A selection of English ESL song lyric printables

A great song by a great band to work out:



- the unusual questions with 'to be' ("AM I"...), 

- past 'to be', 

- wish clauses, 

- 3rd person -s, 

- auxiliaries, 

- modal could, 

- vocab, 

- verbs and stative verbs

Radiohead Creep

Song by Cold Play. YELLOW. Simple language. All levels. Listening comprehension and singing for pleasure.

Special for teens or young learners to break the ice, talking about feelings.

Past Simple

YELLOW by Coldplay- Lyrics

Worksheet created for my Halloween themed lessons. A couple of exercises using the famous song \'This is Halloween\' from Tim Burton\'s 1993 film Nightmare Before Christmas



https://www.youtube.com/watch?v=aGR8ftTcjmA



Last 3 pages include the full lyrics without any gaps or words in bold.

NIGHTMARE BEFORE CHRISTMAS Halloween Song Worksheet. YT link in the description

5 different exercises to complete the lyrics of the song: Fill in the blanks, line order, matching and word/phrase meanings. 

Michael Jackson "The Way You Make Me Feel" song activity

Part 1: Fully editable. Teaching the second conditional using a song by Katie Melua - "If You Were A Sailboat". Activities include vocabulary matching, gap fill, matching lyrics. Lyrics included. Can be adjusted for use with higher levels. Part 2 (7 pages): Contains a lesson plan, 2 ordering tasks, teacher notes, answer key and link to video on YouTube. Biography. 

Part1 - Song: Katie Melua 

I decided to work on that song with my students because the lyrics are very powerful and we can develop the Human rights topic

Worksheet song Same love by Macklemore/Human rights

Listening activities to do with the song "Happy". Students have to complete the lyrics with the missing words from the box and also put the chorus in order. There is also a wordsearch and a drawing activity. 

Happy - Pharrell Williams

A nice song from Taylor Swift. It´s featured on the soundtrack of the movie "Valentine´s Day", in which she starred. The worksheet has many different activities: fill gaps with past simple verbs, complete vowels, match lines, choose the right words, order lines, correct mistakes, find extra words, split in words and a post-listening exercise to identify various verbs in the lyrics. I hope you like it!

Song: Today was a fairytale - Taylor Swift

If you've seen the Duck Song by Bryant Oden and animated by Forrest Whaley, you are among the almost 60 million people who've watched it on Youtube. It's the silliness of the song that made it popular with YouTube viewers.

 

I created illustrations based on the original to illustrate basically each line in the song. After cutting them out, you can have students 1. match the lines with the pictures, 2. put the pictures in order 3. show up the right picture while the song is playing, 4. or play dominoes with it.

 

At the end of the document, there's also a listening+gapfill exercise based on the lyrics, with solutions.

 

Here's the story:

 

"The video stars a large yellow duck who waddles over to a lemonade stand, day after day, asking the seller if he has any grapes. After a while, the guy gets so fed up he threatens to glue the duck to a tree. In the end ... comes the punchline."

http://ohinternet.com/The_Duck_Song



Thx Évi for finding me this song.

Duck Song Storyboard & Lyrics Gapfill (with KEY)

Song, lyrics a listening and  fill in thegap activity .Before listening;A) Revising verbs "know-got-put-saw-smile-need -see-being-walk" After listening B)Give definitions to highlighted phrases. At the end have students sing along with the music.

that's what makes you beautiful "One Direction"

Waving Flag, official video with lyrics. World Cup 2010.

Waving Flag, official video with lyrics

This song there are some question words, they are: what, where, who, how. The teacher can use this song as a review activity. 

Before starting, write on the board the question words used in the song, and drilling the pronounce; show the video clip of the song. 

Then play the song, pausing where they have to fill the blanks with the question word that they listened to.

When finish the activity , correct it showing the video with the complete lyrics.  

The song in MP3 you can download it on the internet. :) 

Clip: https://www.youtube.com/watch?v=0Gl2QnHNpkA

Clip with lyrics for correting the exercise when the students finish it: https://www.youtube.com/watch?v=fdrfVrSM86

Question Words- As long as you love me by Backstreet Boys

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

1,288 Song lyric English ESL worksheets pdf & doc