One first-lesson game for a class learning English, with the sentence frame to copy onto the board.
ESL First Day Icebreakers for Beginners
What Is This? From the Bag1. The teacher pulls an everyday thing from a bag, asks the question and answers it. 2. The class repeats the answer. 3. Pass the bag: each student pulls something out and asks the student beside them. 4. Put two things far away and practice "that". Players: 4 to 30. Time: 6 min. Props: a bag of everyday things. Noise: medium. First day: yes. Level: A1, demonstratives. On the board: "What is this? It is a ___. What is that?" Teach first: this, that, pen, key, cup, book, phone, bag.
These ESL first day icebreakers for beginners run on gesture, pictures and one sentence frame, so they work when the class shares no other language. Each game prints its frame and the words to teach first.
Read the full guide
ESL icebreakers, first day of class
The page opens on a game for beginners: its frame uses grammar from level A1, such as to be, can and the present simple. After the first press a level box appears under the button, set to Beginner, first day. Choose Elementary for A2 frames or Intermediate and up for B1.
ESL icebreakers for adults
More filters, the last entry in the level box, opens three choices. Adults leaves out the three games built on mime and classroom commands. No reading or writing keeps the games that are only spoken, and A class of 30 or more the ones that run with 40 students.
Tips
A student may answer any question with an invented fact. Say so before the first game.
Questions and answers
What do you do on the first day of an ESL class for beginners?
Start with names. In What Is Your Name? Chain the teacher models one question and one answer by gesture, and the frame goes around the room. In Listen and Do the class acts out each instruction, and nobody is out.
How do you run an icebreaker when students share no language?
By showing, not explaining. Each game here is shown by gesture, a picture or an object, and the students speak only the frame printed for the board, after six to twelve words have been taught.
Which games suit a higher level?
Choose Intermediate and up. If I Had a Free Day practices the second conditional, and It Is Made Of, It Is Used For practices the passive. The levels follow a published grammar inventory and are an editor's mapping, not a test.
Where are conversation questions for ESL students?
His Name, Her Name1. After a first round of names, the teacher points with an open hand to two students and says "His name is" and "Her name is" with their names. 2. A student does the same for the two people beside them. 3. Go around the room. The class says a name together when someone is stuck. 4. Finish with the teacher naming five students in a row. Players: 4 to 30. Time: 5 min. Props: none. Noise: quiet. First day: yes. Level: A1, possessive adjectives. On the board: "His name is ___. Her name is ___." Teach first: his, her, name, is, he, she.
How Do You Spell That?1. Say the alphabet together once, pointing to each letter on the board. 2. In pairs, one student asks for the partner's first name and how to spell it. 3. The partner spells it slowly, and the first student writes it down. 4. Swap over, then show each other the paper to check. Players: 4 to 40. Time: 6 min. Props: paper and pens. Noise: medium. First day: yes. Level: A1, questions. On the board: "How do you spell your name? It is ___." Teach first: spell, letter, please, again, slowly, thank you.
I Am From: Point and Say1. Hang a map of the world or draw a rough one on the board. 2. The teacher points to a place and says "I am from" and its name. 3. One by one, students come to the map, point and say the frame, then ask the next student. 4. A student may point to any place they like. Players: 4 to 30. Time: 6 min. Props: a map of the world. Noise: medium. First day: yes. Level: A1, to be. On the board: "Where are you from? I am from ___." Teach first: where, from, country, city, I, am, you, are.
Show all 34 games (31 more)
Names and greetings, continued
Nice to Meet You, Move One Step1. Students stand in two lines that face each other. 2. Each pair says the frame to each other, with a nod or a wave. 3. On the teacher's clap, one line takes a step to the right, and the student at the end walks around to the start. 4. Stop when the first partners meet again. Players: 6 to 40. Time: 6 min. Props: none. Noise: loud. First day: yes. Level: A1, to be. On the board: "Hello, I am ___. Nice to meet you. Nice to meet you too." Teach first: hello, I, am, nice, meet, you, too, goodbye.
This Is My Neighbor1. Each student asks the person beside them for their first name and their country or city. 2. Going around the room, each student opens a hand toward that neighbor and says the frame. 3. The class answers "Hello" and the name. 4. A student may name any place they like. Players: 4 to 30. Time: 6 min. Props: none. Noise: medium. First day: yes. Level: A1, to be. On the board: "This is ___. He is from ___. She is from ___." Teach first: this, is, he, she, from, neighbor.
What Is Your Name? Chain1. The teacher puts a hand on their own chest and says "My name is" and their name, then opens the hand toward a student: "What is your name?" 2. The student answers with the frame and asks the next student. 3. The chain goes around the whole room. 4. Go around again, faster, starting from the other end. Players: 4 to 40. Time: 5 min. Props: none. Noise: medium. First day: yes. Level: A1, to be. On the board: "What is your name? My name is ___." Teach first: hello, name, my, your, what, is.
Numbers, days and dates 5
Clock Arms1. The teacher shows seven o'clock with two arms as the hands of a clock and says "I get up at seven." 2. In pairs, one student shows a time with their arms. 3. The partner says the frame: "You get up at six." 4. Swap over, then change the action: eat lunch, start work, go to bed. Players: 4 to 40. Time: 5 min. Props: none. Noise: medium. First day: yes. Level: A1, present simple. On the board: "I get up at ___. What time do you get up?" Teach first: get up, eat, start, finish, go to bed, o'clock, at, what time.
How Many in My Hand?1. The teacher closes a hand around some paper clips and asks the question in the frame. 2. Students call out numbers. 3. Open the hand and count aloud together, then say the answer as a full sentence. 4. Pass the paper clips on: each student takes a turn to hide some and ask. Players: 4 to 30. Time: 5 min. Props: a box of paper clips. Noise: medium. First day: yes. Level: A1, there is and there are. On the board: "How many are there? There are ___. There is one." Teach first: how many, there is, there are, more, fewer, count.
Invented Phone Numbers1. Each student makes up a phone number of seven digits and writes it down. Nobody uses a real one. 2. In pairs, one student asks for the number and writes what they hear. 3. The partner says it slowly, one digit at a time. 4. Compare the two papers, swap over, then try again with a new partner. Players: 4 to 40. Time: 6 min. Props: paper and pens. Noise: medium. First day: yes. Level: A1, questions. On the board: "What is your number? It is ___." Teach first: zero, one, two, three, four, five, six, seven, eight, nine, number, again.
January to December Wall1. Say the twelve months together, counting them on your fingers. 2. The teacher says the frame with their own favorite month, a hand on the heart for "favorite", and stands at one wall for January. 3. Students say the frame to each other and line up from January to December. 4. Go down the line: each student says the frame once more, and the class counts the busiest month. Players: 6 to 40. Time: 8 min. Props: none. Noise: loud. First day: yes. Level: A1, to be. On the board: "My favorite month is ___. What is your favorite month?" Teach first: January, February, March, April, May, June, July, August, September, October, November, December.
Today Is, Tomorrow Is1. Say the seven days together. 2. The teacher says "Today is Monday. Tomorrow is Tuesday" and points to a student. 3. That student starts from the next day: "Today is Tuesday. Tomorrow is Wednesday." 4. Go around the room twice, then run it backward with "yesterday". Players: 4 to 40. Time: 4 min. Props: none. Noise: quiet. First day: yes. Level: A1, to be. On the board: "Today is ___. Tomorrow is ___." Teach first: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, today, tomorrow, yesterday.
Find someone who 4
Find Someone Who Is Going To1. The teacher draws a moon for "tonight" and drills the question with three verbs. 2. Students walk around asking it. 3. Each student looks for one person who is going to cook, one who is going to study and one who is going to rest. 4. The class reports in full sentences: "Mei is going to cook tonight." Players: 6 to 40. Time: 8 min. Props: none. Noise: loud. First day: yes. Level: A1, going to. On the board: "Are you going to ___ tonight? Yes, I am. No, I am not." Teach first: going to, tonight, tomorrow, cook, study, rest, yes, no.
Find Someone Who: Can You1. The teacher mimes swimming and drills the question and both answers. 2. Teach four more actions by mime: drive, cook, sing, ride a bike. 3. Students walk around and ask until they have found one "Yes, I can" for each action. 4. Back in their seats, the class says who can do what: "Ali can drive." Players: 6 to 40. Time: 8 min. Props: none. Noise: loud. First day: yes. Level: A1, can. On the board: "Can you ___? Yes, I can. No, I cannot." Teach first: can, cannot, swim, drive, cook, sing, ride a bike.
Find Someone Who: Do You Like1. The teacher holds up a picture, such as a cup of tea, and drills the question and both answers. 2. Every student takes a picture card and walks around asking the question about it. 3. A student who hears "Yes, I do" stands with that person and they swap cards. 4. Play until everyone has asked five people. Players: 6 to 40. Time: 8 min. Props: a picture card for each student. Noise: loud. First day: yes. Level: A1, present simple. On the board: "Do you like ___? Yes, I do. No, I do not." Teach first: like, tea, coffee, rice, bread, fish, yes, no.
Find Someone Who: Have You Ever1. The teacher drills the question with three endings: seen snow, eaten mango, ridden a horse. 2. Students walk around asking all three. 3. For each one, find a person who says "Yes, I have" and remember their name. 4. Report to the class: "Jo has seen snow." Players: 6 to 40. Time: 8 min. Props: none. Noise: loud. First day: yes. Level: A2, present perfect. On the board: "Have you ever ___? Yes, I have. No, I have not." Teach first: ever, never, seen, eaten, ridden, been, have, has.
Pictures and objects, no reading needed 10
Bigger Than, Smaller Than1. Give each pair six picture cards: an ant, a dog, a horse, a bus, a house, a mountain. 2. One student turns over two cards and makes a sentence with the frame. 3. The partner makes it the other way around: "A dog is smaller than a horse." 4. Each pair tells the class its strangest true sentence. Players: 4 to 40. Time: 6 min. Props: six picture cards for each pair. Noise: medium. First day: yes. Level: A2, comparatives with than. On the board: "A ___ is bigger than a ___." Teach first: bigger, smaller, faster, slower, taller, than.
Classroom Market1. Half the class are sellers, each with three picture cards of things to sell and a price in mind. 2. The other half are buyers, who walk from seller to seller using the frame. 3. A buyer who likes the price says "I would like one, please" and takes the card. 4. Swap roles after five minutes. Players: 6 to 40. Time: 10 min. Props: picture cards of things to sell. Noise: loud. First day: yes. Level: A1, how much and I would like. On the board: "How much is the ___? It is ___ dollars. I would like one, please." Teach first: how much, dollars, cheap, expensive, please, thank you, I would like.
The Heaviest Bag1. Five students put their bags on a table at the front. 2. The class guesses which is the heaviest by looking. 3. Pass each bag along the front row to feel its weight, and put the bags in order. 4. Say a sentence for each bag with the frame, then try it with five books. Players: 5 to 40. Time: 6 min. Props: none. Noise: medium. First day: yes. Level: A2, superlatives. On the board: "This bag is the heaviest. That bag is the lightest." Teach first: heavy, light, heavier, the heaviest, the lightest, bag.
It Is Made Of, It Is Used For1. The teacher hides a key in a hand and gives two clues with the frame. 2. The class guesses the object. 3. In pairs, one student picks an object from a bag without showing it and gives the two clues. 4. The partner guesses, then they swap over. Players: 4 to 40. Time: 8 min. Props: a bag of everyday things. Noise: medium. First day: yes. Level: B1, simple passive. On the board: "It is made of ___. It is used for ___ing." Teach first: made of, used for, metal, wood, glass, plastic, paper, cloth.
It Might Be1. The teacher lays a cloth over an object on the table. 2. Students look at the shape and guess with the frame. 3. The teacher lifts one corner of the cloth and takes new guesses. 4. The student whose guess was closest covers the next object. Players: 4 to 30. Time: 6 min. Props: a cloth and a few everyday things. Noise: medium. First day: yes. Level: B1, might and may. On the board: "It might be a ___. It may be a ___. It cannot be a ___." Teach first: might, may, cannot be, maybe, sure, shape, cloth.
Listen and Do1. The teacher says an instruction and does it: "Stand up." 2. The class does it too. Nobody is ever out. 3. Add one instruction at a time, then say them without doing them. 4. A student who is ready gives the instructions to the class. Players: 4 to 40. Time: 5 min. Props: none. Noise: medium. First day: yes. Level: A1, imperatives. On the board: "Stand up. Sit down. Point to the ___. Touch something ___." Teach first: stand up, sit down, point, touch, open, close, door, window, red, blue.
On, In, Under1. The teacher puts a pen on a chair, asks where it is and answers. 2. Move the pen in and under a bag, and next to a book, with the class answering each time. 3. In pairs, one student places a pen and asks; the other answers. 4. Swap over after four places. Players: 4 to 40. Time: 6 min. Props: a pen for each pair. Noise: medium. First day: yes. Level: A1, prepositions of place. On the board: "Where is the pen? It is ___ the ___." Teach first: on, in, under, next to, behind, where, chair, bag, book.
Two Piles: I Like, I Do Not Like1. Give each pair a set of food pictures. 2. One student sorts the pictures into two piles, saying the frame for each one. 3. A partner who agrees answers "Me too" after "I like" and "Me neither" after "I do not like". One who does not agree shakes their head. 4. Swap over, then count how many times the pair agreed. Players: 4 to 40. Time: 6 min. Props: a set of food pictures for each pair. Noise: medium. First day: yes. Level: A1, present simple. On the board: "I like ___. Me too. I do not like ___. Me neither." Teach first: like, do not like, me too, me neither, rice, bread, fish, fruit, tea.
What Am I Doing?1. The teacher mimes drinking tea, asks the question, and drills the answer. 2. In pairs, one student mimes an everyday action for the partner only. 3. The partner says the frame. 4. Swap after each guess. Change partners after five. Players: 4 to 40. Time: 6 min. Props: none. Noise: medium. First day: yes. Level: A1, present continuous. On the board: "What am I doing? You are ___ing." Teach first: cooking, drinking, reading, sleeping, driving, writing, am, are.
What Is This? From the Bag1. The teacher pulls an everyday thing from a bag, asks the question and answers it. 2. The class repeats the answer. 3. Pass the bag: each student pulls something out and asks the student beside them. 4. Put two things far away and practice "that". Players: 4 to 30. Time: 6 min. Props: a bag of everyday things. Noise: medium. First day: yes. Level: A1, demonstratives. On the board: "What is this? It is a ___. What is that?" Teach first: this, that, pen, key, cup, book, phone, bag.
Pairs that interview and report 9
At Eight Last Night1. The teacher draws a clock at eight and says what they were doing then. 2. In pairs, students ask each other the question. 3. Change partners and report: "At eight last night Mei was cooking." 4. The class finds out which action was the most common. Players: 4 to 40. Time: 8 min. Props: none. Noise: medium. First day: yes. Level: A2, past continuous. On the board: "What were you doing at eight last night? I was ___ing." Teach first: was, were, cooking, watching, sleeping, working, last night, at eight.
For or Since1. The teacher says how long they have been teaching, once with "for" and once with "since". 2. In pairs, students ask each other how long they have been learning English, driving, or playing a sport. 3. Each reports one answer both ways: "Mei has been driving for two years, since 2024." 4. The class lines up the answers on the board from the shortest time to the longest. Players: 4 to 40. Time: 10 min. Props: none. Noise: medium. First day: yes. Level: B1, present perfect continuous. On the board: "How long have you been ___ing? For ___. Since ___." Teach first: how long, for, since, months, years, learning, driving, playing.
Have You Ever, and When?1. The teacher answers both questions about one thing they have done. 2. In pairs, students ask until each has found one thing the partner has done. 3. Each asks when it happened. 4. Each reports in two sentences: "Jo has climbed a mountain. She climbed it in 2019." Players: 4 to 40. Time: 10 min. Props: none. Noise: medium. First day: yes. Level: B1, present perfect and past simple. On the board: "Have you ever ___? When did you ___?" Teach first: ever, when, ago, last year, climbed, tried, met, visited.
If I Had a Free Day1. The teacher finishes the frame about themselves. 2. In pairs, students ask each other the question and remember the answer. 3. Change partners and report: "If Ana had a free day, she would sleep late." 4. The class votes with a show of hands for the plan it would most like to join. Players: 4 to 40. Time: 10 min. Props: none. Noise: medium. First day: yes. Level: B1, second conditional. On the board: "What would you do if you had a free day? If I had a free day, I would ___." Teach first: if, had, would, free day, sleep late, travel, visit, cook.
Saturday Diary1. The teacher draws a diary page for Saturday and says one plan with the frame. 2. In pairs, students ask about each other's Saturday. A plan may be invented. 3. Change partners and report the first partner's plan. 4. The class listens for two students with the same plan. Players: 4 to 40. Time: 8 min. Props: none. Noise: medium. First day: yes. Level: A2, present continuous for the future. On the board: "What are you doing on Saturday? I am ___ing." Teach first: Saturday, meeting, visiting, playing, staying, working, shopping.
Sunday Report: He Walks, She Cooks1. The teacher mimes three Sunday actions and drills them with "I". 2. In pairs, students ask each other the question and remember two answers. 3. Each student reports on their partner, with the "s" on the verb. 4. The class claps once for every "s" it hears. Players: 4 to 40. Time: 8 min. Props: none. Noise: medium. First day: yes. Level: A1, present simple. On the board: "What do you do on Sunday? On Sunday he ___s. She ___s." Teach first: Sunday, walk, cook, sleep, visit, watch, he, she.
This Week I Have To1. The teacher counts three jobs for the week on their fingers, using the frame. 2. In pairs, students tell each other two things they have to do this week. 3. Each reports one of the partner's jobs: "Ana has to buy shoes." 4. The class votes with a show of hands for the job nobody wants. Players: 4 to 40. Time: 8 min. Props: none. Noise: medium. First day: yes. Level: A2, have to. On the board: "I have to ___ this week. She has to ___." Teach first: have to, has to, buy, call, pay, clean, finish, this week.
Where, Who, What: Last Weekend1. The teacher writes three question words on the board and answers each about their own weekend. 2. In pairs, students ask all three questions. 3. Each chooses the partner's most interesting answer. 4. Each reports it in one sentence: "Jo went to the river." Players: 4 to 40. Time: 8 min. Props: none. Noise: medium. First day: yes. Level: A2, wh- questions in the past. On the board: "Where did you go? Who did you see? What did you eat?" Teach first: where, who, what, did, go, see, eat, last weekend.
Yesterday I, Yesterday She1. The teacher drills four past forms with mime: cooked, walked, watched, went. 2. In pairs, students ask each other the question. 3. Each remembers one answer. 4. Each student reports on their partner: "Yesterday Ali cooked dinner." Players: 4 to 40. Time: 8 min. Props: none. Noise: medium. First day: yes. Level: A1, past simple. On the board: "What did you do yesterday? Yesterday I ___." Teach first: yesterday, cooked, walked, watched, worked, went, ate.
How this list was compiled: Written by the Game Night Generator editors on 2026-10-03 for the first lessons of a class learning English whose students may share no other language. Every game runs on gesture, a picture, an object or one sentence frame, and the frame and the words to teach first are printed with each game, ready to copy onto the board. The games and the frames are our own work. Each frame's grammar is placed at a level with the British Council and EAQUALS Core Inventory for General English as listed level by level at https://www.examenglish.com/CEFR/cefr_grammar.htm (read 2026-10-03): to be, present simple, questions, can, imperatives, there is and there are, demonstratives, prepositions of place and time, possessive adjectives, how much and how many, I would like, going to, present continuous and past simple at A1; present perfect, have to, past continuous, comparatives with than, superlatives, present continuous for the future and wh- questions in the past at A2; the second conditional, the simple passive, might and may, cannot for a deduction, present perfect continuous, and present perfect against past simple at B1. The level names are an editor's mapping, not a test result: Beginner is A1, Elementary is A2, Intermediate and up is B1. No game asks about pay, papers, health, family or religion, and a student may always answer with an invented fact. "No reading or writing" means that the game itself is spoken; the teacher may still write the frame up. "First day: yes" means that no student needs to know a classmate's name already. Player ranges and minutes are planning estimates. This site is not connected with the British Council, EAQUALS or Exam English. Question cards for learners who can already answer in sentences are on the ESL conversation starters page, and none is repeated here. Licence: own work