A selection of English ESL brave printables

LESSON PLAN: read the story with the class. Then list this on the board:

The knight, the horse, the forest, the castle, the princess, the armour, the hair, the sound, Mcdonalds, Everybody, the window and the elevator. THEN ASK THE STUDENTS TO GIVE THE ADJECTIVES FOR EACH. (SOME HAVE MORE THAN ONE EG. THE KNIGHT, THE ARMOUR, THE HAIR.

The not so brave knight

This activity is a change-of-routine kind of thing. It's about watching an hour of the film BRAVE and having students answer questions about it. The worksheet is based on ailities and physical descriptions.

Abilities + Physical Description - Film Activity - BRAVE

This reading comprehension worksheet develops student's knowledge of writing by answering the questions and answering true or false. However, there are keys on the second page.

Reading Comprehension - Joe the Brave Kid

There to be + adjectives - Film Activity - BRAVE

This worksheet is for adults and high school, level B1 students. The students read the text and answer the  questions. The text should also introduce a debate about the subject.



5 Incredibly Brave Women Who Made History

An exam based on the movie "Brave". It contains questions with  "There is / There are" , possesive 's, verb be, comparative adjectives, true or false and a listening. 



The font I have used:

https://www.dafont.com/celtic-md.font



The link to the listening is : 

https://www.youtube.com/watch?v=A_5ePuiCs-0 

Disney Brave Movie Exam (the font is in the description)

I used the character from the movie brave. its about her daily routines. ss read and complete the sentences. Its present simple tense. ıts a good exercise for reading and writing.

Daily routines

Here is a dobble game to help the students learn some adjectives they can use to introduce themselves.

It can be played alone or with several students. They have to find the common adjective between two cards. 

I have done a Quizlet vocabulary list for them so that they can first learn the words.

The ones I have chosen to illustrate are : 

Aggressive

Bossy 

Brave 

Clever

Determined

Easy-going

Emotional

Faithful 

Generous

Greedy

Helpful

Honest

Impulsive

Jealous

Lazy

Messy

Open-minded

Optimistic

Patient

Pessimistic

Quiet

Relaxed

Reliable

Selfish

Shy

Silly

Sincere

Sociable 

Stupid

Talented

Tidy 



Personality adjectives dobble game 

This activity was created for students to cut the cats out and match them with the correct prepositions of place. Ideally, this exercise should be done in a notebook. It might be a good practice and beginning to some more complex activities.

Prepositions of place - cutting activity

Once upon a time in the enchanting land of Morocco, there lived two brave and clever children who found themselves facing a formidable challenge. Their path crossed with a group of fearsome ogres, known for their wickedness and insatiable hunger. Through their courage, wit, and a touch of magic, the children embarked on an extraordinary adventure, where they discovered the true power of friendship and the importance of standing up against all odds. This timeless Moroccan folktale weaves together suspense, excitement, and valuable life lessons, captivating readers young and old. Get ready to be transported to a world where bravery triumphs over darkness in this captivating tale of two children and their encounter with the enigmatic ogres.

Short story 'Two kids and the ogress' a Moroccan folktale

On March 5, 2022, during Russia's invasion of Ukraine, Sting posted a video of himself performing "Russians" on Instagram stating: 

“I've only rarely sung this song in the many years since it was written, because I never thought it would be relevant again. But, in the light of one man's bloody and woefully misguided decision to invade a peaceful, unthreatening neighbour, the song is, once again, a plea for our common humanity. For the brave Ukrainians fighting against this brutal tyranny and also the many Russians who are protesting this outrage despite the threat of arrest and imprisonment - We, all of us, love our children. Stop the war.”



Russians by Sting

The learners are able to describe themselves in writing and practicing it orally in front of the class to try their braveness and to know their pronunciation in speaking.

All About Me Introduction

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)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

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

42 BRAVE English ESL worksheets pdf & doc