A selection of English ESL pirates printables

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

Elementary reading in past tense with comprehension exercises. Key included. 

Percy the pirate (key included)

Here is Dangerous Dan and his many adventures!! My young and older students love him. If I find time, I\'ll add another story to these mini books about him. Enjoy!!

A pirate\'s Tale (1)

The second part of this Pirate story about Dangerous Dan. Hope your students enjoy it as much as mine did.

A Pirate\'s Tale (2)

STS DIFFERENCIATE HOE TO INTRODUCE A BOY, A GIRL AND AN ANIMAL

JAKE AND THE PIRATES INTRODUCING OTHERS

In this worksheet Ss practice reported speech both in active and passive voice using the story of Blackbeard, the notorious pirate. It has 2 texts with a mini biography of the pirate and 3 exercises. Includes notes for teachers. Hope it's helpful!

BLACKBEARD - A TRUE PIRATE OF THE CARIBBEAN

Listening task to another version of the Pirate Song, aka Dead Man's Chest, by Two Monkeys. "Dead Man's Chest" (also known as Fifteen Men On The Dead Man's Chest or Derelict) is a fictional sea-song, originally from Robert Louis Stevenson's novel Treasure Island (1883). Here's the song: https://www.youtube.com/watch?v=CVHjfQ0JsVQ



LESSON PLAN

You can start the song to get students interested. Then do the pre-task (cut it off the handout). Students work with a partner, then finish a few sentences about pirates. Discuss the answers with the class, or have the pairs mingle and share with other pairs. Finally, listen to the song and fill in the gaps. 



The second page contains the full lyrics.



Bless up,

Kisdobos

Pirate Song: Dead Man's Chest (listening task)

Was and were chart. Fill in missing words on second chart. Then fill in was or were in the sentences-  in the correct form on the dotted lines. There are often more lines than needed. Read about the pirates getting ready for an adventure.

Was or Were Grammar Guide & Practice (Pirate Theme)

Pirates Do's and Don'ts: Grammar guide and 2 exercises to practice the correct usage of must and have to- a confusing grammar point. Students often use "must" all the time to mean obligation- when in fact, it is used rarely and only in specific instances.



Clip art from MyCuteGraphics.com





Pirates' Do's and Don'ts: Must & Has/Have to

It’s a fun game for any kind of tasks to do. You can play either one on one or a team vs. a team (in groups from 2 to 6 players in each). You need 6 dice for this game. One team starts by doing the task you gave them and then rolling all 6 dice at once. They need to get 6, 5 and 4 on the dice. 6 is the captain, 5 is the ship, and 4 is the crew. If they gather all 3 needed numbers, the other 3 dice will be their treasure points for this round. They add the numbers on the rest of the dice and the turn goes to the other team. If they don’t gather 6, 5, and 4 at once, they still have 2 more tries to roll the rest of the dice. Before each try, they do one more task. If they aren’t lucky and can’t get 6,5,4 after 3 tries, they get 0 points and the turn goes to the other team. The team with the highest score after several rounds is the winner.

Any grammar or vocabulary tasks Pirates dice game

PLEASE DOWNLOAD ALSO THE 2. PART

Cut the pictures twice (for two students).

1.	The first student places the pictures on the background – beach (the second student cannot see it). 

2.	The first student tells the second student instructions where pictures should be located.

3.	The second student sticks pictures (based on instructions) and cannot ask any questions. Finally, they compare pictures 

1PART - Pirate - game - there is/are, instruction





This is a fun and easy way to learn the colors. 



I give these kind of worksheets out, when the lesson is almost over and the kids are getting inattentive. 





Pirate and parrot on a boat colouring

PLEASE DOWNLOAD ALSO THE 1. PART

Cut the pictures twice (for two students).

1.	The first student places the pictures on the background – beach (the second student cannot see it). 

2.	The first student tells the second student instructions where pictures should be located.

3.	The second student sticks pictures (based on instructions) and cannot ask any questions. Finally, they compare pictures 

63 Pirates English ESL worksheets pdf & doc