A selection of English ESL word transformation printables

Students complete the chart with nouns, verbs and adjectives. Then they complete the sentences below transforming the words given in the brackets. The exercise is aimed at upper-intermediate students.

word formation

Grammar is not as difficult as it seems with these key word transformations worksheets ;))

Also provided with the key.

Holiday-key word tranformations 4

The third variant of the task that helps me challenge my students to ask questions. The task is to find out some information about the person. The problem is that students are not given a question form structure. They need to read, understand and make up a nice question on their own.

you can donate a little bit and get the whole pack of questions here https://www.buymeacoffee.com/jullschool/e/103950
27 pages of questions waiting for you.

 Hope you'll like it!

Ask me a question activity part 3 (teaching students how to build a question)

An exercise in which the students are supposed to rewrite the sentences using the words in brackets. It might be useful especially for people who are getting ready for exams such as FCE, CAE, etc.

SENTENCE TRANSFORMATIONS 11 (TOO and ENOUGH)

An exercise in which the students are supposed to rewrite the sentences using the words in brackets. It might be useful especially for people who are getting ready for exams such as FCE, CAE, etc.



SENTENCE TRANSFORMATIONS 9 (COMPARISONS)

Have you ever heard of the Quasi? This tribe follows a peculiar ritual when their chief moves to the eternal hunting grounds. 



It is only the shaman who is privy to the chief's dying words. The shaman then is obliged to communicate the chief's advice to the tribe. However, none of the actual words having spoken by the dying chief can be uttered until the mourning is over. (None, except for "grammar" words like "I," "the," "and," "for," "should," etc., without which it would be impossible to say anything.)



Should any tribesmember utter any of the chief's last "content" words the evil spirits from the other world will steal the soul of the passing leader, and terrible suffering will be brought upon the tribe.



Students' task: split into groups, and paraphrase  (=rewrite) the last words for the shaman so that he can communicate the message to the tribe safely. Students only get points for sentences/phrases that no one else thought of. (I heard this idea from a teacher of mine, Ildiko Lazar, who had also heard it from someone else. :)

The Chief's Last Words (Sentence transformation)

The second variant of the task that helps me challenge my students to ask questions. The task is to find out some information about the person. The problem is that students are not given a question form structure. They need to read, understand and make up a nice question on their own.

you can donate a little bit and get the whole pack of questions here https://www.buymeacoffee.com/jullschool/e/103950
27 pages of questions waiting for you.

 Hope you'll like it!

Ask me a question activity part 2 (teaching students how to build a question)

This is exercise is used to clarify the student the difference between the following tenses:

Simple Present

Simple Past

Simple Future

Present Continuous

Past Continuous

Present Perfect

Past Perfect



There are 2 parts, 5 opened sentences and 30 fill in the blank sentences in which the verb to transform into the correct tense is given. 

Ask the students to pay attention to the clue words that determine the tense. 

Mixed Tenses 

This set of worksheets deals with key word transformations which are always tested during FCE exam. What joins them is the holiday mood ;))  

Updated - the solution was added .

Thnks Anarti ;)



Holiday- key word transformations1

A short worksheet that should help students to grasp the structure and use of the adverbs "either, neither, too" and "so." The answers are on the back and there is a link to a youtube video about the pronunciation of "either," just in case you get those annoying questions about it. 

https://www.youtube.com/watch?v=3B8dqZSQkTY

Neither, Either, So and Too

Read the sentences and rephrase them using the words given.

Rephrasing 5 [Key included]

Rephrasing 2 [Key included]

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

152 Word transformation English ESL worksheets pdf & doc