A selection of English ESL song titles printables

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

An activity based on the Friends theme song, "I'll be there for you". After revising the use of WILL for future predictions, offers and promises, Ss discuss the title of the song. Then, Ss listen and fill in the gaps. 

I'll be there for you (Friends)

The lead single from Harry’s upcoming third album Harry’s House, “As It Was” sees Styles singing in a somewhat sorrowful voice about his feelings of loneliness and a longing for the past, masking it with synths and an upbeat sound reminiscent of music from the 80s.



Following several teases through the You Are Home campaign, the singer first announced the song title and release date on March 28, 2022 with several visual shots from the Music Video.

Harry Styles - As It Was (worksheet)

DON'T tell your students this is Thriller, one of the most famous songs by Michael Jackson. That's why it is organized as it was a tale, a horror tale. Tell them they are going to read a horror story, and they must try to understand the paragraphs without the missing words, in which there are hints to know the title. Check unknown vocabulary and correct pronunciation while you ask them to read sentences. At the end, ask them to invent a title for that story. Then, tell them you are going to listen to that text read by a famous actor called Vincent Price, who was famous in the USA because of his voice and horror movies. Ask them to listen carefully and write the missing words they manage to understand. Play the song. They will have a nice surprise.

Funny fact: The voice at the end of the song is Vincent Price's, actually. 



Enjoy!

THRILLER! By Michael Jackson

Can you guess which lyrics match these song titles? :) 5 popular songs from 2013-2014: Let it go (Frozen), Roar by Katy Perry, Love me again by John Newman, Rise like a phoenix by Conchita Wurst, Royals by Lorde. Pics and a difficult vocab box to help students match the titles with a fragment from the lyrics. Complete lyrics provided in the following pages.

Guess which song

A fill in the blank Katy Perry song (missing words are tiger (3x), mess, nothing, zero, fire (3x), voice (2x), butterfly). Also a word search with Katy's song titles.

Roar

Worksheet for the title song of the video lesson on Phineas and Ferb's Christmas Vacation (30minutes long and available on 'thepiratebay'). Shout out to "syme" for the inspiration.

Phineas and Ferb's Christmas Vacation

Expressions and meaning of the title of the song are first given in class and later tested. To avoid students singing along with a song not understanding the expressions, we focus here on the vocabulary background of the words Ezra uses in the song. Words familiar to English native speakers but rather unknown expressions to foreign learners. Basic vocabulary is not to difficult and the repetition in the song makes it a real succes as singalong.  Fun with a new song of George Ezra.

George Ezra Shotgun

This is a fun way to introduce your pupils to London. The video is available in YouTube under the same title. Students will be able to enjoy a song, label pictures, color the British flag, in addition to listening comprehenhion and vocabulary tasks. Have fun :)

Fly to London

iT'S A SONG WITH A HIP HOP TUNE WHICH  YOU CAN USE SUCH AS A STARTEGY TO LEARN TELLING THE TIME TO YOUR YOUNG LEARNERS IN A FUNNY WAY.YOU CAN FIND THE VIDEO ON YOUTUBE.THE TITLE IS HIP HOP AROUND THE CLOCK.ENJOY!

telling time song

A listening task of a popular song titled 'Skyfall' by Adele. The students have to fill in the missing words in the lyrics after having listened to the song. They can also guess the missing words before listening and check their answers after listening.

SKYFALL BY ADELE

Prior to listening to the song, you can show some pictures connected with the song and make students guess the name of the singer or the title of the song. Students should fill in the gaps while listening to the song. 



Enjoy!







Song worksheet-Sam Smith-Diamonds

Fill in the gaps with the given verbs in Past Simple according to the meaning before listening, try to complete the gaps with some missing words, plus try to guess the title of the song and disscuss the main idea afterwards, it's good for kids of elementary school, but the worksheet can be used in 5-7th forms as well to talk about pets, friendship... Enjoy the song with your kids!

36 Song titles English ESL worksheets pdf & doc