A selection of English ESL what when where printables

My school uses the Let's Go series of books for primary school English teaching. In these books the vocab is introduced in groups of 4, 6, or 8 words/phrases with a question answer dialogue where they can substitute the given vocab. To practise these I have been using D4, D6 and D8 dice to determine what vocab the students substitute when practising over the last year. Although this works, it's always the same - always using dice. So, I came up with these two board games. Students play normally with a D6 dice, but when they land on a square there are 3 numbers in coloured boxes in that square. The numbers in the red boxes cycle through 1-4, yellow cycle through 1-6 and blue 1-8. They use the number in the appropriate box to determine the vocab they are to substitute in the dialogue.

Two Board Games for Practising the Dialogues in the Let's Go Books

grid or puzzle. Clues or definitions are provided to guide them. For example, "A person who cooks in a restaurant" leads to finding the word "Chef" hidden in the grid. It's a fun way to boost word recognition and understanding!

Hidden Word: At the restaurant

An easy worksheet to plan a trip. Students can write and draw pictures. They can think about who, where, when, how, what questions. They can think about what they should pack. I twinned this activity with the youtube MR BEAN video where he packs a bag. I ask the students to memorize what he packs.



I ask them to be as creative as they like.



Then I asked the students to present their trip.

Planning a Trip

This worksheet can be done as an oral activity. One student asks the student sitting next to him:"Where were you yesterday?"  When he gets the answer to his question he makes another one: "What did you do there?" Ex: "Where were you yesterday?" "I was at home." " What did you do there? " "I studied English." Etc. 

In this way students look at the pictures, and ask and answer questions, practising the simple past tense at the same time.

where were you yesterday? what did you do there?

Nice and simple, good as a starting activity with a new class. 

This is a sort of an ID card where children can write what they like, draw themselves, add more info, if they want to. 

I use when i get a new class to get general idea of my students. Sometimes children are shy and don't really want to talk about themselves but if they are asked to write they are more inclined to open up.

printable id card

A mingling/conversation activity to practise asking Wh- questions (What/Where/Why/Who/Which/When/How). First, students write the correct Wh- question word in the spaces. Then, they walk around the class asking different classmates the questions, with follow-up questions to find out more about what their classmates said. A good wrap-up is to go around the class and have each student share the most interesting thing they learned about their classmates. Enjoy!

Wh- questions class survey

I try to gather famous people/characters. Make students draw one card and other students ask questions to guess who it is. I find it better when i divide them into smaller groups so that everyone has to talk. Another way for more advanced students is for the one drawing the card describing it. Ask questions such as: Is it a he or she? Where is he from? What\'s his job? What is he famous for?

Guess who

Worksheet to review question words What/Where/When/Why/How/How old



Change Amideast to the name of your institution. Have students fill in the correct question word on the left, then match up to the answers on the right of the page and fill in their answers. Then have them fold the sheet in half, only looking at the questions, and drill with a partner. I've used this in 3 beginners classes and one elementary and it's worked very well.





Question words worksheet

This worksheet focuses on practicing WH questions using simple A2 language in the present simple tense. It includes 23 unique questions that require students to fill in the blanks with the appropriate WH word (What, Where, When, Who, Why). Each question is designed to have only one possible answer, ensuring clarity and reinforcing understanding. The worksheet aims to help learners improve their ability to ask and answer basic questions about everyday topics, such as school, friends, hobbies, and personal preferences.

WH Questions Part 3

WH Questions Part 2

This two page grammar exercise is suitable for low-level students. I have created this worksheet as a revision for very basic question word study. There are three parts. In the first part students type the correct question word, in the second they select the correct question word and finally in the final part they put the question sentences into the correct order. The question words studied are what, who, where, whose, how often (only 1), when, how old (only 1).

question words

In this (21th) logic game you can find out more about Bobby, Danny, Jenny, Molly and Sally. How much do they learn? What do they have for dinner? When do they go to bed? The cliparts are from Grace Lee and Philip Martin. The key is on the 2nd page. Enjoy it!

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 (21st) - Daily routine Part III *** with key *** for elementary ss *** fully editable * 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)

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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

136 What when where English ESL worksheets pdf & doc