1. Exercise Present Simple Download Pdf

Another basic gap fill exercise using only the verb 'to be'. Another re-ordering exercise concentrating on the verb 'to be'. High quality PDF lesson plans. Free verb worksheets; exercises include identifying verbs, using verbs to complete sentences, linking verbs, conjugating verbs, verb tenses and irregular verbs. Part of a collection of free grammar and writing worksheets from K5 Learning; no login required. Write sthe correct form of the verb 'to be' in epprr eeseenntt ttennsse. Note: The verb can be positive (+) or negative (-). Use not to form the negative.

Here is an engaging 'verb to be' game for beginners to help them practice forming affirmative and negative sentences with the present simple. This activity also helps students understand subject-verb agreement and how to use the 'verb to be' to make true statements. The class is divided into groups of three and each group is given a set of cards. The students shuffle the cards and deal out 15 cards each, leaving the rest in a pile face down on the table.

The players then place their cards face up on the table in front of them. The first player looks at their cards and makes a true affirmative or negative sentence by placing three cards face up on the table and reading the sentence aloud, e.g. 'I’m a student'. If the sentence is formed correctly and is true, the player wins a point. Players may indicate to things or people in the classroom to help justify a sentence as being true.

Exercise Present Simple Download Pdf

The player then takes three more cards from the pile. The next player then puts down three cards and makes a true sentence and so on. If a player cannot make a true sentence, they take a card from the top of the pile, put one of their cards at the bottom, and miss a turn. The game continues until all the cards have been used. The player with the most points at the end of the game wins.

In this 'verb to be' activity, students ask and answer personal information questions with the verb to be in order to complete a profile. The class is divided into two groups (A and B) and each student is given a corresponding worksheet.

Working with the people in their group, students look at the profile questions section at the top of the worksheet and write a question for each prompt using the verb to be. The students are then told to take on the role of the person at the bottom of their worksheet and ask and answer questions with a partner in order to complete a profile about him or her.

The students then pair up with someone from the other group. The students take it in turns to ask and answer the questions they have prepared and complete the profile with their partner's answers. When the students have finished, they check their answers by comparing worksheets.

In this entertaining 'verb to be' game, students race to complete a bingo card by asking and answering present simple yes/no questions with the verb to be. Each student is given a bingo card. Each square on the bingo card contains an affirmative or negative present simple sentence with the subject (name) missing. The students' task is to complete the sentences by asking present simple yes/no questions with the verb to be. For example, if a sentence reads ' is good at skating', a student asks 'Are you good at skating?'

When a classmate replies 'Yes, I am', the student writes their name in the blank space, e.g. ' Joshua is good at skating'. To make the game more personalized, there are six blank 'is' and 'isn't' sentences for the students to fill in based on their own background, culture or country before they play the game. Each time a student speaks to a classmate they are only allowed to ask one question and then must move on to speak to another student.

The first student to get five names in a row either horizontally, vertically, or diagonally wins the game. Several rounds can be played with students receiving a different bingo card each time.

You can also have the students win by completing the entire card with names. In this useful teaching activity, students practice the various uses of the verb to be by asking and answering questions in order to complete a chart with information about four people. The students are divided into groups of four and each student is given a Student A, B, C or D worksheet. The students take on the role of the person in their chart and read through their information.

The verb to be questions needed for the activity are then elicited from the class and the students write them down. The students then go around asking and answering the verb to be questions with the people in their group and completing their chart with the corresponding information. When the students have finished, they check their answers by comparing worksheets. Afterwards, the answers and uses of the verb to be are reviewed with the class.

In this intriguing 'verb to be' activity, students practice exchanging information about different people. The class is divided into groups of 8 to 14. Each student is given a copy of the worksheet and a house card. The students imagine that they are the person on their card. The aim of the activity is to find out who lives in the other houses on Park Street and to write all the details on the worksheet. To do this, students talk to the other members of their group and exchange information using the verb to be. At first the students give their own information to each other, e.g.

I’m at house number 1 with Leo. I’m 32 years old and Leo is 33', etc. When the students find out about other people who live there, they pass the information on to other students using the third-person singular, e.g. 'Alex is at house number 2.

He is 30 years old. He is single', etc. When everyone has finished, the answers are reviewed with the class.

In this engaging 'verb to be' game, students play snap by matching yes/no questions with the 'verb to be' to short answers. The students are divided into pairs.

One student is given a set of yes/no question cards and the other is given a set of short answer cards. Both students turn over a card from their pile at the same time and place them on the table next to each other. If the question and answer match, the first student to say 'Snap' wins a point. Students then pick up their own cards, shuffle their pack, and play again.

The students do not pick up their partner's cards. If the question and answer don't match, the students continue turning over cards until a matching pair comes up. If a student says 'Snap' when the question and answer don't match, the other student gets a point and the game continues. The first student to get 15 points wins the game. In this entertaining 'verb to be' activity, students write 'We are.' And 'We aren’t.' Sentences about things they have in common.

The students then play a matching game with the sentences. The class is divided into groups of five and each student is given a card. The students write their name at the top of the card in the space provided. Students then talk to each group member in turn and write a 'We are.' And 'We aren’t.'

Sentence on their card about things they have in common. No two statements can be the same, so students must vary the information they write and think of something different they have in common each time they change partner. When the students have completed their cards, they cut their paper into name cards and sentence cards as indicated. The students collect all the name cards from the group, shuffle them and spread them out face down on the table. The students do the same with the sentence cards, spreading them out separately from the name cards. The students then play a matching game by taking it in turns to turn over two name cards and one sentence card. If the sentence is true for the two students whose names have been turned up, the student keeps the sentence card.

If the sentence isn't true, the student turns the cards back over and it's the next student's turn to play. The students continue in this way until there are no sentence cards left. The student with the most cards at the end of the game wins.

In this fun 'verb to be' game, students talk about the city they are from and their nationality. This activity can also be used to teach or practice countries, nationalities and capital cities. Each student is given an identity card. The students imagine that they are from the city and country on their card. The students go around the class using the 'verb to be' to tell their classmates the city they are from and their nationality, according to the country on their card, e.g. 'I'm from Canberra. I'm Australian'.

The students' task is to listen carefully and try to remember which city each student is from and their nationality. When the students have all spoken to each other, they are divided into pairs and given a copy of the worksheet. Working with their partner, the students try to remember and write down where each person is from and their nationality using the verb to be, e.g. 'Joshua is from Canberra. He is Australian'.

When everyone has finished writing, the correct answers are checked with the class by asking the students to say the city they are from and their nationality. Pairs win one point for every factually correct sentence and an extra point for the correct use of the verb to be. The pair with the most points wins the game. In this fun 'verb to be' activity, students play a guessing game where they ask yes/no questions with the verb to be in order to find out a partner's secret identity. Each student is given a copy of the worksheet.

The students begin by circling the questions they would like to ask in questions 1 to 10 on the worksheet and completing questions 11 to 20 with their own ideas. When the students have finished writing, they are divided into pairs. Each student then imagines that they are a famous person or character and answers their partner's questions as if they were that person.

Students can be a real person or a famous character from a book, film, cartoon, etc. One student goes first and asks the questions they have prepared to their partner who responds 'Yes, I am' or 'No, I'm not' accordingly. When the student thinks they know their partner's secret identity, they can make a guess.

If the guess is correct, the students swap roles. If not, the student continues to ask questions and make guesses until the last question has been asked. Afterwards, there is a class feedback session to find out who asked the most and least questions. In this imaginative 'verb to be' activity, students write and respond to 'Wh' and yes/no questions with the verb to be. The students then play a guessing game using the questions and answers. The students are divided into groups of six and each group is given a set of question slips.

Each student takes a slip. The students think of a personal information question beginning with the word on their slip and write down the next word in the question. When the students have written the next word, they pass the slip to the person on their right, who writes the next word and passes it on.

This process continues until the question on each slip is complete. The student who writes the last word adds a question mark and hands the completed question to the next person.

That person writes an answer underneath, puts the slip in an envelope and takes another slip. This continues until all the slips are completed with questions and answers. Students then take it in turns to take a slip from the envelope and read it aloud to the group, without showing it to anyone.

The students then guess who answered the question. The student who wrote the answer bluffs by guessing another student, but once all the other group members have guessed, the student reveals it was them. For each correct guess, students win a point. The student with the most points at the end of the game wins.

ONLINE ENGLISH GRAMMAR QUIZtopic: Verbs: TO BE (present tense) level: BeginnerChoose the correct PRESENT TENSE form of the verb TO BE for each sentence:1. These my friends.areis2. Robert sick.areis3. he Mexican?Aren'tIsn't4. His tests very difficult.aren'tisn't5.

My parents are not rich, but my aunt.isare6. I older than my brother.isam7.

My sister and I twins.aream8. That a really good movie!areis9.

These not my socks.isare10. you happy?AreIs(Your answers will be displayed in a new window).