A selection of English ESL clothes items printables

There are two matching worksheets for Students A + B. First, they have to identify and number the clothing items and accessories. Then, they have to ask their partner for the missing prices of the clothing items, using "How much is this...?" , "How much are these...?".
It worked well with my 4th graders!

Clothes and Accessories - How much is this...?

The set of flashcards contains 18 items of clothes with the English translation and bright and colourful pictures. These cards will be effective for vocabulary activities.

Clothes Flashcards

Divide children in groups of 2,3 or 4, as you need. Give each group one game plan and each player one shopping list.Children throw the dice.If they land on an item, that is on their shopping list, they make a tick on their list (they „buy“ it). The winner is the player who buys all the clothes on his/her shopping list first. (or if you don’t have enough time, the player who buys most clothes in certain time limit.)	Of course, if they finish one round and nobody has got all the clothes on his/her list, they play again from the beginning.		

Shopping game

This paper doll worksheet can take up an entire 45 min lesson. Have the students colour and cut the clothing out (I uploaded another paper doll worksheet with dotted lines for younger students who don't have developed motor skills. In this worksheet the students may need help cutting the hair out).



While the student are colouring an cutting go around the class point to one of the items of clothing and ask "What is it?" or "What colour is your t-shirt?"



After they colour and cut out the doll and the clothing. Have them lay out the clothing on their desk and then give instructions to the students.



Ex. Point to the shirt, Point to the trousers



Next give more difficult instructions:

Ex. Put the shirt and skirt on the girl! (the student will put the female hair on the doll and put the shirt and skirt over the dolls body)



I made a larger doll on the board and would put the correct clothing on the doll and the students checked that they out the correct clothing on their doll

Paper doll- clothing (for 2nd graders and up)

A word search for students to learn and practice the correct spelling of different clothing items. This is appropriate for teens and adults and children who are able to read. A fun activity which can be complemented with asking the students to draw the clothes or to make sentences with the vocabulary words.

Clothes Wordsearch

A wordsearch about the most common items of clothes. Students search for them in the wordsearch and then put a tick in the correct word. A color versión and a black and white one.

CLOTHES WORDSEARCH

Look at the picture and write the names of the clothes items.Look and label the items in the picture.Find the words for these clothes.What are they wearing?





Clothes

It's a cool activity for learning the items of clothes on real-life examples - famous celebrities! You could start out with matching the description of what Rihanna (for women's clothes) and Justin Timberlake (for men's clothes) are wearing to the pictures and then proceed to the description of other celebrities' outfits (see Celebrities clothes matching and description (part 2)), this time without any clues for students. I hope it will be of use for you and your students! :)

Celebrities clothes matching and description (part 1)

The students have to number the different items . They also have to answer some questions about themselves relationated with clothes.

If you want to practice more about clothes, you can find more of my worksheets about the same topic here: 

https://en.islcollective.com/mypage/my-creations?search_key=Clothes&type=printables&option=published&id=5163&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=12



Let's go shopping for clothes

A Intermediate level reading for high school children and adults concerning the impact of fast fashion on the environment. 12 vocabulary items are highlighted in the reading which students need to match to definitions.



Answers on page 2

Fast fashion & the environment: Reading / Vocabulary

This is a worksheet you can use with your beginner students. It is focused in clothes items vocabulary and it is useful to practice reading and writing though the exercises.

The clothes

It's a cool activity for learning the items of clothes on real-life examples - famous celebrities! You could start out with matching the description of what Rihanna (for women's clothes) and Justin Timberlake (for men's clothes) are wearing to the pictures (see Celebrities clothes matching and description (part 1)) and then proceed to the description of other celebrities' outfits (this activity), this time without any clues for students. I hope it will be of use for you and your students! :)

Celebrities clothes matching and description (part 2)

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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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

66 Clothes items English ESL worksheets pdf & doc