A selection of English ESL fill in a form printables

A worksheet that explains the spelling rules for forming the past tense of regular verbs.
Instructions:
•	Complete the sentences by filling in the correct past simple form of the given verbs.
•	Pay attention to the spelling rules for each verb.


Past Simple Regular Verbs Worksheet

Five exercises on Adjectives and Adverbs: find the difference between Adjectives and Adverbs, choose the correct forms of them, fill in the correct forms of Adjectives and Adverbs, a short story. This ws can be used for training and for tests. Thank you!!!

Adjectives or Adverbs

There are 37 sentences to fill in. The exercises are on the intermediate level. There isn't a particular topic of word formation. I just put different sentences and topics into one worksheet. I hope it'll be useful for you. Download and enjoy!

WORD FORMATION

I created "Form Filling Vocabulary 1" for my ESOL learners who will be working on how to fill in forms. It sheds light light on everyday form vocabulary. It also gives the learners a chance to practice writing their own personal information.

Form Filling Vocabulary 2

Form Filling Vocabulary 1

Form Filling. A task that has been adapted to make it suitable for lower level ESOl learners. This would be more suitable for an entry 1 or 2 class. The learners read the description and insert the correct information in the form.

Basic Form filling exercise

Hi, dear collegues! This is a nice song to sing with small kids during the winter season. You can easily find the song on YouTube at https://www.youtube.com/watch?v=FczqntFwb6k

And this is a nice worksheet that I usually fold in three. 

First, we do the part where we need to fill in the present forms of "to be", and while opening the brackets we also revise the difference between "this" and "these". Then, we discuss the words to fill in while listening. After the listening we check and translate the song into the native language. And then I hide the first part and unfold the second one,  and I play the karaoke /instrumental version of the song I found here https://muzofond.fm/search/super%20simple%20songs%20i%27m%20a%20little%20snowman . The child with the help of pictures can easily sing the song. And the last time, no words at all, only a picture of a snowman (surely, you can help showing the parts with a stick/pencil or sing when the kid has difficulties) The song is easy and my kids learn it quickly. Hope you like the idea!

A Little Snowman Song

Title: City or Countryside? Reported Speech + Vocabulary (B1)

Description:
This worksheet is designed for B1 learners and explores the topic of city life vs. countryside life through a reading-based lesson. The text is written in a magazine-style format, presenting five natural opinions from people of different ages and lifestyles. Students first engage with the content through vocabulary matching, gap fill, and phrasal verb practice related to daily life in different environments.

The grammar focus is on reported speech (statements). The worksheet includes a detailed, student-friendly explanation of structure, tense backshifting, pronoun and time/place changes, along with plenty of guided practice. Students then convert direct speech from the text into reported speech and complete a pair-work speaking task where they report a partner's opinion.

This is an ideal worksheet for students preparing for speaking exams like the Czech Maturita, as it integrates grammar with functional speaking skills and meaningful vocabulary. No Czech is included in the file, but you could easily adapt it to other L1s if needed.

Skills: Reading comprehension, vocabulary building, grammar, speaking
Target grammar: Reported speech (statements)
Level: B1
Topic: City life vs. countryside life



City or Countryside? Reported Speech + Vocabulary (B1)

This worksheet is designed for **A2-level students** according to the CEFR framework. It focuses on **participial adjectives (-ed vs. -ing forms)**, helping students distinguish between adjectives that describe feelings (**bored, tired, stressed**) and those that describe the cause of those feelings (**boring, tiring, stressful**). The worksheet includes a variety of exercises—warm-up questions, vocabulary matching, true/false statements, multiple-choice questions, and fill-in-the-blank tasks. These activities give students ample opportunities to practice the grammar point in different contexts.


By engaging in discussion and guided practice, students will develop a deeper understanding of how to use **-ed and -ing adjectives** correctly, reducing common errors. The article "Hacks to Deal with Stress" is relatable to students, as it addresses everyday stressors while introducing the target language naturally. The task-based homework encourages students to apply what they've learned in real-life scenarios, solidifying their understanding of these commonly confused adjective forms.

Hacks to Deal with Stress: participial adjectives (-ed vs. -ing forms)

2 exercises: Complete the questions using the correct form of to be (am, are or is) then write answers to the questions. This exercise is for a Dutch student [adult] so some questions might need to be changed to suit age/nationality.



I, and my students, loved PhilipR's brilliant 13 questions worksheets:http://en.islcollective.com/worksheets/worksheet_page?id=19573. I got the idea for these worksheets from the 13 questions exercises but all questions are my own. We usually discuss the answers together or in a group and do the writing exercise for homework. This helps reinforce what we have covered in the lesson.

Gap-fill exercise: Am, are or is?

A fill-in-the-gaps activity of Twenty-One Pilots' song We Don't Believe What's on TV.. It is helpful to discuss the present simple in general, both affirmative and negative forms. It also focuses on some common verbs and expressions (ex: need, want, I don't care, etc). 



There are two nice versions of the song on Youtube:

https://www.youtube.com/watch?v=zZEumf7RowI [original audio]

https://www.youtube.com/watch?v=UZoR-a0e5gU [acoustic live]

Song Activity - We Don't Believe What's on TV by Twenty-One Pilots

12 phrasal verbs all about change with a mix-and-match, bingo, gap-fill, article, an FCE exam paper, and two links (included below) to practice the vocabulary in the form of an online quiz. One of them can be played in groups. The answers are towards the back. Online quiz for groups: 

https://create.kahoot.it/share/phrasal-verbs-about-change/8ed728a0-37b6-4053-98d1-f5aca43abd05 >br>
Online quiz for homework. 
https://wordwall.net/resource/56495918

Phrasal Verbs About Change

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)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

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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

382 Fill in a form English ESL worksheets pdf & doc