A selection of English ESL song printables with upper-intermediate (b2)

This is a song activity for teenagers. You can use it for your listening exams. It consists of 5 parts: fill-in the blanks, ordering the sentences, circling the correct words and vocabulary parts.

Katy Perry The One That Got Away Song Quiz

Listening practice with Mystery of Love by Sufjan Stevens. Students are required to fill in the blanks or choose the right word while listening to the song. Teachers can have students look through the lyrics before listening, especially with beginners. After one listening, students can read the lyrics out loud.

Sufjan Stevens - Mystery of Love (Song/Lyrics Listening Practice)

We use this lyrics as a nice and enjoyable listening activity, and we fill the gaps with some words that are provided; and later we talk about three expressions in the song. 

Song: you make me feel so free, Van Morrison

This is our night by Sakis Rouvas-Eurovision song

A  worksheet to accompany the new song from Ed Sheeran.   listening to the actual song  firstly have them check to see if they were correct and then circle the correct word. Then they have to uderstand the meaning of the prouns while also working on irregular verbs.  Enjoy

Castle on the Hill - Ed Sheeran - Song Gap Fill

This song teaches the form of the past continuous through a who done it mystery. It incudes song lyrics an intriguing story music, and questions leading the student to use the form.

Past Continuous Song- The Case of the Cruel Grandad

Blank Filling Exercise 
"Flat To Fact" is a diss track by Ellect, featuring astrophysicist Neil deGrasse Tyson, created in response to rapper B.o.B's song "Flatline," which promoted the flat Earth theory. The track addresses misconceptions about Earth's shape and emphasizes the importance of scientific evidence. 
SOUNDCLOUD.COM

Using "Flat To Fact" in a Space Education Unit:

1. Introduction to the Flat Earth Debate:

Historical Context: Discuss ancient beliefs about Earth's shape and how scientific understanding has evolved.
Modern Misconceptions: Introduce the 2016 debate between B.o.B and Neil deGrasse Tyson, highlighting the persistence of flat Earth beliefs.
2. Analyzing the Song:

Listening Session: Play "Flat To Fact" for the students.
Lyric Examination: Provide printed lyrics and identify key arguments and scientific references.
Discussion: Explore the song's messages and how it counters flat Earth claims.
3. Scientific Exploration:

Evidence of Earth's Shape: Discuss phenomena like the horizon, time zones, and satellite imagery.
Critical Thinking: Encourage students to question sources and seek empirical evidence.
4. Creative Engagement:

Debate: Organize a classroom debate on the flat Earth theory versus scientific evidence.
Project: Have students create presentations debunking common space-related misconceptions.
5. Reflecting on Science Communication:

Role of Media: Discuss how music and media can influence public understanding of science.
Effective Communication: Analyze how Tyson uses the song to convey scientific truths engagingly.
By incorporating "Flat To Fact" into your curriculum, you can address scientific misconceptions and promote critical thinking in an engaging manner.

  



Song: "Flat To Fact" in a Space Education Unit:

There are four exercises to do: Put the verb in the correct form of PAST SIMPLE, Number the lines in the correct order, Listen and write the words you hear,Listen and write the words you hear when the first letter is given. 



Song from "Twilight" - Linkin Park "Leave Out All The Rest"

Incredible activity that helps students to identify Regular verbs in Past Simple through music. Completing the text according to the song Using verbs in past!!! No Answersheet.



Once I was seven years old

PAST SIMPLE Regular Verbs Song- Once I was 7 years

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

“Imagine" is a song written and performed by English musician John Lennon. Here're some details for the students can be read to before listening: This song is best-selling single of Lennon's solo career, its lyrics encourage the listener to imagine a world at peace without the barriers of borders or the divisions of religion and nationality and to consider the possibility that the whole of humanity would live unattached to material possessions. The studends can also enjoy the original Video clip (official ver., HD) which was very unusual for that time and still is. Key included.

Song IMAGINE by John Lennon and Yoko Ono (1971) + Key

Fully editable. Beautiful interpretation of this song by Adam Lambert. 11 different tasks. Can be adapted for different levels. Worksheet includes vocabulary matching task; gap fill; listening for specific information; crossword; pronunciation; ordering tasks; board grab; lyrics. Links to video and phonetic writer.

Song: Adam Lambert's "Tracks Of My Tears" (American Idol Contestant)

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

1,431 Song, Upper-intermediate (B2) English ESL worksheets pdf & doc