A selection of English ESL adjectives to describe feelings, emotions printables with song and nursery rhyme activity, listening comprehension

Song and nursery rhyme activity

Adjectives to describe feelings, emotions

Culture, intercultural communication, cross-cultural communication

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: unmixing and 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

Listening exercise for students to learn new vocabulary and increase their listening skills. Helps with comprehension and can be used to show different adjectives in song. Allow students to listen at least twice.

Blank Space by Taylor Swift

Students can enjoy learning future tenses through the song. There are some other tenses too, you can use to review simple and past tenses too.

listening song 

Listening exercise for Christmas, based on Chris Rea's "Driving Home For Christmas", students listen to the song and complete a series of exercises related to the lyrics. 
The theme of the song invites to a discussion about going home for the festive season. Teacher's could share their own experiences and students should be encouraged to think about why the feeling of going home is so special. 
-talk about how to go home 
-when to go home 
-surprise or not surprise 
-stay how long 
- bring what

Chris Rea - Driving Home For Christmas

Several activities about the rain in films: 
1) Learning vocabulary about the rain. 
2) Speaking about likes and dislikes, emotions. 
3) Watch and talk about a video with over 40 clips from movies. How many of those films have you seen? Write down the plot of one or more of the films. Tell a story. 
4) Listening: ´Kiss The Rain´ by Thriving Ivory. 
5) Fill in the gaps activity. 
6) Sing. 
(Key included)

It's raining

This worksheet is about Peace values. Although everyone is different, all of us have at the end similars goals.Is interesting to sing it in primary schools. You can search the music on the internet and sing with it. A funny way to learn peace values. 

PEACE SONG English Spanish

This is a group session worksheet for 9th grade students at Tunisian schools. It is entertaining and motivating. It contains four links to videos about bullying. The first part is a gap filling activities from the Bully-Free zone song. The second part is a video report of BAM's audition at BGT. The third part is a gap filling for the Lyrics of Bars and Melody's song "Hopeful."

Violence at school /Bullying

DON'T tell your students this is Thriller, one of the most famous songs by Michael Jackson. That's why it is organized as it was a tale, a horror tale. Tell them they are going to read a horror story, and they must try to understand the paragraphs without the missing words, in which there are hints to know the title. Check unknown vocabulary and correct pronunciation while you ask them to read sentences. At the end, ask them to invent a title for that story. Then, tell them you are going to listen to that text read by a famous actor called Vincent Price, who was famous in the USA because of his voice and horror movies. Ask them to listen carefully and write the missing words they manage to understand. Play the song. They will have a nice surprise. 
Funny fact: The voice at the end of the song is Vincent Price's, actually. 
 
Enjoy!

THRILLER! By Michael Jackson

this song is to complete my last worksheet about informal expressions and contractions, this way you have more material to practice with your students this topic. 
Thank for your attention and I hope you find this worksheet useful

Song: The Climb by Miley Cyrus

Expressions and meaning of the title of the song are first given in class and later tested. To avoid students singing along with a song not understanding the expressions, we focus here on the vocabulary background of the words Ezra uses in the song. Words familiar to English native speakers but rather unknown expressions to foreign learners. Basic vocabulary is not to difficult and the repetition in the song makes it a real succes as singalong.  Fun with a new song of George Ezra.

George Ezra Shotgun

Video link: 
<a href="https://www.youtube.com/watch?v=ZOBvRs4btvE" target="_blank" title="https://www.youtube.com/watch?v=ZOBvRs4btvE">https://www.youtube.com/watch?v=ZOBvRs4btvE</a> 
 
Cover of a song by The Pogues (1988) by Ed Sheeran and Anne Marie, live on BBC Radio in December 2017. 
Original lyrics have been softened a bit for airing on the BBC it seems... 
It's a Christmas classic, although it's about a love relationship ending in bitter resentment... 
Students fill in the sheet while watching the video.

Christmas song - Ed Sheeran - Fairytale of New York

This is a gap fill for the song "Happier" by Bastille and Marshmello. It got lot of radio play in the Fall of 2018 and many students in Italy, Spain, the UK and Ireland will be familiar with the melody, making it a great song to use in an ESL environment. 
 
The students can listen to the song several times, and try to fill in the words from the music. This helps them practice their listening and predictive skills, as well as teaching them collocations. 
Common phrases are selected and collated on the second page. 
Hope you enjoy it.

"Happier" by Bastille, Marshmello Song Gap Fill

This is piece of Listening and Speaking task focused on the pronounciation of certain words which can sound similar in a song. Students need to practice their listening skill to do the task. 
They finally are going to answer certain questions in order to debate the topic.

43 Adjectives to describe feelings, emotions, Song and nursery rhyme activity, Listening Comprehension English ESL worksheets pdf & doc