A selection of English ESL uniform printables

Uniform test for year 7

As I am dealing with the topic of clothes, I thought of teaching my ESOL learners the names of uniform their children ware to school. I have managed to list most of the uniform and used pictures to make the explanation easier. Hope some of you find it useful.

Uniform Worn in British Primary Schools

Some (made-up) quotes about the pros and cons of school uniform lead to some questions.  There is space to make notes too.

Helps students begin to learn debate / group discussion tactics.

Beginners Debating and Discussion - School Uniform

A way to classified the different jobs into categories. Who works at night who wears uniform, works with animals, protects people... I say the have to write down a minimum of 4 jobs in each section. 

Jobs Who works at night, wears uniform, works with animals?

A reading comprehension about the job of a policeman. It covers description of the policeman's uniform, tasks and qualities of policemen.



Pictures of a policeman's tools, vehiecles, and workplace.

Workers 01: Policeman (2-pages)

This worksheet enables intermediate students to practice applying "exceptions to the rule" with indefinite articles. It's a "fill in the blank" worksheet for students who have progressed beyond applying the standard "a" or "an" rule. It contains both questions where you apply standard indefinite article rules AND exceptions to the rule. Exceptions include words that don't start with a vowel that use "an" (an hour, an honor, an honest girl) and words that start with a vowel that use "a" (university, union, uniform, ukulele, European, unicorn).

Indefinite articles ("a" or "an") worksheet containing exceptions to the rule

This worksheet is made for beginners.  It enables to revise the vocabulary linked to clothes, particularly to school uniforms.  It assesses reading skills and writing skills.  

Who's Who?

A test which include 3 parts. The1st is a reading comprehension about gender equality and working mothers. The 2nd is a languege part with different tasks and topics such as coping with exams or school uniforms. The last one is writing tasks that includes a guided and a free writing.

Global Exam N° 2 Second year secondary education

Students read 5 students opinions about wearing school uniforms. Then they answer some questions: main idea- Vocabulary definition matching- reference words- find opinion- find reasons for and against.  

For and Against Essay

20 common jobs and occupations. Print onto to sticky paper then apply to thick card, then can be used as a matching game, charades ,spelling etc.

Start the students on the easy ones ( student/doctor/teacher) and then build from there. 

Add your own images to expand the idea beyond the 20 shown.

Add places and equipment and match to the jobs( soldier-gun-army-tank -helmet)

Ask ss "What does a teacher do?" Where does a nurse work?" "Does a artist wear a uniform?"





Jobs and occupations

This is a worksheet which is a listening and spelling and also a drawing and shot answer response activity for my students who are 11 years old with a wide variation in english ability. There is a listening/filling in the blank activity with the paragraph key at the end of the worksheet which is three pages (it's on the third page). The second section of this worksheet has the students color and design their own uniform and soccer ball as well as answering questions describing their designs for the purpose of keeping them busy while I carry on speaking tests for a separate dialog. Please leave any advice or suggestions in the comments!

About Soccer or Football (listening)

This worksheet takes its' theme from the popular TV and radio program "What's My Line" where people try to guess/work out the occupation of the card holder.



The first page of this Word document is the background for the cards and the second page is ten occupations. These two pages should be printed 'back to back', then laminated and cut out for a longer life.



Page two can easily be expanded and edited to include other occupations. (I have 30 occupations printed and this is quite enough!)



The rules of the game are up to you but I have found that the '20 questions' approach with 'Yes' or 'No' type answers works well.



It's also a good idea to have a list of possible questions available for your students for the first couple of times they play the game. For example: Do you wear a uniform? Is this job done mostly by men? Do you work outside?, etc.



A competent educator can make this exercise work for almost any level of English



Good luck and thank you for downloading this fun activity.

What's My Line

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

37 Uniform English ESL worksheets pdf & doc