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Songs to study english

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Contents
All You Can Eat by Fat Boys ......................................................................................................................4
Blowin’ in the Wind by Bob Dylan ............................................................................................................6
Cheek to Cheek by Frank Sinatra .............................................................................................................8
Everything at Once by Lenka .................................................................................................................. 10
Eye of the Tiger by Survivor .................................................................................................................... 12
Fairytale by Alexander Rybak ................................................................................................................. 14
Greenfields by The Brothers Four ........................................................................................................... 16
Head, Shoulders, Knees and Toes (traditional) ....................................................................................... 18
In the Shadows by The Rasmus .............................................................................................................. 20
Jealous Guy by John Lennon ................................................................................................................... 22
Laughing Gnome by David Bowie .......................................................................................................... 24
Our Last Summer by ABBA ..................................................................................................................... 26
The Happiest Days of Our Lives / Another Brick in the Wall (Part II) by Pink Floyd................................... 28
The Man Who Can’t Be Moved by The Script .......................................................................................... 30
Tom’s Diner by Suzanne Vega ................................................................................................................ 32
Wonderful World by The Flying Pickets .................................................................................................. 34
Appendix ............................................................................................................................................... 36
Index...................................................................................................................................................... 44
Songs To Study English 2
Teacher’s
page
ALL YOU CAN EAT
by FAT BOYS
Grammar: Imperatives, a/an, some
Vocabulary: food
Communication skills: ordering food
Level: Elementary
‘All You Can Eat’ is a song by an
American hip-hop trio The Fat
Boys from Brooklyn, NY. This
song was performed in Krush
Groove, a 1985 Warner Bros.
film, written by Ralph Farquhar
and directed by Michael Schultz.
The film is based on the nonfiction inception of the Def Jam
Recordings label and the
hardships that artists faced to
become successful.
♫ CD track 1
Teacher’s notes
1. Ask your students what English words for food they
know (you may make a sort of an auction: the one who says
the last word is a winner).
2. Announce to your students that they are going to
have a real challenge (it really is because of speech speed and
a huge number of colloquial words). They are going to listen
to a rap-song trying to find any ‘food words’ they can. Explain
the plot of the song: three friends were having a big lunch in
a café. Also ask your class to find out how much they were going to pay ($ 3.99).
3. Play the song (playing the video clip for the first presentation is even more preferable, YouTube link:
http://www.youtube.com/watch?v=BDPk6OQkpeI. Then discuss the results and impression.
3. Give out the worksheets. Do ex. 1. Check the answers.
4. Play the song for the second time and let the students do ex. 2. Then students can check their
answers in pairs.
5. Play the song again pausing it after each gap.
6. Now, turn to ex. 3. Let the students write out the words individually then check their answers
in pairs and / or in an open group.
7. While scanning the text pay attention to the phrases ‘Give me a…’ and ‘And some…’. Ask the
class to find more examples of these words and elicit the difference.
8. You may also play a group card game ‘Give me, please’ (see Appendix, p. 36). Put your
students into groups of four. Make two copies of this Appendix worksheet for each group. Cut the cards.
Give a pack to the group. One student shuffles the cards and deals them face down. Each person should
have six cards. Explain that players should collect a set of all four similar cards (e. g. 4 burgers). To get it
students ask each other for the ones they don’t have. Model and drill ‘Give me a / some… please’, ‘Here
you are / No, sorry’. Students play the game. Student 1 can ask anyone in the group for one card
needed. If the student has the card he/she must had it over. Student 1 continues asking until a student
says ‘No, sorry’. Then it’s turn of Student 2. If any student has four similar cards (e. g. 4 burgers) he/she
puts them on the table. You may finish the game either when one person collects a 4-card set or when
all are collected.
Lyrics and answers
Ex. 1. A – lettuce, b – ham, c sweets, d – fries, e – burger, f – chicken, g – coke, h – toast.
Ex. 2
Chorus (2x): All you can eat!
Give me some hot Macaroni and Cheese!
$3.99 for all you can eat?
Give me, some more food PLEASE!!!!
Well, I'm a stuff my face to a funky beat!
Give me some buloni, salami, and ham4
We're gonna walk inside, and guess what's up:
Toast with butter5 and strawberry jam
1
Put some food in my plate, and some coke in
I love it whether the food is cold or hot
my cup
Put a burger6 on the plate, and it'll hit the spot
Give me some chicken, franks, and fries
We'll eat everything. An incredible feat
2
And you can pass me a lettuce . I'm a pass it by
$3.99 for all you can eat!
So keep shoveling, (Ha!) onto my plate
See the ending on the Student’s Page
Give me some sweets3 and lots of cake
Ex. 3. Coke, chicken, franks, fries, lettuce, sweets, cake, macaroni, cheese, buloni (Bologna
sausage), salami, ham, toast with butter, strawberry jam, burger.
4
Songs To Sudy English 2
Students’
page
ALL YOU CAN EAT
by FAT BOYS
1. Match the pictures with the words from the box.
a)____________b)______________c)______________d)__________
e)___________f)_______________g)______________h)__________
Ham, coke, sweets, toast with butter, burger, (French) fries, chicken, lettuce
2. Listen to the song and fill in the gaps with some of the words from 1.
Chorus (2x):
We'll eat everything. An incredible feat
All you can eat!
$3.99 for all you can eat!
$3.99 for all you can eat?
Chorus (4x):
Well, I'm a stuff my face to a funky beat!
All you can eat!
We're gonna walk inside, and guess
I'm hungry!
what's up:
Yo, Buff, man! We ain't got all
Put some food in my plate, and some
night
1
________ in my cup
So home boy, tell 'em what
Give me some chicken, franks, and fries
you like
2
And you can pass me a ______ . I'm a
Give me a…
pass it by
And some…
So keep shoveling, (Ha!) onto my plate
I want a...
3
Give me some ________ and lots of
And give me…
cake
And on the side…
Give me some hot Macaroni and
I wanna, I wanna…
Cheese!
And in the front…
Give me, some more food PLEASE!!!!
And in the back…
4
Give me some buloni, salami, and ____
I wanna…
5
____________ and strawberry jam
I love it whether the food is cold or hot
Put a ________6 on the plate, and it'll hit
the spot
3. Write out more ‘food words’ from the lyrics.
________________________________________________________________________
5
Songs To Study English 2
Teacher’s
page
BLOWIN’ IN THE WIND
by BOB DYLAN
Grammar: Modals, word order in questions
Vocabulary: civic, anti-war
‘Blowin' in the Wind’ is a song
Communication skills: asking questions, writing poems
written by Bob Dylan in 1962 and
Level: Pre-Intermediate, Intermediate
released on his album The
♫ CD track 2
Freewheelin' Bob Dylan in 1963.
Teacher’s notes
Although it has been described as
1. Make enough copies of Appendix, p. 37 (one for a
a protest song, it poses a series
student / pair / small group). Cut and hand out the cards.
of rhetorical questions about
peace, war and freedom. In 1994,
2. Ask your class to match the pictures and the
the song was inducted into the
sentences.
Grammy Hall of Fame. In 2004, it
A-3, B-4, C-2, D-1
was ranked # 14 on Rolling Stone
Optional: for a stronger group you may give out the
magazine's list of the "500
picture cards first and ask students what they can see on
Greatest Songs of All Time".
them.
3. Play the song. Students order the pictures
according to the lyrics.
D, C, A, B
3. Check the answers and give out the worksheets. Do ex. 1. Check the answers.
4. Let the students do ex. 2. Then play the song and check the answers.
5. Discuss the topic and the structure of the song. Help your class to understand any vocabulary
they don’t know. Turn to ex. 3.
Lyrics and answers
Ex. 1. A. How many times can a man turn his head? B. How many roads must a man walk down?
C. How many deaths will it take? D. How many ears must one man have? E. How many years can
a mountain exist?
Ex. 2
How many roads must a man walk down1
Before you call him a man?
How many seas must a white dove sail
Before she sleeps in the sand?
How many times must the cannonballs fly
Before they are forever banned?
Chorus:
The answer, my friend, is blowin’ in the wind,
The answer is blowin’ in the wind.
How many years can a mountain exist2
Before it is washed to the sea?
How many years can some people exist
Before they're allowed to be free?
How many times can a man turn his head3,
Pretending he just doesn't see?
Chorus
How many times must a man look up
Before he can see the sky?
How many ears must one man have4
Before he can hear people cry?
How many deaths will it take5
'till he knows that too many people have died?
6
Songs To Sudy English 2
Students’
page
BLOWIN’ IN THE WIND
by BOB DYLAN
1. Put the words into correct order to make questions.
A. head / a / many / can / times / his / man / turn / How
B. many / must / How / man / walk / roads / a / down
C. How / will / deaths / take / many / it
D. ears / many / must / have / How /one / man
E. How / can / a / exist / many / years / mountain
2. Write in sentences from Ex. 1 into the gaps. Listen and check.
________________________________1
Before you call him a man?
How many seas must a white dove sail
Before she sleeps in the sand?
How many times must the cannonballs
_______________________________3,
fly
Pretending he just doesn't see?
Before they are forever banned?
Chorus
Chorus:
How many times must a man look up
The answer, my friend, is blowin’
Before he can see the sky?
in the wind,
________________________________4
The answer is blowin’ in the wind.
Before he can hear people cry?
________________________________2
________________________________5
Before it is washed to the sea?
'till he knows that too many people have
How many years can some people exist
died?
Before they're allowed to be free?
Chorus
3. Try to make your own verse using the same structure.
How many____________________________________________________________
Before_______________________________________________________________
How many____________________________________________________________
Before_______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
7
Songs To Study English 2
Teacher’s
page
CHEEK TO CHEEK
by FRANK SINATRA
Grammar: Present Simple
Vocabulary: love, nature objects, body parts
Level: Elementary, Pre-Intermediate
‘Cheek to Cheek’ is a song
written by Irving Berlin, for the
Fred Astaire / Ginger Rogers
movie Top Hat (1935). This song
was used in a huge number of
films (The English Patient, The
Green Mile, Rain Man etc.).
This variant of ‘Cheek to Cheek’
lyrics is referred to the song
recorded by a famous American
singer and actor Frank Sinatra
for Come Dance with Me! album
released in 1959.
♫ CD track 3
Teacher’s notes
1. Tell your students that they are going to listen to a
well-known song. You may even play a certain part of it to
provoke a short discussion: what song it is, where they could
hear it. Say that it is called ‘Cheek to Cheek’. Make sure
students understand the title. Otherwise, explain the word
cheek (e. g. by pointing to your own cheek). Ask your class to
add more ‘body words’ to the list.
2. Let your students guess the topic of the song. –
Love, romance.
3. The other popular poetic topic – which also used in
this song - is nature. Ask your class to name as many ‘nature words’ as they can. You can also write on
the board (in a column) words ‘Mountain / River / Valley’. Students should add more words to each line.
Possible answers: Mountain, hill, range, peak
River, ocean, sea, lake, spring, creek
Valley, plain
Note: if students don’t mention the underlined words, add them to the least and explain.
4. Tell your students to write out ‘body’ and ‘nature words’ during the listening. Play the song.
5. Check the answers. Then do ex. 1
6. More vocabulary work. Do ex. 2
7. Then turn to ex. 3.
8. If you have time you can discuss some grammar points in the lyrics: 3rd person singular or use
of Present Simple (just ask if the characters of the song are dancing right now).
Lyrics and answers
Ex. 1. Body parts: arm, cheek, heart. Nature objects: mountain, peak, river, creek.
Ex. 2 Seek – look for, vanish - disappear, enjoy - love, heaven – paradise.
Ex. 3
Heaven, I'm in heaven
Oh I love to go out (swimming) fishing
And my heart beats so that I can hardly (talk)
In a river or a creek
But I don't enjoy it half as much
speak
As dancing cheek to cheek
And I seem to find the happiness I seek
When we're out together dancing cheek to
(Come on and) Dance with me
cheek
I want my arm about you
Heaven, I'm in heaven
That charm about you
And the cares that hung around me through the
Will carry me through...
(Right up)
(day) week
Seem to vanish like a gambler's lucky streak
To heaven, I'm in heaven
When we're out together dancing cheek to
And my heart beats so that I can hardly (talk)
cheek
speak
Oh I love to climb a mountain
And I seem to find the happiness I seek
And reach the (lowest) highest peak
When we're out together dancing, out together
But it doesn't boot me half as much
dancing
As dancing cheek to cheek
Out together dancing cheek to cheek
8
Songs To Sudy English 2
Students’
page
CHEEK TO CHEEK
by FRANK SINATRA
1. Read the lyrics and complete the chart.
Body parts
Nature objects
Cheek
Mountain
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. Match the words from the song with their synonyms.
seek
disappear
vanish
love
enjoy
paradise
heaven
look for
3. Listen to the song. Some words are wrong. Correct them
Heaven, I'm in heaven
And my heart beats so that I can hardly
Oh I love to go out swimming
20 In a river or a creek
talk
But I don't enjoy it half as much
And I seem to lose the happiness I seek
As dancing cheek to cheek
5 When we're out together dancing cheek
to cheek
Heaven, I'm in heaven
(Come on and) Dance with me
25 I want my arm about you
And the cares that hung around me
That charm about you
through the day
Will carry me through...
10 Seem to vanish like a gambler's lucky
streak
When we're out together dancing cheek
to cheek
(Right up) To heaven, I'm in heaven
30 And my heart beats so that I can hardly
talk
And I seem to lose the happiness I seek
15 Oh I love to climb a mountain
And reach the lowest peak
But it doesn't boot me half as much
When we're out together dancing (out
together dancing, out together dancing)
35 cheek to cheek
As dancing cheek to cheek
9
Songs To Study English 2
Teacher’s
page
EVERYTHING AT ONCE
by LENKA
Grammar: comparisons, as…as, articles
Vocabulary: animals, adjectives, nature objects, music
‘Everything at Once’ is a song by
Communication skills: making comparisons
an Australian singer-songwriter
Level: Elementary
Lenka (born Lenka Kripac). This
♫ CD track 4
song is from her second album
Teacher’s notes
Two (released in 2011).
1. Revise animal vocabulary. You can arrange the
‘Everything at Once’ was used in
revision as an auction (the one who calls an animal wins). For
a Windows 8 advert.
stronger classes you may also practice writing skills (spelling).
In this case, divide your students into small groups / pairs.
Give them a minute to write down as many animals as they can. Then collect papers and count the
words. The word with a spelling mistake isn’t scored. The team (group / pair) which gets more points
wins.
2. Make enough copies of the Appendix, p. 38 (one copy for a small group or pair). Cut and hand
out the cards. Students shuffle them and put them in a pile face down. Tell your students that they are
going to play the game. Demonstrate it by taking a card and making a sentence, e. g. A mouse is grey (or
A mouse is small), A tiger lives in the jungle. Students play the game taking the cards in turns and making
sentences. If a student’s sentence is correct (s)he collects it. The one who gets more cards in a group is a
winner. Monitor the game, correcting mistakes and helping with any vocabulary difficulties.
3. Tell your students that they are going to listen to a song. While listening they should put the
cards in a line in order they hear the words on them.
4. Play the song. Then discuss the results and impression. Correct order: fox – ox – hare – bear –
bird – mouse – wolf – toad – tiger – whale. You may play the recording for the second time pausing it
after each ‘animal word’.
5. Ask your students to look through the lyrics ignoring the gaps and trying to find one more
animal (an insect) mentioned in this song. – Bee. Then do ex. 1.
6. Explain the task for ex. 2. Pay attention that there are some more words in the song which are
not included in the ex. 1. Play the song again. Students listen to it filling in the gaps. Check the answers.
7. Introduce as…as structure.
8. Pay attention to articles. Students should find all the as...as structures. Then the students
write out all the nouns from these structures into 3 columns: a (an) | the | no article. Find out the
difference.
9. To practice as…as play a game. Copy Appendix, p. 39 (one page for a group). Students shuffle
word cards and put them in a pile face down. The other pile should contain the picture cards (See 2
above). A student takes two cards: one with a word, the second with a picture. Then (s)he should make
a sentence. E. g.: brave / wolf. I am as brave as a wolf (or The soldier is as brave as a wolf). If a sentence
makes sense the student collects the cards. If not – puts them back. Encourage your class to make more
sentences which make sense even in an ironic way. E. g.: small / whale. A giant (Shrek) is as small as a
whale. When your students get familiar to this game they can write their own words on small pieces of
paper and play with them.
10. You may also discuss the poetic language of this song. Why is the sea scary? etc.
11. Students can also try to write their own verse taking the song lyrics as an example.
Extra activity. To provide a revision of comparatives and superlatives make two copies of
Appendix, p. 38 for a small group / pair. Cut the cards put them face down. Students in turns take two
cards and compare the animals printed on them. Whales are bigger then mice. If a student gets two
similar cards (e. g. two whales) then (s)he makes a sentence with a superlative. Whales are the biggest
animals in the world.
Answers
Ex. 1. Straight 5, brave 1, sharp 2, ugly 6, neat 4, scary 2
Ex. 2 Fast1, neat2, sharp3, song4, ugly5, scary6, time7, straight8, melody9
10
Songs To Sudy English 2
Students’
page
EVERYTHING AT ONCE
by LENKA
1. Match the words and the pictures
1
2
3
4
5
6
Straight___, brave___, sharp___, ugly___, neat___ scary___
2. Listen to the song and fill in the gaps. Some of them are given in Ex. 1
As sly as a fox, as strong as an ox
As fast as a hare, as ______1 as a bear
As free as a bird, as ______2 as a word
As quiet as a mouse, as big as a house
All I wanna be
Oh oh oh ohhhhh I wanna be
Oh oh oh ohhhhh I wanna be
Is everything
As mean as a wolf, as _____3 as a tooth
As deep as a bite, as dark as the night
As sweet as a ____4, as right as a wrong
As long as a road, as _____5 as a toad
As pretty as a picture hanging from a
fixture
Strong like a family, strong as I wanna be
Bright as day, as light as play
As hard as nails, as grand as a whale
Oh oh oh I wanna be
Oh oh oh ohhhhh I wanna be
Oh oh oh ohhhhh I wanna be
Is everything
Everything at once
Everything at once
Oh everything at once
As warm as the sun, as silly as fun
As cool as a tree, as _____6 as the sea
As hot as fire, cold as ice
Sweet as sugar and everything nice
As old as _____7, as _____8 as a line
As royal as a queen, as buzzed as a bee
As stealth as a tiger, smooth as a glider
Pure as a ______9, pure as I wanna be
Oh oh oh I wanna be
Oh oh oh ohhhhh I wanna be
Oh oh oh ohhhhh I wanna
be
Is everything
Everything at once
11
Songs To Study English 2
Teacher’s
page
EYE OF THE TIGER
by SURVIVOR
Vocabulary: idioms
Communication skills: discussion, debating
Level: Upper-Intermediate, Advanced
‘Eye of the Tiger’ is a song by
American rock band Survivor. It
was released in May 1982 as a
single from their third album Eye
of the Tiger. It was written at the
request of actor Sylvester
Stallone and became the theme
song for the movie Rocky III. It
gained tremendous MTV and
radio airplay and topped charts
worldwide in 1982. It was
certified platinum in August 1982
by the RIAA, signifying sales of 2
million vinyl copies, and the song
has sold 3 million in digital
downloads by March 2012
♫ CD track 5
Teacher’s notes
1. Let your students share their associations with the
word tiger.
2. Say to your students that they are going to listen to
a song from the sport film ‘Rocky III’ which is called ‘Eye of the
Tiger’. Why is it called so? What is it about? Play the song for
the 1st time and let your class listen to it and decide. – It’s
about sport, survival, willingness to win and / or to stay alive.
3. Do ex. 1. Listen and check the answers.
4. Now, turn to ex. 2. Play the song again. Students
should fill in the gaps. Check the answers.
5. Explain that in the lyrics there are a lot of idioms
about sport and people’s character. Do ex. 3. Check the
answers.
6. As a post-listening activity you can organize a discussion on topic ‘Survival in a modern world’.
Some questions to discuss:
1) What does the word survival mean now? To stay alive physically or to succeed? 2) What can
one do to survive and what is not allowed to? 3) Is it possible for a modern person to survive in the wild?
Give some examples. What happened to these people after then?
7. Another post-listening activity is debating on topic ‘Sport is never good’ (or something less
provocative). You can choose any debate format you know (parliamentary, Karl Popper’s and so on), but
mind that you will need a lot of time to provide such an activity. So, you can at least divide your group
into two teams: affirmative and negative, then give them time to find out pros and cons of sport (first
individually, then in their teams). Then let the speakers in turns present their team’s point of view and
answer the opponent questions. Each speaker should give counterarguments to the opponents and
restore his or her team’s pack.
Lyrics and answers
Ex. 1. A – lettuce, b – ham, c sweets, d – fries, e – burger, f – chicken, g – coke, h – toast.
Ex. 2
Risin'up back on the street
And he's watching us all
with the Eye of the Tiger
Did my time, took my chances
Went the distance1 now I'm back on my feet
just a man and his will2 to survive
Face to face, out in the heat
so many times it happens too fast
Hanging tough, staying hungry
You trade your passion for glory
They stack the odds until we take to the street
Don't lose your grip on the dreams of the past
For the kill with the skill to survive
3
You must fight just to keep them alive
Chorus
Chorus:
Rising up straight to the top6
It's the Eye of the Tiger
Had the guts, got the glory
It's the thrill of the fight
Went the distance7, now I'm not gonna stop
4
5
Rising up to the challenge of our rival
Just a man and his will8 to survive
And the last known survivor
Chorus
Stalks his prey in the night
Ex. 3. A-4, B-6, C-5, D-2, E-1, F-3.
12
Songs To Sudy English 2
Students’
page
EYE OF THE TIGER
by SURVIVOR
1. Write the phrases from the box under a proper picture. Listen to the song and
order the pictures.
A
B
C
Stalks his prey, face to face, staying hungry
2. Listen to the song and fill in the gaps with the words you hear.
Rising up back on the street
Did my time, took my chancesA,
Went the _____________1 now I'm back on my feetB
Just a man and his ________2 to survive.
So many times it happens too fast,
You trade your passion for glory,
Don't lose your gripC on the dreams of the past,
You must ________3 just to keep them alive
Chorus: It's the Eye of the Tiger,
It's the thrill of the fight,
Rising up to the _____________4 of our _____________5
And the last known survivor
Stalks his prey in the night
And he's watching us all
with the Eye of the Tiger
Face to face, out in the heat,
Hanging toughD, staying hungry
They stack the oddsE until we take to the street
For the kill with the skill to survive
Chorus
Rising up straight to the ________6
Had the gutsF, got the glory,
Went the ___________7, now I'm not gonna stop,
Just a man and his __________8 to survive
Chorus
3. Match the highlighted expressions with their meaning.
1) to create an unfair advantage in a game or competition, 2) to remain firmly resolved, to
refuse to change your actions, 3) to possess the courage, 4) to accept the risks, resign
oneself to whatever happens, even depending on luck, 5) to lose your ability to control or
deal with a situation, 6) to recover, to restore _A-__B-__C-__D-__E-__F-__
13
Songs To Study English 2
Teacher’s
page
FAIRYTALE
by ALEXANDER RYBAK
Grammar: Past Simple, Past and Simple Tenses review
Vocabulary: love
‘Fairytale’ is a song written and
Level: Elementary
composed by Norwegian
♫ CD track 6
violinist/singer Alexander Rybak,
Teacher’s notes
and the first single from Rybak's
1. Play an instrumental intro of the song. Ask students
debut album Fairytales. This song
if they have ever heard this song. How is it called? What is it
was the winner of the 2009
Eurovision Song Contest in
about? Is it about fairytales? Is it about love?
Moscow, Russia.
2. Students listen to the whole song trying to guess its
topic. They can also make some notes helping them to prove
their opinion.
3. Discuss the topic, then write out some ‘love expressions’: to be in love, to fall in love, to be
sweethearts, to fall apart. Check students’ understanding.
4. Hand out the worksheets and explain the task. Play the song again. Students do the task. Then
they can check their answers in small groups. Finally, check the answers in an open group, playing the
‘Fairytale’ again and pausing it if necessary.
5. Get back to the ‘love expressions’ written out. Ask students to find them in the text and
explain why the forms are changed.
6. Ask the class to find more examples of Past Simple (both regular and irregular) in the lyrics.
7. Ask your students if the main character’s love still alive. – Yes, it is. - How did you manage to
understand it? – Because of the refrain which is in the Present Simple tense.
Answers
G, F, D, J, B, H, L, T, K, N, O, R, Q, S, P, C
14
A. I didn’t like
the girl I
knew____
B. I’m in love
with a
fairytale_5_
E. I kindly
liked the
girl I
knew___
I. That was
great and
that was
true____
M. No one else
could make
me
better____
Q. I don’t
know, what
I was
doing_13_
F. I kinda liked
a girl I
knew__2_
J. That was
then and
then it’s
true_4__
N. Every night
we fell in
love_10_
R. But no one
else could
lift me high
above_12_
C. But when I
do, we’ll get
a brand
new start16
G. Years ago,
when I was
younger 1_
D. She was mine
and we were
sweethearts
_3__
H. Even though
it hurts_6__
K. Every day
we started
fighting_9_
L. ‘Cause I don’t
care if I lose
my mind_7__
O. No one else
could make
me
sadder_11_
S. When
suddenly
we fell
apart_14_
P. Nowadays, I
cannot find
her_15_
T. I’m already
cursed_8_
Songs To Sudy English 2
Students’
page
FAIRYTALE
by ALEXANDER RYBAK
Listen to the song and order the lines (A – T). There are 4 extra lines.
A. I didn’t like
the girl I
knew____
B. I’m in love
with a
fairytale___
E. I kindly
liked the
girl I
knew___
I. That was
great and
that was
true____
M. No one else
could make
me
better____
Q. I don’t
know, what
I was
doing____
F. I kinda liked
a girl I
knew____
J. That was
then and
then it’s
true____
N. Every night
we fell in
love____
R. But no one
else could
lift me high
above___
C. But when I
do, we’ll get
a brand
new start__
G. Years ago,
when I was
younger___
D. She was mine
and we were
sweethearts
____
H. Even though
it hurts____
K. Every day
we started
fighting___
L. ‘Cause I don’t
care if I lose
my mind____
O. No one else
could make
me
sadder____
S. When
suddenly
we fell
apart___
P. Nowadays, I
cannot find
her____
T. I’m already
cursed___
15
Songs To Study English 2
Teacher’s
page
GREENFIELDS
by THE BROTHERS FOUR
Grammar: Past Simple, used to
Vocabulary: nature objects
Level: Pre-Intermediate
‘Greenfields’ (Terry Gilkyson Rich Dehr - Frank Miller) is a song
which first became famous in
1960 when it was performed by
The Brothers Four, an American
singing group. Their second
single, ‘Greenfields’, released in
January 1960, hit # 2 on the pop
charts, and their first album,
Brothers Four, released toward
the end of the year, made the
top 20.
♫ CD track 7
Teacher’s notes
1. Ask students about their associations with ‘a
romantic landscape’ (you may also play intro of this song and
ask your class to write down images they have as they listen).
While discussing, try to revise as many ‘nature words’ as
possible.
2. Do ex. 1. Play the song.
3. Check the answers. Point out that the last word in
the chart is cloud. Ask your students if the clouds are white or
dark in this song. – Both. – Why? – Autumn has come and the
lover is gone. So, as you can see this song is a flashback, that’s why the character uses a lot of Past
Simple verbs.
3. Students listen to the song again and do ex. 2. Check the answers.
4. Introduce ‘used to’ structure asking, ‘Which two words are not in the Past Simple form,
though they refer to the past?’ - Run, roam.
5. Explain the new structure.
Lyrics and answers
Ex. 1.
Sun
Cloud
Valley
Field
River
Skies
Picture
F
C
A
E
B
D
Order
2
6
3
1
4
5
Ex. 2
Once there were1 green fields, kissed by the sun.
Once there were2 valleys, where rivers used to run3.
Once there were4 blue skies, with white clouds high above.
Once they were5 part of an everlasting love.
We were6 the lovers who strolled through green fields.
Green fields are gone now, parched by the sun.
Gone from the valleys, where rivers used to run7.
Gone with the cold wind, that swept into my heart.
Gone with the lovers, who let8 their dreams depart.
Where are the green fields, that we used to roam9?
I'll never know what made10 you run away.
How can I keep searching when dark clouds hide the day.
I only know there's nothing here for me.
Nothing in this wide world, left for me to see.
But I'll keep on waiting, till you return.
I'll keep on waiting, till the day you learn.
You can't be happy, while your heart's on the roam,
You can't be happy until you bring it home.
Home to the green fields, and me once again.
16
Songs To Sudy English 2
Students’
page
GREENFIELDS
by THE BROTHERS FOUR
1. Match the words with the pictures. Then listen to the song and arrange the
pictures in order you hear.
Sun
Cloud
Valley
Field
River
Skies
Picture
E
Order
1
A
D
B
C
E
F
2. Listen to the song and open the brackets.
Once there ______(be)1 green fields, kissed by the sun.
Once there ______(be)2 valleys, where rivers used to _______(run)3.
Once there ______(be)4 blue skies, with white clouds high above.
Once they ______(be)5 part of an everlasting love.
We ______(be)6 the lovers who strolled through green fields.
Green fields are gone now, parched by the sun.
Gone from the valleys, where rivers used to _____(run)7.
Gone with the cold wind, that swept into my heart.
Gone with the lovers, who ________(let)8 their dreams depart.
Where are the green fields, that we used to ______(roam)9?
I'll never know what _____(make)10 you run away.
How can I keep searching when dark clouds hide the day.
I only know there's nothing here for me.
Nothing in this wide world, left for me to see.
But I'll keep on waiting, till you return.
I'll keep on waiting, till the day you learn.
You can't be happy, while your heart's on the roam,
You can't be happy until you bring it home.
Home to the green fields, and me once again
17
Songs To Study English 2
Teacher’s
page
HEAD, SHOULDERS, KNEES AND TOES
traditional
Grammar: plurals, optional: I’ve got
Vocabulary: body parts
Level: Beginner, Elementary
‘Head, Shoulders, Knees, and
Toes’ is a children's song. There
is generally only one verse, with
lyrics similar to those below. The
second line repeats the first line
both in words and in melody, the
third line has a rising tone, and
the fourth line repeats the first
two. It is common for children to
dance while they sing the song,
and to touch their head,
shoulders, knees and toes in
sequence while singing each
word.
♫ CD track 8
Teacher’s notes
1. Introduce / review ‘Body parts’ vocabulary by
pointing to your own head, shoulders, nose etc. Students
repeat the words, copying your movements.
2. Draw a picture of a (stick)man. Label the body
parts. Students repeat the words.
3. You may also play a ‘Fast Pointer’ game. Ask your
students to tell you ‘Stop’ when you show a certain word. For
example, ‘Tell me stop when I show a head’. Then start
pointing to different words. When the pointer comes to
‘head’ students should tell you ‘Stop’.
4. Practice spelling skills. Divide your class into teams
(at least two). For each team show a certain word and ask students to spell it. If they cope with it their
team gets a point. You may also draw a line instead of giving a point so that a picture of a house will
appear as a result. The team that builds a house first wins.
5. Make enough copies of Appendix, pp. 41, 42 (a set of word cards and picture cards for each
group). Cut and hand out the cards. Ask student to match the pictures with the words. Check the
answers.
6. Play a memory game. Ask students to put the cards face down and arrange them in 4 rows. In
turns students take one card saying what they can see / read. E. g. I’ve got ‘a head’. Then they take one
more card. If there’s a match (e. g. a word head and a picture of a head) student keeps these cards. The
one who gets more cards wins.
7. Then collect the word cards and handout the worksheets. Do ex. 1. Check the answers.
8. Introduce / review regular plurals. Play ‘How Many Fingers?’ game, for example. Hide your
hand behind your back. Ask students, ‘How many fingers <are not clutched>?’ Demonstrate how we
form plurals by writing ‘finger – fingers’ on the board.
9. Do ex. 2. Check the answers.
10. Explain the task 3. Play the song. Students do ex. 3. Listening to this song for the 1st time
they may put the picture cards (see 5) instead of filling in the gaps. Check the answers.
11. Play the song for the 2nd time pausing it after each missing word. Pay students’ attention
that some words are in singular.
12. Play the song, sing it and do the movements with the class.
Lyrics and answers
E x. 1
Ex. 2. Heads, shoulders,
knees, toes, eyes, ears,
mouths, noses.
Ex. 3. 1 – toes, 2 – knees, 3 –
eyes, 4 – nose, 5 – head.
18
Songs To Sudy English 2
HEAD AND SHOULDERS, KNEES AND TOES
Students’
page
traditional
1. Match the pictures with the words from the box.
Knee, head, eye, ear, shoulder, mouth, nose, toe
2. Write the plurals.
Eye - _______
Head - _______
Ear - _______
Shoulder - ______
Mouth - ______
Knee - ________
Nose - ______
Toe - ________
3. Listen to the song and fill in the gaps with some of the words from 1 and 2.
Head, shoulders, knees and toes, knees and _____1,
Head, shoulders, knees and toes, ______ 2and toes,
And _____3, and ears and mouth and _____4
______5, shoulders, knees and toes, knees and toes.
19
Songs To Study English 2
Teacher’s
page
IN THE SHADOWS
by THE RASMUS
Grammar: Present Perfect Continuous, colloquial speech
Vocabulary: colloquial speech
‘In the Shadows’ is a song by
Communication skills: discussing a song and commenting it
Finnish alternative rock band The
on the Internet
Rasmus. The single achieved
Level: Pre-Intermediate, Intermediate, Upper-Intermediate
considerable chart success
♫ CD track 9
throughout Europe and
Teacher’s notes
worldwide, including the United
1. For a weaker group write on the board, “I’ve been
Kingdom, where it reached No.3,
and New Zealand, where it
teaching (or studying) English all my life”. Explain the
topped the charts. It is featured
meaning. Introduce and drill Present Perfect Continuous
on the group's fifth studio album
form.
Dead Letters. The song currently
2. Give your students the worksheets. Play the song
holds the record for performance
and do ex. 1. Check the answers.
royalties received abroad on a
3. Do ex. 2. Check the answers.
Finnish composition (overtaking
4. Play the recording again and complete ex. 3.
the works of Jean Sibelius).
5. Ask students if they like this song or not. Why
(not)? Say this song was popular a few years ago and it’s been
collecting a lot of comments and reviews since then. Hand out the Appendix, p. 40 materials. Explain
that these are real reviews (from www.sing365.com).
How to use this Appendix activity
A. Give the whole paper to a student / group. Ask them to read the reviews, find examples of
colloquial speech, correct the mistakes, re-write the comments in more formal style, ask
questions about the content on the reviews etc. Help with grammar / spelling difficulties
B. Cut the paper and hand out one comment for one student. Ask them to read and then to retell
the review to the whole class. You may also ask students to give their own comment on the
review.
C. Ask students to write their own review. You can give a review form taken from
www.sing365.com or use any other ideas.
Lyrics and answers
Ex. 1.
Chorus
I’ve been living
I’ve been watching
For tomorrows all my life
I’ve been waiting
In the shadows
In the shadows for my time
In the shadows
I’ve been searching
Ex. 2. Turn into – change into, wonder – miracle, walk – go, safe – secure, heal – treat, cure –
medicine.
Ex. 3
No sleep
But I
No sleep until I am done with finding the
I rather kill myself than turn into3 their slave
answer
Sometimes
I feel that I should go and play with the thunder
Won’t stop
1
Won’t stop before I find a cure for this cancer
Somehow
Sometimes
I just don't wanna stay and wait for a wonder4
I feel like going down and so disconnected
Chorus
Somehow
Lately I’ve been walking5 walking in circles,
I know that I am haunted to be wanted
Watching waiting for something
Chorus
Feel me touch me heal6 me,
They say
Come take me higher
That I must learn to kill before I can feel safe2
Chorus
20
Songs To Sudy English 2
Students’
page
IN THE SHADOWS
by THE RASMUS
1. Listen to the song and open the brackets in Chorus
Chorus
I__________________ (watch)
I__________________(wait)
In the shadows for my time
I__________________(search)
I__________________(live)
For tomorrows all my life
In the shadows
In the shadows
2. Match the words with the synonyms.
turn into
medicine
wonder
secure
walk
miracle
safe
treat
heal
go
cure
change into
3. Listen to the song and fill the gaps with the words from Ex. 1.
No sleep
No sleep until I am done with finding the answer
Won’t stop
Won’t stop before I find a ___________1 for this cancer
Sometimes
I feel like going down and so disconnected
Somehow
I know that I am haunted to be wanted
Chorus
They say
That I must learn to kill before I can feel ___________2
But I
I’d rather kill myself than _____________ 3their slave
Sometimes
I feel that I should go and play with the thunder
Somehow
I just don't wanna stay and wait for a _____________4
Chorus
Lately I__________________ 5walking in circles,
Watching waiting for something
Feel me touch me ____________ 6me,
Come take me higher
Chorus
21
Songs To Study English 2
Teacher’s
page
JEALOUS GUY
by JOHN LENNON
Grammar: Past Continuous, Past Tenses review
Vocabulary: feelings and emotions
Level: Pre-Intermediate
‘Jealous Guy’ is a song written
and performed by John Lennon
which first appeared on his 1971
album Imagine. It is one of the
most commonly covered Lennon
songs, with at least ninety-two
recorded cover versions, the
most notable being Roxy Music's
version, which reached number
one in several countries three
months after John Lennon's
death.
♫ CD track 10
Teacher’s notes
1. Play an instrumental intro of the song (up to 15
sec.). Ask students how they can describe the music, what
pictures they can see, what this song is about.
2. Tell them that it is a song about jealousy. It is called
‘Jealous Guy’. Explain or translate the title.
3. Let your students try to guess if the character is
jealous right now. – Judging by the sweet and tender music,
he isn’t. He seems to apologize for being so jealous.
4. Listen to the song and check students’ ideas. – He
remembers what was happening before, and apologizes for being so jealous, and tries to explain his
feelings.
5. Work on vocabulary that can help to understand his feelings. Do. ex. 1. Check the answers.
6. Turn to ex. 2. Play the song. Students should listen and complete the task.
7. Say that to explain or analyze his feelings the character of the song reproduces things the way
they were happening with the help of the Past Continuous Tense. Pay attention to the structure and find
out the difference between the Past Simple and Continuous.
8. Ask students to find one grammar mistake in the lyrics and explain the use of it. – You *was
trying to find. - It makes the speech more colloquial. - We sort of trust him. - He might be nervous etc.
Lyrics and answers
Ex. 1. 1 – dream, 2 – swallow, 3 – shiver, 4 – lose control, 5 – insecure.
Ex. 2
I was feeling insecure,
I was dreaming of the past.
And my heart was beating fast,
You might not love me anymore,
I began to lose control,
I was shivering inside,
I began to lose control,
I was shivering inside,
Chorus:
Chorus
I didn’t mean to hurt you,
I was trying to catch your eyes,
I'm sorry that I made you cry,
Thought that you was trying to hide,
I didn’t want to hurt you,
I was swallowing my pain,
I'm just a jealous guy,
was swallowing my pain.
22
Songs To Sudy English 2
Students’
page
JEALOUS GUY
by JOHN LENNON
1. Write the words.
Swallow, shiver, lose control, insecure, dream
1_______
2________
3________
4__________
5___________
2. Listen again. Open the brackets using Past Continuous or Past Simple.
I __________________ (dream) of the past.
And my heart _____________________ (beat) fast,
I ___________ (begin) to lose control,
I ___________ (begin) to lose control,
Chorus:
I ______________ (not mean) to hurt you,
I'm sorry that I __________ (make) you cry,
I ______________ (not want) to hurt you,
I'm just a jealous guy,
I ______________ (feel) insecure,
You might not love me anymore,
I _________________ (shiver) inside,
I _________________ (shiver) inside,
Chorus
I __________________ (try) to catch your eyes,
Thought that you __________________ (try) to hide,
I _____________________ (swallow) my pain,
I _____________________ (swallow) my pain.
Chorus
23
Songs To Study English 2
Teacher’s
page
LAUGHING GNOME
by DAVID BOWIE
Grammar: Past and Present Tenses review
Vocabulary: synonyms, pun
‘The Laughing Gnome’ is a song
Level: Intermediate, Upper-Intermediate, Advanced
by English musician David Bowie.
♫ CD track 11
It was originally released as a
Teacher’s notes
novelty single on Deram Records
1. Write the title on the board. Teach pronunciation
in 1967, the track consisted of
of the word gnome. Explain that gnomes are fairytale
the singer meeting and
creatures. Ask students what they know about them: their
conversing with the creature of
the title, whose sped-up voice
habits, clothes, food.
(created by Bowie and studio
2. Apply to students’ imagination by asking questions
engineer Gus Dudgeon) delivered
like these: If a gnome existed in a modern world what would
a number of puns on the word
he do? What would he wear, eat, drink? Would he study?
'gnome'. At the time, ‘The
Where? What could he do for a living?
Laughing Gnome’ failed to
3. Tell students they are going to listen to a song
provide Bowie with a muchabout a man from 1960s who met a gnome. Hand out the
wanted chart single. It became a
worksheets and do ex. 1. Play the song.
hit when reissued in 1973.
4. Do ex. 2.
5. Ask students a few questions to check their
understanding: “Where did a character meet a gnome? What did the gnome eat and drink? Who is
Fred?” etc. Finish with a question, “Did the gnomes leave his house?”. – No, they didn’t. They’re staying
with him. Tell the class that there is a variety Past and Simple tenses in the lyrics. Turn to ex. 3. Students
try to open the brackets (without the 2nd listening). Discuss their ideas.
6. Then play the song again. Students complete ex. 3. Check the answers.
7. For a stronger group explain that there are a lot of examples of pun in the dialogues (printed
in a smaller font). Encourage the class to find and explain the examples. – Gnome office must be a home
office for gnomes. Gnome man’s land is no man’s land. Metrognome (ticking Fred) is a metronome.
Rolling gnome must be a rolling-stone. Gnomads are nomads, ecognomics – economics, and gnome
service is a home service.
Lyrics and answers
Ex. 1.
g-chimney-7 f-footsteps-1 e-tiny-2
d-tummy-3
b-dandelion-6 a-gnome-4
c-toadstool-5
Ex. 2. a - 4, b - 1, c - 5, d - 3, e – 6, f - 2
Ex. 3. Lyrics with answers (dialogues are omitted).
Well I gave5 him roasted toadstools and a glass
I was walking1 down the High Street
When I heard2 footsteps behind me
of dandelion wine (Burp, pardon)
And there was a little old man (Hello)
Then I put him on a train to Eastbourne
In scarlet and grey, shuffling away (laughter)
Carried his bag and gave him a fag
Well he trotted3 back to my house
In the morning when I woke6 up
4
And he sat beside the telly (Oaah..)
He was sitting7 on the edge of my bed
With his tiny hands on his tummy
With his brother whose name was Fred
Chuckling away, laughing all day (laughter)
He'd brought8 him along to sing me a song
Chorus:
Chorus
Ha ha ha, hee hee hee
Now they're staying9 up the chimney
And we're living10 on caviar and honey (hooray!)
"I'm a laughing Gnome and you don't catch me"
Ha ha ha, hee hee hee
Cause they're earning11 me lots of money
"I'm a laughing Gnome and you can't catch me"
Writing comedy prose for radio shows
Said the laughing Gnome
Chorus
24
Songs To Sudy English 2
Students’
page
LAUGHING GNOME
by DAVID BOWIE
1. Match the words and the pictures. Then listen to the song and number the words in
order you here them.
a
b
c
_g_chimney___
___footsteps__1
___dandelion__
___gnome_____
2. Match the words and the synonyms.
a) scarlet
1) small
b) tiny
2) walk
c) trot
3) TV (set)
d) telly
4) sort of red
e) chuckle
5) run
f) shuffle
6) laugh
4. Listen and open the brackets.
I _________1(walk) down the high street
When I ____2(hear) footsteps behind me
And there was a little old man (hello)
In scarlet and grey, shuffling away
(laughter)
Well he _______3(trot) back to my
house
And he ____4(sit) beside the telly (oaah)
With his tiny hands on his tummy
Chuckling away, laughing all day
(laughter)
Oh, I ought to report you to the gnome
office (gnome office)
Yes
(hahahahaha)
2
Chorus:
Ha ha ha, hee hee hee
I'm a laughing gnome and you don't
catch me
Said the laughing gnome
Well I ________5(give) him roasted
toadstools and a glass of dandelion wine
(burp, pardon)
Then I put him on a train to Eastbourne
Carried his bag and gave him a fag
d
e
___tiny_______
___toadstool___
g
f
___tummy_____
(haven't you got a light boy? )
Here, where do you come from?
(gnome-man's land, hahihihi)
Oh, really?
In the morning when I ______6(wake up)
He ________7(sit) on the edge of my bed
With his brother whose name was Fred
He_________8 (bring) him along to sing
me a song
Right, let's hear it
Here, what's that clicking noise?
(that's Fred, he's a metrognome, haha)
Chorus
(own up, I'm a gnome, ain't I right, haha)
Haven't you got an 'ome to go to?
(no, we're gnomads)
Didn't they teach you to get your hair cut at
school? you look like a rolling gnome.
(no, not at the london school of ecognomics)
Now they _______9(stay up) the
chimney
And we __________10(live on) caviar and
honey (hooray!)
Cause they ____11(earn) me lots of
money
Writing comedy prose for radio shows
It's the-er (what? )
It's the gnome service of course
25
Songs To Study English 2
Teacher’s
page
OUR LAST SUMMER
by ABBA
Grammar: Past Simple, Past Perfect, Past Continuous
Vocabulary: holidays, travelling
‘Our Last Summer’ is a song by
Communication skills: talking about holidays
ABBA from the group's seventh
Level: Pre-Intermediate, Intermediate
studio album Super Trouper. It
♫ CD track 12
was written by Benny Andersson
Teacher’s notes
and Björn Ulvaeus. Though it was
1. Ask students if they have ever travelled, if they
covered by a number of artists
travelled this summer, where to. If students are not very
and was used in the musical
Mamma Mia!, this variant of
enthusiastic to talk about it, let them tell both true and false
lyrics referred to an original track
information (each partner should guess if it is true or not).
by ABBA.
Find out the most popular holiday destination in the group.
Introduce the word ‘destination’.
2. Now, ask which holiday destination they think is said to be the most popular one all over the
world. Tell them that according to the United Nations World Tourism Organization one of the most
popular places to visit is France. Find out what students know about France and Paris. Encourage them
to name the most famous sights (considering some pronunciation difficulties they may name these
places in their native language first).
3. Tell the class that they are going to listen to a song by ABBA called Our Last Summer. It is
closely connected with Paris. Then hand out the worksheets and let your students do Ex. 1 (individually
or in pairs). Pay their attentions to the usage of the. Check the answers.
4. Then explain the second task and play the song. Check the answers.
5. Ask students what this song is about. - The heroine recalls her romantic summer in Paris and
points how things have changed. Remind students that we use the Past Simple Tense to talk about the
past. Revise the key points of this tense. Now, do Ex. 3. Let your students work individually, then check
their answers in an open group. You may also ask students to find other past tenses (we had met – Past
Perfect; we were dancing – Past Continuous).
6. Look through the words from the box. Explain / translate some of them if needed. Explain that
the term flower power became generalized as a modern reference to the hippie movement (you may
also mention of student riots in Paris in 1968 - it’ll help students understand how dramatically Harry has
changed). Then play the song again (twice if needed). Check the answers.
Answers
Ex. 1 A - 3. B - 1. C – 4. D – 2.
Ex. 2 The Notre Dame – 4. The Elysee – 1. The Seine – 2. The Eiffel Tower – 3.
Ex. 3 Be – was, do – did, have – had, smile – smiled, have – had, be – was, make – made, sit –
sat, be – was, be – was, be – was, have – had, take – took, can – could.
Ex. 4 Gaps: warm1, romance2, memories3, happy4, power5, walking6, restaurants7, dreams8
26
Songs To Sudy English 2
Students’
page
OUR LAST SUMMER
by ABBA
1. Look at the photos. Match them with the words from the song. Then listen to the
song. Arrange the sights in the way you hear.
A
B
C
D
Listen
in the
song. down the Elysee; 3) walks along the Seine; 4) in the grass by the Eiffel Tower
1) round2.the
Notreto
Dame;
2) strolling
2. Look at the lyrics. Put the words in the brackets into The Past Simple. Check.
3. Try to fill in the gaps with the words from the box. Listen and check.
Walking, warm, romance, restaurants, memories, flower-power, dreams, happy
The summer air ____ (be) soft and ____1
The feeling right, the Paris night
______ (Do) it's best to please us
And strolling down the Elysee
We ______ (have) a drink in each café
And you
You _________ (talk) of politics,
philosophy and I
__________ (Smile) like Mona Lisa
We _________ (have) our chance
It _____ (be) a fine and true _________2
I can still recall our last summer
I still see it all
Walks along the Seine, laughing in
the rain
Our last summer
___________3 that remain
We ____ (make) our way along the river
And we ________ (sit) down in the grass
By the Eiffel tower
I ______ (be) so _________4 we had met
It ___________ (be) the age of no regret
Oh yes
Those crazy years, that ___ (be) the time
Of the _________________5
But underneath we ______ (have) a fear
of flying
Of getting old, a fear of slowly dying
We __________ (take) the chance
Like we were dancing our last dance
I can still recall our last summer
I still see it all
In the tourist jam, round the
Notre Dame
Our last summer
_____________6 hand in hand
Paris ____________7
Our last summer
Morning croissants
Living for the day, worries far
away
Our last summer
We _______ (can) laugh and play
And now you're working in a bank
The family man, the football fan
And your name is Harry
How dull it seems
Yet you're the hero of my
____________8
Refrain
27
Teacher’s
page
Songs To Study English 2
THE HAPPIEST DAYS OF OUR LIVES /
ANOTHER BRICK IN THE WALL (PART II)
by PINK FLOYD
Grammar: Past Simple, would V, negative sentences
Vocabulary: school, education, memories
‘The Happiest Days of Our Lives’
Communication skills: talking about school (memories)
and ‘Another Brick in the Wall,
Part 2’ are the songs from Pink
Level: Intermediate, Upper-Intermediate
Floyd rock-opera The Wall,
♫ CD track 13
released in 1979. The Wall tells
Teacher’s notes
the story of Pink, an embittered
1. Beforehand, write on the board: hurt, exposing,
and alienated rock star in retreat
carefully hidden, derision, thrash, psychopathic, grew up.
from society and personal
Explain or translate them and drill pronunciation.
relationships. The songs concern
2. Tell students that these words are taken from a
Pink's youth, attending a school
certain song. Ask if they can guess what this song is about. Let
run by strict and violent teachers.
your class try to give a title to the song.
On the album, ‘The Happiest
3. Then write ‘The Happiest Days of Our Lives’. Explain
Days…’ segues into ‘Another
Brick…’ with a scream. Because
that it’s the title of the song by Pink Floyd. Ask students if
of this segue; many radio stations
they know what stylistic device it is. – Sarcasm. Write the
play one right after the other.
word sarcasm on the board.
4. Discuss the topic of the song. Students try to
predict it. – School, education.
5. Turn the player on and let your class check their guessing.
6. After discussing, turn to the task. Play the song again. Students write the words into the gaps.
7. Explain that the song is Pink’s (main character) memories, so the most of the verbs are
referred to the past. Ask your students to guess / explain why hurt and thrash are not in the Past Simple
form. Introduce / revise would V structure. Adult students can share their school memories and
compare them with the ones in the song(s).
8. Ask your class, “Do they really need education?” Draw students’ attention to the double
negative sentences. Ask class to correct them and explain the stylistic device.
Lyrics and answers
Ex.
Well, when we grew up1 and went2 to school,
Hey, Teacher, leave those kids alone!
There were certain teachers,
All in all it's just another brick in the wall.
3
All in all you're just another brick in the wall.
Who would hurt the children in any way they
We don't need no education.
could,
We don't need no thought9 control.
By pouring their derision,
Upon anything we did,
No dark sarcasm10 in the classroom.
Exposing every weakness4,
Teachers, leave those kids alone.
However carefully hidden by the kids.
Hey, Teacher, leave those kids alone!
But in (but in) the town it was well known,
All in all you're just another brick in the wall.
When they got5 home at night,
All in all you're just another brick in the wall.
Their fat and psychopathic wives would thrash6
"Wrong! Do it again!
them,
If you don't eat yet meat, you can't have any
Within inches of their lives.
pudding! How can you have any pudding if you
don't eat yet meat?!"
We don't need no education.
"You! Yes! You behind the bike sheds! Stand
We don't need no thought7 control.
still, laddie!"
No dark sarcasm8 in the classroom.
Teacher, leave those kids alone.
Songs To Sudy English 2
Students’
page
THE HAPPIEST DAYS OF OUR LIVES /
ANOTHER BRICK IN THE WALL (PART II)
by PINK FLOYD
Listen to the song and fill in the gaps with appropriate form of the words.
Hurt, grow up, weakness, thrash, go, thought (*2), get, sarcasm (*2)
The Happiest Days of Our Lives
Well, when we _________1 and _________2 to school,
There were certain teachers,
Who would ____________3 the children in any way they could,
By pouring their derision,
Upon anything we did,
Exposing every __________4,
However carefully hidden by the kids.
But in (but in) the town it was well known,
When they _______5 home at night,
Their fat and psychopathic wives would _______6 them,
Within inches of their lives.
Another Brick In The Wall (Part II)
We don't need no education.
We don't need no ___________7 control.
No dark ____________8 in the classroom.
Teacher, leave the kids alone.
Hey, Teacher, leave the kids alone!
All in all it's just another brick in the wall.
All in all you're just another brick in the wall.
We don't need no education.
We don't need no __________9 control.
No dark ___________10 in the classroom.
Teachers, leave us kids alone.
Hey, Teacher, leave us kids alone!
All in all you're just another brick in the wall.
All in all you're just another brick in the wall.
"Wrong! Do it again!
If you don't eat yer meat, you can't have any pudding! How can you have any pudding if
you don't eat yer meat?!"
"You! Yes! You behind the bike sheds! Stand still, laddie!"
29
Songs To Study English 2
Teacher’s
page
THE MAN WHO CAN’T BE MOVED
by THE SCRIPT
Grammar: Relative clauses, conditionals
Vocabulary: hardships, love
Level: Intermediate
‘The Man Who Can't Be Moved’
is the second single from Irish
band The Script from their album
The Script. The song was released
on 25 July 2008. The song has
been used heavily for the CBS
show Ghost Whisperer during its
fourth season. This song served
as their radio promotional single
in the United States, gaining
airplay on multiple radio stations.
On 8 June 2009, the song was
released as the second official
single in U.S. The song was
chosen as one of the soundtracks
for the 2009 Victoria's Secret
Fashion Show. This song has
been covered by the a cappella
group Straight No Chaser.
♫ CD track 14
1. Write the title of the song on the board. Explain
that you are going to listen to a song about a man standing on
the corner of the street. Ask students for what reason a man
can stand on the corner. Possible answers: He’s a beggar
(broke). He’s protesting. He’s waiting for someone. He’s a
policeman…
2. In small groups students make word-webs
according to the ideas mentioned. Then they prepare a short
story about a beggar, a policeman, a protesting man etc. For
example: A successful businessman now is broke. So, everyday
he comes to the street where his office was. His former brand
new suit now has lots of holes. He has a cardboard telling
people what happened to him…
3. Now, ask students to listen to the song and check if
their predictions were right.
4. Ask the class what this song is about. – It’s about
the man who is waiting for the girl he loves. They seem to be
parted but he is still in love and wants to attract the girl’s attention.
5. Introduce the term ‘Relative clauses’. Then explain the task. Play the recording for the second
time. Check the answers.
Extra idea. Having revised Conditionals, ask your students to write possible happy ends for the
other ideas mentioned in 1.
Lyrics and answers
1 – where, 2 – that, 3 – nothing, 4 – nothing, 5 – that, 6 – who, 7 – who, 8 – who, 9 – where.
And you'll see me waiting for you on the corner
1. Going back to the corner where I first saw
of the street
you
Gonna camp in my sleeping bag I'm not gonna
So I'm not moving, I'm not moving
move
3. Policeman says, "Son you can't stay here"
Got some words on cardboard, got your picture
I said, "There's someone I'm waiting for if it's a
day, a month, a year"
in my hand
Gotta stand my ground even if it rains or snows
Saying, "If you see this girl can you tell her
If she changes her mind this is the first place she
where I am? "
will go
2. Some try to hand me money, they don't
understand
Chorus
I'm not broke I'm just a broken hearted man
3. People talk about the guy that's waiting on a
girl
I know it makes no sense but what else can I do
There are no holes in his shoes but a big hole in
How can I move on when I'm still in love with
you
his world
4. Maybe I'll get famous as the man who can't
Chorus:
'Cause if one day you wake up and find that
be moved
you're missing me
Maybe you won't mean to but you'll see me on
the news
And your heart starts to wonder where on this
And you'll come running to the corner
earth I could be
Thinkin maybe you'll come back here to the
'Cause you'll know it's just for you
I'm the man who can't be moved
place that we'd meet
30
Songs To Sudy English 2
THE MAN WHO CAN’T BE MOVED
Students’
page
by THE SCRIPT
Listen to the song and fill in the gaps with who, where, that or nothing
Going back to the corner
If it's a day, a month, a year"
1
_________ I first saw you
Gotta stand my ground even if
Gonna camp in my sleeping bag
it rains or snows
I'm not gonna move
If she changes her mind
Got some words on cardboard,
this is the first place ________4 she will
got your picture in my hand
go
saying, "If you see this girl
can you tell her where I am"
Chorus
Some try to hand me money,
they don't understand
I'm not broke, I'm just
a broken hearted man
I know it makes no sense
but what else can I do?
How can I move on
when I'm still in love with you?
Chorus
Cause if one day you wake up and find
that you're missing me
and your heart starts to wonder where
on this earth I could be
Thinking maybe you'll come back here to
the place _____2 we'd meet
And you'll see me waiting for you on the
corner of the street
So I'm not moving, I'm not moving
Policeman says "Son, you can't stay
here"
I said, "There's someone _______3 I'm
waiting for
People talk about the guy _________'s5
waiting on a girl
ohhh..
There are no holes in his shoes but a big
hole in his world
ohhh..
Maybe I'll get famous
as the man _________6 can't be moved
Maybe you won’t mean to
but you'll see me on the news
And you'll come running to the corner
cause you'll know it's just for you
I'm the man _______7 can't be moved
I'm the man _______8 can't be moved
Chorus
Going back to the
corner ________9 I
first saw you
Gonna camp in my
sleeping bag I'm not
gonna move
31
Songs To Study English 2
Teacher’s
page
TOM’S DINER
by SUSANNE VEGA
Grammar: Present Continuous, prepositions and conjunctions
review
‘Tom's Diner’ is an a cappella pop
Vocabulary: café, everyday life
song written in 1981 by American
Communication skills: writing and presenting a verse
singer-songwriter Suzanne Vega.
Level: Elementary, Pre-Intermediate
It was first released as a track on
♫ CD track 15
the January 1984 issue of Fast
1. Ask students if they usually have breakfast, if it is a
Folk Musical Magazine. It was
big breakfast or just a cup of tea or coffee. Explain that they
later used as the basis for a
popular remix by the British
are going to listen to a song where a storyteller is having her
group DNA in 1990. ‘Tom's Diner’
morning coffee in a diner (sort of a café) and describing
was also used by Karlheinz
almost everything that is happening (for this reason she is
Brandenburg to develop the
using a lot of Present Continuous forms).
audio compression scheme
2. Encourage students to write down as many Present
known as MP3. So, Vega has the
Continuous forms as they can hear. Play the song then check
informal title "The Mother of the
the answers.
MP3".
3. Beforehand, copy enough Appendix, p. 43
worksheets. Cut the pictures and hand out them to the class
(one set for a small group). Ask students to describe what they can see in them.
4. Students should listen to the song again and arrange pictures in order they hear. Play the
recording. Check the answers. Correct order: B-H-F-A-C-G-D-E
5. Say that to order the facts, and connect the parts of sentences we use conjunction. Write out
conjunction groups on the board: Time | Reason | Result. Encourage students to give their example to
each group.
6. Then hand out the worksheets and look through the lyrics. Students should fill in the gaps
(boxes) with the proper conjunctions without listening.
7. Play the song again and check the answers. Do the same activity for the prepositions. For a
stronger group you may unite 6 and 7.
8. Some teachers shared their idea to write a verse ‘I am sitting in the classroom’. You can
arrange this activity as homework. Then students present their lyrics to the whole group.
Answers
I am sitting in the morning
At the diner on the corner
I am waiting at the counter
For the man to pour the
coffee
And he fills it only halfway
And before I even argue
He is looking out the window
At somebody coming in
“It is always nice to see you”
Says the man behind the
counter
To the woman who has come
in
She is shaking her umbrella
And I look the other way
As time they are kissing their
hellos
32
I’m pretending not to see
them
Instead I pour the milk
I open up the paper
There’s a story of an actor
Who had died
While time he was drinking
It was no one I had heard of
And I’m turning to the
horoscope
And looking for the funnies
When I’m feeling someone
watching me
result
And so
I raise my
head
There’s a woman on the
outside
Looking inside. Does she see
me?
No she does not really see
me
Cause reason she sees her own
reflection
And I’m trying not to notice
That she’s hitching up her
skirt
And while time she’s
Straightening her stockings
Her hair has gotten wet
Oh, this rain it will continue
Through the morning
As time I’m listening
To the bells of the cathedral
I am thinking of your voice…
And of the midnight picnic
Once upon a time
Before the rain began…
I finish up my coffee
It’s time to catch the train
Songs To Sudy English 2
TOM’S DINER
Students’
page
by SUZANNE VEGA
Listen to the song and fill in the gaps with 1) conjunctions, 2) prepositions
It was no one
I am sitting
___ the morning
I had heard of
___ the diner
And I’m turning
___ the corner
To the horoscope
I am waiting
And looking
___ the counter
____ the funnies
___ the man
When I’m feeling
Someone watching me
To pour the coffee
result
And so
And he fills it
Only halfway
I raise my head
There’s a woman
And _____
___ the outside
I even argue
He is looking
Looking inside
Does she see me?
___ the window
No she does not
___ somebody
Really see me
Coming ___
“It is always
Cause reason she sees
Nice to see you”
Her own reflection
Says the man
And I’m trying
_______ the counter
Not to notice
____ the woman
That she’s hitching
Who has come ___
Up her skirt
She is shaking
And whil time she’s
Her umbrella
Straightening her stockings
And I look
Her hair
The other way
Has gotten wet
time
As
they are kissing
Oh, this rain
Their hellos
It will continue
I’m pretending
_______ the morning
Not to see them
As time I’m listening
___ the bells
Instead
I pour the milk
___ the cathedral
I open
I am thinking
Up the paper
___ your voice…
There’s a story
And ___ the midnight picnic
___ an actor
Once upon a time
______ the rain began…
Who had died
time
While
he was drinking
I finish up my coffee
It’s time to catch the train
33
Songs To Study English 2
Teacher’s
page
WONDERFUL WORLD
by THE FLYING PICKETS
Grammar: parts of speech, to be, Present Simple, Modals
Vocabulary: school subjects
‘Wonderful World’ (unrelated to
Communication skills: giving personal information
the Louis Armstrong song ‘What
Level: Beginner, Elementary
a Wonderful World’) is a soul
♫ CD track 16
song that was written in the late
1. Ask students what school subjects they know. You
1950s by soul music pioneer Sam
may have a sort of an auction: let your students name
Cooke, along with songwriters
subjects in turns; the one who calls the last subject wins.
Lou Adler and Herb Alpert.
This variant of lyrics referred to a
2. Now, tell your class that they are going to listen to
cover version by British a
a song ‘Wonderful World’. Ask students to write out as many
cappella group The Flying Pickets
school subjects as they can hear. Also, let them try to guess a
presented on their album The
topic of the song.
Original Flying Pickets (1994).
3. Play the song. Check the task. Then let your
students look through the lyrics and find all the subjects.
4. Now, complete Ex. 1 from the worksheet. Check the answers.
5. Then go to Ex. 2. Before listening you may discuss some grammar points (revise some names
of parts of speech, the articles etc.) Play the song again. Check the answers. Play the song once more if
needed.
6. Now, go to Ex. 3. Explain all the grammar difficulties beforehand. Then let your students work
individually or in pairs (depending on groups).Check the answers with the whole group.
7. Then you may play Parts of Speech ABC game. Divide your students into teams (2 or 3 –
depending on their number). Explain the rules. The teacher says a letter of the alphabet and a part of
speech. The team, which says the word of proper part of speech starting with proper letter first, gets a
point. Mind your students to raise their hands first.
Example: Noun ‘c’ – cat. Verb ‘m’ – make. Adjective ‘b’ – big.
8. Then complete Ex. 4. Explain and practice some grammar rules if needed. Go back to the lyrics
and ask students why in gaps 5 and 12 word there is a word do. Isn’t it a mistake? Explain that it is an
emphatic construction. Also tell the class that in the sentences like Don’t know much… I is omitted to
stylize colloquial speech.
9. Finally, play Believe or Not game. The teacher writes on the board four sentences like these:
I am 37. I can play the guitar. I have got a brother. I like R’n’B.
Tell your students that some sentences are true and some of them are false. Ask students to
guess which ones are true / false. Read a sentence aloud. Students should give a short answer (revise or
elicit them and write on the board). Then you give a short answer and some more information. I am 37.
– Yes, you are. – No, I’m not. I’m 36. Then arrange this game as a pair work.
Answers
Ex. 1. 1 - world. 2 - slide rule. 3 – ‘A’ student. 4 – claim. 5 – win. 6 – science.
Ex. 2. Gaps: 1, 2, 3, 4, 6, 7, 8, 9 – don’t, 5 – do, 10 – a, 11 – is, 12 – do, 13 – is, 14 –don’t, 15 – an.
Ex. 3
Linking verb
Modal
Verb
Noun
Adjective
Personal
Preposition Article
(to be)
verb
Pronoun
Am
Must
Love
Student
Red
I
In
A (an)
Are
May
Know
Book
Big
We
On
The
Is
Can
e. g.
e. g.
Wonderful You
For / with
Win
World
Ex. 4
I like history.
I don’t like history
He is a student.
He is not a student.
I can read.
I can’t read.
34
Songs To Sudy English 2
Students’
page
WONDERFUL WORLD
by THE FLYING PICKETS
1. Write the words from the box.
Slide rule, ‘A’ student, science, win, world, claim
100%
1._________2.____________3.__________4._________5._________6.________
2. Listen to the song and fill in the gaps with the words you hear (use the prompt).
1. _______1 know much about history
Do, don’t,
_________2 know much biology
3
_________ know much about the science books
is, can, a,
4
_________ know much about the French I took
an
But I ______5 know that I love you
And I know that if you love me too
What a wonderful world this would be
2. ______6 know much about geography
________7 know much trigonometry
________8 know much about algebra
________9 know what ______10 slide rule _____11 for
But I ______12 know one and one ______13 two
And if this one could be with you
What a wonderful world this would be
Chorus:
I ________14 claim to be ______15 "A" student
But I'm trying to be
Maybe by being ______16 "A" student baby
I ________17 win your love for me
Repeat 2
Chorus
Repeat 1
3. Complete the table with the words from the text.
Modal
Verb Noun
Adjective Pronoun Preposition Article
Linking verb
(to be)
verb
Am
Must
Love Student Red
I
In
A (an)
Are
May
Know Book
Big
We
On
4. Complete positive or negative sentences.
+
I like history.
He ____ a student.
I ______ read.
–
I ______ like history
He is not a student.
I can’t read.
35
Songs To Study English 2
Appendix
ALL YOU CAN EAT
by FAT BOYS
36
Songs To Sudy English 2
Appendix
BLOWING IN THE WIND
by BOB DYLAN
37
Songs To Study English 2
Appendix
EVERYTHING AT ONCE 1
by LENKA
38
Songs To Sudy English 2
Appendix
EVERYTHING AT ONCE 2
by LENKA
brave heavy
neat ugly
sharp scary
nice strong
small short
39
Songs To Study English 2
Appendix
IN THE SHADOWS
by THE RASMUS
Wow! | Reviewer: Anonymous | 4/27/09
Wow, it's been ages since I heard this
song! It sure brings back memories of yr
7 head banging in the back of Dad's car
to this awesome Rasmus song. Shame
they turned out a one hit wonder here
in Australia.
fantabulous!!!!! | Reviewer: Anonymous
| 5/4/07
not only does this song set ur feet
tapping but it is absolutely inspirational.
it catches the essence of the youth to its
very core.
in the shadows | Reviewer: heather
stephenson | 4/12/07
this song is fab really catchy got great
lyrics and the vidio is fantastic as well
this song makes my heart skip a beat
Cool | Reviewer: lolo | 4/24/05
I'm not into this type of music that
much, but i really like this song. It's
catchy, i guess
I like it lots!
oggnosis's views on 'in the shadows' |
Reviewer: Anonymous | 4/2/05
strong minded song with many feelings.
this song has stopped me commiting
suicide so many times in the past so if u
ever feel like u wanna die listen to it!
thank u
40
It jus' rox!! | Reviewer: Jessica | 2/4/05
I ’ave liked The Rasmus eva since they
came out, which waz ages ago,an this
song is da best along wit guilty first day
of my life etc etc, But, if you really like
Muse an HIM, you'll just love The
Rasmus!! I will marry the lead singer
Lauri, or the drummer Aki, wateva it
takes, i will!!!!
Rocks | Reviewer: Gemma | 12/11/04
I luv The Rasmus and In The Shadows is
the best song I have ever heard.
I want to see the rasmus in concert!!!
Lovin it ! | Reviewer: Sarai | 11/26/04
This song is one I've made love to a
thousand times, it makes you go all
funny inside and also makes you rock !
In the Shadows | Reviewer: Natasha |
9/9/04
This song was written by Lauri (lead
singer) and explores most inner fears
and worries of person. It is very catchy
song that will have you singing it in no
time. I would reccomend this song for
fans of evanescence or muse.
n/a | Reviewer: CB | 8/3/04
You will find it is a very personal song,
something everyone has experienced at
some time. It comes from the heart,
soul. It reaches out and tampers with
one's own ghosts, fears and pushes one
to thinking and wanting more out of life,
a dare if you will!
Songs To Sudy English 2
Appendix
HEAD, SHOULDERS, KNEES AND TOES (1)
traditional
head
shoulders
knees
toes
41
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OFFENDING COMMAND: ~
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