A selection of English ESL reindeer printables

Rudolf the Red-nosed Reindeer

Use this worksheet while listening to the song (eg. version of Burl Ives) and let your students put the boxes into the correct order.

Combine it with asking about the story of Rudolph (speaking), describing Santa Claus and his "job" and talking about Christmas in English speaking countries.



[first page is the solution, ie. the complete lyrics]

Rudolph the red-nosed reindeer

2 page activity to work on the lyrics of this christmas song. https://youtu.be/lM6mDRhKAcA  First there is a vocabulary exercise and then a fill in the gaps about the lyrics.

Rudolf the red nosed reindeer LYRICS

**Please Note - This file is not the whole activity, please read the instructions and pictures on our blog.**



https://www.bingobongokids.com/3d-reindeer-christmas-cards/



Kids just love making crafts, so we love to make crafts part of our activities in our English school in Japan. We made a super-cute 3D reindeer Christmas card.



Kids can practice asking for the necessary items, and practice writing their own names and the names of other people, which makes this craft activity perfect for even very low-level learners.



The attached file is for the back of the card.



You\'ll also need the following:

Construction paper for the background (we like green on white)

Brown construction paper (for the head)

Yellow or orange construction paper (for the antlers)

White dot stickers (for snow)

Scissors

Googly eyes, printed eyes, or black marker

Stapler

Double-sided tape dispenser or glue

Colored puff ball (red if you make Rudolph)



It\'s really easy to make and only takes ten minutes!



Once again, check our blog to see how it looks as a finished product!



https://www.bingobongokids.com/3d-reindeer-christmas-cards/



3D Reindeer Christmas Card Craft Worksheet

This is the lyrics of the song 'Rudolph the Red-nosed Reindeer with space to take notes on new vocabulary.

Rudolph the Red-Nosed Reindeer song lyrics

A gap fill exercise for the brave ones ;-)... Lyrics are not suitable for all classes. Consider yourselves warned :-)



A song can be listened on youtube: http://www.youtube.com/watch?v=MgIwLeASnkw

grandma got run over by a reindeer

The Christmas song with worksheet featuring comprehension questions and an exercise to identify the adjectives and verbs in the song.

Rudolph the Red-nosed Reindeer song and WS

Grandma got run over by a reindeer lyrics

We are all looking forward to having our "christmas lesson(s)"!! :D I want to teach carols and christmas songs at my last lesson before holidays and this one is one of my favourite!! In this worksheet students should read the lyrics and then listen to the song and complete with the words that have been removed! Have fun!! :)(Personally I downloaded the video from YouTube!)



 Date: 07 - Dec - 2011

Rudolph the Red Nosed Reindeer- Song! (B&W included)

This is a workseet to accompany students watching the 30 minute BBC Christmas Animation: Robbie the Reindeer "Hooves of Fire". There is a worksheet with Key. A simple pre and post watching task.

Christmas Movie: Robbie the Reindeer "Hooves of Fire" - worksheet

Christmas (Xmas) song for children: Rudolf the Red Nosed Reindeer; words of the famous song so the students can learn how to read and sing. It can be used as a small poster. Fully editable.

Christmas song-Rudolf the red nosed reindeer (words to learn)

Enjoyable Christmas Listening Comprehension Worksheet. Choose the correct option as you listen (quite easy). The song is from The Irish Rovers' Songs of Christmas Album(the original by Dr.Elmo has virtually the same lyrics too). MP3 files are vailable from the "thepiratebay". Njoi & Merry Chriistmas!

Grandma Got Run Over By A Reindeer by The Irish Rovers

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

64 Reindeer English ESL worksheets pdf & doc