A selection of English ESL yes printables

CLIMB & GET ACADEMY. This is a perfect worksheet for beginner learners in order to work with animal vocabulary. It also has an activity where students have to write yes, it is or no, it isn't, working in this way the verb to be. It also has a number practice activity.

Animals/ YES, IT IS - NO, IT ISN'T, NUMBERS

Students will read first a short text.Then they ,ll make yes,no aquestions  and short anwersbin the present simple tense.Finally they will make wh or information questions. You will also have the Activity and  key .

Present simple reading. Yes/no and wh questions

Students will practise saying Yes/No and come up with Yes/No questions. Now in our school, we have a Games Club. It is so fun to play. My students love it every time I play those games. 

Yes/No Games Good warmers and lead-ins

Students will answer the questions by looking at the pictures using the verb to be

Verb to be Yes No Questions with adjectives

Beginner worksheet for practising structure Yes, it is. and No, it isn't. Students insert gap fill exercise writing Yes, it is. or NO, it isn't. They also practise vocabulary about winter. It's created to practise mostly reading, but also very little writing. It's approprite for students who are still learning writing in native language. Students can also colour the pictures.

Winter words Yes it is. No it, isn't.

Young learners circle the correct answer. Where are the toys? They are on/in/under/next to the ... Is it under the chair? - Yes,it is/ No, it isn't. Pupils read the questions, look at the picture and then answer the general questions with the verb " to be ".

You can use this worksheet with kids and young learners.

Yes/No-questions about the location of toys

It is an activity for listenign practice about an interview and students have to order the questiosn and then answer them according to the video.Verb tobe  is one of themost basic grammar topic introduced in class.  I believe this authentic material piece of listenign cna be motivating and engaging for your students. What kinds of tasks are there in it? 4. Is there a solution? 5. Any best practice tips about how to use it best?'

verb to be yes no quest listening activity

Students listen to the song and fill in the words according to what they hear. This song is super easy and suitable for all age groups and levels excluding the preschoolers. 

O come all ye faithful - song activity

The answers are given, you need to make the questions. Underlined words mean stress is on those words. You need to make questions as per the stressed words. More than one WH question may be made from the same sentence depending upon the stressed word/words.

Simple present 'WH' and 'yes no' reverse questions practice

This worksheet is meant for a class of 10 students or more. Students ask their classmates simple questions about fruits, then sign their partners worksheet after they've answered the question. Example:
a. Do you like pineapples? B. Yes, I do/ no, I don't (either answer gets a signature)
a. Sign please
b. Student b writes signature in the blank.

Simple questions and Yes, I do/No, I don't answers.

Sts playing in groups of 3/4.



Sts look at their cards. Choosing one of them, they place the card face down in front of them, and ask a question to one of the other sts, seeking the answer on the card.



E.g.

St A places 'No, I don't' on the table. A asks St B 'Do you like broccoli icecream?'

B replies 'No, I don't!'



B's answer matches the card, so A can discard it.



St B places 'Yes, I do' on the table. B asks C 'Do you go to English class on a Thursday?'

C replies 'No, I don't.'



C's answer doesn't match the card, so B has to keep it.



Sts continue playing until one has discarded all their cards

Short answer betting game - yes, I do. no. I don't

First, explain the grammar to the students and write your own examples on the black board. Second, handout the worksheet and have the students practice speaking each question in part one. Then, in part one have the students circle their answer. . After that, in part two have the students walk around the classroom and ask one question to a different student until all questions have been answered and circled. * if you have time, ask for two volunteers to ask each other a question in front of the class. Applaud their efforts.

Can you play baseball? Yes, I can/ no, I can't

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

707 YES English ESL worksheets pdf & doc