A selection of English ESL hair printables

It is a song activity where students listen to the song and do the activities: fill in the gaps, and put the lines in the correct order. It is suitable for any peace-day-related activity as well.

Song: Let the Sunshine In (Hair)

"Chloe's Bad Hair Day" is a short story with a few questions. It is a part of "Think Tales", a compilation of short stories, poems, rhymes and drama with follow-up activities designed based on thinking tools and reading comprehension strategies. Don't forget to download the rest of "Think Tales" :). This is also available in ESL printable. Developed by Sirhajwan Idek.

Think Tales 42 (Chloe's Bad Hair Day)

Role-play cards to enhance production in professional schools for hairdressers and beauticians. Every student has a role, and should get the information he needs from the partner.

Real-life conversations in a hair and beauty salon

A little activity around the book and short film Hair Love. Student need to compare the two versions of this touching story. They will also learn about the movie producer and the author of this story.

Hair Love : worksheet around the short movie and the book

Reading, listening, vocabulary and language practice (preterit use) in a worksheet based on the song by Sandi Thom, I wish I was a punk rocker with flowers in my hair.



This is my original sheet in French. An all-English one is available on the site. 

I wish I was a punk rock with flowers in my hair (preterit use)

SONG LISTENING (reading the lyrics).



First of three worksheets, as a starting point to describe "Life as it was" in the PAST SIMPLE TENSE (with a cultural input related to evolution of fashions in the second half of the 20th century - hippy to punk, then to a mix of both by the new generation). 



After watching and describing the video (pointing the mix of symbols related to the different times), students start listening to the song itself, and do the activities of this worksheet. 



SONG Sandi Thom - I wish I was a punk rocker with flowers in my hair 01

SONG LISTENING.



Third of three worksheets, as a starting point to describe "Life as it was" in the PAST SIMPLE TENSE (with a cultural input related to evolution of fashions in the second half of the 20th century - hippy to punk, then to a mix of both by the new generation). 



After watching and describing the video, then listening to the song itself, and focusing on the tonic accents, students now read the lyrics and work out, individually or in groups, the meaning of the song. 



It can be an idea to use dictionaries.

SONG Sandi Thom - I wish I was a punk rocker with flowers in my hair 03

SONG LISTENING.



Second of three worksheets, as a starting point to describe "Life as it was" in the PAST SIMPLE TENSE (with a cultural input related to evolution of fashions in the second half of the 20th century - hippy to punk, then to a mix of both by the new generation). 



After watching and describing the video, then listening to the song itself, students stop to focus on the tonic accents, so they are then able to sing the song. 



SONG Sandi Thom - I wish I was a punk rocker with flowers in my hair 02

This paper doll worksheet can take up an entire 45 min lesson. Have the students colour and cut the clothing along the dotted line (I uploaded another paper doll worksheet without the dotted lines for older students who can cut. In this worksheet the students will need help cutting the hair out).


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


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 were right

Paper doll- clothing (for kindergarten and 1st graders)

Reading and vocabulary ws.

Here is the key:

desk(20) rubber(11) ruler(17)

pencil(19) book(2) pen(14)

exercise book(7) map(5) glue(1)

globe(8) crayon(16) scissors(18)

pencil case(13) chair(9) schoolbag(6)

calculator(4) blackboard(15) sponge(10)

computer(12) chalk(3)

What Am I? (School Supplies Riddles) 

Match the routine to the correct picture.

Daily Routines 1 - match

Here is a picture dictionary of adjectives describing people. You will have different adjectives for each physical appearance; face - hair - height - weight - eyes - age.

Hope you enjoy it! 

Have a nice day

Picture Dictionary - Describing people

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

245 Hair English ESL worksheets pdf & doc