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Wordwall - Create better lessons quicker

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Did you go out last night?, What did you wear?, Where did you go?, Did your sister go with you?, What did you have to eat?, Who did you meet?, What time did the party finish?, What time did you get home?, Did you have a good time?, What did you do?,

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Did you go out last night?, What did you wear?, Where did you go?, Did your sister go with you?, What did you have to eat?, Who did you meet?.

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Wordwall - Create better lessons quicker

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ENGLISH FILE PRE-INTERMEDIATE. 4A: Housework

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Match up - Drag and drop each keyword next to its definition.

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Beginner Levels - Learn English through Oxford English video

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Updated May 2022 - let me know if there are any problems.

You can set this page as a homework task for a group of students; doing so will give you a record of who has completed the task. Visit the teacher's section for more information.

You can share this page by using the link below.

Update January 2021 The game was updated and should now work on older browsers. Also, the audio should work on all devices.

This is a simple game for practicing question forms in English. The aim is to give ESL students practice in the correct use of question words, specifically: "What", "When", "Where", "Who", "How", "Do", "Is", "Are", "Can", "Does" and "Would".

There are 3 parts to the game. The first part aims to practice the different question words in a clear context. You are presented with an image to represent meaning and an incomplete sentence. You have to click on one of 5 words to complete the phrase. The second part aims to reinforce the link between meaning and question form. You are presented with a full question and then have to click on the image that matches. The third part displays responses to the questions. You are show different questions and then have to move the answers to match.

The second and third parts include a countdown timer; the purpose of this is to add some excitement or challenge to the game. My worry here is that without the timer students might find the game boring. If you dislike the timer, you can remove it by clicking on the settings button in the bottom left.

In this game learning will, hopefully, take place through exposure and use of question language. Students will use the language in a context of questions and answers. In doing so, it is hoped that this will reinforce an association between question meaning and language.

There are 2 difficulty levels to choose from - easy and difficult. There is not much difference between them, but they do use different content. Each level has 5 sets of 8 questions and it is also possible to use all sets by clicking on "all". The sets cover a good range or question types: each typically has one question starting with each of the following "What", "When", "Where", "Who" and "How". Then 3 questions starting with any from the following "Do", "Is", "Are", "Can", "Does" and "Would". There is some progression in terms of difficulty as you move through the set, but that is typically more about the easy questions being at the start.

This game uses a different development framework to all the other content on this site. So, it is possible that some things may not work properly or at all. Please email me with any feedback by using the contact form, or you can leave a comment below.

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This game can be used to practice question formation in English. You see images and then have to click on the words to complete simple questions. This can be used to practice and reinforce making questions in English for ESL students.

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Updated December 2022 - contact me if there are any problems.

You can set this page as a homework task for a group of students; doing so will give you a record of who has completed the task. Visit the teacher's section for more information.

You can share this page by using the link below.

Updated January 2020 - changed 'been' to 'gone' in the first set of content, so that 'go' now matches to 'gone'. The sentence still uses 'been' in the phrase contruction part - 'He has been to America'.

This is a mini-game for practicing perfect tense sentences in English. It is intended to be used by ESL learners to review and reinforce the use of perfect tense.

The game is divided into 3 parts. In the first part, you have to match simple verb forms to their perfect tense conjugations - for example, eat matches to eaten. The aim of this part is to review the verb forms before starting to make sentences and also to remind/cement the idea that perfect tense uses different verb forms. In the second part, you have to look at the image and click on the words to form an accurate perfect tense sentence - for example, 'she has eaten lunch'. The aim here is to practice making accurate sentences and to test the students on word order and grammar issues. In the third part, you have to look at the image and click on one of 3 sentences. The 3 sentences here only have minor differences and the aim to give students practice in noticing correct grammar for perfect tense.

The sentences used in this game are arranged into 4 sets of content. These are grouped according to the different uses of perfect tense. The first set covers basic use of perfect tense to describe things that you have done at a non-specific point in time. For example, 'she has eaten lunch'. Some life experiences are also included in this set, such as 'seen an elephant' and 'graduated from college'. The aim with this set is to cover all the basic verbs and try to get phrases that people are likely to hear in everyday life, such as 'done homework' or 'passed the test'. This set also varies between singular and plural and between positive and negative. The intention with this is to expose students to all the different forms that basic perfect tense phrases can take.

The second set of phrases concerns life experiences - sentences that would answer 'have you ever x?' questions. A contrast was created between sentences stating the number of times something has been done and sentences stating that something has never been done. This is important as the sentence order is different for 'never' phrases. The aim here is to expose learners to these kind of life experience phrases. I tried to use phrases that could be typically be experienced in everyday like - e.g. 'had an injection' or 'failed the test'. But typically these sentences are unusual in nature, such as 'eaten a spider'.

The third set concerns duration and how long you have done something for. This is one of the main uses of perfect tense - to describe an action that you continue to do from the past up until present, for example: 'lived in London' or 'played the trumpet'. The key issue with these sentences is whether they are used with 'for' or 'since'. If there is a specific time mentioned at which the action began, then 'since' is used. Whereas, if you just have a duration - e.g. '5 years', then 'for' is used. This distinction is quite important and so it is important for students to get practice with sentences that contrast this.

The final set concerns phrases involving the words 'just', 'already' and 'yet'. These signify slightly different meanings for perfect tense and so contrasting them is quite useful. Phrases with 'yet' are used for situations in which an action hasn't taken place, but is likely to do so in the future - e.g. "the store hasn't opened yet". 'Just' phrases are used to describe events that have recently happened with evidence showing. For example, 'he has just washed the car' with the car showing as clean and the water and soap visible. Similarly, 'already' phrases describe events that have taken place. I chose to use 'already' for situations when there is evidence in the present. This means that there is a lot of overlap between the 'just' and 'already' phrases, but the options available for students to click on should preclude any confusion. The aim of this content is to practice making phrases using these words, with a particular focus on correct word order. I really think that practicing these phrases like this is useful for learners.

The images used in this game are quite specific in nature. The problem with creating images for perfect tense is that it is quite a hard concept to represent visually. For something like 'he is flying a kite', it is quite easy to represent - you just show a boy flying a kite and it directly matches the meaning; however, for something like, 'he has already flown a kite', the meaning is much more subtle and difficult to show visually. The solution used in this game is to have the actions separated from the person. For example, in the sentence 'she has eaten lunch', the action of eating lunch is shown in a bubble and then person to whom the sentence refers is shown next to the bubble, with a thumbs-up to signal having done this action. I think that this is a good solution as I think this closely resembles the way the meaning is understood. In perfect tense, the action is not really being performed by the person, rather it exists as a concept that they relate to, so I think it makes sense to separate it off in this way. To further explain, in the simple sentence 'he is flying a kite' you have the boy as the subject and the kite as the object being flown. The sentence is about how the boy relates to the kite. Conversely, in the perfect tense sentence 'he has flown the kite' the boy is still the subject and the kite the object; however, the sentence is more about how the boy relates to the action of flying the kite. And, to some extent, the action of flying the kite can be thought of as like an object in the sentence.

So in accordance with this perspective, the images are split into 2 with the action in a bubble and subject of the sentence shown next to the bubble. The subject/person, also indicates how they relate to the action. In the first set, this is done with a thumbs-up to indicate something has been done, and a no-hands to show that something hasn't been done. In the second set, the person holds up fingers to indicate the number of times they have done the action (also with a number displayed in a circle). For the 3rd set, each person holds up a sign showing the time to be used in the phrase - the task then is for the student to work out which word (for/since) to use with that time. Finally, for the last set of content, the phrases used are somewhat different. They are more concerned with things that have happened with evidence clear in the present. Because of this, they don't use the split bubble type images.

The game gives points for each correct answer and takes points for incorrect clicks. The maximum scores possible is 23000.

I hope your students can find this game useful. Email me with any feedback - use the contact form linked below or leave a message.

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Practice perfect tense online. A simple game for ESL students to learn perfect tense verbs and phrases. Practice forming sentences using perfect tense.

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You can set this page as a homework task for a group of students; doing so will give you a record of who has completed the task. Visit the teacher's section for more information.

You can share this page by using the link below.

This game is for practicing past tense English verbs. It is intended to be used by ESL (English as a second language) students, to review past participles. The aim of this game is not to explain or communicate the concept of past tense, rather it is just to practice using past tense. The concept of past tense is difficult to illustrate visually and really is better explained by a teacher in a classroom. So, this game is really just intended as a tool to practice verbs and sentences in past tense. The language used is quite basic, but I think it covers almost all of the basic past tense verb forms (regular and irregular) and a few more difficult ones.

There are 3 different tasks in the game. In the first task, you simply have to drag the verbs to match present to past tense forms. The second task requires you to choose the correct word to complete the sentence. Finally, for the third task you have to reorder the phrase. This sequence repeats with different sets of content.

There is also a review screen in which you can see each verb with its past-participle and an image to convey the meaning.

The game uses a timer to give an element of challenge to the game. The timer can be turned of by clicking on the settings button in game.

There are 22 sets of content. Each set has 8 verbs, with a matching image and sentence to convey meaning and context. This gives a total of 176 items. These were selected from lists of basic verbs in English with a slight bias towards choosing irregular past tense forms; although, some verbs that were hard to represent visually were excluded. For example, it is quite difficult to draw an image to show the meaning of the verb 'decide'. I hope that almost all the basic verbs are covered here and that by mastering this game, students will have a comprehensive mastery of all the basic past tense forms.

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Practice past tense verbs online. This game is of ESL students to learn regular and irregular past tense verbs online for free. You look at the pictures and then click on the right verbs.

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Updated June 2022 - let me know if there are any problems.

You can set this page as a homework task for a group of students; doing so will give you a record of who has completed the task. Visit the teacher's section for more information.

You can share this page by using the link below.

Update January 2021 Changed the game so that it automatically plays the next set of clothes rather than returning to the selection screen. You can still select a set to use by clicking on the exit button and returning to the select screen.

This is a mini game for practicing English, specifically ESL (English as a second language). The content is clothing and clothing related vocabulary, with target phrases such as "he is wearing a hat" or "she is wearing a dress". The language is quite simple and so this game is really aimed at beginner level learners or young children. I tried to include some more unusual items, such as "mittens" and "baseball cap", but generally the language is very simple - "pants", "T-shirt", "shoes", "coat".

To play, you simple have to read the sentence and then drag and drop the correct clothing item over the correct person. So if the target phrase is "He is wearing a jacket", then you have to move the 'jacket' image over the man. Sometimes colors are included to make the instructions more specific - in the winter scene both are wearing coats and so differentiation by colors is necessary.

Before each game screen, there is a preview screen in which you can review or double check the vocab items that will be used. It is hoped that users can learn or review any new or less familiar items before beginning the game. Then once the game starts seeing and moving the clothes in context can reinforce the meaning of the words.

To try and make the game more interesting, a timer was added to give an element of challenge. The timer gets faster as you progress, especially if you complete the sets quickly. While some people dislike this, I think it's useful to keep engagement and encourage repeat playing. There is also a score system and high scores screen to encourage competition. To get a really high score, you need to complete the first set of content really quickly. If you do this, then 3 gold circles will appear next to the score box. After that, the score you get for each correct item is increase; although, the timer also runs down much more quickly.

There are a total of 7 sets of content and each has a different theme - Summer, Winter, Spring, Students, Formal, Casual and Beach. I tried to make these as comprehensive as possible so they cover a wide range of clothes. The themes of Fall and Nightwear didn't make it in as they didn't have enough difference to the other sets. extra stuff - speed etc, sets, num items, pants, Tshirt

The word 'pants' was chosen over 'trousers'. This is not so much because I favour American English over British, but rather because I think 'trousers' is less widely used and is more likely to lead to confusion. Most people will understand what you mean when you say pants, but saying trousers might seem strange to some. For T-shirt, I went with the capital letter at the start. This is because it is how most textbooks spell the word.

The game is written in Javascript and uses the CreateJS framework. The scores table at the end is served from a NodeJS server on DigitalOcean.

Audio by Jason Wright - Crazy Uncle with a Mic

Please leave any comments below.

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A simple game to practice clothes vocabulary and phrases in English. Read and listen to the phrases and then move the clothing items to the correct person. This can be used to study or review clothes language for beginner level ESL students.

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Wordwall - Twórz lepsze zajęcia w krótszym czasie

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recycle: glass, paper, plastic, tin cans, food waste, save: electricity, gas, petrol, water, do a clean-up: on a beach, in a park, by a river, on a street.

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You can set this page as a homework task for a group of students; doing so will give you a record of who has completed the task. Visit the teacher's section for more information.

You can share this page by using the link below.

This is a game for practicing present simple verbs in English. You look at the images and then click on the words to make phrases and sentences.

The target language is the vocab and grammar for present simple tense. The vocab comes from the range of verbs used in the game, while the grammar is practiced through the correct use of present simple for different subjects.

The aim of the game is to give students exposure and practice in present simple tense. The images give meaning and context. This meaning is then paired with the words and sounds to build associations. It is hoped that this facilitates learning and so students will become more competent with the target language.

There are four parts to the game. In the first part, you have to move the images to match the words and then in the second part you have to click the correct images to match the phrases. In the third part, you are presented with an image and you have to click on words to complete the sentence in the correct way. Specicially, you have to conjugate the verb correctly for the prompted subject. This is mainly just deciding whether to use 3rd person s. There is also practice with the correct use of negative forms. Finally, in the fourth part, you have to respond to the question forms in the approriate way.

The content used in the game is arranged in sets of 6 items. These sets are then grouped together into groups of 6 sets. When you play the game through once, you will see 6 sets of 6 items for a total of 36. However, there are many different sets of items and each time you play, you should get different items. In total there are 252 items divided into 42 sets of 6.

You can give feedback or suggestions through the contact form or by leaving a comment below.

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This is an activity to practice present simple tense in English. Look at the text or listen to the audio and then click on the correct image. This is a free game to practice English for ESL students.

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Wordwall - Twórz lepsze zajęcia w krótszym czasie

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Test - Seria pytań wielokrotnego wyboru. Wybierz poprawną odpowiedź, aby kontynuować.

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Present simple: I do, I don’t, Do I? - Test-English

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Learn how to use the present simple tense in this A1 Elementary grammar lesson. Clear rules, charts and exercises. Practise now!

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Wordwall - Twórz lepsze lekcje w krótszym czasie

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friendly - A person who is open and warm., talkative - A person who talks a lot., generous - A person who likes giving people things., kind - A person who is friendly and good to other people., lazy - A person who doesn't want to work., funny - A person who makes people laugh., clever - A person who is quick at learning and understanding things., shy - A person who can't talk easily to people they don't know.,

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EF Pre-intermediate File 1B Describing people

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friendly - A person who is open and warm., talkative - A person who talks a lot., generous - A person who likes giving people things..

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Wordwall - Twórz lepsze lekcje w krótszym czasie

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She has curly red hair. - Ma kręcone, rude włosy., She has long straight hair. - Ma długie proste włosy. , She has big blue eyes. - Ma duże niebieskie oczy., She has short blonde hair. - Ma krótkie blond włosy. , He has a beard and a moustache. - Ma brodę i wąsy., He's bald. - Jest łysy., He's very tall and thin. - Jest bardzo wysoki i szczupły., He's medium height and very slim. - Jest średniego wzrostu i bardzo szczupły., He's quite short and a bit overweight. - Jest dość niski i ma lekką nadwagę., What does he/she look like? - Jak on/ona wygląda? , What's he/she like? - Jaki on/ona jest?,

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She has curly red hair. - Ma kręcone, rude włosy., She has long straight hair. - Ma długie proste włosy. .

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You can set this page as a homework task for a group of students; doing so will give you a record of who has completed the task. Visit the teacher's section for more information.

You can share this page by using the link below.

This is a mini game for practising prepositions in English. It is suitable for English as a second language students rather than native speakers. The prepositions are generally basic and the vocal is quite low level.

A preposition is a word or phrase that shows a relationship between 2 things in a sentence. For example the sentence "The book is on the shelf" contains 2 objects (book and shelf) and the preposition 'on' denotes a relationship between them. Other examples of preposition include 'under', 'by', 'with', 'without', 'because of'. In this game, all the preposition used are prepositions of place which means that they describe where objects are in relation to other objects.

The aim of this game is to give students an opportunity to practise prepositions in a way that has a clear visual context. And in a way that is interactive with immediate feedback. Students can actively move objects and see them positioned according to a preposition; it is hoped that through this, students can get a more concrete understanding of prepositions and their meaning. Each time a student reads and understands a preposition and then moves the object accordingly, they are re-enforcing the meaning in a realistic context.

To play the game a student just has to read the sentence and then move the matching object to the correct position. The objects can be moved with their a mouse or by touch using a mobile device. A total of 9 scenes are used in this game: front room, bathroom, bedroom, fridge, park, cafe, classroom, TV and office. These were chosen in the hope that they provide real-life context and match situations in which students may actually hear and use prepositions in their daily life. The prepositions used in this game include the following: in, on, under, above, next to, right, left, behind, in front of and between. For each of the 9 scenes there are 12 objects that must be positioned correctly; once this has been done, the student proceeds to the next scene. The scenes get progressively more difficult both in terms of the language and the time allowed.

If you think this game is too fast or too difficult for your students' English level, then you can play in 'slow' mode. To play slowly, just click on 'slow' at the title screen, or change the settings by clicking on the button in the game.

This game is made in Javascript using the CreateJS framework. If you have any comments, questions or feedback, then please use the form below to post a message or send me an email using the contact form linked at the top of the page.

Audio by Jason Wright - Crazy Uncle with a Mic

Please leave any comments below.

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This is a simple game for ESL students to practice prepositions in English. Listen to the audio and then move the correct item to the right positions.

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This is the second of four exercises to practise making all forms of the past simple.

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Wordwall - Twórz lepsze lekcje w krótszym czasie

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Uporządkuj - Przeciągnij i upuść słowa, aby ułożyć z nich poprawne zdania.

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Wordwall - Twórz lepsze lekcje w krótszym czasie

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Losowe karty - Rozdaj losowo karty z potasowanej talii.

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Wordwall - Быстрее создавайте лучшие уроки

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What was the hotel like?: comfortable, luxurious, basic, dirty, uncomfortable, What was the weather like?: warm, sunny, windy, foggy, cloudy, What was the food like?: delicious, nothing special, disgusting, What was the town like?: beautiful, lovely, noisy, crowded, What were the people like?: helpful, friendly, unhelpful, unfriendly,

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What was the hotel like?: comfortable, luxurious, basic, dirty, uncomfortable, What was the weather like?: warm, sunny, windy, foggy, cloudy, What was the food like?:

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https://wordwall.net/ru/resource/2661236/english-file-third-edition/2a-holidays-phrases-with-go

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Wordwall - Быстрее создавайте лучшие уроки

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Викторина - Серия вопросов с множественным выбором. Нажмите правильный ответ для продолжения.

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Exercises Explanation Downloads

Past continuous and past simple

Exercise 1

Choose the correct past continuous and past simple forms to complete the sentences below.

The past continuous - Form

The past continuous - Use

Actions in progress

We use the past continuous to talk about actions that were in progress (not finished) at a specific moment in the past.

'What were you doing at 9?' 'I was studying.'

The specific moment in the past can be described by a time expression (at 9 a.m., at midday, at lunchtime, all morning, all day, etc.):

Or by a simple past sentence:

Describing a scene

We often use the past continuous at the beginning of a story to describe the situation.

Past simple vs Past continuous

We use the past simple for completed actions in the past, and we use the past continuous for actions in progress (not finished) in the past.

The past continuous describes a longer action or situation and the past simple describes a shorter action or event.

When I met Susan she was having a drink at a terrace with a friend.

We didn't go out because it was raining.

The short action in past simple often interrupts the longer action in past continuous.

We use the past simple for completed actions that happened one after the other. Compare:

(The action of having a shower started before he arrived)

(The action of having a shower started after he arrived)

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Past continuous and past simple - Test-English

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Past continuous and past simple. We use the past continuous to talk about longer actions in progress at some point in the past, and we use past simple to talk about shorter finished actions in the past. English grammar and exercises.

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Wordwall - Create better lessons quicker

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1) The meeting is ... 13th March. a) at b) in c) on 2) - Where's mum? - She's ... the kitchen. a) at b) in c) on 3) He was born ... 1989. a) at b) in c) on 4) -Where's the dictionary? - It's ... the shelf in my room. a) at b) in c) on 5) Mark's not back yet, he's still ... school. a) at b) in c) on 6) It's a very quiet town, especially ... night. a) at b) in c) on 7) We went on holiday to Iceland ... 2017. a) at b) in c) on 8) We got married ... 7th May. a) at b) in c) on 9) There was nowhere to sit ... the train. a) at b) in c) on 10) What did you do ... the weekend? a) at b) in c) on 11) They played basketball ... the morning. a) at b) in c) on 12) Stefano was born ... Rome. a) at b) in c) on 13) They were sitting ... the balcony and discussing the latest news. a) at b) in c) on 14) We arrived ... the bus stop just before the bus left. a) at b) in c) on

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1) The meeting is ... 13th March. 2) - Where's mum? - She's ... the kitchen. 3) He was born ... 1989.

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Wordwall - Быстрее создавайте лучшие уроки

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Викторина - Серия вопросов с множественным выбором. Нажмите правильный ответ для продолжения.

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Wordwall - Быстрее создавайте лучшие уроки

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baggage reclaim, gates, security check, customs, trolley, terminal, arrivals, departures, flight - a journey by plane from one point to another one, passenger - a person who's sitting on a plane, check in - show your passport and ticket before you go to your gates, luggage - = baggage , boarding pass, departure lounge, duty free shop, passport control, baggage drop-off,

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baggage reclaim, gates, security check, customs, trolley, terminal, arrivals, departures, flight - a journey by plane from one point to another one.

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Wordwall - Twórz lepsze lekcje w krótszym czasie

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Mary and John are going to play games after school., Pierre isn't going to watch TV in the evening., I'm going to make a cake today. , Are you going to visit your grandma this weekend? , What are you going to do on Sunday? , They're not going to sleep long on Saturday.,

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Mary and John are going to play games after school., Pierre isn't going to watch TV in the evening., I'm going to make a cake today. .

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Updated March 2023 - let me know if there are any problems.

You can set this page as a homework task for a group of students; doing so will give you a record of who has completed the task. Visit the teacher's section for more information.

You can share this page by using the link below.

This is a simple game for practicing future tense in English using the form 'going to'. The target language is 'going to' and time words - days of the week, months, seasons, parts of the day. The game only uses the 'going to' form; it doesn't use 'will' or present continuous at all. The aim of this game is have students practice making future tense sentences and for them to have exposure to this time vocabulary. The phrases used into this game are divided into 6 sets of content; they are grouped according to the time vocabulary they use. The sets are as follows.

Future time words: Tomorrow, Next week, Next month, In 2 years, In 10 years, In 2 weeks, In 6 months, Next year, In 5 years.

Days of the week: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.

Times of the day: Tomorrow morning, Tomorrow afternoon, Tomorrow evening, Tomorrow night.

Seasons: Spring, Summer, Autumn, Winter.

Months: January, February, March, April, May, June, July, August, September, October, November, December.

The second screen you see is a preview screen. On this screen you can choose which set of content to use and you can see examples of future tense phrases using this content. You choose to use a set of content by clicking on the play button which begins the game.

There are 2 parts to the game. For the first part, you are shown the time words laid out in a schedule and you are presented with a sentences stating an action and a time. You then have to find the image that matches the action and move it to the matching time period. For example, if you see 'he is going to play tennis on Monday', then you have to move the tennis image to the Monday time. For the third part, you are shown images and you have to click on words to create a matching phrase. The images used will have an action and a person holding a sign to indicate the time at which the action is done. For example, the image may show a man flying a kite and then a sign saying 'Monday'. The phrase for this image would be 'On Monday, he is going to fly a kite'.

Leave any comments below or send me a message through the contact form linked at the bottom.

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Simple ESL game for practicing future tense with the structure of 'going to'. The shows images and plays audio with text. This is a fun way to learn and review future tense.

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Wordwall - Twórz lepsze lekcje w krótszym czasie

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Wordwall - Twórz lepsze lekcje w krótszym czasie

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1) We are going to arrive late at the cinema. There is too ___ traffic. a) much b) many c) a little d) a few 2) The documentary has ___ ideas about how to earn money on line. a) a few b) a little c) lots of d) much 3) I can't go out tonight. I need to save _____ money for a new car. a) a little b) a few c) many d) a lot of e) much 4) There are___ students from my school in this show. a) much b) a little c) many d) lots of 5) The doctor in films says we should drink _______ water during the day, especially in summer. a) a few b) many c) a lot of d) a little e) lots of 6) The character of the movie has___ real friends. I think he should be more sociable and friendly to have more. a) much b) a few c) many d) a little 7) I want to go to the Loolapalooza! They told me there are ___ tickets left. I have to hurry up and buy them now! a) many b) a few c) a little d) a lot of 8) My dad is selling his Coldplay tickets and there are____ people interested in it. It is great!!! a) many b) much c) lots of d) a little e) a few 9) I have watched this 3D film___ times. I really really love it! a) much b) few c) little d) lots of e) many 10) This series is not very modern but it has got____ great special effects. a) a few b) a little c) lots of

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QUANTIFIERS a few/a little/lots of/much/many

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1) We are going to arrive late at the cinema. There is too ___ traffic. 2) The documentary has ___ ideas about how to earn money on line.

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Wordwall - Twórz lepsze zajęcia w krótszym czasie

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You can't wear these shoes. Your feet are ____big I'd like two bigger sandwiches. This sandwich is ____ small. I can't buy this shampoo. It isn't cheap ____. This snake isn't a good pet. It's ____ dangerous. I can't carry this table. I am not strong ____. I'm not as ____ as my friend. This car is ____ fast as this one. My tea isn't hot ____. Is this camera ____ expensive as that one ? Dad ____ as short as me. He's taller.

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You can't wear these shoes. Your feet are ____big I'd like two bigger sandwiches. This sandwich is ____ small. I can't buy this shampoo. It isn't cheap ____. This snake isn't a good pet. It's ____ dangerous. I can't carry this table. I am not strong ____.

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Wordwall - Twórz lepsze lekcje w krótszym czasie

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too big - not small enough, too dangerous - not safe enough, too ugly - not beautiful enough, too wet - not dry enough, too expensive - not cheap enough, too silly - not smart enough, too far - not near enough, too sad - not happy enough, too funny - not serious enough, too hard - not easy enough, too boring - not interesting enough, too hot - not cold enough, too bright - not dark enough, too heavy - not light enough, too long - not short enough, too sunny - not cloudy enough,

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too big - not small enough, too dangerous - not safe enough, too ugly - not beautiful enough, too wet - not dry enough, too expensive - not cheap enough.

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Wordwall - Twórz lepsze lekcje w krótszym czasie

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1) ____cooked dinner. I am hungry. a) something b) nobody c) anybody 2) There is ____ in the bathroom. May be it is a washing machine. a) nobody b) something c) anybody 3) ____washed the plates. They are clean. a) nobody b) somebody c) anybody 4) Did you do ____ interesting yesterday? a) nobody b) something c) anything 5) There isn't ____ in the dishwasher. It is empty. a) nobody b) something c) anything 6) There is ____ in the fridge. We need to buy food. a) nothing b) something c) anybody 7) Can____ help me? a) something b) nothing c) anybody 8) ____made a mess. a) somebody b) nothing c) anybody d) anything 9) He is doing ____ in his room. a) something b) nothing c) anybody 10) There is ____ on the table. It is black. a) something b) nobody c) anybody 11) ____knocked at the door. "Who is it?" a) somebody b) nobody c) anybody 12) You didn't do ____ yesterday. a) something b) anything c) anybody 13) ____vacuumed the carpet yesterday. It is dirty. a) something b) nobody c) anybody 14) Will _____wash the dishes tomorrow? a) something b) nobody c) anybody 15) Would you like ____ to drink? a) anything b) something c) nothing 16) I can't find my phone. I checked for it ______ a) somewhere b) anywhere c) everywhere

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something somebody anything anybody nobody

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1) ____cooked dinner. I am hungry. 2) There is ____ in the bathroom. May be it is a washing machine. 3) ____washed the plates. They are clean.

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Wordwall - Twórz lepsze lekcje w krótszym czasie

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1) The room was empty. There was .... in there. a) somebody b) anybody c) nobody d) something e) anything f) nothing 2) Does ... want to go to the cinema? a) somebody b) anybody c) nobody d) something e) anything f) nothing 3) What did Jane say? She said ... a) somebody b) anybody c) nobody d) something e) anything f) nothing 4) I don't know ... about Canada. a) somebody b) anybody c) nobody d) something e) anything f) nothing 5) I'm thirsty. I want ... to drink. a) somebody b) anybody c) nobody d) something e) anything f) nothing 6) I'm hungry but there isn't ... to eat. a) somebody b) anybody c) nobody d) something e) anything f) nothing 7) There is .... wrong with my computer, it is not working very well. a) somebody b) anybody c) nobody d) something e) anything f) nothing 8) There is ... interesting to watch on TV today. a) somebody b) anybody c) nobody d) something e) anything f) nothing 9) Kate wants to buy ... nice for her Mum. a) somebody b) anybody c) nobody d) something e) anything f) nothing 10) Let's talk about ... interesting. a) somebody b) anybody c) nobody d) something e) anything f) nothing

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1) The room was empty. There was .... in there. 2) Does ... want to go to the cinema? 3) What did Jane say? She said ... 4) I don't know ... about Canada.

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Wordwall - Twórz lepsze zajęcia w krótszym czasie

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Test - Seria pytań wielokrotnego wyboru. Wybierz poprawną odpowiedź, aby kontynuować.

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Wordwall - Create better lessons quicker

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Quiz - Usa ka serye nga multiple choice questions. Pag-tap sa tama nga tubag aron makapadayon.

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Wordwall - Twórz lepsze zajęcia w krótszym czasie

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New Horizons - B2 - Grammar - Lesson 14 - Practice 1

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Test - Seria pytań wielokrotnego wyboru. Wybierz poprawną odpowiedź, aby kontynuować.

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Wordwall - Twórz lepsze lekcje w krótszym czasie

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1) I just wanted --- thank you for your help. a) to say b) saying 2) I really enjoyed --- your friends. a) to meet b) meeting 3) On my way home I stopped --- my aunt. a) to visit b) visiting 4) Paul invited his friend --- and see him this evening. a) to come b) coming 5) Karen's thinking of --- to Germany next month. a) to go b) going 6) My children are old enough --- home on their own. a) to stay b) staying 7) My father promised --- my bike. a) to fix b) fixing 8) We need --- shopping. a) to go b) going 9) I love --- on long walks. a) to go b) going 10) --- is bad for your health. a) To smoke b) Smoking 11) Thank you for --- me with the housework. a) to help b) helping 12) Mark's too young --- this film. a) to watch b) watching

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New Horizons - B1+ - Grammar - Lesson 14 - Practice 1

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1) I just wanted --- thank you for your help. 2) I really enjoyed --- your friends. 3) On my way home I stopped --- my aunt.

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Must/mustn't, have to/don't have to - Form

Must/mustn't

Use must + infinitive without to

Must is a modal verb, and modal verbs are followed by an infinitive without to.

No -s

Modal verbs don't add -s after he/she/it.

Use must/mustn't in negatives and questions

Must is an auxiliary verb. This means that it has a negative and an interrogative form. Do not use do/did in negatives and questions.

Have to/don't have to

Use do and did in negatives and questions

The verb have in have to is not an auxiliary verb. Use do/don't, does/doesn't, did/didn't in questions and negative sentences in present and past.

No contraction

The verb have in have to cannot be contracted to 've.

Past and future forms

Only have to has a past and a future form. Must does not have a past or a future form.

Have to

Rules and obligations

We use have to to talk about rules and obligations, something that is necessary.

Must

Rules and obligations

Must is very similar to have to. We use must + infinitive (without to) to talk about rules and obligations.

Don't have to

Don't need to - not necessary

If you don't have to do something, it means that you 'don't need to' do something (there is no obligation). You can do it but you don't need to do it if you don't want to do it.

Mustn't

Prohibition

Use mustn't to talk about something that you can't do. It's necessary that you don't do it.

Must

Obligation from the speaker

We normally use must when to talk about obligations that come from the opinion of the speaker. The speaker thinks it's necessary or important to do something.

Have to

External obligation

We normally use have to when there's an external obligation. The obligation doesn't come from the speaker's opinion; another person thinks it's necessary.

Mustn't vs don't have to

Don't have to

You don't need to do it; not necessary; no obligation

Don't have to and mustn't have opposite meanings. We say that we don't have to do something when we don't need to do something; we can do it, but it's not necessary.

Mustn't

Prohibition; it's necessary that you don't do it

We say that we mustn't do something when we cannot do something; it is necessary that we don't do something.

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Have to, don't have to, must, mustn't - Test-English

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Have to, don't have to, must, mustn't. A2. Pre-intermediate English grammar and exercises. Have to vs. must and don't have to vs. mustn't.

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Updated Feb 2023 - Let me know if there are any problems.

You can set this page as a homework task for a group of students; doing so will give you a record of who has completed the task. Visit the teacher's section for more information.

You can share this page by using the link below.

This is a game to practice or study English as a second language, specifically the focus is on forming conditional phrases of the form "if ..., then ...". Conditional phrases of this type are useful structures to learn, as they have a range of uses in both everyday life and practical settings.

The general idea behind this game is that by practising the "if ..., then ..." structure, students will become more familiar with it and integrate it into their range of language. Hopefully, students will go from being less familiar with conditional phrases, to being able to express conditional ideas in an effective way. In order to achieve this, the game uses a generally behaviourist approach of repeating the formation of the structure. The different images convey the meaning of a conditional situation, and then the learner practices forming the matching conditional structure. The specific phrases used in this game are perhaps unlikely to be used that much in everyday life; however, it is hoped that enough repetition will lead to transfer of the structure to other contexts.

There are 48 phrases in the game, with each having an image showing the meaning of the conditional situation. As it was necessary to have matching images, only conditionals that are easy to represent visually were used. About half of the 48 items are of type 0 or 1 (also known as first conditional or zero conditional). Most of the rest are of type 2 (unreal conditional), then a few are mixed 2/3 and one is type 3. Originally I didn't want to organize the items according to type, but it was necessary to do so, in order to avoid confusion and instances where an image could be multiple types. For example, the "if you drink a lot of water, then you will need the WC" item could easily be either first or second conditional. So, to avoid this confusion, the conditionals are grouped and shown by type. Also, unreal conditionals clearly show a thought bubble coming from a person's head to represent the fact that it corresponds to an idea rather than a real life situation. Likewise, for the mixed conditionals, an attempt was made to show some kind of regret for the person, thus corresponding to that kind of past conditional.

To play the game, you just have to click on the words to make the correct sentence. First, you look at the image and figure out the conditional situation. Then, you can look at the clause that is currently showing. And then, you can tap the words to make the rest of the conditional phrase. Sometimes the first part of the conditional is show and you have to form the second half; other times you are shown the second clause of the conditional and you have to form the first part. There are also a few items where you have to form both clauses. Points are awarded for clicking the correct words; while score is lost if mistakes are made. More points are awarded if the words are clicking in the correct order.

There are 8 rounds in total. For rounds 1 and 2, you have to make the "then" clause of the conditional; while for round 3 you have to make the "if" clause and for round 4 you have to make both clauses. Rounds 5 to 8 are similar, but involve unreal conditional structures. If you prefer, you can choose the "long" option on the first screen and play without round breaks. This long type of game allows for a higher score.

This game is made in Javascript using the CreateJS framework. If you have any comments, questions or feedback, then please use the form below to post a message.

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A mini game to practice conditional sentences in English. This is a game for ESL students to make conditional phrases in a fun way. Look at the images and click on the words.

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Wordwall - Быстрее создавайте лучшие уроки

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Викторина - Серия вопросов с множественным выбором. Нажмите правильный ответ для продолжения.

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Possessive adjectives and possessive pronouns exercise and worksheet

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Practise using possessive adjectives and possessive pronouns in English.

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Wordwall - Twórz lepsze zajęcia w krótszym czasie

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do a beach clean-up - when go and pick up litter from the ground at the seaside, you... , do a park-clean up - when you go for a walk to a large area of land with grass and trees, usually surrounded by fences or walls and pick up litter, you..., do a river clean-up - when you pick up litter from the water, you..., do a street clean-up - when you pick up litter from a road in a city or town, you..., recycle food waste - when you sort the leftovers you do not eat anymore, you..., recycle glass - when you collect old, hard, transparent material, used to make windows, bottles, and other objects, you..., recycle paper - when you collect old books, newspaper, magazines etc. you..., recycle plastic - when you collect and sort old and used bottles, recycle tin cans - when you collect used containers after tuna for example, you..., save electricity - when you remember to turn off the light when you leave the room, you..., save gas - when you save it, you take care that your windows are airtight, you..., save petrol - when use less fuel for a further distance, you..., save water - when you remember to turn off the running water when you brush your teeth, you...,

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do a beach clean-up - when go and pick up litter from the ground at the seaside, you...

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Wordwall - Twórz lepsze lekcje w krótszym czasie

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to arrive at - the station, to arrive in - a city, to ask - for the bill, to believe - in sth, to belong - to sb, to depend - on the weather, to pay - for sth, to spend money - on clothes, to talk - to sb about sth, to wait - for somebody , to agree - with somebody , to listen - to music , to worry - about something , to think about - holidays , to think of - painting ,

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English File Pre-intermediate - Prepositions after verbs

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to arrive at - the station, to arrive in - a city, to ask - for the bill, to believe - in sth, to belong - to sb, to depend - on the weather.

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Wordwall - Быстрее создавайте лучшие уроки

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1) Felix _____ work on Saturdays. a) doesn't to have b) doesn't have to c) doesn't to 2) You've got an exam tomorrow. You _____ go out tonight. a) don't should b) shouldn't to c) shouldn't 3) He _____ speak to you again if you tell anyone his secret. a) doesn't b) wouldn't c) won't 4) If you _____ time, will you come round for lunch? a) have b) will have c) had 5) If the pool is open, we _____ for a swim. a) go b) 'll go c) d' go 6) I think they _____ buy a new sofa. Their old one is uncomfortable. a) should b) should to c) mustn't 7) You'll love this book _____ you like history. a) then b) if c) when 8) You _____ walk home at night. It's dangerous. a) should b) shouldn't to c) shouldn't 9) I don't think you _____ tell your parents about this. a) shouldn't b) should c) should to 10) He'll be really happy if we _____ him to come with us. a) invited b) invite c) would invite 11) If they _____ arrive in five minutes, we'll go. a) didn't b) won't c) don't 12) A _____ go soon? B Yes, we should. It's very late. a) Should we b) We should c) Don't we should 13) I don't think you _____ go out tonight. You've got a lot of work to do. a) may b) shouldn't c) should 14) If we _____ queues, the other queue will move quicker. a) changed b) change c) will change 15) You shouldn't _____ a lot of coffee. It's bad for you. a) drink b) to drink c) drinking 16) She got _____ the bus and walked home. a) on b) to c) off 17) He left work at six and got _____ at 6.30. a) to home b) the home c) home 18) Alex and Maria are getting _____ next year. a) married b) marry c) marrying 19) I get _____ well with my brothers and sisters. a) on b) to c) off 20) He studies a lot and his English is getting _____. a) best b) better c) the best

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EF Pre-inter unit 8 A/B should/ 1st conditional/ phrases with get

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1) Felix _____ work on Saturdays. 2) You've got an exam tomorrow. You _____ go out tonight. 3) He _____ speak to you again if you tell anyone his secret.

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Updated November 2022 - let me know if there are any problems.

You can set this page as a homework task for a group of students; doing so will give you a record of who has completed the task. Visit the teacher's section for more information.

You can share this page by using the link below.

The aim of this game is to help students learn English - specifically ESL (English as a second language).

This game is useful for practicing animal related words and phrases. While it is good to know the words for animals, it is not really all that useful in everyday life. So I wanted to make a game with animals that was more constructive and actually practiced making phrases. At the same time, I wanted to make a game that could practice basic verbs question forms such as 'how many', 'is it', 'can it' and so on. Animals and animal guessing gives a context in which using these verb phrases can be meaningful. The general idea is that you have to guess the mystery animal. In order to do you must narrow down the possible choices by asking questions which, hopefully, provides context and meaning for the question phrases.

The object of the game is to guess the eight hidden animals that are presented, one at a time, behind a question mark. Possible animals are display above the mystery box and are eliminated as questions are asked. The user can guess which animal it could be at any time by making a "I guess .... " phrase.

Some of the items may seem a bit ambiguous or strange; it is quite hard to think of enough forms that can be used to describe a range of animals. This is why there are questions about dragons eating meat and other such things that may not be immediately obvious. At the same time, sorry if there are any answers that are wrong or probably wrong - dolphins eating fish and so on.

I hope that this game can be useful practice for forming questions with matching of question words and auxiliaries. At the same time, hopefully it will re-enforce the meanings of the forms through practising them in a contextual way. While vocabulary for animals may not be the most useful for everyday life, constructing basic question forms is a lot more applicable.

The background image was drawn on the basis of a photo I took in the mountains in the south of China, with a few other Chinese type elements added in to make it look more interesting. It was supposed to be quite China themed with the long wall and Chinese style roof; I really hope it looks appealing.

This game should work on mobiles and tablets but please leave a comment if it does not do so. And please leave any comments on what you think or if there is anything that could be improved

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A game to practice making questions in English. Guess the animal by forming questions and looking the pictures. This game is free, online and specifically for ESL students.

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Updated Feb 2023 - Let me know if there are any problems.

You can set this page as a homework task for a group of students; doing so will give you a record of who has completed the task. Visit the teacher's section for more information.

You can share this page by using the link below.

This is a game to practice or study English as a second language, specifically the focus is on forming conditional phrases of the form "if ..., then ...". Conditional phrases of this type are useful structures to learn, as they have a range of uses in both everyday life and practical settings.

The general idea behind this game is that by practising the "if ..., then ..." structure, students will become more familiar with it and integrate it into their range of language. Hopefully, students will go from being less familiar with conditional phrases, to being able to express conditional ideas in an effective way. In order to achieve this, the game uses a generally behaviourist approach of repeating the formation of the structure. The different images convey the meaning of a conditional situation, and then the learner practices forming the matching conditional structure. The specific phrases used in this game are perhaps unlikely to be used that much in everyday life; however, it is hoped that enough repetition will lead to transfer of the structure to other contexts.

There are 48 phrases in the game, with each having an image showing the meaning of the conditional situation. As it was necessary to have matching images, only conditionals that are easy to represent visually were used. About half of the 48 items are of type 0 or 1 (also known as first conditional or zero conditional). Most of the rest are of type 2 (unreal conditional), then a few are mixed 2/3 and one is type 3. Originally I didn't want to organize the items according to type, but it was necessary to do so, in order to avoid confusion and instances where an image could be multiple types. For example, the "if you drink a lot of water, then you will need the WC" item could easily be either first or second conditional. So, to avoid this confusion, the conditionals are grouped and shown by type. Also, unreal conditionals clearly show a thought bubble coming from a person's head to represent the fact that it corresponds to an idea rather than a real life situation. Likewise, for the mixed conditionals, an attempt was made to show some kind of regret for the person, thus corresponding to that kind of past conditional.

To play the game, you just have to click on the words to make the correct sentence. First, you look at the image and figure out the conditional situation. Then, you can look at the clause that is currently showing. And then, you can tap the words to make the rest of the conditional phrase. Sometimes the first part of the conditional is show and you have to form the second half; other times you are shown the second clause of the conditional and you have to form the first part. There are also a few items where you have to form both clauses. Points are awarded for clicking the correct words; while score is lost if mistakes are made. More points are awarded if the words are clicking in the correct order.

There are 8 rounds in total. For rounds 1 and 2, you have to make the "then" clause of the conditional; while for round 3 you have to make the "if" clause and for round 4 you have to make both clauses. Rounds 5 to 8 are similar, but involve unreal conditional structures. If you prefer, you can choose the "long" option on the first screen and play without round breaks. This long type of game allows for a higher score.

This game is made in Javascript using the CreateJS framework. If you have any comments, questions or feedback, then please use the form below to post a message.

# data[].attributes.attachment_link.description
A mini game to practice conditional sentences in English. This is a game for ESL students to make conditional phrases in a fun way. Look at the images and click on the words.

# data[].attributes.attachment_link.readable_text
Updated December 2022 - contact me if there are any problems.

You can set this page as a homework task for a group of students; doing so will give you a record of who has completed the task. Visit the teacher's section for more information.

You can share this page by using the link below.

Updated January 2020 - changed 'been' to 'gone' in the first set of content, so that 'go' now matches to 'gone'. The sentence still uses 'been' in the phrase contruction part - 'He has been to America'.

This is a mini-game for practicing perfect tense sentences in English. It is intended to be used by ESL learners to review and reinforce the use of perfect tense.

The game is divided into 3 parts. In the first part, you have to match simple verb forms to their perfect tense conjugations - for example, eat matches to eaten. The aim of this part is to review the verb forms before starting to make sentences and also to remind/cement the idea that perfect tense uses different verb forms. In the second part, you have to look at the image and click on the words to form an accurate perfect tense sentence - for example, 'she has eaten lunch'. The aim here is to practice making accurate sentences and to test the students on word order and grammar issues. In the third part, you have to look at the image and click on one of 3 sentences. The 3 sentences here only have minor differences and the aim to give students practice in noticing correct grammar for perfect tense.

The sentences used in this game are arranged into 4 sets of content. These are grouped according to the different uses of perfect tense. The first set covers basic use of perfect tense to describe things that you have done at a non-specific point in time. For example, 'she has eaten lunch'. Some life experiences are also included in this set, such as 'seen an elephant' and 'graduated from college'. The aim with this set is to cover all the basic verbs and try to get phrases that people are likely to hear in everyday life, such as 'done homework' or 'passed the test'. This set also varies between singular and plural and between positive and negative. The intention with this is to expose students to all the different forms that basic perfect tense phrases can take.

The second set of phrases concerns life experiences - sentences that would answer 'have you ever x?' questions. A contrast was created between sentences stating the number of times something has been done and sentences stating that something has never been done. This is important as the sentence order is different for 'never' phrases. The aim here is to expose learners to these kind of life experience phrases. I tried to use phrases that could be typically be experienced in everyday like - e.g. 'had an injection' or 'failed the test'. But typically these sentences are unusual in nature, such as 'eaten a spider'.

The third set concerns duration and how long you have done something for. This is one of the main uses of perfect tense - to describe an action that you continue to do from the past up until present, for example: 'lived in London' or 'played the trumpet'. The key issue with these sentences is whether they are used with 'for' or 'since'. If there is a specific time mentioned at which the action began, then 'since' is used. Whereas, if you just have a duration - e.g. '5 years', then 'for' is used. This distinction is quite important and so it is important for students to get practice with sentences that contrast this.

The final set concerns phrases involving the words 'just', 'already' and 'yet'. These signify slightly different meanings for perfect tense and so contrasting them is quite useful. Phrases with 'yet' are used for situations in which an action hasn't taken place, but is likely to do so in the future - e.g. "the store hasn't opened yet". 'Just' phrases are used to describe events that have recently happened with evidence showing. For example, 'he has just washed the car' with the car showing as clean and the water and soap visible. Similarly, 'already' phrases describe events that have taken place. I chose to use 'already' for situations when there is evidence in the present. This means that there is a lot of overlap between the 'just' and 'already' phrases, but the options available for students to click on should preclude any confusion. The aim of this content is to practice making phrases using these words, with a particular focus on correct word order. I really think that practicing these phrases like this is useful for learners.

The images used in this game are quite specific in nature. The problem with creating images for perfect tense is that it is quite a hard concept to represent visually. For something like 'he is flying a kite', it is quite easy to represent - you just show a boy flying a kite and it directly matches the meaning; however, for something like, 'he has already flown a kite', the meaning is much more subtle and difficult to show visually. The solution used in this game is to have the actions separated from the person. For example, in the sentence 'she has eaten lunch', the action of eating lunch is shown in a bubble and then person to whom the sentence refers is shown next to the bubble, with a thumbs-up to signal having done this action. I think that this is a good solution as I think this closely resembles the way the meaning is understood. In perfect tense, the action is not really being performed by the person, rather it exists as a concept that they relate to, so I think it makes sense to separate it off in this way. To further explain, in the simple sentence 'he is flying a kite' you have the boy as the subject and the kite as the object being flown. The sentence is about how the boy relates to the kite. Conversely, in the perfect tense sentence 'he has flown the kite' the boy is still the subject and the kite the object; however, the sentence is more about how the boy relates to the action of flying the kite. And, to some extent, the action of flying the kite can be thought of as like an object in the sentence.

So in accordance with this perspective, the images are split into 2 with the action in a bubble and subject of the sentence shown next to the bubble. The subject/person, also indicates how they relate to the action. In the first set, this is done with a thumbs-up to indicate something has been done, and a no-hands to show that something hasn't been done. In the second set, the person holds up fingers to indicate the number of times they have done the action (also with a number displayed in a circle). For the 3rd set, each person holds up a sign showing the time to be used in the phrase - the task then is for the student to work out which word (for/since) to use with that time. Finally, for the last set of content, the phrases used are somewhat different. They are more concerned with things that have happened with evidence clear in the present. Because of this, they don't use the split bubble type images.

The game gives points for each correct answer and takes points for incorrect clicks. The maximum scores possible is 23000.

I hope your students can find this game useful. Email me with any feedback - use the contact form linked below or leave a message.

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Practice perfect tense online. A simple game for ESL students to learn perfect tense verbs and phrases. Practice forming sentences using perfect tense.

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Wordwall - Twórz lepsze lekcje w krótszym czasie

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1) become (stawać się) a) become, become b) became, become c) became, became 2) begin (zaczynać) a) began, begun b) began, began c) begun, begun 3) bite (gryźć) a) bit, bit b) bitten, bite c) bit, bitten 4) blow (dmuchać) a) blew, blown b) blew, blaw c) blew, blew 5) bring (przynosić) a) bring, bring b) brang, brung c) brought, brought 6) burn (palić) a) burnt, burnt b) barnt, burnt c) barnt, bernt 7) catch (łapać) a) caught, ceught b) caught, caught c) catch, caught 8) choose (wybierać) a) chose, chose b) chose, chosen c) chosen, chosen 9) come (przybywać) a) came, come b) came, came c) come, come 10) cost (kosztować) a) cast, cest b) cost, cost c) cast, casten 11) do (robić) a) did, done b) did, did c) did, dont 12) draw (rysować) a) draw, drawn b) drew, drew c) drew, drawn 13) dream (śnić, marzyć) a) dreamt, dreamt b) dreamt, dreamen c) dream, dreamt 14) drive (prowadzić auto) a) dreve, driven b) drove, driven c) drawn, driven 15) fall (upadać) a) felt, felt b) fell, fellen c) fell, fallen

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1) become (stawać się) 2) begin (zaczynać) 3) bite (gryźć) 4) blow (dmuchać) 5) bring (przynosić) 6) burn (palić) 7) catch (łapać) 8) choose (wybierać)

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Wordwall - Быстрее создавайте лучшие уроки

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down the steps, across the road, over the bridge, into the shop, out of the shop, under the bridge, past the church, through the tunnel, towards the lake, round the lake, along the street, up the steps.

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down the steps, across the road, over the bridge, into the shop, out of the shop, under the bridge, past the church, through the tunnel, towards the lake.

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lesson d expressing movement 1 learn english

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Lesson A expressing movement (1) | English File Student's Site | Oxford University Press

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Students >English File Student's Site >Pre-intermediate third edition >Grammar >File 11 >Lesson A expressing movement (1)

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You can set this page as a homework task for a group of students; doing so will give you a record of who has completed the task. Visit the teacher's section for more information.

In the teacher's section you can also alter the sets of content, so that only some of the images appear. Additionally, you can get embed code to add this game to a blog or web page and you can create direct links to the game with content pre-selected. As an example, the link below will start the game with the jobs content automatically loaded.

Alternatively, this link will start the game with the food content automatically selected and loaded.

Use the teacher's section to create more links or embed code.

This is a simple game for practicing brief reading comprehension. To play, you read the brief description and then click on the image that it most accurately describes. The aim is to practice understanding for short English sentences in a fun way. By having the player match the description to an image, it is hoped that meaning or context can be elicited more effectively. To be clear, this game is primarily targeted at - ESL (English as a second language) students.

When playing, you can select the content to use from a range of 20 or so different sets. Each set has 20 to 30 items and each item has two different (but quite similar) descriptions. The first description is quite simple, while the second tries to be more difficult. The easier descriptions show first and then as you progress the more difficult ones show. To finish the game, you have to go through the whole set of content twice. To try and make the game more interesting, score is accumulated and a high score table is shown at the end. Most of the other games on this site use a timer to make the game challenging. Rather than do this again, this game just has score and a bar that accumulates and awards more points. The bar accumulates as you get the correct answer, but then resets whenever a mistake is made. If you can get six correct responses in a row, the star is shown and additional score is given.

To add another element to the game, I included 3 'lifelines' or hints to help get the correct answer. These appear on the right of the screen and, while initial faded, become available as you accumulate score. The first lifeline is '50/50'. Clicking this will remove half of the options leaving only the correct answer and 3 alternatives. The second lifeline, changes the images shown and reorders the display. At first 8 images are shown. One is the correct response and the other 7 are randomly selected from the other images in the content set. The second lifeline, re-shuffles and reselects the 7 alternatives. The final lifeline simply shows the correct response. As this one is quite useful, it is can only be used a few times. When you begin, you have no lifelines and the option buttons are all faded out. Then as you give correct responses, you accumulate score and get awarded lifelines. However, one incorrect answer will reset everything and remove all the lifelines you have.

There a couple of game modes that you can play in. Normal mode will display 8 possible images for each description, while easy mode displays only 4 images. There is also a 'simple' mode in which the scoring bar and lifelines are removed.

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A game to practice basic text comprehension in English. Read the descriptions and then click on the matching pictures. You can use this to learn English online for free.

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Wordwall - Create better lessons quicker

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1) My classes at school are never _________. My teachers are magnificent and make all of the classes exciting! a) boring b) bored 2) I never feel _________ at school. My teachers are magnificent and make all of the classes exciting! a) boring b) bored 3) Sarah thinks watching long football matches is _______________. a) boring b) bored 4) However, I never feel ________ when I watch football, especially if Messi is playing! a) boring b) bored 5) Sometimes I get _________ when I don't have anyone to play with. a) boring b) bored 6) I also feel __________ when I have lots and lots of homework. a) boring b) bored 7) However, I think most of my homework is interesting. The topics aren't ____________. a) boring b) bored

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1) My classes at school are never _________. My teachers are magnificent and make all of the classes exciting!

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Wordwall - Create better lessons quicker

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Quiz - A series of multiple choice questions. Tap the correct answer to proceed.

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A simple game for learning and practicing basic adjectives in English. The game uses images and audio for adjectives. Learn ESL adjectives vocabulary in a fun way.

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Verbs 1-10

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You can set this page as a homework task for a group of students; doing so will give you a record of who has completed the task. Visit the teacher's section for more information.

You can share this page by using the link below.

You can also link directly to a set of content by adding the title to the end of the URL. For example, the link below will start the game with the 'Is / Are' content automatically loaded.

For a list of direct links like this click here.

This is a game for learning simple English phrases. You look at the image and then click on the words to make a matching sentence. To score points, you have to watch the ball and click the words at exact moment the ball stops.

The aim of the game is to give students practice in and exposure to simple English sentences. Meaning conveyed through the images and the use of words to form sentences creates an association between the words and the meaning. To supplement this, audio is also played when the correct words are clicked. It is hoped that listening to the audio can also form an association between the sound of the words with the meaning and text.

The first screen that you see is the title screen. Here you can choose to play the game or just review the phrases. The next screen allows you to choose which type of sentences to practice with. There are 28 different sets to choose from and they have each have 20 phrases of varying lengths. The review screen is fairly simple: it shows the images and text. You can click on the audio button to the hear the text being read.

The game consists of two parts: the main part and a quick review part. In the main part, you are presented with an image, a hidden line of text and a few options. You have to look at the image and then choose the options to correctly form an appropriate sentence. The key part of the game is the motion of the ball. Watch the ball closely and try to click on the words at the moment that the ball stops on the empty text pane. If you time it just right, then you score points. The monsters will give you feedback on how well you are doing at this. You can simply disregard the ball and just click on the correct words; however, the game is really about getting the words right at the right time.

You can give feedback or suggestions through the contact form or by leaving a comment below.

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Practice making simple sentences in English. Click on the words to forms sentences and hear audio. This is a fun way to learn English.

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Search and discover new sets from a large collection created by users.

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Wordwall - Twórz lepsze lekcje w krótszym czasie

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1) I ___________ (usually/ go) swimming on Mondays. 2) She _________ (always/play) basketball on Tuesdays. 3) They ___________ (meet) this Saturday.

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Wordwall - Create better lessons quicker

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Quiz - A series of multiple choice questions. Tap the correct answer to proceed.

# data[].attributes.attachment_link.provider_name
Wordwall - Create better lessons quicker

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Quiz - A series of multiple choice questions. Tap the correct answer to proceed.

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Kopia Past Simple irregualr short list irregular verbs completed

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Unit 6 - Opposite Verbs, Verb+back, Modifiers | English File Pre-Intermediate 4th Vocabulary Exercises and Flashcards

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In this unit, we explore three key areas: opposite verbs, the use of “verb + back,” and modifiers. Opposite verbs help us understand contrasting actions, such as “win” and “lose.” The structure “verb + back” often signals a return to a previous state or position, as in “give back.” Modifiers like “very” or “extremely” allow us to refine the meaning of other words, making our sentences more specific and impactful.

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Wordwall - Create better lessons quicker

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English file| Pre-intermediate| Unit 6a| Opposite verbs

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Match up - Drag and drop each keyword next to its definition.

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Wordwall - Twórz lepsze lekcje w krótszym czasie

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Test - Seria pytań wielokrotnego wyboru. Wybierz poprawną odpowiedź, aby kontynuować.

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Wordwall - Быстрее создавайте лучшие уроки

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Сопоставить - Перетащите каждое ключевое слово к его определению.

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Join a game of Blooket to answer questions and compete in a fierce clash to determine who is the best and what Blook will come out victorious.

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eglish file pre-intetmediate unit 7 - Bing

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Intelligent search from Bing makes it easier to quickly find what you’re looking for and rewards you.

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Wordwall - Twórz lepsze zajęcia w krótszym czasie

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cough - kaszel, runny nose - katar, sore throat - ból gardła, earache - ból ucha, toothache - ból zęba, stomach ache - ból brzucha, headache - ból głowy, flu - grypa, fever - gorączka, ill - chory, illness - choroba, health - zdrowie, temperature - temperatura, medicine - lekarstwo, health care - opieka medyczna,

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cough - kaszel, runny nose - katar, sore throat - ból gardła, earache - ból ucha, toothache - ból zęba, stomach ache - ból brzucha, headache - ból głowy, flu - grypa, fever - gorączka, ill - chory, illness - choroba, health - zdrowie, temperature - temperatura, medicine - lekarstwo, health care - opieka medyczna,

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Wordwall - Twórz lepsze zajęcia w krótszym czasie

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1. How do I ____ to the post office form here? 2. What's the best ____ to the supermarket? 3. The playground is just ____ the corner. 4. ____ over the road and walk down to the park. 5. When you get the crossroads, go ____ on. 6. ____ right at the end of the road. 7. Go ____ the pet shop. 8. The bank is ____ the bakery.

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1. How do I ____ to the post office form here? 2. What's the best ____ to the supermarket? 3. The playground is just ____ the corner. 4. ____ over the road and walk down to the park. 5. When you get the crossroads, go ____ on. 6.

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Wordwall - Twórz lepsze zajęcia w krótszym czasie

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How do I get to the bank, please? - Jak dojść do banku?, Excuse me. - Przepraszam., Turn right . - Skręć w prawo., Turn left. - Skręć w lewo., at the end of the road - na końcu ulicy, the bank is opposite the supermarket - bank jest naprzeciwko supermarketu, Can you tell me the way to the cinema? - Czy może mi pan wskazać drogę do kina?, go down this road - idź w dół tej ulicy, as far as the traffic lights - aż do świateł ulicznych, go straight on - idź prosto, at the roundabout - na rondzie,

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How do I get to the bank, please? - Jak dojść do banku?, Excuse me. - Przepraszam., Turn right . - Skręć w prawo., Turn left. - Skręć w lewo., at the end of the road - na końcu ulicy, the bank is opposite the supermarket - bank jest naprzeciwko supermarketu, Can you tell me the way to the cinema?

# data[].attributes.attachment_link.provider_name
Wordwall - Twórz lepsze zajęcia w krótszym czasie

# data[].attributes.attachment_link.description
Test - Seria pytań wielokrotnego wyboru. Wybierz poprawną odpowiedź, aby kontynuować.

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A small game to practice countires in English.

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Wordwall - Create better lessons quicker

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Phrasal verbs English file pre-intermediate unit 10

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Flash cards - Test yourself using cards with prompts on the front and answers on the back.