A selection of English ESL rhythm printables

A totally non-serious Valentineï¿½s day themed worksheet where they make funny (at least some of them) combinations in rhyme and rhythm to the popular song, Roses are red, violets are blue and so on. Hope you can fun with it in your classroom. Thanks! :)



VALENTINE'S DAY NON SERIOUS FUN RHYMING

Using poems from Calvin and Hobbes to improve literacy is a creative and engaging way to enhance reading and comprehension skills.


Reading poems and comics from Calvin and Hobbes can be a fun, engaging way to improve literacy skills, as they offer a mix of humor, rich language, and varied sentence structures. Through this process, readers can enhance their vocabulary, comprehension, and understanding of both figurative language and writing style.


Calvin and Hobbs Poetry

"Global Festival Quest" is a lively survey activity where students explore and share which world festivals they dream of visiting. They dive into the colors of Holi, the excitement of Carnival, the tradition of Oktoberfest, the beauty of Cherry Blossom Festival, and the unique fun of La Tomatina. By discussing their choices and discovering the class's favorite and least favorite festivals, students learn about diverse cultures and traditions, sparking curiosity and global awareness

Global Festival Quest

A fun little worksheet about limericks! Includes a description of the type of poetry, multiple examples, and prompts to create your own limericks.

Limericks

A Christmas-themed lesson around the poem 'The Night Before Christmas. Emphasising rhythm of the language, it involves matching rhyming couplets, eliciting meaning of words from context and cultural discussion. Teachers' Notes also available at http://aimlesswanderer.org/teaching.html

The Night Before Christmas

Cool trailer with a funny song, which describes the second part of this movie of all times. It can help your students to learn some interesting words and rhythm of the song will help them to guess the words. 

 Home Alone 2 official trailer 

This worksheet could be helpful to practice the verb "to be" and some easy vocabulary through an interesting pop song.



You also can practice listening skills, the song seems to be a little bit easy, but in fact the rhythm and the seep of the song can challenge students skills.

I'm yours listening exercise

a one-hour activity to work on visual and aural comprehension ( word stress, rhythm,intonation).

The Smurfs

Learn nglish with songs 

John Winston Ono Lennon[nb 1] (born John Winston Lennon; 9 October 1940 – 8 December 1980) was an English singer, songwriter, musician and peace activist who achieved worldwide fame as the founder, co-songwriter, co-lead vocalist and rhythm guitarist of the Beatles. Lennon was characterised by the rebellious nature and acerbic wit in his music, writing and drawings, on film, and in interviews. His songwriting partnership with Paul McCartney remains the most successful in history.[2]



Born in Liverpool, Lennon became involved in the skiffle craze as a teenager. In 1956, he formed the Quarrymen, which evolved into the Beatles in 1960. Sometimes called "the smart Beatle", he was initially the group's de facto leader, a role gradually ceded to McCartney. Lennon soon expanded his work into other media by participating in numerous films, including How I Won the War, and authoring In His Own Write and A Spaniard in the Works, both collections of nonsense writings and line drawings. Starting with "All You Need Is Love", his songs were adopted as anthems by the anti-war movement and the larger counterculture. In 1969, he started the Plastic Ono Band with his second wife, the multimedia artist Yoko Ono, held the two-week-long anti-war demonstration Bed-ins for Peace, and quit the Beatles to embark on a solo career.



Between 1968 and 1972, Lennon and Ono collaborated on many works, including a trilogy of avant-garde albums, several more films, his solo debut John Lennon/Plastic Ono Band, and the international top 10 singles "Give Peace a Chance", "Instant Karma!", "Imagine" and "Happy Xmas (War Is Over)". Moving to New York City in 1971, his criticism of the Vietnam War resulted in a three-year deportation attempt by the Nixon administration. Lennon and Ono separated from 1973 to 1975, during which time he produced Harry Nilsson's album Pussy Cats. He also had chart-topping collaborations with Elton John ("Whatever Gets You thru the Night") and David Bowie ("Fame"). Following a five-year hiatus, Lennon returned to music in 1980 with the Ono collaboration Double Fantasy. He was shot and killed by a Beatles fan, Mark David Chapman, three weeks after the album's release.



As a performer, writer or co-writer, Lennon had 25 number-one singles in the Billboard Hot 100 chart. Double Fantasy, his best-selling album, won the 1981 Grammy Award for Album of the Year. In 1982, Lennon won the Brit Award for Outstanding Contribution to Music. In 2002, Lennon was voted eighth in a BBC history poll of the 100 Greatest Britons. Rolling Stone ranked him the fifth-greatest singer and thirty-eighth greatest artist of all time. He was inducted into the Songwriters Hall of Fame (in 1997) and the Rock and Roll Hall of Fame (twice, as a member of the Beatles in 1988 and as a solo artist in 1994).

Imagine (by John Lennon)

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

It\'s a gap filling activity using a Brazilian song from a famous band, called Olodum. The video clip and the rhythm is based on some aspects of African mother religions and street scenes in Bahia,Brazil. The filling in the blanks is focused on pronouns ( subject,object and possessive).

Brazilian song ( I miss her ) - pronouns

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

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)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

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

48 Rhythm English ESL worksheets pdf & doc