A selection of English ESL songs printables

This beautiful song sung by Russian singer Polina Gagarina is represented at the contest "Eurovision 2015". It is about faith in future, friendship of all peoples and world peace.

Song"Million Voices" by Polina Gagarina (Eurovision 2015) 

This worksheet is based on the song Used to Love Her - Guns n' Roses. It's a good way to practice the past: USED TO. I hope it's useful and that your students enjoy it. 

Song Used to Love Her - Guns n' Roses

Catchy little tune from an Irish singer with a lovely, breathy  voice. Here, she covers the classic song by The Cure. Encourage learners to read the words in the box on the right. Before listening encourage them to try and predict which word will go where - by looking for contextual clues or possible rhymes etc. Learners write in the corresponding number in the space. On actual listening learners can see if they guessed correctly and change accordingly if not. Great for a Friday afternoon class with teens or adult classes. Students self check using the video from YouTube. Enjoy.

SONG 'Friday I'm in Love' by Janet Devlin

This worksheet is intended to be used with upper beginner students who have already learned the use of simple present tense and the present of verbs. 

It is also intended to be used wit students who have started learning the use and meaning of idiomatic expressions in English. 

The worksheet is aimed to have students practicing with verbs (either regular or irregular) in the simple present and reflecting on the figurative meaning of idioms referring to such feelings as love and indifference. 

In exercise number one students bringing up previous knowledge about actions. 

In exercise number two you have students practicing word recognition. Play the song for the class and students will fill the missing words while they listen to the song.

In exercise number three students will identify the use of simple present. You will also have students  reflecting on the figurative meaning of idioms referring to love and indifference in romantic relationships.

It is a great and fun way to make students practice and enjoy English. 



Heart To Heart - James Blunt - Song Gap Fill

These days Jess Glynne, Macklemore & Dan Caplen song. It's a fishon song that it's good for doing at the end of the course when children are tired.



I hope it will be useful!!

These days Jess Glynne, Macklemore & Dan Caplen song

A Song worksheet to practice listening and vocabulary. The worksheet is based on a popular song. Filling the spaces with the missing words and choosing the words from the tree given. Nice song, nice exercises - Have fun with your students:

Song Worksheet - When you say nothing at all

Students listen to the song "Hero" by Nickelback and fill in the gaps. The words for the gaps are not given because they are quite simple. If you want, you can have a further discussion about the meaning of this song with your students. 

Song "Hero" by Nickelback - fill in the gaps

Friday I'm In Love is a popular song by the English rock band The Cure. With this song you can practice the days of the week, you can talk about feelings, learn about rock music or you can listen to it with your students while celebrating Valentine's Day. Listen to the song and fill in the missing words/the days of the week. https://youtu.be/mGgMZpGYiy8

Friday I'm In Love - Song by The Cure

Students listen to the song Running to the Sea by Röyksopp (feat. Susanne Sundfør).  Exercise 1: fill in the -ing form of the verb. Exercise 2: complete the table with the correct verb forms (infinitive, past simple, past participle) and identify if they are regular or irregular verbs.



Video quiz available here:  https://www.eslvideo.com/quiz.php?id=33103

Lyric music video:

https://www.youtube.com/watch?v=h8XCUbGAILo

Running to the Sea - Royksopp - Song Gap Fill

This lesson is a gap fill. The key can be found in another upload.  It`s a Justin Timberlake song that I prepared at my students`request.  They wanted to listen to a romantic song on Valentìne`s Day.  

Song; Not a Bad Thing by Justin Timberlake

This is an activity for beginners. I used it for vocabulary and simple present. It has different activities: write the missing word, put the sentences in order, match the senteces, complete the sentences using the words from the box and write the correct form of the verb. 

Tears to shed (The Corpse Bride) song activity

Love song by Randy Travis to practise listening, vocabulary and grammar. 

Students can listen to the song and number the hearts in order. Then you can also focus on grammar by making them find examples of different tenses or structures. 

St. Valentine's day: Forever and ever Amen. Song

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

2,396 Songs English ESL worksheets pdf & doc