A selection of English ESL love song lyrics printables

I prepared this worksheet on the song The Lay in Red by Chris de Burgh and is perfect for students to practice their listening skills and to master the present perfect tense. It contains a fill in the gaps

Song: The Lady in Red by Chris de Burgh

This is an activity using song lyrics to practice reported speech and vocabulary. 

First let your students fill in the blanks and after you have checked the answers ask them to underline the sentences that include reported speech and ask them to put them back in the direct form. 

You can also briefly touch upon the meaning of the song, hence the vocabulary box for better understanding of what the lyrics is about. 

Reported speech, song lyrics activity, Gotye - Somebody That I Used To Know

A worksheet on the song "Hello, I love you" (The Doors)

Hello, I love you

A fun worksheet that challenges students to really listen to Avicii's hit single. A lot of my students really like Avicii, and they already know this song, so it was super fun for them to have a chance to try and actually look at the English lyrics.

Avicii Waiting for Love Song Worksheet

The Little Drummer Boy - the fictitious character from a popular Christmas song first recorded in 1955. This drummer is, of course, not in the biblical story, but his presence has become legendary in our modern Christmas imagination. And we can learn from him.



For this activity I selected a modern version of the classic Christmas carol (the lyrics are the same).  



Listen here: https://youtu.be/5l1CS0Jhk90



Lesson begins with discussion questions:



1.	What is the best gift you have ever been given?

2.	What was the best gift you ever gave a family member?

3.	Did they love you more for giving them this gift?

4.	Do you have a friend/ family member who is really difficult to buy a gift for?

5.	What would you do if you met a King?  

6.	Would you bring the King a gift?  What would you buy a King?

7.	How many gifts do you think the Queen of England gets every day?

8.	Do you think the Queen already owns everything she has ever wanted?

9.	What do you think the Queen’s husband buys her for Christmas?

10.	Have you ever heard a drum like the one in the picture?  What sound do you think it makes?





Lesson includes the following vocab:

nodded, told, newborn, kept time, me, finest, lay, honour, poor boy, drum, fit, best, come, gift



Students listen to the song and compete the lyrics.



Listen here: https://youtu.be/5l1CS0Jhk90

Little Drummer Boy

Song The Cure -  Lovesong

What's the time? Song AJ Jenkins. Contains chords, lyrics and Youtube link. Students love to sing this song. Really helpful for teaching younger beginner learners learning how to tell the time. 



What's the time? AJ Jenkins

Download the song: Itsy Bitsy Teenie Weenie Yellow Polka dot Bikini by Brian Hyland.



Fun song to sing with students.

The chorus is a little bit challenging for adults with beginner level, but they love the challenge.



The lyrics are paired up with some random facts related to the song, bikinis or polka dots.

Yellow Polka Dot Bikini

I've just realized I forgot to upload here this worksheet I made last summer!! A nice summer song for teens from Brooke Hyland. There are several exercises: choose the right word, match the lines, complete the missing vowels, fill the gaps (with antonyms, with given words, with the words you hear), and find the extra word in each line. I hope you like it! Enjoy the summer! 



P.S. - If you're looking for more summer-related songs, last year I felt very creative ;)

https://en.islcollective.com/mypage/resources?Tags=summer&type=Printables&searchworksheet=GO&view=grid

Song: Summer love song - Brooke Hyland

Two songs about love - perfect for Valentine's Day! The task is to listen to the songs and fill in the gaps. In the first song you just have to fill in the gaps, in the second you have to fill in the gaps with the words represented by the images on the right. 

Valentine's Day songs - "L.O.V.E" Nat King Cole, "Baby, I'm Yours" Arctic Monkeys

A lovely song by Feist. Phrases removed from the lyrics have to be put back in the gaps. A language focus on some words from the lyrics - students have to make sentences using new vocab.

1 2 3 4 Feist

A very nice and song from Cher Lloyd, with an easy to remember chorus. I used the version feat. Mike Posner. There are 6 exercises, choose the right word, order the lines, fill the gaps with the given words, fill the gaps with antonyms, write the missing letters, find the extra words. I hope you like it!

Song: With ur love - Cher Lloyd

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

160 Love song lyrics English ESL worksheets pdf & doc