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 ‘All You Can Eat ’ is a song by an American hip-hop trio The Fat Level: Elementary Boys from Brooklyn, NY. This ♫ CD track 1 song was performed in Krush Teacher’s notes Groove , a 1985 Warner Bros. 1. Ask your students what English words for food they film, written by Ralph Farquhar know (you may make a sort of an auction: the one who says and directed by Michael Schultz. the last word is a winner). The film is based on the non- 2. Announce to your students that they are going to fiction inception of the Def Jam have a real challenge (it really is because of speech speed and Recordings label and the a huge number of colloquial words). They are going to listen hardships that artists faced to
to a rap-song trying to find any ‘food words’ they can. Explain become successful. 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 ham 4 We're gonna walk inside, and guess what's up: Toast with butter 5 and strawberry jam Put some food in my plate, and some coke 1 in I love it whether the food is cold or hot my cup Put a burger 6 on the plate, and it'll hit the spot Give me some chicken, franks, and fries We'll eat everything. An incredible feat And you can pass me a lettuce 2. 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 sweets 3 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.
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Songs To Sudy English 2 Students’ ALL YOU CAN EAT page 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 And you can pass me a ______2. I'm a Give me a… pass it by And some… So keep shoveling, (Ha!) onto my plate I want a... Give me some ______3 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… Give me some buloni, salami, and ____ 4 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 Communication skills: asking questions, writing poems ‘Blowin' in the Wind’ is a song 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 2. Ask your class to match the pictures and the peace, war and freedom. In 1994, sentences. the song was inducted into the A-3, B-4, C-2, D-1 Grammy Hall of Fame. In 2004, it Optional: for a stronger group you may give out the was ranked # 14 on Rolling Stone picture cards first and ask students what they can see on magazine's list of the "500 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 down 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 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 exist 2 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 head 3, 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 have 4 Before he can hear people cry? How many deaths will it take 5 'till he knows that too many people have died?
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Songs To Sudy English 2 Students’ BLOWIN’ IN THE WIND page 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 ♫ CD track 3 Fred Astaire / Ginger Rogers Teacher’s notes movie Top Hat (1935). This song 1. Tell your students that they are going to listen to a was used in a huge number of well-known song. You may even play a certain part of it to films ( The English Patient, The provoke a short discussion: what song it is, where they could Green Mile, Rain Man etc.). hear it. Say that it is called ‘Cheek to Cheek’. Make sure This variant of ‘Cheek to Cheek’ students understand the title. Otherwise, explain the word lyrics is referred to the song cheek (e. g. by pointing to your own cheek). Ask your class to recorded by a famous American add more ‘body words’ to the list. singer and actor Frank Sinatra 2. Let your students guess the topic of the song. – for Come Dance with Me! album released in 1959. 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: 3 rd 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 speak But I don't enjoy it half as much And I seem to find the happiness I seek As dancing cheek to cheek 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... (day ) week (Right up) 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 (lowe st ) 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
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Songs To Sudy English 2 Students’ CHEEK TO CHEEK page 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 Oh I love to go out swimming
And my heart beats so that I can hardly 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 (Come on and) Dance with me
Heaven, I'm in heaven 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 (Right up) To heaven, I'm in heaven
When we're out together dancing cheek 30 And my heart beats so that I can hardly to cheek talk And I seem to lose the happiness I seek
15 Oh I love to climb a mountain When we're out together dancing (out And reach the lowest peak together dancing, out together dancing)
But it doesn't boot me half as much 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 Communication skills: making comparisons ‘Everything at Once’ is a song by 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 Fast 1, neat 2, sharp 3, song 4, ugly 5, scary 6, time 7, straight 8, melody 9
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Songs To Sudy English 2 Students’ EVERYTHING AT ONCE page 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 Oh oh oh ohhhhh I wanna be As fast as a hare, as ______1 as a bear Is everything As free as a bird, as ______2 as a word Everything at once As quiet as a mouse, as big as a house Everything at once Oh everything at once All I wanna be Oh oh oh ohhhhh I wanna be As warm as the sun, as silly as fun Oh oh oh ohhhhh I wanna be As cool as a tree, as _____ 6 as the sea Is everything As hot as fire, cold as ice Sweet as sugar and everything nice As mean as a wolf, as _____ 3 as a tooth As old as _____ 7, as _____ 8 as a line As deep as a bite, as dark as the night As royal as a queen, as buzzed as a bee As sweet as a ____ 4, as right as a wrong As stealth as a tiger, smooth as a glider As long as a road, as _____ 5 as a toad Pure as a ______9, pure as I wanna be As pretty as a picture hanging from a fixture Oh oh oh I wanna be Strong like a family, strong as I wanna be Oh oh oh ohhhhh I wanna be Bright as day, as light as play Oh oh oh ohhhhh I wanna As hard as nails, as grand as a whale be Is everything Oh oh oh I wanna be Everything at once Oh oh oh ohhhhh I wanna be
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 ♫ CD track 5 was released in May 1982 as a Teacher’s notes single from their third album Eye 1. Let your students share their associations with the of the Tiger . It was written at the word tiger . request of actor Sylvester 2. Say to your students that they are going to listen to Stallone and became the theme a song from the sport film ‘ Rocky III’ which is called ‘Eye of the song for the movie Rocky III . It Tiger’. Why is it called so? What is it about? Play the song for gained tremendous MTV and the 1 st time and let your class listen to it and decide. – It’s radio airplay and topped charts about sport, survival, willingness to win and / or to stay alive . worldwide in 1982. It was 3. Do ex. 1. Listen and check the answers. certified platinum in August 1982 by the RIAA, signifying sales of 2 4. Now, turn to ex. 2. Play the song again. Students million vinyl copies, and the song should fill in the gaps. Check the answers. has sold 3 million in digital 5. Explain that in the lyrics there are a lot of idioms downloads by March 2012 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 Did my time, took my chances with the Eye of the Tiger Went the distance 1 now I'm back on my feet just a man and his will 2 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 You must fight 3 just to keep them alive Chorus Chorus: Rising up straight to the top 6 It's the Eye of the Tiger Had the guts, got the glory It's the thrill of the fight Went the distance 7, now I'm not gonna stop Rising up to the challenge 4 of our rival 5 Just a man and his will 8 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.
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Songs To Sudy English 2 Students’ EYE OF THE TIGER page 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 chances A, Went the ______1 now I'm back on my feet B 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 grip C 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 tough D, staying hungry They stack the odds E until we take to the street For the kill with the skill to survive Chorus Rising up straight to the ______6 Had the guts F, 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 Level: Elementary ‘Fairytale’ is a song written and 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 about? Is it about fairytales? Is it about love? Eurovision Song Contest in 2. Students listen to the whole song trying to guess its Moscow, Russia. 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
A. I didn’t like B. I’m in love C. But when I D. She was mine the girl I with a do, we’ll get and we were knew____ fairytale_5_ a brand sweethearts new start 16 _3__ E. I kindly F. I kinda liked G. Years ago, H. Even though liked the a girl I when I was it hurts_6__ girl I knew__ 2_ younger 1_ knew___ I. That was J. That was K. Every day L. ‘Cause I don’t great and then and we started care if I lose that was then it’s fighting_9_ my mind_7__ true____ true_4__ M. No one else N. Every night O. No one else P. Nowadays, I could make we fell in could make cannot find me love_10 _ me her_15 _ better____ sadder_11 _ Q. I don’t R. But no one S. When T. I’m already know, what else could suddenly cursed_8_ I was lift me high we fell doing_13 _ above_12 _ apart_14 _
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Songs To Sudy English 2 Students’ FAIRYTALE page by ALEXANDER RYBAK Listen to the song and order the lines (A – T). There are 4 extra lines. A. I didn’t like B. I’m in love C. But when I D. She was mine the girl I with a do, we’ll get and we were knew____ fairytale___ a brand sweethearts new start______E. I kindly F. I kinda liked G. Years ago, H. Even though liked the a girl I when I was it hurts____ girl I knew____ younger___ knew___ I. That was J. That was K. Every day L. ‘Cause I don’t great and then and we started care if I lose that was then it’s fighting___ my mind____ true____ true____ M. No one else N. Every night O. No one else P. Nowadays, I could make we fell in could make cannot find me love____ me her____ better____ sadder____ Q. I don’t R. But no one S. When T. I’m already know, what else could suddenly cursed___ I was lift me high we fell doing____ above___ apart___
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 ♫ CD track 7 which first became famous in Teacher’s notes 1960 when it was performed by 1. Ask students about their associations with ‘a The Brothers Four , an American romantic landscape’ (you may also play intro of this song and singing group. Their second ask your class to write down images they have as they listen). single, ‘Greenfields’, released in While discussing, try to revise as many ‘nature words’ as January 1960, hit # 2 on the pop possible. charts, and their first album, 2. Do ex. 1. Play the song. Brothers Four , released toward 3. Check the answers. Point out that the last word in the end of the year, made the the chart is cloud . Ask your students if the clouds are white or top 20. 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 were 1 green fields, kissed by the sun. Once there were 2 valleys, where rivers used to run 3. Once there were 4 blue skies, with white clouds high above. Once they were 5 part of an everlasting love. We were 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 made 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 .
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Songs To Sudy English 2 Students’ GREENFIELDS page 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 B C
D 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 ♫ CD track 8 is generally only one verse, with Teacher’s notes lyrics similar to those below. The 1. Introduce / review ‘Body parts’ vocabulary by second line repeats the first line pointing to your own head, shoulders, nose etc. Students both in words and in melody, the repeat the words, copying your movements. third line has a rising tone, and 2. Draw a picture of a (stick)man. Label the body the fourth line repeats the first parts. Students repeat the words. two. It is common for children to 3. You may also play a ‘Fast Pointer’ game. Ask your dance while they sing the song, students to tell you ‘Stop’ when you show a certain word. For and to touch their head, example, ‘Tell me stop when I show a head’. Then start shoulders, knees and toes in sequence while singing each pointing to different words. When the pointer comes to word. ‘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
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Songs To Sudy English 2 Students’ HEAD AND SHOULDERS, KNEES AND TOES page traditional 1. Match the pictures with the words from the box.
Knee, head, eye, ear, shoulder, mouth, nose, toe
2. Write the plurals. Head - ______Eye - ______Shoulder - ______Ear - ______Knee - ______Mouth - ______Toe - ______Nose - ______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 Communication skills: discussing a song and commenting it ‘In the Shadows’ is a song by 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, teaching (or studying) English all my life”. Explain the and New Zealand, where it meaning. Introduce and drill Present Perfect Continuous topped the charts. It is featured form. on the group's fifth studio album 2. Give your students the worksheets. Play the song Dead Letters . The song currently and do ex. 1. Check the answers. holds the record for performance 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 into 3 their slave answer Sometimes Won’t stop I feel that I should go and play with the thunder Won’t stop before I find a cure 1 for this cancer Somehow Sometimes I just don't wanna stay and wait for a wonder 4 I feel like going down and so disconnected Chorus Somehow Lately I’ve been walking 5 walking in circles, I know that I am haunted to be wanted Watching waiting for something Chorus Feel me touch me heal 6 me, They say Come take me higher That I must learn to kill before I can feel safe 2 Chorus
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Songs To Sudy English 2 Students’ IN THE SHADOWS page 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 ♫ CD track 10 which first appeared on his 1971 Teacher’s notes album Imagine . It is one of the 1. Play an instrumental intro of the song (up to 15 most commonly covered Lennon sec.). Ask students how they can describe the music, what songs, with at least ninety-two pictures they can see, what this song is about. recorded cover versions, the 2. Tell them that it is a song about jealousy. It is called most notable being Roxy Music's ‘Jealous Guy’. Explain or translate the title. version, which reached number 3. Let your students try to guess if the character is one in several countries three jealous right now. – Judging by the sweet and tender music, months after John Lennon's he isn’t. He seems to apologize for being so jealous. death. 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 dreaming of the past. I was feeling insecure, 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.
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Songs To Sudy English 2 Students’ JEALOUS GUY page 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 Level: Intermediate, Upper-Intermediate, Advanced ‘The Laughing Gnome’ is a song 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 habits, clothes, food. the title, whose sped-up voice 2. Apply to students’ imagination by asking questions (created by Bowie and studio like these: If a gnome existed in a modern world what would engineer Gus Dudgeon) delivered he do? What would he wear, eat, drink? Would he study? a number of puns on the word Where? What could he do for a living? 'gnome'. At the time, ‘The Laughing Gnome’ failed to 3. Tell students they are going to listen to a song provide Bowie with a much- about 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 2 nd 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). I was walking 1 down the High Street Well I gave 5 him roasted toadstools and a glass When I heard 2 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 trotted 3 back to my house In the morning when I woke6 up And he sat 4 beside the telly (Oaah..) He was sitting 7 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 brought 8 him along to sing me a song Chorus: Chorus Ha ha ha, hee hee hee Now they're staying 9 up the chimney "I'm a laughing Gnome and you don't catch me" And we're living 10 on caviar and honey (hooray!) Ha ha ha, hee hee hee Cause they're earning 11 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
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Songs To Sudy English 2 Students’ LAUGHING GNOME page by DAVID BOWIE 1. Match the words and the pictures. Then listen to the song and number the words in order you here them.
g a b c d e f
_g_chimney______footsteps__ 1 ___tiny______tummy______dandelion__ ___gnome______toadstool___ 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. (haven't you got a light boy? ) I ______1(walk) down the high street Here, where do you come from? When I ____ 2(hear) footsteps behind me (gnome-man's land, hahihihi ) Oh, really? And there was a little old man (hello) In the morning when I ______6(wake up) In scarlet and grey, shuffling away He ______7(sit) on the edge of my bed (laughter) With his brother whose name was Fred Well he ______3(trot) back to my He______8 (bring) him along to sing house me a song And he ____ 4(sit) beside the telly (oaah) Right, let's hear it With his tiny hands on his tummy Here, what's that clicking noise? Chuckling away, laughing all day (that's Fred, he's a metrognome, haha) (laughter) Chorus Oh, I ought to report you to the gnome (own up, I'm a gnome, ain't I right, haha) office (gnome office) Haven't you got an 'ome to go to? Yes (hahahahaha) (no, we're gnomads) Chorus: Didn't they teach you to get your hair cut at Ha ha ha, hee hee hee school? you look like a rolling gnome. 2 I'm a laughing gnome and you don't (no, not at the london school of ecognomics) 9 catch me Now they ______(stay up) the Said the laughing gnome chimney 10 And we ______(live on) caviar and Well I ______5(give) him roasted honey (hooray!) 11 toadstools and a glass of dandelion wine Cause they ____ (earn) me lots of (burp, pardon ) money Then I put him on a train to Eastbourne Writing comedy prose for radio shows Carried his bag and gave him a fag 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 Communication skills: talking about holidays ‘Our Last Summer’ is a song by 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 enthusiastic to talk about it, let them tell both true and false Mamma Mia! , this variant of information (each partner should guess if it is true or not). lyrics referred to an original track Find out the most popular holiday destination in the group. by ABBA . 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: warm 1, romance 2, memories 3, happy 4, power 5, walking 6, restaurants 7, dreams 8
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Songs To Sudy English 2 Students’ OUR LAST SUMMER page 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 1) round2. the Listen Notre to Dame; in the 2) strollingsong. down the Elysee; 3) walks along the Seine; 4) in the grass by the Eiffel Tower
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 But underneath we ______(have) a fear The feeling right, the Paris night of flying ______(Do) it's best to please us Of getting old, a fear of slowly dying And strolling down the Elysee We ______(take) the chance We ______(have) a drink in each café Like we were dancing our last dance And you I can still recall our last summer You ______(talk) of politics, I still see it all philosophy and I In the tourist jam, round the ______(Smile) like Mona Lisa Notre Dame We ______(have) our chance Our last summer It _____ (be) a fine and true ______2 ______6 hand in hand I can still recall our last summer Paris ______7 I still see it all Our last summer Walks along the Seine, laughing in Morning croissants the rain Living for the day, worries far Our last summer away ______3 that remain Our last summer We ____ (make) our way along the river We ______(can) laugh and play And we ______(sit) down in the grass And now you're working in a bank By the Eiffel tower The family man, the football fan I ______(be) so ______4 we had met And your name is Harry It ______(be) the age of no regret How dull it seems Oh yes Yet you're the hero of my Those crazy years, that ___ (be) the time ______8 Of the ______5 Refrain
27 Songs To Study English 2 Teacher’s page 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, Level: Intermediate, Upper-Intermediate Part 2’ are the songs from Pink ♫ CD track 13 Floyd rock-opera The Wall , Teacher’s notes released in 1979. The Wall tells 1. Beforehand, write on the board: hurt, exposing, the story of Pink, an embittered carefully hidden, derision, thrash, psychopathic, grew up . and alienated rock star in retreat 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 that it’s the title of the song by Pink Floyd . Ask students if Brick…’ with a scream. Because they know what stylistic device it is. – Sarcasm . Write the of this segue; many radio stations word sarcasm on the board. play one right after the other. 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 up 1 and went 2 to school, Hey, Teacher, leave those kids alone! There were certain teachers, All in all it's just another brick in the wall. Who would hurt 3 the children in any way they All in all you're just another brick in the wall. could, We don't need no education. By pouring their derision, We don't need no thought 9 control. Upon anything we did, No dark sarcasm 10 in the classroom. Exposing every weakness 4, 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 got 5 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 thought 7 control. still, laddie!" No dark sarcasm 8 in the classroom. Teacher, leave those kids alone.
Songs To Sudy English 2 Students’ THE HAPPIEST DAYS OF OUR LIVES / page 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 ♫ CD track 14 band The Script from their album 1. Write the title of the song on the board. Explain The Script . The song was released that you are going to listen to a song about a man standing on on 25 July 2008. The song has the corner of the street. Ask students for what reason a man been used heavily for the CBS can stand on the corner. Possible answers: He’s a beggar show Ghost Whisperer during its (broke). He’s protesting. He’s waiting for someone. He’s a fourth season. This song served policeman… as their radio promotional single 2. In small groups students make word-webs in the United States, gaining according to the ideas mentioned. Then they prepare a short airplay on multiple radio stations. story about a beggar, a policeman, a protesting man etc. For On 8 June 2009, the song was released as the second official example: A successful businessman now is broke. So, everyday single in U.S. The song was he comes to the street where his office was. His former brand chosen as one of the soundtracks new suit now has lots of holes. He has a cardboard telling for the 2009 Victoria's Secret people what happened to him… Fashion Show. This song has 3. Now, ask students to listen to the song and check if been covered by the a cappella their predictions were right. group Straight No Chaser . 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. 1. Going back to the corner where I first saw And you'll see me waiting for you on the corner you of the street 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 in my hand day, a month, a year" Saying, "If you see this girl can you tell her Gotta stand my ground even if it rains or snows where I am? " If she changes her mind this is the first place she 2. Some try to hand me money, they don't will go understand Chorus I'm not broke I'm just a broken hearted man 3. People talk about the guy that's waiting on a I know it makes no sense but what else can I do girl How can I move on when I'm still in love with There are no holes in his shoes but a big hole in you his world Chorus: 4. Maybe I'll get famous as the man who can't '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 And your heart starts to wonder where on this the news earth I could be And you'll come running to the corner Thinkin maybe you'll come back here to the 'Cause you'll know it's just for you place that we'd meet I'm the man who can't be moved
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Songs To Sudy English 2 Students’ THE MAN WHO CAN’T BE MOVED 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, People talk about the guy ______'s 5 they don't understand waiting on a girl I'm not broke, I'm just ohhh.. a broken hearted man There are no holes in his shoes but a big I know it makes no sense hole in his world but what else can I do? ohhh.. How can I move on when I'm still in love with you? Maybe I'll get famous as the man ______6 can't be moved Chorus Maybe you won’t mean to Cause if one day you wake up and find but you'll see me on the news that you're missing me And you'll come running to the corner and your heart starts to wonder where cause you'll know it's just for you on this earth I could be I'm the man ______7 can't be moved Thinking maybe you'll come back here to I'm the man ______8 can't be moved the place _____ 2 we'd meet And you'll see me waiting for you on the Chorus corner of the street So I'm not moving, I'm not moving Going back to the corner ______9 I Policeman says "Son, you can't stay first saw you here" Gonna camp in my I said, "There's someone ______3 I'm sleeping bag I'm not waiting for gonna move
31 Songs To Study English 2 Teacher’s page TOM’S DINER by SUSANNE VEGA Grammar: Present Continuous, prepositions and conjunctions review Vocabulary: café, everyday life ‘Tom's Diner ’ is an a cappella pop 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 are going to listen to a song where a storyteller is having her popular remix by the British morning coffee in a diner (sort of a café) and describing group DNA in 1990. ‘Tom's Diner’ almost everything that is happening (for this reason she is was also used by Karlheinz using a lot of Present Continuous forms). Brandenburg to develop the 2. Encourage students to write down as many Present audio compression scheme 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 I’m pretending not to see No she does not really see At the diner on the corner them me I am waiting at the counter Instead I pour the milk Cause reason she sees her own
For the man to pour the I open up the paper reflection coffee There’s a story of an actor And I’m trying not to notice And he fills it only halfway Who had died That she’s hitching up her time And before I even argue While he was drinking skirt He is looking out the window It was no one I had heard of And while time she’s
At somebody coming in And I’m turning to the Straightening her stockings “It is always nice to see you” horoscope Her hair has gotten wet Says the man behind the And looking for the funnies Oh, this rain it will continue counter When I’m feeling someone Through the morning To the woman who has come watching me As time I’m listening result in And so I raise my To the bells of the cathedral She is shaking her umbrella head I am thinking of your voice… And I look the other way There’s a woman on the And of the midnight picnic time As they are kissing their outside Once upon a time hellos Looking inside. Does she see Before the rain began… me? I finish up my coffee It’s time to catch the train
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Songs To Sudy English 2 Students’ TOM’S DINER page by SUZANNE VEGA Listen to the song and fill in the gaps with 1) conjunctions, 2) prepositions I am sitting It was no one ___ 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 To pour the coffee Someone watching me result And he fills it And so Only halfway I raise my head And _____ There’s a woman I even argue ___ the outside He is looking Looking inside ___ the window Does she see me? ___ somebody No she does not Coming ___ Really see me “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 time She is shaking And whil 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 time Not to see them As I’m listening Instead ___ the bells 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 Who had died ______the rain began… 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 Communication skills: giving personal information ‘Wonderful World’ (unrelated to 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. 2. Now, tell your class that they are going to listen to This variant of lyrics referred to a a song ‘Wonderful World’. Ask students to write out as many cover version by British a school subjects as they can hear. Also, let them try to guess a cappella group The Flying Pickets topic of the song. presented on their album The 3. Play the song. Check the task. Then let your Original Flying Pickets (1994). 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.
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Songs To Sudy English 2 Students’ WONDERFUL WORLD page 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 ______2 know much biology Do, don’t, ______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. Linking verb Modal Verb Noun Adjective Pronoun Preposition Article (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. I ______like history He ____ a student. He is not a student. I ______read. I can’t read.
35 Songs To Study English 2 Appendix
ALL YOU CAN EAT by FAT BOYS
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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
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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 It jus' rox!! | Reviewer: Jessica | 2/4/05 Wow, it's been ages since I heard this I ’ave liked The Rasmus eva since they song! It sure brings back memories of yr came out, which waz ages ago,an this 7 head banging in the back of Dad's car song is da best along wit guilty first day to this awesome Rasmus song. Shame of my life etc etc, But, if you really like they turned out a one hit wonder here Muse an HIM, you'll just love The in Australia. Rasmus!! I will marry the lead singer Lauri, or the drummer Aki, wateva it fantabulous!!!!! | Reviewer: Anonymous takes, i will!!!! | 5/4/07 not only does this song set ur feet Rocks | Reviewer: Gemma | 12/11/04 tapping but it is absolutely inspirational. I luv The Rasmus and In The Shadows is it catches the essence of the youth to its the best song I have ever heard. very core. I want to see the rasmus in concert!!!
in the shadows | Reviewer: heather Lovin it ! | Reviewer: Sarai | 11/26/04 stephenson | 4/12/07 This song is one I've made love to a this song is fab really catchy got great thousand times, it makes you go all lyrics and the vidio is fantastic as well funny inside and also makes you rock ! this song makes my heart skip a beat In the Shadows | Reviewer: Natasha | Cool | Reviewer: lolo | 4/24/05 9/9/04 I'm not into this type of music that This song was written by Lauri (lead much, but i really like this song. It's singer) and explores most inner fears catchy, i guess and worries of person. It is very catchy I like it lots! song that will have you singing it in no time. I would reccomend this song for oggnosis's views on 'in the shadows' | fans of evanescence or muse. Reviewer: Anonymous | 4/2/05 strong minded song with many feelings. n/a | Reviewer: CB | 8/3/04 this song has stopped me commiting You will find it is a very personal song, suicide so many times in the past so if u something everyone has experienced at ever feel like u wanna die listen to it! some time. It comes from the heart, thank u 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!
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Songs To Sudy English 2 Appendix HEAD, SHOULDERS, KNEES AND TOES (1) traditional
head
shoulders
knees
toes
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