Last weekend, I ... 



Last weekend, he / she ... 



Sorry, what did you do last weekend? 

 



My favorite ... is ... 



His / Her favorite ... is ... 



Sorry, what is your favorite ... ? 



Color / Food / Animal / Singer / etc. 

Ball Name Game

This is a classic Guess Who boardgame I made using characters that I generated with the WimpyKid character Generator (http://www.wimpykidclub.co.uk/wimp-yourself/)The Guess Who game is this: Students have to guess each other's mystery person before their opponent guesses theirs. They can only answer YES or NO.



You can use this worksheet in your ESL/EFL classes to practise body parts, clothes, (garments and accessories), and asking closed (Yes/No) questions in an entertaining way. Sure to get your students involved.



I recommend using this ESL printable worksheet up till pre-intermediate level, as the game is focused on asking questions and giving short answers in the Present Simple tense using the auxiliary verb 'have', and the Present Continuous tense using the verb "wear".



Sample questions are included on page 2 of this worksheet. 





Here's how to play the Guess Who game in ESL class: 



1. Pair students up and let them choose a 'mystery person' secretly. 



2. Tell them the rules: 



A) The point of the game is: who can find each other's mystery person first? 



B) Students may only ask 'YES' or ‘NO’ questions (and of course, reposnd with a 'YES' or 'NO'). 



C) If some detail is not clearly visible in the picture or is subject to interpretation, your pupils can reply: "I can't tell" or "It's not possible to tell". 



D) In each turn, students narrow down the scope of the possible mystery persons. When they feel certain enough to make a guess, they can, but if they guess wrong, they've lost.



3. Give one copy of the boardgame to every student. 



4. You're advised to hand out one transparent plastic foil with each Guess Who boardgame. Students can place the foil over the boardgame and cross out on it the characters that they have ruled out using an erasable magic marker. 



Here's how this works: for example, one student asks: "Is your person blond?" If the answer is 'Yes', then he/she crossed out all the persons that are NOT blond, leaving only the blondes eligible. If the answer is 'No', they cross out all the characters that are blond, leaving only the non-blondes up.



5. Throughout the game encourage students to respond with auxiliary verbs, not just a simple Yes or No, e.g. "Yes, he or she is/does", "No, he or she isn't/doesn't" (using the form "he or she" until the gender of the mystery character has been revealed in order to keep this info hidden). Once the gender is revealed, they can go on using the specific gender in responses, e.g. "Yes, he is", "Yes, he does", "No, he isn't", No, he doesn't". You could, however, also opt for forbidding questions about the mystery person's gender. This way you'll see longer games and more questions.

Guess Who ESL Boardgame

FORTUNE CATCHER (TELLER). I saw for the first time this game in France, so I´m not really sure about the correct name, but I loved it!!! Now I prepared this one to review in a funny way the COLORS, NUMBERS and PARTS OF THE BODY. First sts have to color it. They have to choose between IS or ARE and the PARTS OF THE BODY to ask to their partners "What color is/are your : arms, hands, eye...? ".Sts say a number and the answers will be the colors. :D

FORTUNE CATCHER-GAME

My 18th logic game is about pets. You know the five children: Bobby, Danny, Jenny, Molly and Sally are friends. They live in the same street. From this game you can find out what kind of animals they have got, what their name is and their colour. Hope you and your ss will also enjoy it. The cliparts are from Philip Martin and there is one from Grace Lee. Have a great day. Hugs, Zsuzsapszi

If you don’t know how to solve this kind of game, you can look at the Einstein riddle on the net or have a look at my 33rd logic game, called Best friends where I wrote down the solution step by step.

Logic game (18th) - Pets *** with key *** for elementary level* reuploaded

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

80 What is your name English ESL worksheets pdf & doc