A selection of English ESL mouth 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

Body parts for young learners, kids, kindergarden, elementary level, beginner level. Flashcards. Nouns. Pre-teaching vocabulary. In addition to PTV I use the flashcards for monster feeding (box with cutted mouth). Teacher says the body part, students find and put the pic to the mouth. Flashcards can be faces up or down. 

Body parts Flashcards

This worksheet is intended as a pairwork to stimulate speech. The first student chooses a person without communicating it to the partner. He (she) then describes the person and the partner has to guess who it is. Example: my person has big, blue eyes, short, straight hair, a small nose, an open mouth, protruding ears. His hair is red. Or the partner asks: does your person have red hair, a round face, etc. Of course, the worksheet can also be made in writing by the students individually describing the different faces.

Pairwork - who is this?

This is the second version of the pronunciation exercise of the consonants s and th. 



Try to review the position of the tongue and mouth for these consonants first before going through all the words. Then focus one consonant at a time. After that the pairing. 



For the tongue-twister, let the student follow you and the let him/her do it by himself/herself.



Enjoy teaching!

Pronunciation Consonant s and th (2)

These pictures describe the part of the face. It presents many parts like; eye, eyebrow, eyelash, ear, forehead, nose, mouth, lips, teeth, tongue, cheek and chin. 

Parts of the face

Complete the lyrics with the missing words while listening to the music. This Smash Mouth music talks a little about the global warming and is a known track from the movie Shrek.

Lyrics - All Star

Fill in the blanks using the lyrics of "All Star" by American band Smash Mouth. Listening exercise that is looking for only nouns. For less advanced students, you may want to reduce the number of blanks by half (every other blank), but I would suggest leaving the duplicated blanks so theay are not simply copied...

All Star

This is a colouring activity worksheet for young students to learn: eyes, nose, mouth, ears, cheeks, chin, forehead and happy, sad, angry, scared, surprised. They can practise colours and face vocabulary by telling them what colour to use on each part.

Parts of the face and emotions

it's an activity in which students have to daw the eyes and mouths according to the feelings. in the activity appears Mickey´s face and they have to draw the missing parts of the face according to the feelings.

Feelings 

Objective: Familiarize yourself with the different parts of the face and their functions.

Materials: A blank chart with sections for face parts (forehead, eyes, nose, mouth, cheeks, ears).


Parts of the Face

This worksheet contain of body part illustration and numbers. It can be used as a flashcard or classroom game.


 


How to use this worksheet as a classroom game :




1.Print all parts and stick the body part illustration on the board. 


2.Divide your students into few groups and ask them to remember the position of each body part. 


3.When you think that they are ready, then cover each illustration with the number. 


4.You can start to give question such as “Where is mouth?” or “On which number is ear?” or you can develop your own question or gesture based on the purpose of your learning material. 


5.You can give points or mark to the group who guess the number correctly.




Students will train their memory through memorizing the position of the body part on the board. And having fun by making a competition atmosphere. Because which group guess correctly, then they will get mark.


 


Disclaimer : All illustration are not commercial use and only used for educational purpose. Please contact me for credit or for removal.

Game - Guess The Body Part

This reading comprehension is about a family in Plymouth. With this reading comprehension students practice their reading skills (close reading) as well as their vocabulary skills. 

Reading comprehension: Sundays with the Draycotts in Plymouth

Students must draw and write about their own pet pumpkin in this 7 minute activity with matching video: https://youtu.be/ov0QOXRw2bI


Students must choose a number for three categories: eyes, mouth, and nose. Then the witch in the video will show them what type of eyes, nose, and mouth to draw on their pet pumpkin. The video also has fun Halloween music.


Students are then asked to write about their pumpkins, give it a name, and talk about its hobbies and interests. This is a fun activity to celebrate Halloween.

49 Mouth English ESL worksheets pdf & doc