A selection of English ESL music printables

Students can involve their listening skills, and also enjoy favorite music, and train their reading and singing.  You can watch the video: https://www.youtube.com/watch?v=vzr6p7BqPz4

3, 2, 1, 3 to 1

This is a listening exercise for the Simple Minds song Don`t You Forget About Me. The students listen to the song and try to fill in the missing words. By the way, Simple Minds are from The UK

Don`t You Forget About Me

Students make and answer questions using superlatives. Then compare members of the band to write comparative and equality sentences. At the end they complete a table with comparatives and superlatives. The first two exercises are about BTS kpop band

Comparisons with BTS

This B1-level worksheet focuses on expanding students' vocabulary related to death, legacy, and remembrance through phrasal verbs and expressions. Using the context of famous musicians like Michael Jackson, Selena Quintanilla, and Tupac Shakur, students will learn common phrases like pass away, live on, and pay tribute to. The worksheet includes fill-in-the-blank exercises, matching tasks, and discussion questions that encourage speaking practice. Students will also engage in reflective writing on how these musicians' legacies continue to influence the world of music. Perfect for classes looking to combine vocabulary development with meaningful, culturally relevant discussions.

Musicians Who Passed Away Too Soon: Vocabulary & Speaking Practice

Great activity to be used in the beginning or end of a class. It will make students learn new words and grammar structure. Listening skills can be also practiced. Enjoy

Texas - Beyonce - Song Activity

The text is about one of the youngest orchestra conductors in the world.  The task is to use the word in brackets to form a new word that fits into the blank... 

TALENTED PERSON A2

This worksheet is good to be use like a listening, reading and writing exercise. feel free to adapt everything for your students. 

find the song. use the video if you want. 

Crooked Smile Listening Activity

his folklore was based on a famous mythical creature known as Kokok to the Bajau community of Sabah, Malaysia. Kokok was often depicted as a child who could take any human forms and mimicked their voices and personality. It usually came out during dusk or after a heavy rain where it was still dark and cloudy. It targeted children whom it hid from being seen by putting invisible and intangible cloak or cocoon around them. The victims would usually remain in catatonic states where they were conscious of what happened around them but they could not react to it and they lost sense of time. One effective way of setting the children free was by playing a traditional music known as Titik among the Bajau community. Kokok would become too fascinated with the music that it would start dancing and lose its focus on the children. The magical cocoon it put around the children would gradually lose its invisibility which would then release the children. These children would then return to their normal states. There are several questions related to the story in this material. This story was written by Sirhajwan Idek. This is also available in ESL Printables. 

Kokok the Shapeshifting Trickster 

Listening exercise using "The Last Time", brand new single by The Script in 2019. The exercise includes key and it\'s great to unwind during theoretical lessons with some fill in the gaps questions while listening to music.

The Last Time - The Script - Song - Listening 2019

DAFT PUNK not actually a song but a monologue with daft punk background beats.  A different way of letting students listen to English with a foreing accent. It is suitable for revising simple past, regular and irregular verbs. It can serve as a model for students to write their own biographies which at the same time and with the help of ICT they could even record themselves  and edit their presentations so as to come out with something similar to this "song". 

Giorgio by Morodor - Song Gap Fill

This is a worksheet created to work with the Kiss song. They should be able to react to the song and identify the main musical instruments. They should know the family members and some words used to express emotions, (like, love, hate, etc.).

Expressing emotions

 This worksheet is full of noun phrases. It is a cloze exercise and its format is meant to save paper. This listening activity worksheet is not only about language learning, it is about music education! Isn't this a great song? When you check the answers, be a good example and sing aloud with your students. Enjoy!

King of Pain Worksheet

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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1,276 Music English ESL worksheets pdf & doc