A selection of English ESL verb to be questions printables

3 different exercises on the Present Simple and Present Continuous Tense with a reading activity. First they put the verbs in brackets into the correct tense and write the names in the boxes. Then they answer the questions. Finally they write the sentences true or false. Hope to be useful :)

A DAY AT THE PARK

A RC. They put the verbs in the past simple, then do the true or false and then answer the questions. There is a full key. I hope it will be useful. This can lead to reflection about seeking outside validation or getting likes on various forums kids go on. 

Poor Milly! She never gets any 'likes'

A scenario that the student meets a man (number 2 is meets a woman) They have to ask questions in the present to get to know them. They than have to tell a friend about the meeting using the past, and their future plans using the present. Can be used also for beginners just with past simple and future with will. Great fun for adults, even beginners join in with comments about why they are approached in a bar!

Questions Present Past Future 1.

A scenario that the student meets a woman (number 1 is meets a man) They have to ask questions in the present to get to know them. They than have to tell a friend about the meeting using the past, and their future plans using the present. Can be used also for beginners just with past simple and future with will. Great fun for adults, even beginners join in with comments about why they are approached in a bar!

Questions Present Past Future 2.

A worksheet on the BBC documentary about the 5 Billion Pound Super Sewer consisting of a question sheet and a short reading done in the style of the Reading and Use of English part of a Cambridge exam. Answers are provided. Iï¿½ll be using it with my two groups of engineers that I am teaching. Tell them not to expect to catch all of the dialogue as there are some heavy accents and connected speech. The objective is to answer the majority of the questions. There are other things you could do with this but not sure what exactly as I had to prepare it in a rush. This is for episode 1 only and for the first half. I think this is available on Netflix in some countries. If not, it can be watched on Daily Motion.

London's 5 Billion Pound Super Sewer

Depending on the country you live in, this worksheet could be from 14-years-old and upwards, but I have placed it as from 16. It mentions drugs-taking, sex, and sexual orientation, among other things. It also mentions mental health issues. However, if you have adult students or mature teenagers with an open mind and a mature attitude, I really recommend this for higher levels. For only 16 minutes it has to be one of the best short documentaries on Youtube. I may have written too many questions, so you can edit as you find fit. The answers are provided and the link to the video is at the foot of the page. I have also indicated where to pause to go over the questions. The link for the video is: https://www.youtube.com/watch?v=k1QqLCpXMIw

We Were Britain's First Female Rock Band - Video Class

This low to mid-level worksheet is designed to supplement a more comprehensive lesson on the topics of hobbies and free time activities as well as expressing feelings and likes and dislikes. A short grammar review of verbs + -ing is incorporated into the worksheet, however the main focus is on speaking practice. Best suited for one-to-one lessons or small groups, but it could be adapted for larger classes as well. Answers included.

Talking About Likes and Dislikes (worksheet)

This is a simple worksheet is to practice the simple present tense, using some verbs with different subjects/personal pronouns in affirmative, negative and questions. As the worksheet is not decorated, I think it is better for adults, and it also has many lines for kids so, could be boring for them.

Simple present sentences

Speaking task for students, which requires some kind of improvisation. Students are given pictures and they have to tell a story according to these pictures. The last exercise contains questions about the students. It can be used as a nice icebreaker.To get a set of 3 similar stories , you can support me with a cup of coffee and go here 
 https://www.buymeacoffee.com/jullschool/e/105719

STORYBOARD 1 Practice English with the pictures

Students often have difficulty forming questions. They leave out the helping verb or put the words in mixed up order. This is a chart to illustrate the correct formation of questions. It can be used as a sample to follow so that students can then create their own questions. 



Another question formation chart (for subject questions)  found here: 



https://en.islcollective.com/resources/printables/worksheets_doc_docx/questions_used_as_subjects/questions--subject/73843

Forming Questions Classroom Poster

In this reading comprehension exercise, students have a chance to read about some relevant female figures of this century, the worksheet includes a chart, with photos and a short review of each one. Also some general vocabulary and information as well as open ended questions using basic target language such as verb to be and present continuous. In the last part a freer writing exercise is included.

#8M Some Influential Women of the 21st Century.

This worksheet is designed to be used within the context of a theme on zoo animals for an elementary (grade 2) classroom.  The sheet is an oral activity where students discuss the different activities that animals can do. The emphasis is to get students thinking about the base forms of verbs as well as differentiate the actions between animals and people. The initiation of this oral task could be the teacher asking the question: "What Can We (people) Do?" The teacher can conduct a brainstorming session prior to this activity and record the answers on the board. Following this, the teacher can also present students with flashcards of animals and ask the question about specific animals: " What can a bear do?". This will allow the students to make a distinction between what actions animals can do and what actions people can do.  Depending on the size of the classroom, the teacher can circulate and monitor whether students are reasoning and using the names of the animals to justify their answers, correctly saying the verbs and able to form short phrases (word order).  If students are struggling with the vocabulary/verbs this can indicate areas that need further work for the students. For those of you who use the NEW PARADE SERIES for your students, this was originally created to support the unit called: "At the Zoo" in the New Parade 2 Book. It can be modified to provide enrichment/additional oral practice where time permits it.

Can Zoo Animals Sing?

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>

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

559 Verb to be questions English ESL worksheets pdf & doc