A selection of English ESL clothes printables

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)

children play in pairs, they lay the cards one at a time on the desk, the aim of the game is to be the first to call Snap when picture and text match. It can be played with other vocabulary set.

An exciting game to revise vocabulary about clothes

Clothes, this is, these are, my, his, her

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)

https://www.youtube.com/watch?v=CX8s98_BMRA

Another episode of Anglophenia! This time Siobhan Thompson educates us on the differences Americans and Brits have regarding clothing. Watch the episode and label the items of clothing, according to how they are called in each country. Then, mark the sentences as true or false. Enjoy!

Brits vs. Americans: Clothing Words - Anglophenia Ep 26

Find and Number- CLOTHES- for KIDS and Teens!

This is an ideal and fun way to learn, revise and play with vocabulary!

Your students will have lots of fun!

Hope you enjoy this!

Find and Number- CLOTHES- for KIDS and Teens!

reading : read the letter from the Elves and color Santa according to his description

speaking : discuss with your classmates about Santa's new costume

writing : use modals can / must  to give Santa advice before he leaves

Become Santa's Little Helper - Christmas (clothes and modals)

This test is about teen problems and includes the following tasks:

- Reading comprehension: T/F/NM + questions

- Teen issues: vocabulary gap-fill

- Clothes: completing sentences + matching

- Present Perfect and Past Simple: building sentences

- Shopping: completing a dialogue

- Writing: teen problems (depression, bullying...)

Key is included.

For version B (for weaker students) go to:

https://en.islcollective.com/resources/printables/worksheets_doc_docx/a1_test_-_teen_issues__shopping_for_clothes_version_b__for_students_with_special_needs/present-perfect-or/96896

A1 TEST - Teen issues + shopping for clothes (version A)

Students practise BE GOING TO and work with weather and clothes vocabulary. Has a variety of exercises, e.g. sentence formation based on picture prompts, categorizing, etc.

Future tense BE GOING TO - Making Predictions - Clothes & Weather

You can use this this game to practise clothes vocabulary, adjectives and adverbs, and numbers. It comes with price tags so it can be used for simple dialogues: How much is it? How much are these? And there are extra cards with pictures to describe clothes. Do you like it? No. This shirt is too big. / Yes. It is very pretty.

Clothes and shopping game with cards and price tags

Here are two pages to learn or revise names of clothes and accessories, with first a matching exercise , then a reading activity with pictures of people to colour , then drawing and writing a description of themselves. Then you vcan ask one or two pupils in your class to pose as models the others writing presentations of their appearance as fashion journalists!

Clothes and accessories: 2 page activity for young learners

This documents includes different worksheets that can be used to teach different skills to ESL students. 

Students select the correct word that describes the image. 
Students will rewrite a group of words and create a sentence 
Students will read and select the correct contraction that best fits the sentence. 
Students will classify a group of nouns in a chart. Write words under common noun and proper noun.

Clothes, Contractions, Rewrite the sentences correctly, Common and Proper Nouns

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)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

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Creative Commons Attribution Non-Commercial No Derivatives License

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

1,507 Clothes English ESL worksheets pdf & doc