A selection of English ESL music in the classroom printables

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

the handout is suitable for teacher development and provides teachers with a few ideas on how to integrate songs and music into the lessons; there are also some examples of activities for some of the ideas presented

songs and music in the classroom

Theme: Culture - Valentine`s Day



A fill-in-the-blank music listening activity sheet for Literacy and CLB 1 students to introduce Valentine`s Day theme and vocabulary as a warm-up activity.

Valentine's Day - Love Song Listening Activity

"Three LIttle Birds" by Bob Marley, with lyrics, and photos. Video by Gil Gilberto.

Using Music-Song in the classroom

Students will begin by listening to selected songs from the "Moana" soundtrack. They'll receive printed lyrics to follow along, ensuring they catch every word and nuance. After listening, students will analyze the lyrics, focusing on themes, emotions, and vocabulary. They'll discuss how these elements contribute to the overall narrative and character development within the movie.

Soundtrack Analysis:

Next, students will explore the broader soundtrack, discussing how different musical elements, such as melody, rhythm, and instrumentation, enhance the storytelling. They'll describe how the music complements the lyrics, sets the mood, and supports the film's themes of adventure, self-discovery, and cultural identity.

Outcome:

This activity not only deepens students' appreciation for the film's music but also strengthens their critical thinking, vocabulary, and discussion skills in English, all while engaging with an entertaining and culturally rich cinematic work.

Moana / Fill in the gaps and music appreciain

A master class of classic symphonic rock taking four songs from 'The Wall'. It is an easy approach to one of the best rock bands of all times.



Both Parts I and II are cloze texts. Part III is a sort of jigsaw exercise, and finally the students have to put the lines in order. Notice that the words 'brick(s)' and 'wall' are omitted in some way.



I have taken as a model the cover made by the metal band Korn, which can also be used for this sheet.

Pink Floyd - Another Brick in the Wall/Goodbye Cruel World

Cards featuring characters of the movie are placed in different parts of the classroom. Students play in 2 teams, and have to go for the card matching the description the teacher reads. The representative from each team who gets the right character card keeps the card/ gets the point.

High School Musical Game

This Worksheet is about the song Mr. Bass Man. It tells about the songwriter and singer Johnny Cymbal, about the song and the lyrics and it has some easy fill in tasks. It makes a good mood in your classroom and hopefully makes you and your students happy.

Mr. Bass Man 

Teenagers love seeing popular things in the classroom. Adele's beautiful song will let you launch an enjoyable listening lesson. (A Jumbled-line activity)

Adele(Someone like you) activity

This worksheet is made to learn english with modern music and to make a good mood in the classroom from someone who loved learning languages with music the whole life.

I don´t care Justin Bieber and Ed Sheeran Fill in Worksheet

In this activity, students create, work at, and shop at a clothing store in the classroom. The activity reinforces clothing vocabulary and conversations at a store between customers and salespeople, and between customers and cashiers. Additional required materials are the clothing items used in the store (a donation bin of used clothing works great), colored pencils/crayons and paper to make sales tags and signs, and speakers for music. The activity is designed for 36 students but can be tailored to your class size. The first three slides are assignment cards. Each student gets one card, assigning them roles as a salesperson, cashier, or customer. While the six sales team set up the clothing store, cashiers and customers cut money and receipts (slides 4 and 5). As long as students understand their roles, the activity basically runs itself.

Classroom Clothing Store

THIS SONG CAN BE USE IT  AS A WARM-UP.

IN MY CASE I USED IT TO TALK ABOUT RULES IN THE CLASSROOM. GENERAL RULES WITH "DON´T, HAVE TO, MUST"

ALSO, YOU CAN USE IT TO MENTION ORDINAL AND CARDINAL NUMBERS.

IF YOU HAVE SOME ADVICE ABOUT HOW TO USE THIS SONG, LET ME KNOW.

New Rules - Dua Lipa - Lyrics Fill Ins

An activity to practice simple past of  some irregular and regular verbs through a well-known song. I hope it is useful in the classroom and that students like it



19 Music in the classroom English ESL worksheets pdf & doc