A selection of English ESL clothes, fashion printables with song and nursery rhyme activity, listening comprehension

I found Arianey's warm clothes song to be a great idea, but because I'm teaching French Canadian children to speak English, I needed to adapt the vocabulary a bit. So, here's my version, with all credit going to the original poster; Arianey. :) (To the tune of Head and shoulders, knees and toes.)

Winter clothes song (en hommage to Arianey's version)

Listen to the song and read about it.  Answer the comprehension and conversation questions.

Fashion is a conversation topic for Trinity G.E.S.E. grade 6.

Dedicated Follower of Fashion

A very famous song. It is useful to practice listening and grammar. Past simple. 

Call me maybe

Thrift shop by mackelmore with clothing vocabulary and slang matching exercise.  Offensive slang!  motivating for teens and young adults.

Thrift Shop

This exercises the students have to answer the questions about the Backstreet Boys' Video "As long as you love me", the subject is about describing the clothes people are wearing and what are they doing! 

Describing + Present Continuous

Students write the words next to the pictures, then they listen and colour the clothes according to the song.Here is the link for the song:

http://www.youtube.com/watch?v=_cBmnRsh8Hw&fb_source=message

CLOTHES SONG

It's a fill in the gaps activity for beginners. I duggest using it with the videoclip because it's very vibrant and emotional for both kids and adults. The words for studentd to complete are connected to nature. 

Moana song about nature

This is a song to revise clothes vocabulary. Students listen to the song the color the items of clothing on the cowboy and the cowgirl. Additionally the teacher can tell them how to color the rest of the  clothes that weren't mentioned in the song. You can find the link for the song at the bottom of the page. It is also available on Youtube. I do hope you'll find it useful and fun. http://www.4shared.com/mp3/hJFZKHTL/The_clothes_song_cowboy.html?

COWBOY CLOTHES SONG

An easy listening task for Elvis' famouse song. I use it as a warmer for higher level students when learning clothes vocabulary. There is a link for youtube video in the end. 

Enjoy =)

Blue Suede Shoes - Song Worksheet

Listening comprehension using a song and video. Whilst having fun, students learn new things or revise subjects given. Grammar exercises, vocabulary exercises and observation are parts of this lesson. Expressing personal opinion is needed too. Solution is included! Just watch the video of Phil Collins' show first for fun and let them talk about it, express whether they like the song etc. Hand out the worksheet, go over the questions and either let them work in pairs (I show the video 3x) followed by a classical correction or guide the exercises if your pupils are weaker.

Song: Wear my hat Phil Collins

Students listen to the song and number the clothes in the order they hear them.They check their answers with the teacher. Then they draw the cowboy. It's a good way to revise clothes vocabulary. Here's the link for the song. You can also find it on the handout.

ME AND MY CLOTHES SONG

Hi, dear collegues! This is a nice song to sing with small kids during the winter season. You can easily find the song on YouTube at https://www.youtube.com/watch?v=FczqntFwb6k

And this is a nice worksheet that I usually fold in three. 

First, we do the part where we need to fill in the present forms of "to be", and while opening the brackets we also revise the difference between "this" and "these". Then, we discuss the words to fill in while listening. After the listening we check and translate the song into the native language. And then I hide the first part and unfold the second one,  and I play the karaoke /instrumental version of the song I found here https://muzofond.fm/search/super%20simple%20songs%20i%27m%20a%20little%20snowman . The child with the help of pictures can easily sing the song. And the last time, no words at all, only a picture of a snowman (surely, you can help showing the parts with a stick/pencil or sing when the kid has difficulties) The song is easy and my kids learn it quickly. Hope you like the idea!

A Little Snowman Song

Song and nursery rhyme activity

Clothes, fashion

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

19 Clothes, fashion, Song and nursery rhyme activity, Listening Comprehension English ESL worksheets pdf & doc