A selection of English ESL get printables

This worksheet provides further practice for Upper-Intermediate and Advanced students on using informal 'get' phrases.

Students fill the 10 gaps in a dialogue about a bullying boss.



Answer Key on page 2

Worksheet is editable so you can add/delete/change as you like.

More comprehensive practice using 'get' phrases on this worksheet

https://en.islcollective.com/english-esl-worksheets/grammar/verb-phrase/get-phrases-upper-intermediate-advanced/144863



'Get' phrases practice: Upper Intermediate

I use this activity as an opener at the beginning of a new term.  Ask students to work in pairs. Tell them must complete the badge with the missing pieces of information about his/her partner.  Students cannot ask any questions. When they have finished, they must use the appropriate register to confirm their answers.



(If they are beginner students, you should brainstorm which questions we ask about NAME, AGE, ADDRESS, FAVORITE PASTIME ACTIVITY AND NICKNAME beforehand.)



Feel free to modify it if your students need a bit more of challenge ; )





Getting to know each other 

Practice using 'get' for 'arrive' and 'become'. It uses Present and Past in the Simple and Continuous tenses. There is a key included. Good revision for these two uses of 'get'. 

Get - for arrive and become

Every student fill the blank of "favorite stuff", alert the students to not fill their name. 

Collect all the worksheet, then distribute it again randomly. make sure to flip and close the worksheet. 

Student's goal is guess who the original writer of the worksheet by asking 

"Hi? hello. Do you like "this"? yes. (keep asking) / no (moving on to another person)". 

Find mr. X.

Get to know each other

Here is an offer for the new and young teachers, but maybe are the old ones are interested too, how to get the students to talk in class. ;)

Get your students to talk

You know how to use them. But I usually ask my Ss to answer all parts on their own in silence. Then I collect the cards and shuffle then give them back to students randomly, then they have to speak about the student whose card they're given. You can also ask them not to mention the name and have the class guess who the person being described is. It makes them more confident to talk.

I've also put circles on top of each card to punch and make a booklet.

Getting to Know You (Girls)

Great for introductory lessons - students must speak to each other in order to find someone to cross off each box. The winner is the first to have found someone for every box. 

Getting to know you BINGO

Oral interaction activity for the begining of the year. Choose your 2 students in the class, ask them personal questions to filll the table, then introduce one of those two classmates to everybody. You will not introduce yourself. 

Use of 3rd person singular with verbs

Getting to know your classmates

Task 1. Look at the pictures and write Yes or No. 



Task 2. Look and write. 


Task 3. Look and read. Put a tick or a cross in the box. There are 2 examples.

Animals - Get ready fo Startes

Write sentences with GET and BECOME. The is particularly useful for German students learning English.
Choose words from the list that relate to each other. Write sentences using either GET or BECOME. This is a free writing activity that children will like.

Choosing between GET and BECOME

These questions may be used for speaking or written practice. They are ideal for small groups or pairs of students. Plenty of WH questions. This is a good exercise for students to share basic information about themselves.

Getting-to-Know-You Questions

USED TO; BE/GET USED TO

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>

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

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