A selection of English ESL music vocabulary printables

A music based vocabulary worksheet looking at ways to describe food and the life cycle of plant-based foods (mostly fruits). Set to Troye Sivan\'s romantic song "Plum". Answer key not included.

Troye Sivan - Plum

A beginner"s colorsheet with songs that teach and play with basic vocabulary: colors, numbers, fruit, animals, sports, musical instruments, etc. 

Free audio available at

 https://www.jamendo.com/album/185707/all-english-1-educational-english-songs

All-English 1 Colorsheets (audio available for free download)

Questions and sample answers about Ireland and Irish culture - a great way to begin a lesson about countries and multiculturalism. use this resource to discuss all the different facets of culture, stereotypes, food, history, religion, language, dance and music
key words and questions included

Introduction to Ireland and Irish Culture Q&A

Listen, look throught and practise the lyrics of a famous song sung by zendaya and zac efron. 
 the first page of the document is for the lyrics of the song "rewrite the stars" from a musical "the greatest showman". The second page contains the tasks including practice of listening skills, speaking skills and working on the new vocabulary. 
 i recommend to find the lyrics video of the song on youtube and also explain the background story of it to the students before completing the worksheet.

Rewrite the stars - lyrics vocabulary practice

Listening comprehension on Green Day song.Mix of slang and standard English. On top of the Listening comprehension, there's a Vocabulary Match and Grammar activity based on Question words and a mix of tenses.It can also be used in the music class.It can also be a jumping point for a class conversation on War, manipulation of the public by authoritarian governments and autocratic leaders





Green Day american Idiot

This worksheet is designed for A2 level English learners aged 12-14 and focuses on the topic of hobbies and their benefits. It includes a simplified article, “How Hobbies Help Children Learn and Grow,” which introduces the idea of hobbies as a way for children to develop new skills, build confidence, and discover their talents. The language and content are tailored for younger learners, making it accessible and engaging.

 
The worksheet starts with warm-up questions to activate prior knowledge and encourage students to talk about their own hobbies and interests. A vocabulary matching exercise follows, helping students understand key words from the text in context. True/false and multiple-choice comprehension questions check understanding and promote critical thinking. Open-ended comprehension questions encourage students to reflect on the benefits of hobbies and share their thoughts in a structured manner.

 
The discussion section provides opportunities for speaking practice, allowing students to talk about their hobbies, share opinions, and connect with their peers. The worksheet concludes with a short homework assignment, where students write a paragraph about their favorite hobby. This activity helps develop writing skills while encouraging self-expression. The overall aim is to make learning about hobbies both informative and enjoyable, promoting vocabulary development and meaningful conversation.

How Hobbies Help Children Learn and Grow

1. What's the objective of this worksheet?



I use this song to teach IPA. My learners will look at the transcribe and read the words. If they find any difficulties,, I ask other learners to help and I'll give my feeback.

After that, all the class learn how to sing the song.

I guide them use linking sounds in English.

Besides, students will learn some new phrase. And talk about the musical band they like after talking about the song and the singer.

One other interesting thing is that they learn how to solve problems which often happen in any relationship. Love life and marriage.



2. What kind of a worksheet is it?

Fun activities, and grammar too,



3. What kinds of tasks are there in it?

Reading transcribe, writing some missing sentences, solving problems



4. Is there a solution?

Work in pairs and work in a group.



5. Any best practice tips about how to use it best?

Use it for a class of 6-10 people, maximum 20.

Nothing's Gonna Change My Love For You - George Benson - Teaching IPA

There are three exercises. 1. is to match the names of the musical instrument with their pictures, 2. fill in a chart 3. match the meanings. You can translate it into your mother tongue

free time vocabulary

Students must fill in the missing letters of the Carnival vocabulary words: masks, prize, dance, music, float, etc. Then students must fill in the blanks in the sentences provided with the correct Carnival word. This activity can be used with my matching YouTube video: https://youtu.be/cmR5I16ZVSo


The video shows pictures of the objects/words after the answer is revealed and includes a review section. You may want to teach the students these words before playing this game if they have a lower level of English.


A teacher guide and the answer key is provided on the second page.

CARNIVAL Vocabulary + Fill-in-the-Blanks Sentences (with Video Activity)

Three exercises (insert a word - cloze test, error correction, antonyms) with key provided to practice vocabulary and basic grammar (articles, pronouns, prepositions)

Never walk alone (Gerry and the Pacemakers)  - grammar and vocabulary exercise

Lyrics for the students listening and complete the missing words. It is good for practice listening and vocabulary. Translation from English to Portuguese (Brazil).

Never Grow Up - Taylor Swift - For Portuguese Speakers

sts have to write ,1 musical intruments 2 write sentences using the animals' names. B&W ws is given.

Musical & animal vocabulary. 

Grammar point :Present Continuous.

Jungle Band

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

380 Music vocabulary English ESL worksheets pdf & doc