A selection of English ESL cartoon characters printables

This is a fun board game activity  using cartoon characters where students can practice physical description. The pictures  help them to use the appropriate adjectives. The objective is to review vocabulary related with physical features. It takes about 15 minutes and it´s best palyed in pairs. All the pictures are from google images.

Describing board game

Do the pretask (item2), Watch cartoon, Do the rest exercises. The anaswer key and the link for the video is given right after tasks.

It's good for Household Duties, Routine Verbs, Adjectives, Character description, Imperative Mood and Family Topic. It develops Vocabulary and Listening Skills.

In my Class this is one of steps of preparing for a Role Play, which is now going to be "Cinderella" performance-musical.

It suits for children at the level of Beginner and Elementary.

Cinderella Cartoon Task

This is an activity in which students have to match the character with the description of their clothes. The characters are well known cartoons, so kids feel really motivated to work.

What are they wearing?

Multi-skill worksheet for elementary learners practising reading, writing and creativity. Very useful if students like the cartoon series ´Chowder´ as shown on Cartoon Network. First page has the original (difficult) character descriptions, page 2 has been adapted for elementary language learners (easy language and b/w characters that can be coloured in). On page 3, students create and describe their own cartoon characters.

Read - Match - Describe - Create: CHOWDER (2)

The beloved cartoon character. Discuss the names and personalities of the characters on Bikini Bottom. What do they look like? How do they usually act? Students should have plenty to say about SpongeBob and company. Key is provided.

SpongeBob Wordsearch with KEY

An easy way for children to understand words that explain one's appearance using known cartoons. Two exercises are provided at the end to check students' comprenhension abillity and knowledge.

Describing People (with Comics and cartoons)

The game to play learning future simple. There are 8 characters from the contemporary cartoons. One student chooses the character he/she likes and another guesses who it is by asking questions about the plans of the characters.

Guess who

This worksheet is about Walt Disney´s life and it is devided into paragraphs. The students will learn/review wh words first. Next, they will read the first paragraph, write down the vocabulary they don´t understand. They will anwser questions related to the paragraph they just read. There are 4 paragraphs. The last two activities are: synonym match and discuss questions.

Use this worksheet with Designing your own cartoon character that I posted recently

Walt Disney - Wh Words

This is a game for two players. 



Here are the rules:



1. All the card get given evenly between two players.



2. The hold them upside down, so nobody can see the cards.



3. The players open one card each.



4. They roll dice (or use any randomizer).



5. If dice say `one`, they compare the characters by the first characteristic which is `age`. The player, whose character has  a higher age, says, for example, `Mabel is older than Charlie` and takes both cards.



6. If the characteristics are equal, the players might say `Dipper is as old as Mabel` and open the next cards. The one who wins this time takes all four cards.



5. The winner is the one who has more cards after the first round or the one who wins all the cards.



Enjoy!

Comparatives card game

Vocabulary is very important for students of all ages. For children, it should be fun! So my cartoon characters Mickey and Minnie will help children learn new words.

Mickey Mouse action verbs

Use this presentation to practice comparing cartoon characters using as ... as (not as ... as) structure. Preteach grammar with the example on the first slide and then ask your students to compare other characters.

As ... as (not as ... as) speaking practice

These worksheets contain classic cartoon characters in order to make it more enjoyable. It deals with verb to be in the affirmative and negative forms. Students already have the subject and the complement in these sentences. Each sentence is signed with an affirmative and negative form for them to see which best fits. After completing the task, teachers can cover the sentences and students can make a negative and an affirmative sentence using verb to be.

To be affirmative and negative for children

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

83 Cartoon characters English ESL worksheets pdf & doc