A selection of English ESL elizabethan printables

Elizabethan theatre

A worksheet about the video about the Elizabethan theatre and William Shakespeare with 19 questions and keys

Link to the video : 

https://www.youtube.com/watch?v=P0SBg-KG4C4

Elizabethan Theatre explained by... Willy!

Work with the film Shakespeare in love and practice listening comprehension. Learn about Shakespeare and the Elizabethan theatre. 

Shakespeare in love

History test on Elizabeth I of England, Theatre in elizabethan era, William Shakespeare, James I of England and the Gunpowder Plot.

Elizabeth I of England History Test

This worksheet goes with a powerpoint that you can easily find on esl.collective. It is about the origin of the Shakespeare's Globe Theatre during the Elizabethan Era and today.

Shakespeare and the Globe Theatre

 ﻿Разработаны к видео: ﻿

"Elizabethan theater- Shakespeare and The Globe" и "Elizabethan theatre explained by Willy!"Разработчик: Л.А.Милованова 2014 год



ОТВЕТЫ: 

Shakespeare’s Theatre



Choose the right Variant!





1.	Shakespeare’s Theatre refers to the Elizabethan Theaters during the reign of Queen:

a)	Elizabeth I.  		b) Elizabeth II. 		c) Elizabeth III.



2.	What is the name of Shakespeare’s Theatre?

a) “The Sphere”		b) “The Globe”		c) “The Circle”



3.	What shape has Shakespeare’s Theatre got?

a) the shape of an “O”		b) the shape of an “U”	 c) the shape of a “T”



4.	Who built Shakespeare’s Theatre?

a) Jane Addams		b) James Burbage 		c) Robert Owen



5.	How many people visited Shakespeare's theater in the 16th century?

a)  several dozen 	b) several hundred	 	c) several thousand



6.	Shakespeare’s Theatre was expensive.

a) True		b) False



7.	Vendors were selling beer, apples, oranges and nuts … the performance.

a)  before		b) during 		c) after



8.	The performance usually had no scenery, except simple props like chairs, tables, swords, canvases of the sun and the moon.

a) True		b) False



9.	The actors, the plays, the theatres  were all regarded by the authorities as:

a) respectable	b) immoral



10.	Shakespeare’s Theatre had to be … the city property.

a) inside		b) outside



11.	Visitors and actors in the theatre got wet, when it rained, because there was no roof in the Shakespeare’s Theatre.

a) True		b) False (only visitors)



12.	The stage was so small that no more than … actors could appear at the same time.

a) 7		b)   9 		c) 12



13.	The parts of the young women were acted by

a)   girls  		b)   boys		b) men



14.	There were no curtains and artificial lights in the theatre.

a)  True		b) False



15.	To show people that the play has started, a flag flew at the top of the theatre with its emblem. To tell the people what kind of play was going to be performed they raised a coloured flag. 



Please, match the colour of the flag with the performance:



White -> Comedy 



Red - > History



Black - > Tragedy



Вопросы Викторины Театр Шекспира

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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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

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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>

Get here and you are ready to study in English at university

6 Elizabethan English ESL worksheets pdf & doc