A selection of English ESL be: was or were printables

BE: WAS or WERE

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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how to accuse somebody of something in English

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how to express likelihood, probability in English

how to express likes and dislikes in English

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how to inform somebody about some news in English

how to interpret what was said in English

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how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

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how to rephrase, paraphrase what was said in English

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Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

 the estudents watch a video about respiratory system information then teacher evalutes the students about respiratory sytem information , also in this you can find evaluation about use of to be in past tense.

respiratory system

Exercises to practice verb To Be

These are elementary exercises to help students to understand this main verb of the English language.

I created it because if they don´t understand this verb, they will not be able to improve 

Using Verb To be

Some exercises + a short text to practise was/were and vocabulary for different emotions. The list of emotions was taken from this website:
https://learnenglishkids.britishcouncil.org/grammar-vocabulary/word-games/emotions-feelings-1
https://learnenglishkids.britishcouncil.org/grammar-vocabulary/word-games/emotions-feelings-2

Was/were + emotions

Hello again. I'm back with my logic games. This game is about concerts. Five different people went to a concert last year. Each of them was in different state in different month and each of them paid different amount of money for the ticket. From this game you can find out not only who went where but also when and how much they paid for the ticket.  Hope you´ll like this game and enjoy it with your ss as much as I enjoy creating this type of game. Hugs, Zsuzsapszi 

Logic game (64th) - On the concert * with key

It is the first worksheet for  beginner students to learn vocabulary on professions and the past simple  grammar of the verb to be.There are several activities to work on them.

Professions

These questions are made to complement the worksheet from Lester14. It is a simple reading activity, which can be easily turned into a simple discussion with your lower-level students.



Link for the original text:

https://en.islcollective.com/english-esl-worksheets/grammar/was-or-were/queen-elizabeth-2nd/143251

The British Queen Elizabeth 2nd reading questions





Here is another worksheet from  (( TO BE )) series.If you are looking for worksheets about (( am , is , are )) AND (( was , were )) my worksheets about (( to be )) will help you. i hope you enjoy it.



TO BE

These two worksheets are funny fruits that may be used as flashcards for coloring. These may be cut and used as well with a popsicle for the early ages. We can teach the student the spelling as well. 

FRUITS

The second part of the worksheet "To Be" in Present Simple and Past Simple (variants 5, 6, 7, 8) for Elementary (A1) and Pre-intermediate (A2) level with solutions.

To Be - 2

This worksheet covers learning past  forms of To Be in Simple Past Tense through reading and speaking exercises.  It is a reading and speaking worksheet  and covers pair work to practice was -were  in group or classroom speaking activities.Hope you it helps you a lot... let me know about it to upload more worksheets for you a lll...

Was -were past of To be 

A text related worksheet. Students learn about the 5th of November with different activities such as a quiz, writing sentences, right or wrong, word search. 

Worksheets doesn´t include an answer key and is based on workbook series "Lighthouse". 

Guy Fawkes

Simple past / was and were practice with an awesome, storytelling rap. Please screen the worksheet and explain students the informal usage of verb be that rappers tend to sing with. 

Also useful for racism and parenthood topics for discussion. 

146 BE: WAS or WERE English ESL worksheets pdf & doc