A selection of English ESL sentence correction printables

This is to practice the English sentence structure (Subject - Verb - Object - Adverb - Preposition).

Cut out the strips, then cut into pieces. Mix up the pieces of each sentence, and have students put the words in the correct order.

If students have some knowledge of English, you can practice making new sentences by replacing the words in each.

** If you'd like the Korean version, send me a message and I can send you the file.

Sentence Structure & Word Order

a worksheet to put the correct adjective in the correct sentence

Opposites

Grammar worksheet for practicing making questions using "How often" and also answering using frequency adverbs or time expressions  also being able to choose the correct sentence

How often...?

These are question and answer sentence strips in the PRESENT PERFECT forms. 

1) Students must match the questions with the correct answers.

2) Additional activity PAIR WORK- give students a copy of the completed worksheet and ask them to highlight the tenses – Present Perfect or Present Perfect Continuous?

3)Also- underline the Past Participle verb in each clause.

4) Class discussion or competition game for answers.



Sentence Strips - Present Perfect and Present Perfect Continuous

the uses of these conjunctions are always a headache for many English learners. This worksheet gives people a general idea of how to echo other people's ideas and correctly simplify their sentences.

neither-nor-either-both-not only... but also...-Echoed Sentence

Put the words in the correct order to form sentences.

Sentence Practice ESL

Instructions




1.	Cut out all the pieces.




2.	Separate the pieces into their categories (1~3)




3.	Put the be verb, article, s, and ? pieces to the side.




4.	Start with 1. Mix up all the sentence pieces.




5.	Have the students put them in the correct order. Have them add the correct be verb, article, s, and ? pieces.





** Important: Practice declarative, negative, and interrogative sentence separately. So, for example, to practice declarative, you will need the am, is, are, a, and s pieces, but NOT the not and ? pieces, which are used for negative and interrogative practice (respectively). You can also practice negative interrogatives. 





*Side note: Practice declarative, negative, and interrogative sentence separately. So, for example, to practice declarative, you will need the am, is, are, a, and s pieces, but not the not and ? pieces, which are used for negative and interrogative practice (respectively). You can also practice negative interrogatives.





** Extra Practice – If students have some knowledge of English, you can practice making new sentences by replacing the words with new nouns and adjectives.





** Optional – Use the last page as a template to translate each sentence into the students’ native language, and have them place the sentence pieces next to each sentence.

be verb - Sentence Structure / Word order

Students unscramble the words to make a correct sentence :-)

Sentence Scramble

You need to have this very well-organized. Print one set of sentences for each pair/team, cut them up and put them into separate envelopes - one for each pair/team.

Each team receives an envelope with the colour-coded sentences inside. When you say a colour they have to make that sentence - the first to make the correct sentence scores a point.

sentence puzzles

There are ten imperative sentences. Each sentence must be unscrambled and written with the words in the correct order. I used this worksheet after I had taught imperatives to my student.

Imperatives Sentence Unscramble

Correct the mistakes

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

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

58 Sentence correction English ESL worksheets pdf & doc