A selection of English ESL dragon printables

Does anyone remember the The Family Ness?  I used the theme tune with the book, Class 2 at the Zoo.



http://www.youtube.com/watch?v=27oxkSYFFbg



You can replace the word dragon with a child's name.

You'll never find a dragon in the zoo

Fill gaps activity with the song Follow you by Imagine Dragons. It's a good activity for a teens and adults. As well, you can do it at the end of the term or the last 15 minutes of the class.



I hope it will be helpful!!

Fill gaps Song Follow you by Imagine Dragons

Experience the enchanting tale of 'The Princess and the Dragon' by Audrey Wood. Follow a brave princess and a majestic dragon on a thrilling adventure. Download now for a captivating story that will transport you to a world of magic and wonder.

The Princess and the Dragon By Audrey wood


This comprehensive worksheet is designed for EFL teachers seeking to engage their students with the iconic anime series "Dragon Ball Z" and its legendary creator, Akira Toriyama. Tailored for B2 level learners, the worksheet offers a multifaceted approach to language learning, combining reading comprehension with vocabulary building and critical thinking exercises.

The worksheet begins with pre-reading questions to stimulate students' prior knowledge and interest in the topic. It then introduces a vocabulary matching activity that familiarizes students with key terms related to the article, enhancing their lexical resources. A fill-in-the-blank activity follows, allowing students to apply their newly acquired vocabulary in context, reinforcing their understanding and retention.

Specific information and skim reading questions are included to develop students' reading strategies, focusing on scanning for details and skimming for the gist. These activities are designed to improve students' ability to extract relevant information and grasp the main ideas of a text efficiently.

Finally, comprehension questions encourage deeper reflection on the article's content, promoting discussion and critical thinking about the themes of perseverance, friendship, and the impact of creative work. This worksheet is an excellent resource for teachers looking to inspire their students with the story of "Dragon Ball Z" and its creator, while simultaneously enhancing their English language skills.

Dragon Ball Z: Honoring Its Creator, Akira Toriyama

Irregular verbs - Song activity I bet my life.

Choose the correct irregular verb to complete the blanks......................................................................................

Imagine Dragons - I Bet My Life - Song Gap Fill

Students must create two-five letter words using the 6 letters provided. They also have to write sentences using the words they come up with. Matching video with hero epic music: https://youtu.be/04D7avxzlbo


The letters are easier, so there are many different combinations! This is a great exercise for practicing vocabulary in English.

Dragon Fire Boggle Game for Word Practice with Video

Here you'll find vocabulary and some questions about the first chapter of the serie Dragons- Race to the Edge. There are also 2 activities at the end of the worksheet to complete the class.

Dragons - Race to the Edge (Season 1 - Chapter 1)

Watch the trailer and fill the gaps. Then match the words with the definitions. After all there is a short grammar review for 'used to'. 

How to train your dragon 2 TRAILER gap filling with 'used to' grammer point

Review of all present and past tenses. Tenses include: present simple and continuous, past simple and continuous, past perfect simple and continuous There are 3 pages. Key included. Clip art from Dragon City. 

Present and Past Simple Tenses Review  + KEY

A simple picture crossword to revise animals. After filling it in Ss will learn the proverb 'Curiosity killed the cat.'

Animal Picture Crossword

3 page worksheet.  Where I teach there is a continual problem with the use of 'I am' and 'I have', etc. with adult students.  So now I am also teaching children I'm addressing this early!  Here is the story of Morris the monster and his pet dragon, Dennis!  It is very simple and helps children to use contractions.  Hope you find it useful! 

Morris the Monster

The worksheet is for form four. The worksheet is compiled considering vocabulary taught in  English Step by Step 2,  lesson 21. The lesson is titled Erik is ill.  First is the listening task. Second is matching. Match picture and the correct word. Third exercise is word ordering and translating the sentences. Forth task is about using have to and mustn’t  in a sentence.  Fifth task is a word search. The sixth task is for those students, who manage to complete the worksheet faster than 45 minutes. 

Health

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

115 Dragon English ESL worksheets pdf & doc