A selection of English ESL whoe printables

This is a worksheet with ***18 PROMPTCARDS*** about famous people. Use it as a filler or revision for upper elementary, lower intermediate students and get them talking.*** HOW TO PLAY: Choose a card and use the prompts given to make sentences about the people. The info get more recognisable with every sentence. Let your classmates guess who it is. Whoever gives the right answer first gets the card/gets a point. HAVE FUN!!!

GUESS WHO? - The Famous People Game - Speaking About Personal information

I have been trying to find an activity to help my learners master prepositions of time, so I came up with this activity to use in class as practice. They apply in, on & at very well while doing a worksheet, but get them mixed up during conversation.I am going to give it a trial run on Monday. I hope whoever downloads it finds it useful. 

Preposition of Time Conversation Cards

Roll a dice to chose the row.  Roll again to chose the column.  Student spins the pen and reads the question to whoever the pen points to.  Repeat.

How Often Dice Game

Hand out the worksheet for Ss and make sure they understand the words/phrases. Provide them with examples of what you would like them to do in this activity.

Ss then find a partner and ask each other ONE question about one of the statements. If someone’s answer is positive, their partner can write down their name in the table. After that let them move on the next person. Whoever collects 4 names first  will be the winner and has to shout "Bingo!" out loud. (These 4 names must be in a row: diagonally, horizontally or vertically.)



After the game it's useful to have a "feedback" part - e.g. everyone shares the most interesting thing they found out about their groupmates.

Find someone who...- Bingo_Past Simple

This is something that I modified from one of the activities we did in a summer camp. So, it isn't my idea. No idea who thought of it but we used it in three different camps. Whoever you are, thanks! This activity works pretty well.



1. Cut out the ingredients out. Divide the class into small groups of 3 to 5 people. 



2. Give about 8 to 10 ingredients to each group and tell them they already have salt, pepper water and basic cooking oil.



3. Tell them to invent a recipe and write it out between them. 



4. Go over the vocabulary bank with them first.



5. Once they finish, each group presents their recipe to the rest of the class.



Ready Steady Cook!

Ss write an action in each grid and ask a friend, if S who was asked uses the adverb from the grip which was asked. S write the friend name on that grid. Whoever clompletes all the grids with friends names wins the bingo.

HOW OFTEN DO YOU - BINGO

I made these fun Christmas cards to use with my elementary and junior high school students. I initially made these cards from the idea of the game "Taboo," which is where the player who draws the card cannot say the actual card itself or the "taboo word" that is listed at the bottom of the card. To get my students speaking, I divide my class into groups and have one student in each group go for one minute where they draw a card and try to describe their card without saying the "taboo" words to their group members. If their teammates can guess the word, that card is given to whoever guessed the card and the same student continues drawing and describing each card before their minute is up. Every student in each group should have at least one turn to draw from the deck and describe each card for one minute. 





My students always get riled up playing with the cards this way but I've been able to use these cards in a variety of ways, apart from just the "Taboo" gameplay. With a little creativity, I'm sure you'll be able to find new and unique ways your students can enjoy these cards too!

Christmas Taboo Cards - 4 Pages

Activity to practice the modal verb CAN to express ability. Each student gets a handout. They walk arounf the classroom asking their classmates if they can do any of the activities written on the worksheet. When they found someone who has that ability, they write the student's name inside the square. Whoever gets all the squares signs first wins.

abilities bingo can/can't activity

This takes the students through some basic get to know each other questions and answers. For example, asking things like their name, age, profession and about their family. It teaches the students the phrase "nice to meet you" and includes some typical responses for "how are you?". It finishes with some basic classroom vocabulary with images.



A good follow-up game would be to cut out the images the following lesson without the names and do a quiz. Divide the class into teams and show the cards, whoever puts their hand up first with the correct answer wins the card. The team with the most cards at the end wins.



Beginner's class - First day

-Cut up the cards. 1 set for every 2/3 students.Students shuffle the cards and put them out on the table face down.

-1 student turns over a card and must say whether or not it uses on, in or at. That same student then turns over another card. If both the cards use the same preposition, the student sets them aside and gets one point. They then go again until they find 2 cards that don't use the same preposition. 

-If a student turns over 2 cards that don't use the same preposition, they turn them back over and it is their partners turn. 

-Continue until all cards are gone. Whoever has the most cards is the winner.

Prepositions of Time Memory Game

I made these fun Halloween cards to use with my elementary and junior high school students. I initially made these cards from the idea of the game "Taboo," which is where the player who draws the card cannot say the actual card itself or the "taboo word" that is listed at the bottom of the card. To get my students speaking, I divide my class into groups and have one student go for one minute where they draw a card and try to describe their card without saying the "taboo" words. If their teammates can guess the word, that card is given to whoever guessed the word and the same student continues drawing and describing their card before their minute is up.



My students always get riled up playing with the cards this way but I've been able to use these cards in a variety of ways, apart from just the "Taboo" gameplay. With a little creativity, I'm sure you'll be able to find new and unique ways your students can enjoy these cards too!

Halloween Taboo Card Game

1.Cut out and laminate the word cards. Pick one at random and find the picture representing the word. You can colour the cards or mark words with colourful stamps for even more fun! 

2. Pick a word at random and read it aloud or use it in a sentence. The rest of the group has to find the word on the sheet. Whoever can do it the fastest wins! 

3. Cut the word cards in the marked places and tear them off. Don't worry - it doesn't have to look good. Glue the words next to the pictures that represented them. Now you have an awesome dictionary you can use to memorise words.

4. If you laminate the sheet, you can use the worksheet multiple times and use washable markers to mark the words

Find it - Food

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

50 Whoe English ESL worksheets pdf & doc