A selection of English ESL song and lyrics printables

Thunder lyrics activity to work with children. The activity is done by listening the song and filling the gaps while doing so. Hope you enjoy this, I need to write a littel more ;)

Imagine Dragons Sing Thunder - Lyrics

An activity to help students learn the difference between the different adverbs of agreement: also, as well, too, so, as, either, neither.



Learners first complete the worksheet by going through the lyrics and decided which adverb they think best fits the gap.





They then check their answers by listening to the audio from this video (note: the video also contains a short explanation of the grammar): https://youtu.be/bBpt3n26Y5g





Finally learners can check their own answers by watching the same video: https://youtu.be/bBpt3n26Y5g

Adverbs of agreement worksheet (in songs) - also, as well, too, so, as, either, neither

Fill in the gaps with the lyrics of this famous song by Phil Collins. Perfect to work on Valentine's Day.



You can listen to the song in youtube: 

Music video: https://www.youtube.com/watch?v=mEnUhjmwjlI

Video with lyrics for solutions: https://www.youtube.com/watch?v=5463f8lWFp0

Can't stop loving you - Phil Collins

Students are required to fill in the blanks or circle the answer while listening to the song. Teachers can have students look through the lyrics before listening, especially with beginners. There is really a lot you can do with this type of activity, depending on how long your class is, how many classes you want to spend on it. Have fun and enjoy the tune!

The Killers - Read My Mind Song/Lyrics/Phonics Listening Practice

Students have to fill in the spaces with the correct form of the verbs  in brackets. There are 2 links: one  Without lyrics and the other with lyrics  to correct the simple past tense.  Hope you like it.  



Ships Simple past song.

Song for teens 13+.

Students complete the song with the words they hear/ from the list.



Students enjoy such tyoes of activities- it could be used at the beginning of the lesson or as a break in the middle. 



Perfect Strangers- Jonas Blue song

Learners complete the worksheet by deciding where apostrophes need to go in the different song lyrics. They can then check their answers using the following video: https://youtu.be/p3wNDXd3NoE



The above video also features an explanation of the apostrophe usage for both possessive clauses and contractions.

Apostrophe usage in English

It contains a variety of listening tasks (fill in the blanks, put the lines in the correct order, make up sentences, choose the correct word).

This Light Between Us (    Armin Van Buuren feat. Christian Burns)

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

This is a worksheet, suitable for young learners,  which can accompany the song (or "rap") by MotherGooseClub on youtube (the link is included in the document). The first page is meant to be cut out in the stripes which are given to children who are supposed to put them in a right order during listening (not watching) to the song. The second page with pictures can be given to them later as a lyrics page. Hope you like it :-)   

Teddy Bear, Teddy Bear

It's an easy and short listening activity to a popular song. It has a link to the official  video on youtube, but it's only necessary to listen to the first 90sec of it to do the task. In the rest of the song the same lyrics are repeated. 



I use it with my students as a warmer / time saver/ home task extra activity at the lessons before Easter. 

It's created for Russian speaking students and has the translation of key words. 



That's why you might want to delete or change the right column of TASK 2. For example, write "check the meaning of the words in bold with the dictionary / with your teacher" instead. 



TASK 3 can be deleted as well unless your students speak Russian. Or you can find the translation into students' language and give a link to it or the translation itself.



Enjoy this kind song!=)

Angels (Song by Morandi) worksheet

A little dog to colour with the world famous lyrics.

Bingo

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

1,205 Song and lyrics English ESL worksheets pdf & doc