A selection of English ESL questions and short answers printables with picture description, speaking practice

The idea was for my students to get practice reading and recognising different countries names in English through various fun exercises.  The countries are mostly the easy ones, but i like to throw in a few that they probably don't know of as well.  

1) Match the different countries to their flags and landmarks. 

2) Fill in the missing letters to complete the capital cities.  

3) Group the countries into the correct continents.  

4) And a few light quiz questions at the end.  



Having some colour flash cards of the flags helps a lot, as the B&W printouts make it a little difficult to guess the flags. 



This is week 1 of a two week lesson plan, the following week my plan is to teach nationalities and foreign languages. 



But you could easily use this work sheet as an intro into an individual or group project and have the students write or do a presentation about a foreign country or the country that they would most like to visit.  



I hope you find it useful.



Thank you

Countries and Capitals

Playing these cards can help beginner / elementary students practice giving short answers to present continuous questions as well as identify the correct personal pronoun.  

Are the boys fighting ?

Pretty simple and useful worksheet containing some photo and questions to this photo. The task is to answer these questions. 



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Answer the questions worksheet

This is a simple game and drill exercise to be played in pairs, to ask and answer 'where' questions. Each student receives one worksheet. There is a short simple dialog for the students to use as a model when they do the activity.

The student first has to ‘hide’ the eight objects listed on the top right of their worksheet (1-bag, 2-cat, 3-book, etc.) in their room (Room A). They can do this by writing the corresponding number or drawing a picture of the object on Room A. The students then work in pairs and alternate asking each other 'where' questions; "Where is your cat?", "Where is your TV?", and answering; "It's on the table", "It's under the bed", etc. When their friend answers, the student can then label Room B on their worksheet, by drawing a picture, or writing the number that corresponds to each of the eight objects. When they have asked each other about all eight objects, they can compare their worksheets to make sure that they match.



Interrogative - "Where is your~?"

A rather complete exercise on shopping which can be used for consolidation after teaching the vocabulary and grammar involved for shopping. It has a picture matching exercise that talks about the products and their quantities (a box of, a dozen, a packet of, etc.). It´s designed to be done in pairs with student A filling out his/her worksheet and student B doing the same. There are prices under the pictures that can be used in a role play later. Once the first part is done, you then have a short dice game to practice the fixed expressions used for shopping. After that, the picture matching exercises can be used along with the shopping lists provided for the students to practice their shopping vocabulary. An answer key for the first exercise is on the last page.

Let's Go Shopping

The long 156 years of British colonial rule over Hong Kong at the height of the British Empire ended with the final handover by the British which officially brought an end to their empire. As a result, many British influences still exist and culture combined with Chinese culture to create something that is uniquely Hong Kong. Show the YouTube video to your class and then have them practice knowledge learned on this worksheet. It has been tested in my classes in China and is very effective for student learning on this subject.

How 156 Years of British Rule Has Shaped Hong Kong Video Worksheet

This is a simple game and drill exercise to be played in pairs, to ask and answer 'where' questions. Each student receives one worksheet and one random 'secret picture card' (Before the lesson print the secret picture card sheets, cut them out, and shuffle them up). The students can glue or tape the 'secret picture card' onto the 'secret area' of their worksheet.

The student then has to find a partner and write their name in one of the three boxes on their worksheet. The students then alternate asking each other 'where' questions; "Where is the cat?", "Where is the apple?", and answering; "It's on the table", "It's by the tree", using their 'secret picture card' to answer the questions. When their friend answers, the student can then label the picture on their worksheet, by drawing a picture, writing the word ('cat', for example), or writing the number that corresponds to each of the five objects. When they have asked each other all five questions, they can compare their 'secret picture cards' and worksheet pictures to make sure that they match.

Interrogative, 'Where' ~ Where is the cat?

This Christmas theme activity is an information gap activity devided in two: 



1) the students first have to design their own Christmas ball using different colours and designs. 



2) Through asking questions, the student has to find out (and try to draw) how a classmate's Christmas ball looks.



The directions for the activity is also on the activity paper.



When I uploaded it, there was a little change in the layout; where it says "patterns" should be right over the patterns.



I hope you find it usefull.

Christmas ball - information gap

Let your students learn about countries around the world!

This worksheet will teach 3 simple sentences to tell about countries:

What is the capital of Australia? - The capital of Australia is Canberra.

What is their famous animal? - The famous animal of China is the panda!

What is their famous building? - The famous building of Germany is the (Neuschwanstein) castle.

Japan = Sensoji Temple

Countries

This is a describing pictures worksheet of asking for and giving an opinion and asking for an agreement that the students will be practiced Speaking Listening and a bit of Writing skills by asking each other about the pictures. 

Asking for opinions

Answering questions like, "Is this car expensive?" in both positive and negative form.

Is this big?

Let your students learn about animals!

The frog is an amphibia.

What does it have? It has fur and teeth.

What can it do? It can slither and bite.

Where does it live? It lives in the meadows.

Do you know more animals? Other insects are the ant, butterfly, dragonfly.



Make an animal quiz! My animal is a mammal. It has a tail. It has no fur.

Is it the elephant! Yes! :D



difficult words: sting, poison, meadows, slither, fur, tongue, lake / pond, bill, amphibia, mammal.

Animals

Picture description

Questions and short answers

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

19 Questions and short answers, Picture description, Speaking Practice English ESL worksheets pdf & doc