A selection of English ESL draw a face printables

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

A simple and fun activity for nursery students. Ask students to draw different emotions on the faces provided as the teachers reads them out.

Emotions

This worksheet was made for kindergarteners. Although, it can be used for kids who are just learning English or A0-A1.



You will find a face, which they have to draw, and some sentences that are going to serve as a vocabulary and grammar practice. With the sentences, kids will be able to practice the colors and the face parts. 



Draw yourself - body parts

Designed to be used with The Grouchy Ladybug as a way to encourage students to think about their own behavior and what situations make them "grouchy".



Students can draw/color in their faces onto the ladybug, and either write a couple of sentences about what makes them grouchy, or copy a sentence you provide them (depending on their level of English)



I used this with 6 yr old ESL learners, with prompts they could copy from the board such as:



I feel grouchy when:



- I am hungry.

- I am tired.

- I am cold.

- I have to share.



The Grouchy Ladybug - "I feel grouchy when..."

Opening descriptions https://kingessays.com/descriptive-essay.php set the tone of the entire short-story. The author describes the body of the killed soldier, with the “face chalk-blue” and “gleaming eyes stared at the sky”. In such a way, the author contrasts the signs of death that can be traced in face of the soldier and signs of life which are mirrored in the eyes of the soldier. After that the author draws the attention of the audience to the gloomy environment, in which the body of a soldier seems to be as natural as grass in a field.

Descriptive Essay Writing Guide - 4 Pages

Note: the formatting will look better when opened in Word Document software.



This worksheet and game will introduce students to the passive voice and past participle verbs. Included is a worksheet (to be printed onto A4 paper) and game cards (to be printed onto colored A3 paper). Assuming that you have already done a presentation to the class, the students should pick this game up easily. 



The students work in groups of four sharing one set of cards and have a worksheet each. All the cards are placed face down on the table. Students take it in turns to draw both one object card (printed on yellow card), and one verb card (printed on blue card). They then try to use these cards to make a passive voice sentence as a group. If they can make a sentence, they all write it down on their worksheet and the student who drew the cards gets to keep them. If they can't make a sentence, the cards are returned to the table face down. After the students have collectively made ten sentences, the student who holds the most cards is the winner.



Examples: 

Student 1 draws, 'Harry Potter', and, 'written'. They make the passive voice sentence, 'Harry Potter is written in English'. All students write this down and student 1 keeps the cards.

Student 2 draws, 'Tennis', and, 'eaten'. A passive voice sentence using these cards cannot be made. The cards are returned to the table face down.



This activity was originally made for Japanese JHS students. Some of the object cards have words which may not be recognized by students in other countries but they can easily be changed in Word before printing.

Passive voice - worksheet and game cards.

This worksheet is for young learners. It is a drawing activity to revise vocabulary for describing people. There are three "empy" faces that pupils must complete following the instructions.

Describing people

A cut and paste activity to go with Super Simple Song "If you´re happy".  Can also be used for slightly older students to draw face in instead of glueing.

If you´re happy

Worksheet- Vocabulary practice. 

Revision for the exam (parts of a face, sizes and colours )

Revision of vocabulary.

Children will have to match, colour and draw according to what is required. 

MY FACE- Vocabulary

Students fist match the pairs of verbs (1 present tense, 1 past tense). Students then draw a line from each verb to either the past (left) or present (right) happy face. Students may then create their own sentences based on the examples, in spoken or written form. The teacher/group may check the answers by calling out the number associated with each verb, and eliciting the correct tense (either A or B) or (present/past). 

Preset and Past verb pair match and match to preset/past groups (with example sentences)

students have to read the description of each number and  draw the face according to the description.

It\'s a usefull activity to practice vocabulary of the face and practice the structure "I have..."

parts of the face

ENG-KOR Worksheet where students can label the different words used for describing a person's appearance (hair style, eyes, clothes they are wearing). Included below are the Korean to English sentence structures for students to remember. On the 2nd side, there are 4 empty faces where the Teacher can read out a description of each person, and students are to draw and color the faces according to what they hear (*listening+drawing activity).



WS done for Gr. 6 elementary school ESL students

What does he/she look like?

In this little worksheet, the children have to draw the faces of some Mr Men/Little Miss characters according to the emotion written next to them. They could also choose to connect a character with an emotion! :)





44 Draw a face English ESL worksheets pdf & doc