A selection of English ESL past tenses printables

материал для закрепления программы 5 класса по английскому языку по учебнику rainbow english. образование прошедшей формы правильных и неправильных глаголов, повторение изученной лексики

Round-up

закрепление изученного материала - прошедшее время правильных и неправильных глаголов, новые слова, аудирование, выбор нужного варианта, вставка нужной формы глагола по контексту

This worksheet has 4 items to practice "used to" in the context of jobs. Students must complete sentences, choose correct options, and write about past occupations.

Jobs - used to (worksheet 2)

Reading Comprehension Exercise, children answers questions after having watched a book box story on Youtube (link is provided), it also introduces children to the culture from India

How the first house was built

This activity is based on the real-life story of a fisherman, Adem Amca, and a stork named Yaren. It integrates reading comprehension, grammar (Past Simple Tense), and vocabulary practice through engaging and meaningful tasks.

Students will:
✅ Read a true story with emotional and cultural value
✅ Answer comprehension questions (True/False/Not Mentioned & Wh- questions)
✅ Practice Past Simple Tense (positive, negative, and question forms)
✅ Learn and apply new vocabulary from the text in context
✅ Reflect on the story through personal response questions
✅ Strengthen their connection with nature and values like friendship and empathy


ADEM AMCA AND YAREN

A crime has taken place. The class divides into suspects and police and role play the interviews where the police try to break the suspects' alibis. 

 The worksheet contains descriptions of three crimes. Cut the page into 3 and choose one. Divide the class into groups of two suspects and two teams of police officers. The suspects, who were together at the time of the crime, must agree on their alibi. Meanwhile, the police write list of initial questions. After 5 minutes each team of police has 5 minutest interview each suspect individually. After 5 more minutes swap over and he police ask the other suspect question and try to uncover inconsistencies that break their alibi. At the end the police report back on their findings. Were the suspects innocent or guilty? You can repeat this with another crime and other suspects or get AI to come up with more "crimes" and keep going! It can be fun to suggest that the police play the "good cop/bad cop" routine..

CRIME ALIBI ROLE PLAY

This task will be helpful and useful for teachers who work with past simple and need to teach their students to use this tense, tell about events in the past and make sentences correctly.

Grammar. Past simple

This test will be helpful and useful for teachers who work with past simple and need to teach their students to use this tense and make sentences correctly; task is very interesting for elementary students.

This worksheet includes comprehension and discussion question parts for chapter 2, part 2 of "history year by year" book. If you want to download chapter 2 , simply click this link please: https://drive. Google. Com/file/d/1o13uqpngh_5odixahsmsbmczxfley72i/view? Usp=share_link about history year by year: "featuring more than 1,500 images that bring the story of the past to life through a detailed timeline, this visual world history book helps children navigate the influences, patterns, and connections between historical events, beginning with prehistory and running up to the arab spring. " retrieved from: https://www. Penguinrandomhouse. Com/books/360068/history-year-by-year-by-dk-publishing/ for further question, please contact me via e-mail: bicicletta221@gmail. Com

Chapter 2, part 2 of "history year by year" book

Level: Beginner English
Grammar Focus: Simple Past (was/were)
Time: 45-60 minutes
Task Description
Students read three short texts about Vincent van Gogh's life and complete grammar and comprehension exercises for each part.
Part 1: Find and underline "was" in the text + discussion
Part 2: True/False questions + discussion
Part 3: Find and underline negative forms (was not/were not) + comprehension questions + final discussion

Past Simple with Van Gogh

Find someone who - past simple, adverbs + autumn vocabulary. Students make questions which you can check before the activity. Print 2 pages per 1 sheet, double sided printing to save paper.

Find someone who - past simple, adverbs + autumn vocabulary

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

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

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

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

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

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

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

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

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

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

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

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

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

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

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

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

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how to accuse somebody of something in English

how to apologize, say sorry, forgive and express regret in English

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

how to describe things or people in English

how to emphasize important things in English

how to encourage or discourage people in English

how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

how to express cause and effect in English

how to express interest in something in English

how to express likelihood, probability in English

how to express likes and dislikes in English

how to express sequence and chronology in English

how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

how to keep a conversation going in English

how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

how to reassure somebody of something in English

how to refuse and object to something in English

how to remind people of something in English

how to rephrase, paraphrase what was said in English

how to say thank you, express gratitude in English

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

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

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

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

Participles: Present participle (e.g. DOING)

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

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

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

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

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

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

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

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

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

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

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

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

Pronouns: YOU and THEY to talk about people in general

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

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

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

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

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

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

Absolute beginners who have begun to learn the letters and numbers

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

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

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

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

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

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

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

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

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

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

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

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6,084 Past Tenses English ESL worksheets pdf & doc