A selection of English ESL be verb to be printables

Information gap activity. Speaking. Focus on the time, places, verb to be in the past.

Students have to fill in their chart with information that other classmates have in their photocopies. There are 3 different types of photocopy, each of them with different information that is useful for other students.

INFORMATION GAP - THE TIME AND PLACES

This worksheet is suitable for A1-A2 level. Aims to provide controlled practice and develop accuracy, and Ss become familiar with common verbs and their simple past forms. If Ss find the pictorial clues unclear, the answers may be given shuffled and Ss asked to match them in appropriate gaps.

Past tense Gap fill Exercise

Students complete the text by filling in the meaningful verbs in the past simple. 



This exercise is recommended for students who possess a higher level of the English vocabulary knowledge since there are no verbs in brackets that could serve as guide lines. 



It is for students who enjoy to learn the English language in a challenging way. 



The solution provides guidelines for the teacher as to how much help s/he provides for the students. The solution can also be used as a dictation practice. 



My students love this exercise because it challenges them to practically apply their knowledge of the English language.



HAPPY HIPPO

[CHARADES]

Getting students up and moving in the classroom is a great way to keep them focused. Charades is a game that most students already know, so it’s easy to use for teaching phrasal verbs.



Cut up the verbs and place them into a hat or bowl. Students can draw the phrasal verb and must act it out without using any words or sign language.



Decide whether hand-raising or calling out is better for this game, based on your classroom and students. Either way, the person who guesses the phrasal verb correctly gets to go next!



[Taboo: For When Charades Gets Old]

You can only play charades so many times! Taboo is another option that not only allows you to change it up a little bit, but also affords the student an on-the-spot opportunity to speak a bit too.



Taboo is a card game that you can easily recreate in the classroom. You can either use folded pieces of paper, as in charades, or you can make your own laminated cards to reuse time and time again.



The idea of Taboo is that you must describe a word (in this case, phrasal verb), without using the words on the card. Here’s an example:



For “grow up,” a student could say, “This means when children are getting older.” The student can keep talking and giving more clues until another student finds the right answer, but they cannot use the word “grow” or “up.”



For more advanced learners, you can make the game more challenging by adding a few extra “taboo” words to each card, such as “age,” “older” and “children” for the “grow up” card.



They’ll have to be more creative in their descriptions, and might give a clue such as, “When you are born, you are small, but you do this and become an adult.”

Phrasal Verbs Charades/Taboo

This activity is composed with a text about JK Rowling (short biography),  there are questions about the text (right or wrong + justification by quoting the text), grammar exercises (regular & irregular verbs of the text, sorting out the regular verbs according to the prononciation of "ed" ending, 2 exercises about the simple past (affrimative and negative forms) and a translation of a short part of the text in your mother language.

The use of a dictionnary is accepted in my case but you might chose not to use it. Everything isn't centered on JKRowling but I hope these activities will be useful !

JK Rowling Biography - Creator of Harry Potter

With this board game, learners will revise or enhance vocabulary in an enjoyable way (verbs). Every square provides an adjective and players or teams try to find the opposite (which is nowhere to be found on the board - they´ll need to know it or possibly use a dictionary if you allow it). Let´s make learning fun!

Board Game - Opposites Attract (Verbs)

Using describing words for daily activities.

Can be used as vocabulary revision.  

A day in the life of a worker, shown in pictures.  Students will have to make sentences to describe the action shown in the picture.  It is good practice for past simple tense and usage of verbs in relation to actions.

It's a good thinking activity.



Routines

I've already upload this ws and tried to  it but that didn't work for whatever reason that may be. Anyway...here's a new version of it.

Students have to underline the verb, subject and noun in the given sentences. At the end they'll have to come up with their own sentences using some of the pictures.

Subject, verb, noun

This worksheet is useful to test students'understanding about: Daily activities, transformation and agrrement verb-subject, present simple and days of the week. I created it for students who are studing to pass the 3rd level of the Trinity GESE exam.

It can be modified according to the age of the students. Hope it's useful for my collegues too.

Routine

This worksheet is a revision for young learners. It covers vocabulary, prepositions, reading the clock and To be and To have verbs. This helps students brush up on their basic grammar and helps the teacher observe their weaknesses. It is an excellent worksheet that can be used as a test/quiz to help grade the learners level in English.

"To be" "To have", Preposition, Reading the clock, and Vocabulary

THERE ARE 4 PASSAGES TO PRACTICE THE USE OF THE TWO TENSES. THEY FILL IN THE BLANKS USING THE WORDS LISTED ABOVE. FOR SENTENCES LIKE, "THEY ARE ALWAYS EATING!" THERE ARE TWO BLANKS BUT ONLY THE VERB EAT IS LISTED IN THE BOX. THEY MUST CONJUGATE CORRECTLY TO BE ABLE TO FILL IN THE TWO BLANKS.

PRESENT SIMPLE OR CONTINUOUS

This worksheet helps students practice the verb "to be" , countries and answer the question "Where are they from?

This worksheet should be used after the students have been introduced to the flags of some countries . It also helps them to revise the subject pronouns.

it is fun activity that can also be used a part of class revision.

Where are they from

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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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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2,270 Be verb to be English ESL worksheets pdf & doc