A selection of English ESL run on sentences printables

Students are to form parallel structure and to fix such errors. Another part includes fixing fragments, run-ons, and comma-splices.

Sentence Structure Test

Excuse me please for my lack of artistic skills! While the students go on this treasure hunt, they must make note of the structure of sentences and answer questions in explanation and anticipation of events. Let the imagination run wild and have lots of fun. This can be an oral or written exercise. Please feel free to edit it as you will. Hope you find it useful! : )

IMPERATIVES AND CRITICAL THINKING

Making sentences with \'can\', using farm animals. How to prepare: cut out the weels. On the biggest one make 2 small cuts in the center, and 2 small holes in the center of the two smaller ones. Thread a band through the two cuts, two holes and fix the edges of the band of the smallest weel, "On Farm". 

Students turn the weels and make the correct sentences. Ex: A horse can run, but it can\'t sing.

Farm animals

Phrasal verbs definition and exercises to complete the sentences with them.



Break down; Calm down; Come across;

Fall down; Get through; Keep on

Look forward; Put on; Run out of

Take off; Work out



PHRASAL VERBS

These paragraphs can be used together or separately depending on the level of your students and the time you have. Put the paragraphs on a wall or outside the class, one student goes and remembers as much as they can, walk back to their partner and dictates it. This continues until the whole paragraph has been dictated. You may need to pre-teach vocabulary such as ´full stop´ ´capital letter´ ´comma´ etc. 

Running Dictation present continuous

This worksheet goes with the one I've done with some sports vocabulary. The students play tic tac toe in saying sentences using sports like for example "I love diving" "I hate running" and so on. The aim being to have a line of cross or circle. 

tic tac toe sports

This is a word search and fill-in the blank worksheet about simple actions like swim, run, jump, fly, etc. for young children who are learning English. It's a reading comprehension and fun activity for the kids to do as review or as a controlled exercise activity in a classroom or one-on-one. Flashcards could be used to help demonstrate what verb actions are to help them understand the sentences better. It also includes review with days of the week

Actions!

Cut up and stick these sentences around the classroom. Break students into groups or pairs. Designate one student to be the "writer" and another student to be the "reader". Mime the sentence you want the students to find and then the reader stands up and finds that sentence, comes back and reports it to the "writer" who remains seated. The writer writes down what the reader says. Repeat the process until all of the sentences are complete. Can be used for beginners with their native language equivalents on their worksheets. Found it gets students working as teams and moving around on the first day of class. 

Running Dictation Classroom English

Sentence Builder



The objective of the game is to ‘build’ sentences using the words on the cards.



There are only two rules for the sentences…

     1 – They must be grammatically correct.

     2 – They must be something that is usually spoken and makes sense. 



For example: 

The following sentence is grammatically correct but it doesn't make sense…

     “My calculator is a giraffe.”



After you have used these directions below you’ll want to make up your own rules depending on the students you have.

There are a thousand different ways that these cards can be used.



Here’s what I do for my classes of about 30 students…



Divide the class into teams of about 4, 5 or 6.

Each team gets a set of ten cards of the following word groups.



   1 white card (The Joker!) (0 points)

   3 yellow cards (5 points) 

   2 pink cards (10 points)

   2 green cards (15 points)

   2 blue cards (20 points)



The teams must build a sentence from the words on the cards.

They don’t have to use all the cards.

They can only use one word from each card.

They must use at least one picture word from any card.

The Joker can be used as any word.

The sentence must be grammatically correct and make sense.

The team with the most points wins that round.

You can run a few rounds of the game by swapping the sets of cards around each team.



I think that about covers it…



Good luck and give me feedback and ideas on how you use the cards!



khunkrumark@gmail.com



Sentence Builder

This activity is modified for pre-intermediate to intermediate. Still, it can obviously be adapted for more advanced levels by requiring ‘that’ on all answer sheets to be replaced with ‘who’ ‘where’ or ‘when’ where appropriate (ex. It was three days ago when Alex bought his cards), and removing the template for the answers. Hence, they have to construct the grammar themselves by speaking. 
 Divide students into three teams/groups 
 Cut the running dictation sheet into 3 pieces and put each piece at the back of the room. Spread them out. 
 Have the students play running dictation to gather all their information (messenger). 
 When all teams have finished, give them the answers so they can check to see if it's all correct. 
 Cut up the questions sheet into three pieces and give one piece to each group (note) each group should have four questions to answer, and each group will already have one answer for one question. The other three answers will need to be collected from other groups in the final activity. 
 Now have the teams interview each other for the missing information. Make sure they aren't showing their answers. They must ask questions and provide answers by speaking. 
 Compare answers as a class and put all the information together to discover 'who, what, when, and where'.

Cleft sentences with the Trading Card Brothers (running dictation, puzzle, interview).

Explain the 6 different sentences to describe an animal.

Translate those words in your language.

One student chooses a secret animal.

The other students have to ask.

1) What can you do? - I can run and jump.

2) What do you have? - I have 4 legs and a tail.

3) Where do you live? - I live on a farm.

4) What do you eat? - I eat everything :D

5) How are you? - I am small and tame.

6) What species are you? - I am a mammal.



hmmm...

I am a pig! :D



Ask Yes/No questions!

Are you big? - No, I am not.

Can you fly? - No, I can not.

Do you have feathers? - Yes, I do.





Animal Quiz - What animal am I?

There is a question mark because it was not nice and peaceful! This RC will suit B1 students. They have to answer the questions in full sentences. An answer key is included. I was the person who went through the field full of bullocks and although I can't run quite as fast as Usain Bolt, I would have given him a run for his money on this occasion!;-) 

RC: A nice, peaceful walk in the countryside?

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

32 Run on sentences English ESL worksheets pdf & doc