A selection of English ESL love, romance, dating printables with song and nursery rhyme activity, listening comprehension

This worksheet contains excerpts of 7 songs and listening exercises which may help the students learn the use of the expressions "used to" and "would". 



The songs are:

1. Bang Bang by Nancy Sinatra

2. The Way We Used To Be by Eric Carmen

3. Viva La Vida by Coldplay

4. We Used To Wait by Arcade Fire

5. Used To Be by We Are The Grand

6. Used To by Daughtry

7. The Way It Used To Be by Mike Posner

LISTENING: 7 SONGS WITH "USED TO" AND "WOULD"

This song "She will be loved by Maroon 5" is nice to practice the passive voice. The worksheet offers a few exercises after listening to the song. I hope you will enjoy!

Song: She will be loved by Maroon 5

This listening exercise is a way to practise the forms of Past simple and Past continuous. Before listening to the song Jealous Guy by John Lennon ss go through the lyrics trying to predict the missing words  and figure out their forms. Then the teacher plays the song and draws ss' attention to the tenses used. In the exercise 2. ss are asked to show examples for each of these tenses in the song.

In ex. 1 they have to match the expressions used in the song with their descriptions. 

Past simple and Past continuous by John Lennon

Song to teach vocabulary such as adjetives, nouns, pronouns and prepositiosn. We can work with rhymes too. This activity can be used with adolescents and either with adults. The song is easy to understand and it is very slow to follow the lyric.

song

This is based on Pixar's famous short Lava. You can use this as a listening and post-listening worksheet. It also features an interview and discussion questions. Use this for topic Love, Relationships, or as a Valentine's Day worksheet. 

Pixar's Lava worksheet

A good activity for "Simple Present" practice and listening skills. It's a very simple song for beginners or elementary students. You can use it in class or set it as homework. 

Song Just the way you are - Bruno Mars

WHAM! song by GEORGE MICHAEL: LAST CHRISTMAS. You can first let the students listen to the song and then give them the worksheet to fill the gaps while listening again (the soulitions are at the bottom of the page). Suitable for young lerners (9-12 years old) or the beginners of every type.

(btw. this worksheet-original is by 'gdoraz' but this version is maybe more suitable for  younger students...Thanks for the basic ver.!)

WHAM-GEORGE MICHAEL-LAST CHRISTMAS (fill the gaps)

To work with possessive adjectives, the verb to be and some basic verbs. Play or show the video to students once, then ask them to translate the words and the sentences from the list.They can also work in pairs.

Just the way you are

This worksheet has the lyrics to the Beatles song Yesterday.  A few of the words have been removed, so students need to listen to the song and fill in the missing words.

The Beatles Yesterday listening activity

Part I) Students identify the correct future form in a gap fill exercise.



Part II) Verses of the song need to be numbered in the correct order.



Part III) Students complete the table with the correct pronunciation (/d/ /t/ or or /ɪd/) - regular verbs or the correct verb forms - irregular verbs



Part IV) Mark the examples of future simple in red..

Mark the examples of the future continuous in green.



Part V)  OTHER TENSES – EXTRA CHALLENGE

What other tenses can you find examples of? Mark them in yellow.

How many phrasal verbs can you find?  Mark them with a blue *.



Part VI)  FOR THE UBER-GRAMMAR NERDS (LIKE YOURS TRULY - ME :)

Can you identify the rules?

Can you identify any idioms. Mark them with a pink  *.



OneRepublic - Love Runs Out - Multi Page - Future Tenses

Worksheet - Miley Cyrus - song - FLOWERS (2023) - Complete the missing words (myself)
Pracovní list k písničce Flowers od Miley Cyrus z roku 2023 - Doplň chybějící slova

Miley Cyrus - Flowers

This is a worksheet I have prepared for my low secondary school students struggling with simple past of irregular verbs. They are simply asked to complete the lyrics with the simple past of the verbs in brackets. The aim of the activity is to activate their prior schemata or, if not, their listening skills.

At the end of the first activity, the students will complete the table with all the verbs they met in the song, and will keep the table for future lessons adding other verbs.

A follow-up activity can include writing an interview for the singer with questions that has answers in the text: e.g. "What did you find?" ---> "I found a love for me"



Perfect - Ed Sheeran - Song Gap Fill & Exercises

Song and nursery rhyme activity

Love, romance, dating

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>

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122 Love, romance, dating, Song and nursery rhyme activity, Listening Comprehension English ESL worksheets pdf & doc