A selection of English ESL nose 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

Lyrics to two of kids' favourite Christmas songs: Frosty the Snowman and Rudolph the Red-Nosed Reindeer!

Frosty and Rudolph!

A fun kids worksheet for practicing the possessive `s` and `whose`. Inspired by, and to go alongside, this video https://www.google.com.mx/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwiRsqCA1p_SAhXDRyYKHZvGDV0QtwIIGzAA&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DoxO4jIP3ciw&usg=AFQjCNFedhBr6qaoFsR3DlPF7iZYVwYBHQ&sig2=jP_CJ-cGryEdSMMvYcv7Tw



Kids identify the character from their mouth/nose/hair etc and say whose mouth it is, using the possessive s. I.s. it`s Spongebob`s mouth!

Whose is it?

A board game for more than 2 pupils. One must toss a dice and go forward. In each room, there's an image that one must identify and say in English. For example, it's a nose! If the answer is wrong, one must go 1 step back. 



Body Parts Board Game

Word-buiilding, reading and listening exercise on a man whoi was misdiagnosed after an accident

But that´s good news!

Adjectives to practice physical description that cover specific items, such as shape of the face, the nose, the eyes, etc. It also provides the phonetic transcription to each word, so students can practice pronunciation too.

Physical description - Adjectives

Board game to play guess who in pairs or in groups. 

Pupils will have to ask yes/no questions and give short answers using BE or HAVE in the present. They will need vocabulary about physical description (hair, mouth, nose). Some help is given for the accessories. It can be used as a revision scheme.

Guess Who?

This is a very simple Battleship game which can be played in teams (2 vs 2, a groupd of students vs a teacher) or in pairs.

Students practice using common body part names: arm, ear, leg, hand, foot, eyes, nose, thumb. As well as some adjectives:

- antonyms: big/small/huge/tiny, strange/unusual/weird/normal 

- and colours: pink/blue



To make a shot a student should pronounce a phrase, e.g. 'big hand'. If the student hits or kills the opponent's ship, (s)he can shoot once more. If the student misses, his opponent takes turn to shoot.

More fluent students can be challenged by pronouncing whole sentences such as "He has got a big ear". The sentences should be grammaticlly correct, but sometimes they can be funny, e.g. "He has got a blue nose". 



Enjoy! :) 



P.S. Go through the pictures and the words before starting the game to make sure your students are familiar with all the words. 

Body Parts Battleship Worksheet

This is a worksheet for pre-school kids to learn the parts of the body. The B&W version is included. I hope you enjoy it! Thanks!

My Body (Pre-School) - B&W included

This is a set of 9 cards which can be used to revise basics grammar and vocabulary problems e.g. to be, can, have got, there is, prepositions of place, adjectives verbs and more. Children have to do the tasks given in the cards. Some of the tasks are funny e.g. Hang a spoon off your nose. I want to thank my daughter for helping me with a visual aspect of these cards!

Revision game for children - part 3 (editable)

1) Colour the clowns faces. 2) Cut out the two word boxes along the dotted line. 3) Cut out the words you need to make 2 sentences describing each of the clowns (4 sentences altogether). Stick the words in the correct order in the speech bubbles. e.g. "I´ve got a red nose."

Clown Faces

A very simple worksheet for pre-junior students to discover themselves in English! They learn how to write their names and also they draw a picture of themselves. It is a very fun activity as younger students love to draw and colour. Simple and easy to do, try to be a part of the activity by also practicing the question "What's your name?" but other phrases too like: "This is me" , "My name is..". While drawing themselves make sure they draw eyes, mouth, nose, arms, legs and practice these words too!

85 Nose English ESL worksheets pdf & doc