A selection of English ESL people printables with role play, miming, drama activity or improv game, speaking practice

Role play, miming, drama activity or improv game

People

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

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

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

This is a fun speaking activity for your pre-intermediate to advanced students. It is a detective story that engages students in conversation and will practice mainly questions and answers in simple present and simple past. **** You were invited to Mr Erringworth’s dinner party in his mansion. You will meet 9 people there, all of whom have some kind of relation with Mr Erringworth. Shortly after midnight, the host is found dead. It will be your task to interview all nine suspects and find the murderer. As the evening progresses you will get more information about the people and more details will be revealed. You will have to find the murderer’s name – his relation to Mr. Erringsworth – his motive – the used weapon – the room where the murder was committed and any additional information that are necessary to solve the case. **** 7 PAGES INCLUDING TEACHER´S NOTES *** Hope you like it. Please contact me with problems of any kind.

Murderous Dinner Party - ROLEPLAY - Conversation Cards - 7 Pages

With this file you will get PROMPTCARDS with questions to provoke lively discussions NOT about trivia but about values, beliefs, life in general, love, generosity, death etc. Let the students find out more about themselves. Some questions might confront ethical dilemmas in a concrete rather than an abstract form. There are no correct or incorrect answers to these questions. For students to probe, discuss and explain their ideas about life using upper-intermediate and advanced language skills. Example questions: “If you new there would be a nuclear war in one week, what would you do?” “Given the ability to project yourself into the past but not return, would you do so? Where would you go and what would you try to accomplish if you knew you might change the course of history?” This activity is requested by my students once a semester! I hope you will enjoy it as much as they do! *** USE PAGE 3 AS BACK ***

ADVANCED Conversation Promptcards about VALUES, BELIEFS, ETHICS

This is a game for ADVANCED students - PART 1. It comes from an idea I took from a birthday party. DARK STORIES about mysterious happenings. HOW TO PLAY: Student A picks up a card and reads the clue to the rest of the class. He then reads the story for himself but doesn’t tell it to the class. The others try to find out what happened by asking “YES/NO” questions. Student A may only answer YES or NO! If the others ask about information like “Is the man old or young?” student A must insist on another question. Sometimes a question will be unnecessary e.g. “Was the man in church the day before?” in this case student A may answer “this information isn’t essential to solve the story”. The students keep going until they know the story. You may give points for good questions or for getting the story right. Then student B picks up the next card and everybody starts over. ==> Use page 3 to print on the back of the cards ** My students liked it so much, that I will make more cards next week.

ADVANCED SPEAKING CARDS - Dark Stories - Yes/No Questions

Students work in pairs and role play the given situations. This activity will help your students develop and improve their speaking skills in an interesting way! Enjoy!

ROLE PLAYS - Neighbors

This is to focus on do you mind... and would you mind... questions. A role play is the best option. Have your ss prepare a dialog and oresent to partners and at the end of the activity they select the best role play. Fully editable. I hope you pals enjoy my work. Don't forget to say "Thank you".

Do/would you mind.../ Favors/ Permission

Speaking cards for students to practice speaking through role playing. I used different backgrounds for each character  so students may feel interested in it. Let me know if this interest you .  

speaking cards

the game is about finding your match in this cruel world. it widens your vocab and probably your mind too :) it helps students talk more openly about relationships and gives them a chance to talk

Be my date

1. To watch and discuss film, to talk about genres, relationships, and plot; 2. Listening and watching comprehension, discussion; 3. Tasks and key included. Watch the film (or part) discuss the set (first scenes comparing the flats, discuss the main characters, who are they? Where do they live? How are they different?

About a boy. Film discussion

Part two of the speaking cards. You may use it for adults or older students. It has four different people with different occupations and from different countries. Enjoy

Speaking Cards 2

This lesson plan focusing on the issue of shoplifting was kindly provided by Richard Willmsen who also runs the blog The Three Ts. The lesson encourages students to discuss when / if shoplifting is ever acceptable and includes role cards for group discussions. British English is the target here, so you may need to adapt some of the vocabulary if you are teaching American English (or Canadian, or Australian English!) 

Shoplifting roleplay

This worksheet is for young learners. They should present the different angels and then compare them.  

If you want to practice more about Christmas, you can find more of my worksheets about the same topic here: 

https://en.islcollective.com/mypage/my-creations?search_key=Christmas&type=printables&option=published&id=5163&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&view_type=list&view_length=12







13 People, Role play, miming, drama activity or improv game, Speaking Practice English ESL worksheets pdf & doc