A selection of English ESL verb "to be", word order, sentence order printables

Through this creative task, you can enhance your students' grammar knowledge of Verb "to be" and its usage in some simple sentences while using their imaginative skills.

VERB TO BE-FILL IN THE GAPS WITH SUITABLE CONTEND AND FUNCTION WORDS

Pick the words with the same number to write 11 sentences about 6 superheroes. The words in each sentence are in the right order but the verb (be or have) is missing. 

Superheroes- Write 11 sentences - level 2

Three things in one. 1-word order (in simple sentences), 2-to be & have got in affirmatives, 3-greetings You can use it as a test ! 

To be & have got, greetings, word order

This worksheet contains eight active verb tenses and they should be all put into the passive. While doing this, your students should pay attention to the sentence word order. Naturally, it should be changed according to the rules required by a passive sentence. 

TURN INTO THE PASSIVE

Here is a simple test to assess the use of the auxiliary Be in multiple exerices , MCQ complete sentences , put the words in the right order and exericise  fornames of  animals

Be +animal : 3 page voc ad grammar  test

It is a worksheet with a crossword puzzle with definitions and words about daily routines. Then you can find some sentences to write in the correct order, to practice everyday routines and verb to be.

Daily routines 

This worksheet contains four exercises to help students revise the expression "be going to" + verb. Students must choose the correct options in a text, use "be going to" and the verbs in brackets to complete a short passage, put words in the correct order to form sentences, and answer a few questions.

Be going to - affirmative and negative

Rearrange the words to form correct English sentences. 
Pay attention to verb tense and proper word order. 
Use your grammar knowledge to identify which tense is being used.



Students learn to identify and understand different verb tenses (Present Simple, Past Simple, Future Simple, Present Continuous, Present Perfect) in context, which strengthens their grammar knowledge.


Rearrange the words to correct sentences. Use tenses and your grammar knowledge.

Two writing exercises for practising adverbs of frequency.  In exercise 1 students write sentences, they have to find the correct adverb of frequency by decoding symbols. Further they have to use the correct form of the verb in present simple. In exercise 2 students have to find the correct word order of sentences and write them down. 

The worksheet can also be used as a speaking activity.

Adverbs of frequency

It is useful to assess the verb HAVE, in the Present Tense, in the Affirmative, Interrogative and Negative, as well as the use of the personal pronouns, checking the understanding of concepts such as person, number and gender. It also assesses the word order rules in the English sentence. It can also be used as a grammar drill worksheet.

Assessment - HAVE/word order/personal pronouns

Along with the film you can make your students guess by adding two or three words/phrases such as train, captain, woman, time limited, in order to m ake your students use modal verbs, apart from the present simple sentences given in the dialogues. tip: make students listen to the film and the corrections will be given by the actors.

REVISION MODAL VERBS OF PROBABILITY

Generally speaking, the word order in English sentences tends to be pretty strict and less flexible than, for example in Spanish. 



This is why you should remember that adverbs of time (yesterday, today, in three weeks, two days ago, tomorrow, for three days, since October….) are almost always placed at the end of a sentence:



I’ll see him tomorrow.

She went to China yesterday.

They have been married for ten years.

I’d like to see you now.



Most of these adverbs of time, may sometimes be placed at the beginning of the sentence, though this is not so common:



Yesterday I saw a very good film.

Tomorrow we’ll fly to New York.





Exceptions



The adverb of time just, which is used with the present perfect tense  has to be placed after the auxiliary verb have/has,  never at the end of the sentence:



She has just left the office.

They have just finished the meeting



PLease notice that the adverbs of frequency are also places between the subject and the verb:



I often listne to music in the evening.

However, when we have a modal verb (to be, can, could, must, should, will..) the adverbs of frequency are usually put behind them:



She is always late.





word order in English sentences

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

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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>

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16 Verb "to be", word order, sentence order English ESL worksheets pdf & doc