A selection of English ESL cartoon printables

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)

A selection of eleven cartoons. There is a variety of activities for students at an early level of English. For more advanced students, you can ask them to say what events the cartoons refer to, or to describe the pictures and guess. The events which preoccupied us are represented here: the general election, Brexit, Prince Andrew, Meghan and Harry. The original captions and what they refer to are provided. 

2019 in cartoons (in the UK)

Comprehension tasks leading to the speaking activity about family relations, traditions and decisions

Tasks to the cartoon Brother Bear

This worksheet includes activities based on a scene from the famous cartoon The Flintstones. There is one written activity based on the picture, followed by a personalisation drill, and then a pair work speaking exercise

Cartoon scenes- The Flintstone\'s Christmas

A worksheet for my pupils (3ème - 14-year-olds)created during the Week of the press (in March in France) to help them describe a press cartoon more effectively. 

Worksheet how to describe a cartoon

I would use this worksheet as a filler in class after teaching beginners words about describing people. This was used as a follow-up after learning the words "tall," "short," "slim," "plump." This also enriches their vocabulary as they have to add more detail to their descriptions.
You can delete some characters and enlarge the fields in order to make the students write full sentences instead of simple words.

Describing cartoon characters with simple words

This fun video activity helps learners to practise the use of the past simple passive voice. Learners watch the video, read the active voice description of the clip, then say and/or write a sentence in the past simple passive voice. Write the answers on the worksheet provided.



Click this link to watch the video activity:

https://www.youtube.com/watch?v=3oupCkuW1vo&feature=youtu.be



Past Simple Passive Video Activity - Describing Cartoons

This worksheet is a cartoon created with the website Storyboard. It's about Canada, the Present Perfect and the Past Simple. Pupils have to read the story and then, they answer the questions. 

Cartoon Canada and the Present Perfect + exercise

This is an activity I prepared to work on the past simple in a different way. There is a video clip students have to see and then answer questions related to the past simple of regular and irregular verbs.

Coyote & The Roadrunner Cartoon - Past Simple Practice

Mr Bean- No Parking - Cartoon PART 2

These activities were designed for a group of YLE (starter level).

These fun activities include: choosing the correct option, completing gaps, drawing, colouring, writing, etc.

You can find the video on Youtube. 

Link: https://www.youtube.com/watch?v=4NWCn29SXjA

Hope you all enjoy it!

Mr Bean- No Parking - Cartoon PART 2

Mr Bean- No Parking  - Cartoon PART 1

These activities were designed for a group of YLE (starter level).

These fun activities include: choosing the correct option, completing gaps, drawing, colouring, writing, etc.

You can find the video on Youtube. 

Link: https://www.youtube.com/watch?v=4NWCn29SXjA

Hope you all enjoy it!

Mr Bean- No Parking-  Cartoon PART 1

This is a practice worksheet loosely based on the now-defunct Malaysian UPSR exam standards (for 12-year-olds). 

The worksheet is A) Information Transferring, B) filling basic biodata, and C) writing a story based on the text and pictures given.

A) is about transferring information from an info box. The vocabulary may seem a bit difficult compared to B).

B) is about filling a basic biodata with words given in a box. Some answers are not obvious, though, and require the linked animation to be watched: https://youtu.be/q_ZUhJ33X80 

C) is a Note Expansion - making a fixed story based on the given words and images. The word limit can be a bit restrictive, so change/remove it as needed.



For my class, I first had an icebreaker discussion about the students' past birthday parties, and the hidden obstacles/efforts that may have been required, such as the difficulties of delivering the cake/bundles of joy because the episode is about the challenges of delivering a cake by foot.

Then I did the linked "what has happened so far?" comprehension video, and finally start with this worksheet.

The animation itself can be enjoyed by all ages - there is no dialogue, only cheery K-Pop music so the physical actions can be easily understood. There is also a lot of detail, and the plot is about a rabbit that loves a cat, in a city that does not allow cats to love rabbits (sound familiar?).

 

Thank you to SamBakZa team and everyone involved in making There She Is!!! series what it is.

Other notes:

Made using Word 2010.

If you are printing it, remove all colors first! It's colored to be attractive in online class.

I've had to type this description 3 times because the website/Chrome insisted the file was "no longer there" or something. So, I may have forgotten a few details here and there. 

That said, feel free to modify as you wish and enjoy! 

Cake Dance Cartoon Information Transfer and Writing

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

336 Cartoon English ESL worksheets pdf & doc