A selection of English ESL fill in the blank printables

It is a fill in the blank activity of the song Let It Go by Frozen. This is the link of the song : https://www.youtube.com/watch?v=L0MK7qz13bU 

You can use it for primary school kids or even for adults ! :)))   

Let It Go - Frozen Lyrics Fill in the Blanks Activity

fill in the blank lyrics for the christmas song " I want  hippopotamus for christmas" A fun activity for christmas classes and goof for hearing comprehension. Ready to print 





I want a hippopotamus for Christmas

Only a hippopotamus will do

I don't want a doll, no dinky Tinkertoy

I want a hippopotamus to play with and enjoy

I want a hippopotamus for Christmas

I don't think Santa Claus will mind, do you?

He won't have to use our dirty chimney flue

Just bring him through the front door

That's the easy thing to do

I can see me now on Christmas morning

Creeping down the stairs

Oh, what a joy and what surprise

When I open up my eyes

To see a hippo hero standing there

I want a hippopotamus for Christmas

Only a hippopotamus will do

No crocodiles, no rhinoceroseses

I only like hippopotamuseses

And hippopotamuses like me too

Mom says the hippo would eat me up

But then teacher says a hippo is a vegetarian

I can see me now on Christmas morning

Creeping down the stairs

Oh, what a joy and what surprise

When I open up my eyes

To see a hippo hero standing there

I want a hippopotamus (I want a hippopotamus)

I want it (I want it), I really, really, really want

A hippopotamus (hippopotamus)

I want a hippopotamus for Christmas

Only a hippopotamus will do

I don't want a doll, no dinky Tinkertoy

I want a hippopotamus to play with and enjoy

No crocodiles, no rhinoceroseses

I only like hippopotamuses

And hippopotamuses like me too



I want a hippopotamus for christmas fill in the blanks

A basic fill-in-the-blanks exercise for A1 learners to practise making sentences with or without the main verb in Present Simple. I once found myself searching for a ready-made task like this one, but ended up writing it myself. Hope someone else will find it useful.

Present Simple Be Or Do (Fill-in-the-blanks Exercise)

Alphabet: Students play BINGO by matching letters called out by the teacher to their Bingo cards.
Body Parts: Students match body parts called out to images or words on their BINGO cards

BINGO Alphabet and body parts vocabulary filling in the blank

This activity is to help student\'s listening skills with a focus on listening for details and chunks. You can play the video one time for the students and ask them to write down key words and key ideas. Then play the video the second time and have the students fill in the blank.

10 ways to have a better conversation - Fill in the Blank

A fill-in-the-blanks exercise for A1 students to decide between using 'do' or 'be' when making basic sentences in Present Simple. Might come in handy when teaching students whose L1 does not use linking verbs.

Be Or Do Present Simple Exercise 2 (fill-in-the-blanks)

Fill-in-the-blank worksheet to practice the use of "still" and "yet". Simple sentences and format for easy learning! Yet is generally used for something that has not happened. Still is generally used for something that is continuing.

Yet or Still? Fill-in the Blank Worksheet for ESL learners

These worksheets are to help students practice negative be verbs, as well as how to use them with nouns and adjectives.

There are translating practices, but the questions have been left blank, and only the answers have been given. The questions need to be translated into the student's native language.

**I also have the Korean version. Send me a message if you'd like the file.

be verbs (Negative) Worksheets - Writing, Fill-in-the-blank, Sentence correction, & Translating

These worksheets are to help students practice be verbs, as well as how to use them with nouns and adjectives.

There are translating practices, but the questions have been left blank, and only the answers have been given. The questions need to be translated into the student's native language.

**I also have the Korean version. Send me a message if you'd like the file.

be verbs (Declarative) Worksheets - Writing, Fill-in-the-blank, Sentence correction, & Translating

This worksheet provides a link to the video to watch/listen to the song and then the students have to fill in the blanks from the box of words provided. 



I would appreciate your feedback if you download this free resource :)

Fill in the blanks song lyrics worksheet - We are the Champions - Queen

Students must fill in the missing letters of the St Patrick's Day vocabulary words: luck, gold, harp, lore, myth, etc. Then students must fill in the blanks in the sentences provided with the correct word. This activity can be used with my matching YouTube game: https://youtu.be/FVSsAXsXfXw


The video shows pictures of the objects/words after the answer is revealed and includes a review section. You may want to teach the students these words before playing this game if they have a lower level of English.


A teacher guide and the answer key is provided on the second page.

St Patrick's Day Vocabulary Worksheet and Fill in the Blanks with Video

These worksheets are to help students practice interrogative be verbs, as well as how to use them with nouns and adjectives.

There are translating practices, but the questions have been left blank, and only the answers have been given. The questions need to be translated into the student's native language.

**I also have the Korean version. Send me a message if you'd like the file.

be verbs (Interrogative) Worksheets - Writing, Fill-in-the-blank, Sentence correction, & Translating

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

1,585 Fill in the blank English ESL worksheets pdf & doc