2

9
T
e
a
c
h
e
r

s

p
a
g
e
Songs To Study English 1
A NEW DAY HAS COME
by CELINE DION
Grammar: Present Perfect, Past Tenses review
Level: intermediate, upper-intermediate
! trac" 1
Teachers notes
1# $eforehand, write on the %oard& angel,
miracle, fear, light, to make it through, boy, soul,
to shed a tear, to hold on. Tell the students that
they are going to listen to a song called A New
Day as Come# The words on the %oard were
ta"en from it# $e sure that your students
understand them# '(er your group to predict this
song is a%out#
2# Play the song and then chec" the
general understanding#
)# *ive out the wor"sheets# +et the students read and as" for the meaning of
un"nown words# Play the song again and do the ,rst tas"# Students chec" their
answers with their partners and then the pairs discuss them in an open group#
-# !o e.# 2#
/# Tell your students that the changes %etween then and now are also
implicated into the tenses# 0s" them what tenses are used in lines 1 2 1) 3!ast
"im#le and !ast Continuous4# 5irst, compare them to the lines 2- 2 26 $!ast "im#le
%s !resent "im#le&# Then pay attention to the lines 1- 2 2) $!resent "im#le, !resent
Continuous and !resent !erfect4# 7hy has the things changed so dramatically8
$ecause 9a new day has come:, the girl has met a %oy she loves; 0ll the changes
referring to the very moment in present are e.pressed with a help of The Present
Perfect Tense# Elicit < e.plain the meaning and usage of this tense# 0s" your
students to ,nd one more e.ample of it 3I'%e been touched( ) !resent !erfect
!assi%e4#
Lr!cs an" ans#ers
E.# 1#
0 new day has come
0 new day has come
= was waiting for so long
5or a miracle to come
Everyone told me to %e strong
>old on and don?t shed a tear
Through the dar"ness and good times
= "new =?d ma"e it through
0nd the world thought = had it all
$ut = was waiting for you
Chor$s:
>ush, now
= see a light in the s"y
'h, it?s almost %linding me
= can?t %elieve =?ve %een touched
%y an angel with love
+et the rain come down and
wash away my tears
+et it ,ll my soul and drown my
fears
+et it shatter the walls for a new
sun
0 new day has come
0 new day has come
7here there was dar" now there?s
light
7here there was pain now there?s @oy
7here there was wea"ness = found my
strength
0ll in the eyes of a %oy
Chor$s%
+et the rain come down and wash
away my tears
+et it ,ll my soul and drown my fears
+et it shatter the walls for a new sun
0 new day has come
*e#eat the chorus and fade
E.# 2# Then 2 now, dar" 2 light, wea"ness 2 strength, pain 2 @oy
&A New Day Has Come is
the lead single from Aline
!ion?s come%ac" al%um A
New Day as Come,
released on Barch 11,
2CC2#
The song was written %y
0ldo Dova and Stephan
Boccio#
90 Dew !ay >as ome: was
very successful around the
world# 'n the E#S# >ot
0dult ontemporary
Trac"s, the song stayed on
top twenty-one wee"s#
5
10
15
20
25
30
35
40
45
50
55
60
65
70
A NEW DAY HAS COME
by CELINE DION
1. Read the text. There are fve wrong words in it. Listen
and correct them.
0 new day has come
0 new day has come
= was waiting for so long
5or a miracle to come
Everyone told me to %e wea"
>old on and don?t shed a tear
Through the dar"ness and %ad times
= "new =?d ma"e it through
0nd the world thought = had it all
$ut = was waiting for you
Chor$s:
>ush, now
= see a light in the night
'h, it?s almost %linding me
= can?t %elieve =?ve %een touched %y an angel with love
+et the rain come down and wash away my tears
+et it ,ll my soul and drown my fears
+et it shatter the walls for a new sun
0 new day has come
0 new day has come
7here there was dar" now there?s light
7here there was pain now there?s @oy
7here there was wea"ness = lost my strength
0ll in the heart of a %oy
Chor$s%
+et the rain come down and wash away my tears
+et it ,ll my soul and drown my fears
+et it shatter the walls for a new sun
0 new day has come
*e#eat the chorus and fade
2. Find the oosites in the text.
then FFFFFFFFFFFFF
dar" FFFFFFFFFFFFF
wea"nessFFFFFFFFFFFFF
pain FFFFFFFFFFFFF
5
10
15
20
25
30
'(S STO)
by +E OLLIE"
*+,--,./0,: GHIGIJK LKMNOPQRS HMITPUTPVI
LMPWPQR& XHIYMPJZPQRP would
Level: intermediate, upper-intermediate
! trac" 2
Teachers notes
1# $ring a picture of an um%rella# 0s" your
students to ma"e some short stories a%out this
o%@ect# 0fter listening to some stories as" if an
um%rella can %e involved in a love story#
2# *ive out the wor"sheets# Students should
match the words from the e.# 1#
)# E.plain that these words were ta"en from a
song called 9$us Stop:# [ou may show a picture of an
English %us stop 3of an old one is more prefera%le4#
0s" students to guess how could they %e @oined
together# 7hat is this song a%out8
-# Play the song# +et the students chec" their
ideas#
/# 0s" some \uestions# Is their romance o%er,
) No, it isn't. -"omeday my name and hers are going
to be the same'. ow did it all begin, .ecause of
what, ) An umbrella. "o, he remembers how it all
began. /hat %erb forms are used, 0i%e some e1am#les. Is refrain about the #ast or
the future, ) 2ostly about the #ast $e1ce#t for the last line&.
/# 0s" your students which word is omitted twice# Play the song and let them
write in the word would# Point that she:d shop ] she would shop
1# E.plain < elicit the usage of would for the past ha%its#
Lr!cs an" ans#ers
E.# 1# 1f, 2d, )a, -%, /c, 1e, 6g
E.# 2#
$us stop, wet day, she?s there = say
Please share my um%rella
$us stop, %us go, she stays love grows
Ender my um%rella
0ll that summer we en@oyed it
7ind and rain and shine
That um%rella we employed it
$y 0ugust she was mine
^_efrain`
Every morning = would see her waiting
at the stop
Sometimes she?d shop and she would
show me what she %ought
0ll the people stared as if we were
%oth \uite insane
Someday my name and hers are going
to %e the same
That?s the way the whole thing started
Silly, %ut it?s true
Thin"ing of a sweet romance
$eginning in a \ueue
ame the sun, the ice was melting
Do more sheltering, now
Dice to thin" that that um%rella
+ed me to a vow
^_efrain`
_epeat the 1
st
verse
!"#s $to% is a song
recorded and released as a
single %y the $ritish pop
%and The >ollies# =t
%ecame a hit in 1911,
reaching a/ in the Eb
Singles hart# =t was the
>ollies? ,rst ES top ten hit,
reaching a/ on the
$ill%oard charts in
Septem%er 1911#
=t was written %y Eb
songwriter *raham
*ouldman, who said the
idea for the song had come
while he was riding home
from wor" on a %us# The
opening lines were written
%y his father, playwright
>yme *ouldman#
5
10
15
20
25
30
35
40
45
50
55
60
'(S STO)
by +E OLLIE"
1. &atch the words.
14 shelter a4 love
24 insane %4 line
)4 romance c4 loo" very attentively
-4 \ueue d4 cracy
/4 stare e4 serious promise 3e# g# during the
wedding4
14 vow f4 protected place
64 um%rella g4 a thing protecting you against rain or hot
sun
2. Listen again. 'hat word is omitted twice(
$us stop, wet day, she?s there = say
Please share my um%rella
$us stop, %us go, she stays love grows
Ender my um%rella
0ll that summer we en@oyed it
7ind and rain and shine
That um%rella we employed it
$y 0ugust she was mine
^_efrain`
Every morning = FFFFFFFFF see her waiting at the stop
Sometimes she?d shop and she FFFFFFFFFF show me what she
%ought
0ll the people stared as if we were %oth \uite insane
Someday my name and hers are going to %e the same
That?s the way the whole thing started
Silly, %ut it?s true
Thin"ing of a sweet romance
$eginning in a \ueue
ame the sun, the ice was melting
Do more sheltering, now
Dice to thin" that that um%rella
+ed me to a vow
^_efrain`
_epeat the 1
st
verse
5
10
15
20
25
30
35
40
45
EL CONDO1 )ASA 234 3 CO(LD5
by "I2ON AND 0A*34N5EL
*+,--,./0,: XGZILQKP HMPUZIOPQRS
Level: intermediate
6708/0,: HMRMIUQKP IJdPeYK, NQYIQRWK
! trac" )
Teachers notes
1# Tell the students that they are going to
listen to a song %ased on a 3Peruvian4 melody
called El Condor !asa $3light Of +he Condor&# 0s"
them to write out more 9nature: words 3animals,
places, o%@ects4 while listening# Play the song#
Possi%le answers& s#arrow, snail, swan, ground,
forest, the earth(
2# Dow, let them practice e.# 1# hec" the
answers#
)# !o e.# 2# Play the song again#
-# Tel the group that this piece has another
English name, which is not a literal translation#
0s" them to guess it 3If I Could4#
/# 0s" a \uestion 3it might %e written on
the %oard4, 9=f you could chose how would you
rather call it8 7ould you remain this name or give
another one8: 7hile answering elicit the structure
$If I could chose& I'd rather call it 6 I would call it(
3you may also write it as a prompt4#
1# 4ollo# $p# E.plain to the students a construction of the lyrics# 0nd as"
them to write their own te.t using opposites and I'd rather structure#
Lr!cs an" ans#ers
E.# 1# 14 nail, 24 forest, )4 hammer, -4 sparrow, /4 snail, 14 street
E.# 2# 5orest 2 street, sparrow 2 snail, hammer 2 nail#
E.# )#
=?d rather %e a sparrow
1
than a snail
2
[es = would, if = could, = surely would
=?d rather %e a hammer
)
than a nail
-
[es = would, if = only could, = surely would
0way, =?d rather sail away
+i"e a swan that?s here and gone
0 man gets tied up to the ground
>e gives the world it?s saddest sound
=ts saddest sound
=?d rather %e a forest
/
than a street
1
[es = would, if = could, = surely would
=?d rather feel the earth %eneath my feet
[es = would, if = only could, = surely would
!)* C+ndor ,asa% 33light
of the Condor4 is a song
from the carcuela 3Spanish
lyric-dramatic genre4
El fndor Pasa %y the
Peruvian composer
!aniel 0lomga _o%les
written in 191) and %ased
on traditional
0ndean fol" tunes#
=t is possi%ly the %est-
"nown Peruvian song
worldwide due to a cover
version %y
Simon h *arfun"el in 196C
on their
$ridge 'ver Trou%led 7ater
al%um# This cover version
is called El Con"or )asa
239 3 Co$l"5# Paul Simon
used the instrumental
version of +os =ncas as the
%asic-trac" and wrote
entirely new, unrelated
lyrics#
5
10
15
20
25
30
35
40
45
EL CONDO1 )ASA 234 3 CO(LD5
by "I2ON AND 0A*34N5EL
1. 'rite the words -rom the .ox.
a4FFFFFFF %4FFFFFFF c4FFFFFFF d4FFFFFFF e4FFFFF f4FFFFFFF
2. &atch the words which are tho#ght to .e the
oosites.
forest snail
sparrow nail
hammer street
/. ,#t the words -or ex. 1 into this text. Listen and
chec0.
=?d rather %e a FFFFFFFF
1
than a FFFFFFFFF
2
[es = would, if = could, = surely would
=?d rather %e a FFFFFFFFF
)
than a FFFFFFFF
-
[es = would, if = only could, = surely would
0way, =?d rather sail away
+i"e a swan that?s here and gone
0 man gets tied up to the ground
>e gives the world it?s saddest sound
=ts saddest sound
=?d rather %e a FFFFFFFFFF
/
than a FFFFFFFFFFF
1
[es = would, if = could, = surely would
=?d rather feel the earth %eneath my feet
[es = would, if = only could, = surely would
1. Thin0 o- some oosites and try to write a simi*ar
oem #sing 2%d rather 3 2- 2 co#*d 3 2 wo#*d.
FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF
FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF
FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF
FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF
FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF
3orest, s#arrow, nail, street, hammer, snail, forest
5
10
15
20
25
30
35
FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF
FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF
HO(SE
by EL+ON 7ON
*+,--,./0, / :708/0,: WPGYIRWPQRS this 2
that 3is4, these 2 those 3are4i GYMXeYXMN a place
where;
Level: QNjNZkQKl
! trac" -
Teachers notes
1# $ring a picture of a house 3room4#
_efresh the usage of this 8 that, these 8 those %y
showing and naming the o%@ects#
2# Tell your students to concentrate on the
%eginnings of the lines and ,ll in the gaps mar"ed
with letters with proper pronouns# Play the song#
hec" the answers#
)# Tell your students to concentrate on the
endings of the lines and ,ll in the gaps mar"ed with num%ers with the words given#
Play the song# 5irst let the students chec" their answers with their partners# Then
chec"#
-# Then let your students practice in showing and naming some o%@ects using
the structure This is aFFFFF < That is aFFFFF < These are theFFFFFF < Those are
theFFFFFFF#
/# 3ollow u## Pair < *roup wor"# 'ne student thin"s of an o%@ect and descri%es
it using where# +his is a room $#lace, thing& where I 999999 $eat, slee#, rela1&# The
second student should guess it#
1# [ou may also elicit the di(erence %etween 9=t belongs to me: and 9They
belong to me:#
Lr!cs an" ans#ers
This is my house
1
This is where = live
2
That is the winter
Those are the trees
)
= can hear them %reathe
This is my %ed
-
This is where = sleep
/
That was the dar"
Those are my dreams
they %elong to me
This is my moor
1
This is where = lie
This is a s\uare room
6
That was a %right light
These
a
are not my eyes
7hat is my soul8
7here is my tired heart8
That
%
is the \uestion
7here is the answer8
=nside my house
0nd = sit %y the window
n
0nd = wish = was rain
= want to fall from the s"y
= want to get wet all over the rain
?ause this is my house
9
=t %elongs to me
=nside my head
=t?s all that?s left
This
c
is my house
This
d
is my %ed
This is where = sleep
That
e
was the dar"
Those
f
are my dreams
They %elong to me
This is my house
This is my house
This is my house
!Ho#se% is taken from
-2ade in England'4 the
twenty-,fth studio al%um
%y English
singer<songwriter Elton
oohn 3the author of such
famous songs as Nikita,
Candle In +he /ind, 9+he
Lion 5ing: soundtrac" etc4,
released in 199/# 0n
interesting peculiarity is
that, much unli"e his
previous wor"s, and with
the e.ception of the title
trac", all of the al%um?s
songs have one-word titles#
5
10
15
20
25
30
35
40
45
50
55
60
65
70
[eah this is my house
This is my house
This is my house
This is my house
HO(SE
by EL+ON 7ON
1. Listen to the song and f** in the gas with *etters in the
.eginning o- the *ines. 'rite this4 that4 these or those.
2. Listen to the song one more time and f** in the gas
with n#m.ers in the endings o- the *ines. 'rite the words
-rom the .ox.
This is my FFFFFFFFFFFF
1
This is where = FFFFFFFFF
2
That is the winter
Those are the FFFFFFFF
)
= can hear them %reathe
This is my FFFFFF
-
This is where = FFFFFF
/
That was the dar"
Those are my dreams
they %elong to me
This is my FFFFFFFFF
1
This is where = lie
This is a s\uare FFFFFFFF
6
That was a %right light
FFFFFFFF
a
are not my eyes
7hat is my soul8
7here is my tired heart8
FFFFFF
%
is the \uestion
7here is the answer8
=nside my house
0nd = sit %y the FFFFFFFFF
n
0nd = wish = was rain
= want to fall from the s"y
= want to get wet all over the
rain
?ause this is my FFFFFFF
9
=t %elongs to me
=nside my head
=t?s all that?s left
FFFFFFFFFF
c
my house
FFFFFFFFF
d
my %ed
This is where = sleep
FFFFFFFFF
e
was the dar"
FFFFFFFFF
f
are my dreams
They %elong to me
This is my house
This is my house
This is my house
[eah this is my house
This is my house
This is my house
This is my house
3loor, house $:;&, li%e, window, trees, room, bed. slee#
5
10
15
20
25
30
35
40
45
50
55
LA;3NG ON A S(NDAY A4TE1NOON
by <4EEN
*+,--,./0,: 5uture forms 3Simple and ontinuous4, article the, prepositions
6708/0,: phrasal ver%s
Level: intermediate
! trac" /
Teachers notes
1# 7rite out and pre-teach < refresh the
words and phrases& honeymoon, bound to be
#ro#osal, ordinary guy.
2# 0s" your students the following \uestions#
+he song is called -La=ing On A "unday Afternoon'.
/hy do you think -la=ing', /hat do ordinary
#eo#le do during the week,
)# Dow as" the students to listen to the song
and say if the character is 9an ordinary guy:8 7hy
3not48
-# !o the wor"sheet tas"s#
Lr!cs an" ans#ers
E.# 1
= go out to wor" on a Bonday morning
Tuesday = go o( to honeymoon
=?ll %e %ac" again %efore it?s time for Sunny-down,
=?ll %e lacing on a Sunday afternoon
$icycling on every 7ednesday evening
Thursday = go waltcing to the poo
= come from +ondon town, =?m @ust an ordinary guy,
5ridays = go painting in the +ouvre
=?m %ound to %e proposing on a Saturday night
3There he goes again4
=?ll %e lacing on a Sunday
lacing on a Sunday
lacing on a Sunday afternoon#
E.# 2
14 $e %ac" 24 go out )4 go o( -4
come from
!La5ing on a $#nday
A-ternoon% is a song from
-A Night at the O#era' the
fourth al%um %y English
roc" group <ueen, released
in Dovem%er 196/# 0t the
time of its release, it was
the most e.pensive al%um
ever recorded# A Night at
the O#era has %een
consistently voted %y the
pu%lic and cited %y music
pu%lications as one of
queen?s ,nest wor"s, and
has fre\uently %een
descri%ed as one of the
greatest al%ums ever
recorded#
9+acing on a Sunday
0fternoon: is a song %y the
group singer Bercury# >e
played piano and did all of
the vocals# The lead vocal
was sung in studio,
produced through
headphones elsewhere in
the studio in a tin %uc"et# 0
microphone pic"ed up the
sound from the %uc"et,
which gives it a hollow
rmegaphoner sound# The
guitar solo is also reported
to have %een recorded on
the vocal trac", as there
were no more trac"s to
record on#
5
10
15
20
25
30
35
40
45
50
55
LA;3NG ON A S(NDAY A4TE1NOON
by <4EEN
1. Fi** in the gas.
= go out to wor" FFFF a Bonday morning
Tuesday = go o( to honeymoon
=?FFFF %e %ac" again %efore it?s time for Sunny-down,
=?FFFF %e lacing FFFF a Sunday afternoon
$icycling FFFF every 7ednesday evening
Thursday = go waltcing to FFFF poo
= come from +ondon town, =?FFF @ust an ordinary guy,
5ridays = go painting in FFFFF +ouvre
=?m %ound to %e proposing FFFF a Saturday night 3+here he goes
again4
=?FFF %e lacing FFFF a Sunday
lacing FFFF a Sunday
lacing FFFF a Sunday afternoon#
2. Listen to the song and chec0 yo#rse*ves.
/. Find the hrasa* ver.s with the -o**owing meanings6
14 ome %ac"FFFFFFFFFFFF
24 +eave 3a room4FFFFFFFFFF
)4 *o or run awayFFFFFFFFFFF
-4 $e %orn inFFFFFFFFFFFFFFFF
LEMON T1EE
On, the, 'm, 'll,
5
10
15
20
25
30
35
40
by 3OOL'" 0A*DEN
*+,--,./0,: Present ontinuous
Level: QNjNZkQKl, intermediate
! trac" 1
Teachers notes
1# =ntroduce the song# Students have to
decide if it is a sad or a happy one# =s a narrator
happy or sad8 +isten to the song and write out
some activities what he:s doing now# Play the
song#
2# !iscuss the students: answers# *ive out
the wor"sheets# 0s" for any voca%ulary
disculties# 7hy is the room %oring8 It's another
rainy "unday afternoon. e's waiting for his
girlfriend. "he isn't coming. e's got nothing to
do# So, what is he doing8 'pen the %rac"ets# Bind that there some ver%s in di(erent
tenses#
)# Dow, play the song again and let the students chec" their answers# Pay
attention to the spelling 3sitting, ste##ing4# 0s" your group to e.plain these forms#
Lr!cs an" ans#ers
=?m sitting here in the %oring room
=t?s @ust another rainy Sunday
afternoon
=?m wasting my time
= got nothing to do
=?m hanging around
=?m waiting for you
$ut nothing ever happens and =
wonder
=?m driving around in my car
=?m driving too fast
=?m driving too far
=?d li"e to change my point of view
= feel so lonely
=?m waiting for you
$ut nothing ever happens and =
wonder
= wonder how
= wonder why
[esterday you told me ?%out the %lue
%lue s"y
0nd all that = can see is @ust a yellow
lemon-tree
=?m turning my head up and down
=?m turning turning turning turning
turning around
0nd all that = can see is @ust another
lemon-tree
=?m sitting here
= miss the power
=?d li"e to go out ta"ing a shower
$ut there?s a heavy cloud inside my
head
= feel so tired
Put myself into %ed
7ell, nothing ever happens and =
wonder
=solation is not good for me
=solation = don?t want to sit on
the
lemon-tree
=?m steppin? around in the desert of @oy
$a%y anyhow =?ll get another toy
0nd everything will happen and you
wonder
= wonder how
= wonder why
[esterday you told me ?%out the %lue
%lue s"y
0nd all that = can see is @ust another
lemon-tree
=?m turning my head up and down
=?m turning turning turning turning
turning around
0nd all that = can see is @ust a yellow
lemon-tree
0nd = wonder, wonder
= wonder how
= wonder why
[esterday you told me ?%out the %lue
%lue s"y
0nd all that = can see, and all that =
!Lemon Tree% is a song %y
*erman pop %and 3ool>s
0arden from the al%um
Dish of the Day, which was
released as a single in
199/ and %ecame a ma@or
international hit in 1991#
The %and recorded a new
version of the song in prior
for their 2CC9 release >igh
Times - The $est of 5ools
*arden#
5
10
15
20
25
30
35
40
45
50
55
60
65
70
75
80
85
can see, and all that = can see
=s @ust a yellow lemon-tree
5
LEMON T1EE
by 3OOL'" 0A*DEN
7en the .rac0ets. 'rite the ver.s in correct -orm.
The *isten and chec0.
=?m FFFFFFFFFFFFFF 3sit4 here in
the %oring room
=t?s @ust another rainy Sunday
afternoon
=?m FFFFFFFFFFFFFF 3waist4 my
time
= got nothing to do
=?m FFFFFFFFFFFFFFF 3hang
around4
=?m FFFFFFFFFFFFFF 3wait4 for
you
$ut nothing ever FFFFFFFFFF
3happen4 and = wonder
=?m FFFFFFFFFFFFF 3drive4
around in my car
=?m FFFFFFFFFFFFF 3drive4 too
fast
=?m FFFFFFFFFFFFF 3drive4 too
far
=?d li"e to change my point of
view
= feel so lonely
=?m FFFFFFFFFFFFFF 3wait4 for
you
$ut nothing ever FFFFFFFFFFFF
3happen4 and = wonder
= wonder how
= wonder why
[esterday you FFFFFFFFFFF
3tell4 me ?%out the %lue %lue
s"y
0nd all that = can see is @ust a
yellow lemon-tree
=?m FFFFFFFFFFFFF 3turn4 my
head up and down
=?m turning turning turning
turning turning around
0nd all that = can see is @ust
another lemon-tree
=?m FFFFFFFFFFFF 3sit4 here
= miss the power
=?d li"e to go out ta"ing a
shower
$ut there?s a heavy cloud
inside my head
= feel so tired
Put myself into %ed
7ell, nothing ever FFFFFFFFFFFF
3happen4 and = wonder
=solation is not good for me
=solation = don?t want to sit on
the lemon-tree
=?m FFFFFFFFFFFF 3step4 around
in the desert of @oy
$a%y anyhow =?ll get another
toy
0nd everything
FFFFFFFFFFFFFFFF 3happen4 and
you wonder
= wonder how
= wonder why
[esterday you FFFFFFF 3tell4 me
?%out the %lue %lue s"y
0nd all that =
can see,
and all
that =
can
see,
and all that =
5
10
15
20
25
30
35
40
45
50
55
60
65
70
75
80
can see
=s @ust a yellow lemon-tree
LO<E ME TENDE1
by EL?I" !*E"LE@
*+,--,./0, / :708/0,: MNtZRjQKP MNtMSUK
WPGYIRWPQRl, LIeNJXZSM HI YPWP uvwJILkx
Level: QNjNZkQKl, intermediate
! trac" 6
Teachers notes
1# =t is a good activity for St# yalentine !ay#
!raw a heart on the %oard# Tell your students that
they are going to listen to a song# 0s" them to
predict what it will %e a%out# 5ind out what 9love:
voca%ulary they have# 7rite out these words#
2# Dame the song# 0s" if they "now it, what
they thin" of it# *ive out the wor"sheets#
)# '(er your students to chec" if there are the words you have written out in
this song# 0s" your class to ,nd out how we call our lo%e$r&. Play the song# hec"
the answers# /e call our lo%e $2y& darling 6 $2y& dear.
-# *ive out the wor"sheets# +et your students loo" them through and ,nd
more 9love: words 3they may as" any \uestions a%out the voca%ulary4#
/# E.plain that while the second listening they should ,ll in the gaps with the
proper pronouns and possessive ad@ectives# _evise them# Play the song again#
1# hec" the answers and let the students complete the tas"#
Lr!cs an" ans#ers
E.# 1
+ove me tender,
+ove me sweet,
Dever let me go#
[ou have made my life complete,
0nd = love you so#
+ove me tender,
+ove me true,
0ll my dreams ful,lled#
5or my darling = love you,
0nd = always will#
+ove me tender,
+ove me long,
Ta"e me to your heart#
5or it?s there where = %elong,
0nd we:ll never part#
+ove me tender,
+ove me dear,
Tell me you are mine#
=:ll %e yours through all the years,
Till the end of time#
E=% >
0lways 2 never, meet 2 part, reality 2 dream, hate 2 love
E=% ?
Across
)# !ream# -# >eart# 1# !arling#
Do#n
1# [our# 2# Part# /# 0lways#
!Love &e Tender% is a
song sung %y Elvis Presley,
adapted from the tune of 9
0ura +ee:, a sentimental
ivil 7ar %allad with music
%y *eorge _# Poulton and
words %y 7#7# 5osdic"#
Presley performed 9+ove
Be Tender: on the
The Ed Sullivan Show 9
Septem%er 19/1# Soon the
single and the movie,
+ove Be Tender, were
released#
The song is credited to
Presley and yera Batson,
%ut the principal writer of
the lyrics was ben !ar%y
3Batson?s hus%and4#
This song was ran"ed a-)6
on _olling Stone?s list of
the /CC *reatest Songs of
0ll Time#
5
10
15
20
25
30
35
40
45
50
55
60
LO<E ME TENDE1
by EL?I" !*E"LE@
1. Listen to the song and f** in the gas.
+ove FFFF tender, love FFFF
sweet,
Dever let FFF go#
FFFF have made FFFF life
complete
0nd FFFFlove FFFFF so#
+ove FFFF tender, love
FFFF true
0ll FFFF dreams ful,ll#
5or FFF darling FFFF love
FFFF
0nd FFFF always will#
+ove FFFF tender, love FFFF
long,
Ta"e FFFF to FFFF heart
5or FF:s there where FFFF
%elong
0nd FFFF:ll never part#
+ove FFFF tender, love
FFFF true
0ll FFFF dreams ful,ll#
5or FFF darling FFFF love
FFFF
0nd FFFF always will#
+ove FFF tender, love FFF dear,
Tell FFF FFF are mine
FFF:ll %e FFFFF through all the
years
Till the end of time#
+ove FFFF tender, love
FFFF true
0ll FFFF dreams ful,ll#
5or FFF darling FFFF love
FFFF
0nd FFFF always will#
2. &atch the oosites%
always part
meet love
reality never
hate
dream
/. 8se the words -rom the song to
so*ve this crossword.
Across
)# Something not real
-# The sym%ol of love#
1# !ear#
Do#n
1# = 2 my, you - ;
I, me, my, mine, you, your, yours, it, we
5
10
15
20
25
30
35
40
45
50
55
60
2# z meet#
/# z never#
NOT ALONE ANYMO1E
by +*A?ELIN0 /IL.4*@"
*+,--,./0,: GIVZNGILNQRP LMPWPQ, 5uture-in-
the past
Level: intermediate, upper-intermediate
! trac" n
Teachers notes
1# Tell your students they are going to
listen to a song 9Dot 0lone:# 0s" them to predict
what this song is a%out# =s it a%out lost love or
e.isting one8
2# Play the song and let the students chec"
their answers#
)# The song is a%out lost love# So, the
narrator is remem%ering their a%out the way
they parted# >e is recalling their
conversations# To ,nd out how it is e.pressed
with language students should ,ll in the gaps# *ive them time to wor"# Then
play the song again# Students listen and chec" their answers#
-# 5ocus on the tenses and elicit the conse\uence of tenses# Encourage
students to ,nd out what I'd 31
st
and 2
nd
lines4 means $I'd A I would4#
Lr!cs an" ans#ers
[ou always said
1
that =?d %e
2
%ac" again
That =?d come
)
running to you in the end
= thought
-
that you were
/
on your own
0nd now = ,nd you?re not alone
=?ll see you through the rain
Through the heartache and pain
=t hurts li"e never %efore
[ou?re not alone any more
[ou always said
1
that = would "now
6
someday
oust how it feels when your love wal"s away
= let you down, = let you go
= lost you, how was = to "now
=?ll see you through the rain
Through the heartache and pain
=t hurts li"e never %efore
[ou?re not alone any more
!Not A*one Anymore% is a
song from the ,rst al%um
of a late 19nCs supergroup
+ra%eling /ilburys
consisting of *eorge
>arrison, oe( +ynne, _oy
'r%ison, Tom Petty and $o%
!ylan# The %and recorded
two al%ums during the two
years they were together#
97il%urys: was a slang term
coined %y >arrison and
+ynne during the recording
of Cloud Nine al%um as a
pet name for various types
of e\uipment in the
recording studioi >arrison,
referring to errors caused
%y malfunctioning
e\uipment, @o"ingly
remar"ed to +ynne& r/e>ll
bury ?em in the mi.r# The
term was used again when
the entire group was
together#
5
10
15
20
25
30
35
40
45
50
= never "new
n
= could
9
feel this way
= never could see past yesterday
[ou feel that everything is gone
= feel it too, you?re not alone
=?ll see you through the rain
Every heartache and pain
=t hurts li"e never %efore
[ou?re not alone, you?re not alone
[ou?re not alone any more, any more, any more
NOT ALONE
by +*A?ELIN0 /IL.4*@"
Fi** in the gas with the word -rom the .ox. Then *isten
and chec0 yo#r answers.
[ou always FFFFFFFF
1
that =?d FFFFFFF
2
%ac" again
That =?d FFFFFFFF
)
running to you in the end
= FFFFFFFFFFF
-
that you FFFFFFFFFF
/
on your own
0nd now = ,nd you?re not alone
=?ll see you through the rain
Through the heartache and pain
=t hurts li"e never %efore
[ou?re not alone any more
[ou always FFFFFFFF
1
that = would FFFFFFFFF
6
someday
oust how it feels when your love wal"s away
= let you down, = let you go
= lost you, how was = to "now
=?ll see you through the rain
Through the heartache and pain
=t hurts li"e never %efore
[ou?re not alone any more
= never FFFFFFFFFF
n
= FFFFFFFFFFF
9
feel this way
= never could see past yesterday
[ou feel that everything is gone
= feel it too, you?re not alone
=?ll see you through the rain
Every heartache and pain
=t hurts li"e never %efore
[ou?re not alone, you?re not alone
[ou?re not alone any more, any more, any more
.e, said $:;&, were, know, knew, could, thought, come
5
10
15
20
25
30
35
40
45
NOW YO(1E GONE
by 7E33 L@NNE
*+,--,./0,: Past Simple
Level: QNjNZkQKl, intermediate
! trac" 9
Teachers notes
1# 0s" your students to read the title# 7hat is this song a%out8
2# +et your group read the part of the song in italics# 0s" them if it is
a%out the past or the present8 >ow did they guess8 7hat 9sweet memories:
can the photo %ring %ac"8 Play the song and let them chec"#
)# Dow, complete the wor"sheet tas"s#
Lr!cs an" ans#ers
E.# 1 $e 2 was <were, lose 2 lost, want 2 wanted, change 2 changed,
mean 2 meant, have 2 had#
E.# 2
=, = was cracy a%out you
=, didn?t want to %e without you
0nd =, lost what = had and now you:re gone
[ou, you always meant the world to me
[ou, you never wanted much you see
0nd you, you changed my life %ut now you gone
=n my heart you were the one
$ut now, now you:re gone
[our photograph %rings %ac" sweet memories
Something a%out you = don?t "now what it is
[our face so young the days so long
$ut now, you:re gone
=n my heart you were the one
$ut now, you:re gone
[eah now, now your gone
$ut now, you:re gone
!Now 9o#%re :one% is a
song from Armchair
+heatre, the ,rst solo
al%um %y oe( +ynne,
released in 199C# oe( +ynne
is famous for his Electric
+ight 'rchestra and his
participation in a
supergroup
9Travelling7il%urys:#
5
10
15
20
25
30
35
40
45
NOW YO(1E GONE
by 7E33 L@NNE
1. &atch the 1
st
and the 2
nd
-orms.
$e meant
+ose had
7ant lost
hange was < were
Bean wanted
>ave changed
2. Try to f** in the gas with the word -rom the .ox ;write
the ver.s on*y i- yo#%re s#re<.
=, = FFFFFFFF cracy a%out you
= FFFFFFFFFFFFFFFF to %e without you
0nd = FFFFFFFF what = FFFFFFFF and now you:re gone
[ou, you always FFFFFFFFF the world to me
[ou, you never FFFFFFFFF much you see
0nd you, you FFFFFFFFF my life %ut now you gone
=n my heart you FFFFFFFF the one
$ut now, now you:re gone
@our #hotogra#h brings back sweet memories
"omething about you I don>t know what it is
@our face so young the days so long
.ut now, you're gone
=n my heart you FFFFFFFF the one
$ut now, now you:re gone
[eah now, now you:re gone
$ut now, you:re gone
/. Listen to the song again and chec0
yo#r answers.
/as, were$:;&, changed, lost, wanted, meant, had, didn>t want
5
10
15
20
25
30
35
40
OLD MACDONALD
+raditional #erformed by 3*EE
A.C "ON0" #roBect
6708/0,: ORLIYQKP R tLXeR ORLIYQK{
Level: QNjNZkQKl
! trac" 1C
Teachers notes
1# =n the %eginning of the lesson practice
reading and pronunciation# =t is %etter touse the
familiar words with letters oo, Cu, a 3e# g# book,
look, cook, Cueen, back, black etc4#
2# 0s" students to name as many animals
as they can 3you may ma"e a sort of a auction&
the one who says the last word is a winner4# Dow
you may play a song and as" students how many
animals are mentioned# 7hat are they8
)# Dow give out the wor"sheets and let
your students do e.# 1# hec" the answers#
-# 7hile listening the students should
complete the second e.ercise#
/# 4ollo# $p @# =f you have time practice
more animals and sound with the help of this
song structure# 4ollo# $p ># 5inishing studying
animals you may wor" on a pro@ect and create
some unusual animals# Students can present their animals using this tune#
Lr!cs an" ans#ers
E.# 1 0# !og 2 woof-woof# $# ow 2 moo-moo# # !uc" 2 \uac"-\uac"# !#
Sheep 2 %aa-%aa# E# at-meow-meow#
E.# 2
'ld Bacdonald had a farm, e, i, e, i, o
and on that farm he had a duc", e, i, e, i, o
with a \uac" \uac" here, a \uac" \uac" there
here a \uac", there a \uac", everywhere a \uac" \uac"
'ld Bacdonald had a farm, e, i, e, i, o|
'ld Bacdonald had a farm, e, i, e, i, o
and on that farm he had a dog, e, i, e, i, o
with a woof woof here, a woof woof there
here a woof, there a woof, everywhere a woof woof
'ld Bacdonald had a farm, e, i, e, i, o|
'ld Bacdonald had a farm, e, i, e, i, o
and on that farm he had a cat, e, i, e, i, o
with a meow meow here, a meow meow there
here a meow, there a meow, everywhere a meow meow
'ld Bacdonald had a farm, e, i, e, i, o|
'ld Bacdonald had a farm, e, i, e, i, o
and on that farm he had a cow, e, i, e, i, o
with a moo moo here, a moo moo there
here a moo, there a moo, everywhere a moo moo
'ld Bacdonald had a farm, e, i, e, i, o|
'ld Bacdonald had a farm, e, i, e, i, o
97*d &acDona*d Had a
Farm: is a children?s song
a%out a farmer named
Bac!onald 3or Bc!onald4
and the various animals he
"eeps on his farm# Each
verse changes the name of
the animal and its
respective noise# =n many
versions, the song is
cumulative, with the noises
from all the earlier verses
added to each su%se\uent
verse#
=n the 1916 %oo" Tommy?s
Tunes, a collection of 7orld
7ar = era songs %y 5# T#
Dettleingham, the song
r'hio 3'ld Bacdougal >ad
a 5arm4r has \uite similar
lyrics#
The Traditional $allad =nde.
considers the rTommy?s
Tunesr version to %e the
earliest "nown version of
r'ld Bacdonald >ad a
5arm#
5
10
15
20
25
30
35
40
45
50
and on that farm he had a sheep, e, i, e, i, o
with a %aa %aa here, a %aa %aa there
here a %aa, there a %aa, everywhere a %aa %aa
'ld Bacdonald had a farm, e, i, e, i, o|
OLD MACDONALD
+raditional #erformed by 3*EE A.C "ON0" #roBect
1. Name the anima*s. Then draw *ines to the !words% o-
anima*s.
0# FFFFFFFFFFF
$# FFFFFFFFFFF
# FFFFFFFFFFF
!# FFFFFFFFFFF
E# FFFFFFFFFFF
2. Listen to the song and write the names o- the anima*s
into the gas.
'ld Bacdonald had a farm, e,
i, e, i, o
and on that farm he had a
FFFFFFF, e, i, e, i, o
with a \uac" \uac" here, a
\uac" \uac" there
here a \uac", there a \uac",
everywhere a \uac" \uac"
'ld Bacdonald had a farm, e,
i, e, i, o|
'ld Bacdonald had a farm, e,
i, e, i, o
and on that farm he had a
FFFFFFF, e, i, e, i, o
with a woof woof here, a woof
woof there
here a woof, there a woof,
everywhere a woof woof
'ld Bacdonald had a farm, e,
i, e, i, o|
'ld Bacdonald had a farm, e,
i, e, i, o
and on that farm he had a
FFFFFFF, e, i, e, i, o
with a meow meow here, a
meow meow there
here a meow, there a meow,
everywhere a meow meow
'ld Bacdonald had a farm, e,
i, e, i, o|
'ld Bacdonald had a farm, e,
i, e, i, o
and on that farm he had a
FFFFFFF, e, i, e, i, o
with a moo moo here, a moo
moo there
here a moo, there a moo,
everywhere a moo moo
'ld Bacdonald had a farm, e,
i, e, i, o|
'ld Bacdonald had a farm, e,
i, e, i, o
Cow, shee#, duck, dog, cat
quack-
quack
moo-moo
meow-
meow
baa-baa
woof-
woof
5
10
15
20
25
30
35
40
45
50
55
60
65
and on that farm he had a
FFFFFFF, e, i, e, i, o
with a %aa %aa here, a %aa
%aa there
here a %aa, there a %aa,
everywhere a %aa %aa
'ld Bacdonald had a farm, e,
i,
e,
i, o
O(1 HO(SE
by C*O".@, "+ILL", NA" D
@O4N0
*+,--,./0,: GZILIIJMNtILNQRP 3HPMP{IU
IUQIl jNGYR MPjR L UMXVXw4
6708/0,& UIW
Level: QNjNZkQKl, intermediate
! trac" 11
Teachers notes
1# 5or the wea"er groups write the missing
words in a random order on the %oard and "eep
them covered if it is possi%le#
2# Tell the students that they are going to
listen to a rather nice 3pretty4 song# 0s" them to
listen and ma"e and share their own opinion# Play the record# !iscuss if they li"ed it
or not# 7hy8
)# 0s" what it is a%out and refresh some 9house: voca%ulary# Thin" of the
things those ma"e a living-room cocy#
-# *ive out the wor"sheets and e.plain the students that they have to ,ll in
the gaps without listening for the second time# 0s" them to read the lyrics# Pay their
attention to the ver%s light, #lace, and rest 3they can %e nouns as welli it is a
common thing in English4# 0s" the students: \uestion a%out un"nown voca%ulary#
5or the wea"er groups uncover the world list#
/# +et the students complete the tas"# !iscuss the results#
Lr!cs an" ans#ers
=?ll light the ,re
[ou place the mowers in the vase
That you %ought today
Staring at the ,re
5or hours and hours
7hile = listen to you play your love songs
0ll night long for me
'nly for me
ome to me now
0nd rest your head for @ust ,ve minutes
Everything is done
Such a cocy room
The windows are illuminated
$y the evening sunshine through them
5iery gems for you
'nly for you
^_efrain`
'ur house, is a very, very, very ,ne house
7ith two cats in the yard
+ife used to %e so hard
97#r Ho#se: is a song
0raham Nash, most
famously recorded %y
Crosby, "tills, Nash D
@oung on their 196C al%um
DEBF ?u# The song refers to
Dash?s %rief a(air with ooni
Bitchell at the time the
group recorded the DEBF ?u
al%um# Dash was facing
the comple. moral struggle
%etween the hippy era free
love mentality and the
desire for a monogamous
relationship# Enli"e the
other trac"s on the al%um,
this is the song of a man
who yearns for sta%ility in
his relationship, house-
ownership, and family life#
5 10
15
20
25
30
35
40
45
50
55
Dow everything is easy ?cause of you
+a la la####
^_efrain`
*e#eat the Grst three lines
O(1 HO(SE
by C*O".@, "+ILL", NA" D @O4N0
Listen to the song and f** in the gas.
=?ll light the FFFFFFFFFFFF
1
[ou place the FFFFFFFFFFF
2
in the FFFFFFFFFFFF
)
That you %ought today
Staring at the FFFFFFFFFFFF
-
5or hours and hours
7hile = listen to you play your love songs
0ll night long for me
'nly for me
ome to me now
0nd rest your head for @ust ,ve minutes
Everything is done
Such a cocy FFFFFFFFFF
/
The FFFFFFFFFFFF
1
are illuminated
$y the evening sunshine through them
5iery gems for you
'nly for you
^_efrain`
'ur house, is a very, very, very ,ne house
7ith two FFFFFFFFFFFF
6
in the FFFFFFFFFFFFF
n
+ife used to %e so hard
Dow everything is easy ?cause of you
+a la la####
^_efrain`
*e#eat the Grst three lines
5
10
15
20
25
30
35
40
45
SWEET D1EAMS
by E4*@+2IC"
*+,--,./0,: Passive yoice
6708/0,: WNYPMRNZ 3HIJKLM, HJNJONM, KMPQ R
I. S#4
Level: intermediate
! trac" 12
Teachers notes
1# 7rite out and pre-teach the word abuse#
2# Tell your students they are going to
listen to the song and ,ll in the gaps with the
proper forms of the words in %rac"ets# Play the
song#
)# !iscuss the di(erence %etween each
pair of the "ome of them sentences#
Ans#er
E.# 1
Sweet dreams are made of this
7ho am = to disagree8
= travel the world
0nd the seven seas--
Every%ody?s loo"ing for something#
Some of them want to use you
Some of them want to get used %y you
Some of them want to a%use you
Some of them want to %e a%used#
3>old your head up--beep your head up}Bovin:
on4
E.#2
a4 a glass vase 2 0 vase is made glass#
%4 the cotton T-shirts 2 The T-shirts are made
of cotton#
c4 a leather @ac"et 2 0 @ac"et is made of
leather#
d4 a silver watch 2 0 watch is made of silver#
e4 the plastic pens 2 The pens are made of plastic#
!$weet Dreams ;Are
&ade o- This<: 3or simply
9Sweet !reams:4 is a song
%y pop music duo
Eurythmics 3!avid 0#
Stewart and 0nnie +enno.4#
=t is nota%le as the song
which provided the group
with their %rea"through
into commercial success#
'n _olling Stone?s The /CC
*reatest Songs of 0ll Time
issue in 2CC), rSweet
!reams 30re Bade of This4r
was ran"ed num%er )/1& it
was the group?s only song
on the list# The lyrics of the
song allude to a search for
ful,llment, and the rSweet
!reamsr are the desires
that motivate us#
The original recording?s
main instrumentation
featured a se\uenced
analog synthesicer ri(,
which Stewart discovered
accidentally in the studio
when he played a %ass
trac" in reverse# 0part from
the synthesicer, the
arrangement also uses
Bovement Systems !rum
omputer, piano in the
middle eight, and +enno.?s
multitrac"ed harmony
vocals#
5
10
15
20
25
30
35
40
45
50
SWEET D1EAMS
by E4*@+2IC"
1. Listen and f** in the gas with the roer -orms o- the
ver.s in .rac0ets.
Sweet dreams FFFFFFFFFFFF 3ma"e4 of this
7ho am = to disagree8
= travel the world
0nd the seven seas--
Every%ody?s loo"ing for something#
Some of them want to FFFFFFFFFFF 3use4 you
Some of them want to get FFFFFFFFF 3use4 %y you
Some of them want to FFFFFFFFFFF 3a%use4 you
Some of them want to FFFFFFFFFFF 3a%use4#
3>old your head up--beep your head up--B'y=D? 'D4
2. &atch the o.=ects and materia*. 8se the word .ox to f**
in the gas. Then write what these o.=ects are made o- ;e.
g. $weet dreams are made o- this<.
a4 a FFFFFFFFFFF 0 vase is made of
FFFFFFFFFFFFFFFFFF
%4 the FFFFFFFFFF The T-shirts are
madeFFFFFFFFFFFFFFF
c4 aFFFFFFFFFFFF 0 @ac"et isFFFFFFFFFFFFFFFFFFFFFFFF
d4 aFFFFFFFFFFF 0 watchFFFFFFFFFFFFFFFFFFFFFFFFFF
e4 the FFFFFFFFFF TheFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF
Cotton, sil%er, glass, #lastic, leather
5
10
15
20
25
30
W3ND O4
CHANGE
by "CO*!ION"
*+,--,./0,: HMRjNGYRS QNGYIS~PVI LMPWPQR
Level: intermediate
! trac" 1)
Teachers notes
1# 0nnounce the song# 0s" students if they
"now why it is called so# 0s" where the story
ta"es place and if a narrator dreams of the wind
of changes or he feels it now# Play the song#
2# hec" the students: answers#
+he story takes #lace in 2oscow, *ussia
$the 4""*&. +he 2osk%a is the name of the ri%er,
and 0orky !ark is a famous amusement #ark in
2oscow. +he narrator feels the wind of change
while walking around the city.
)# *ive out the wor"sheets# E.plain that to avoid repetition in 9"oldiers TareU
#assing by and they are listening to the wind of change' the author uses participle
listening# 0s" your students to ,ll in the gaps with the Present participles 3y-ing4#
-# Play the song again# Then chec" the answers#
Lr!cs an" ans#ers
= follow the Bos"va
!own to *or"y Par"
+istening to the wind of change
0n 0ugust summer night
Soldiers passing %y
+istening to the wind of change
The world is closing in
!id you ever thin"
That we could %e so close, li"e
%rothers
The future?s in the air
= can feel it everywhere
$lowing with the wind of change
_efrain 1
Ta"e me to the magic of the
moment
'n a glory night
7here the children of tomorrow
dream away
in the wind of change
7al"ing down the street
!istant memories
0re %uried in the past forever
= follow the Bos"va
!own to *or"y Par"
+istening to the wind of change
_efrain 2
Ta"e me to the magic of the
moment
'n a glory night
7here the children of tomorrow
share their dreams
7ith you and me
!'ind o- Change% is a
199C power %allad written
%y blaus Beine, vocalist of
the "cor#ions# =t appeared
on their 199C al%um Cra=y
/orld# The "cor#ions were
inspired to write this song
on a visit to Boscow in
19n9# The lyrics cele%rate
the political changes in
Eastern Europe at that
time 2 such as the Polish
_ound Ta%le 0greement
and fall of the $erlin 7all
and the clearly imminent
end of the old 7ar#
The %and also recorded a
_ussian-language version
of the song, under the title
uPYPM PMPWPQx 3yeter
Peremen4 and a Spanish
version called ?ientos de
Cambio#
The song is currently the
1C
th
%est-selling single of
all time in *ermany#
5
10
15
20
25
30
35
40
45
50
55
60
65
Ta"e me to the magic of the
moment
'n a glory night
7here the children of tomorrow
dream away
in the wind of change
The wind of change
$lows straight into the face of time
+i"e a stormwind that will ring the
freedom %ell
5or peace of mind
+et your %alalai"a sing
7hat my guitar wants to say
_efrain 2
W3ND O4 CHANGE
by "CO*!ION"
Listen and f** in the gas with the resent artici*es ;>?
ing<
= follow the Bos"va
!own to *or"y Par"
FFFFFFFFFF to the wind of
change
0n 0ugust summer night
Soldiers passing %y
Listening to the wind of
change
The world is closing in
!id you ever thin"
That we could %e so close, li"e
%rothers
The future?s in the air
= can feel it everywhere
FFFFFFFFFF with the wind of
change
_efrain 1
Ta"e me to the magic of the
moment
'n a glory night
7here the children of
tomorrow dream away
in the wind of change
FFFFFFFFFFF down the street
!istant memories
0re %uried in the past forever
= follow the Bos"va
!own to *or"y Par"
FFFFFFFFFFF to the wind of
change
_efrain 2
Ta"e me to the magic of the
moment
'n a glory night
7here the children of
tomorrow share their dreams
7ith you and me
Ta"e me to the magic of the
moment
'n a glory night
7here the children of
tomorrow dream away
in the wind of change
The wind of change
$lows straight into the face of
time
+i"e a stormwind that will ring
the freedom %ell
5or peace of mind
+et your %alalai"a sing
7hat my guitar wants to say
_efrain 2
5
10
15
20
25
30
35
40
45
50
55
60
65
70
75
YAAETY YAA
by +E COA"+E*"
*+,--,./0,: HILPZRYPZkQIP QNeZIQPQRP
6708/0,: IJStNQQIGYR, HMPUWPYK JKYN
3IUPOUN4
Level: QNjNZkQKl, intermediate
! trac" 1-
Teachers notes
1# Tell the students that they are going to
listen to a song called -@akety @ak'# Elicit <
translate the title 3blab, waVe4# 7rite out the title
and a phrase -Don't talk back'# Elicit the situation#
7ho might say it8 2 A teenager and a #arent#
7hy8 +hey are ha%ing arguments about the
chores#
2# 5ind out which chores your students
have at home# 7rite some of them on the %oard#
)# Dow complete the ,rst e.ercise# hec"
the answers#
-# E.plain the second tas"# Play the song#
/# *ive your students time to chec" the
answers in pairs# Then play the song again#
1# 0s"s students to ,ll in the gaps with mother:s instructions 3e.# )4# *ive an
e.ample with a help of a picture of scru%%ing the moor# hec" the answers#
6# E.plain the imperatives 3%oth positive and negative4#
n# 0s" students to ,nd more imperatives#
9# 4ollo# $p# 0s" your students to ma"e a dialogue %ased on this song# 0ct it
out#
Lr!cs an" ans#ers
E.# 1 a4 laundry mat, %4 hat, c4 room, d4 spending cash, e4 %room, f4
coat, g4 trash, h4 "itchen moor
E.# 2#
Ta"e out the papers and the
1
trash
'r you don?t get no
2
spending cash
=f you don?t scru% that
)
"itchen moor
[ou ain?t gonna roc" and roll no more
[a"ety ya"
!on?t tal" %ac"
oust ,nish cleaning up your
-
room
+et?s see that dust my with that
/
%room
*et all that gar%age out of sight
'r you don?t go out 5riday night
[a"ety ya"
!on?t tal" %ac"
!9a0ety 9a0% is a song
written, produced, and
arranged %y oerry +ei%er
and Bi"e Stoller for +he
Coasters and released on
0tlantic _ecords in 19/n,
spending seven wee"s as
num%er one on
+ist of num%er one rhythm
and %lues hits
and a wee" as
num%er one on the
>ot 1CC pop list# This song
was one of a string of
singles released %y +he
Coasters %etween 19/6
and 19/9 that dominated
the charts, one of the
%iggest performing acts of
the roc" and roll era#
The lyrics descri%e the
listing of household chores
to a "id, presuma%ly a
teenager, the teenager?s
response 3yakety yak4 and
the parent?s retort 3don>t
talk back# The serio-comic
street-smart playlets
etched out %y the
songwriters were sung %y
the oasters with a sly
clowning humor# The
screaming sa.ophone of
bing urtis ,lling in hot,
hon"ing %ursts in the up
tempo doo-wop style#
5
10
15
20
25
30
35
40
45
50
55
[ou @ust put on your
1
coat and
6
hat
0nd wal" yourself to the
n
laundry mat
0nd when you ,nish doing that
$ring in the dog and put out the cat
[a"ety ya"
!on?t tal" %ac"
!on?t you give me no dirty loo"s
[our father?s hip, he "nows what coo"s
oust tell your hoodlum friends outside
[ou ain?t got time to ta"e a ride
[a"ety ya"
!on?t tal" %ac"
[a"ety ya", ya"ety ya"
[a"ety ya", [a"ety ya"
[a"ety ya"8
E.# -# 14 put on your coat 3and hat4, 24 ta"e out 3the papers4 and the trash, )4
wal" 3yourself4to the laundry mat, -4 %ring in the dog, /4 don:t tal" %ac"#
YAAETY YAA
by +E COA"+E*"
1. &atch the words and the ict#res.

a4FFFFFFFFFFFFF%4FFFFFFFFFFF c4FFFFFFFFFFF d4FFFFFFFFFF
e4FFFFFFFFFFFFFf4FFFFFFFFFFF g4FFFFFFFFFFF h4FFFFFFFFFF
2. Listen and f** in the gas with the words ;*etters< -rom
ex. 1.
Ta"e out the papers and the
1
FFFFFF
'r you don?t get no
2
FFFFFFFFFFFFF
=f you don?t scru% that
)
FFFFFFFFFFF
[ou ain?t gonna roc" and roll
no more
[a"ety ya"
!on?t tal" %ac"
oust ,nish cleaning up your
-
FFFFFFF
+et?s see that dust my with
that
/
FFFF
*et all that gar%age out of
sight
'r you don?t go out 5riday
night
[a"ety ya"
!on?t tal" %ac"
[ou @ust put on your
1
FFFFF and
6
FFF
0nd wal" yourself to the
n
FFFFFFFFF
0nd when you ,nish doing
that
$ring in the dog and put out
the cat
[a"ety ya"
!on?t tal" %ac"
Coat, laundry mat, trash, s#ending cash, hat, room, kitchen
Woor, broom
5
10
15
20
25
30
35
40
45
50
55
60
!on?t you give me no dirty
loo"s
[our father?s hip, he "nows
what coo"s
oust tell your hoodlum friends
outside
[ou ain?t got time to ta"e a
ride
[a"ety ya"
!on?t tal" %ac"
[a"ety ya", ya"ety ya"
[a"ety ya", [a"ety ya"
[a"ety ya"
/. 'rite instr#ctions -rom the text
a.ove
1#FFFFFFFF2#FFFFFFFFFFFF )#FFFFFFFFFFF
-#FFFFFFFFFF /#FFFFFFFFF
FFFFFFFF FFFFFFFFFFFFF FFFFFFFFFFFF
FFFFFFFFFFF FFFFFFFFFF
YELLOW S('MA13NE
by +E .EA+LE"
*+,--,./0,: Past Simple 3Present Simple
review4
6708/0,: HMRMIUQKP IJdPeYK, LPYN
3HILYIMPQRP4
Level: QNjNZkQKl, intermediate
! trac" 1/
Teachers notes
1# 0s" your students to read the title# E.plicate 3translate or show the picture4
the word 9su%marine:# 7hat do they thin" the song will %e a%out8 7hat colours will
%e used8 7hat picture can they thin" of8 7rite out the words $the& sun, sea, wa%e
and e.plain them or show some pictures# Play the song and let your students chec"
their answers#
2# Students complete the ,rst tas"# hec" the answers and practice
pronunciation#
)# Tell the students to listen to the song for the second time and ,ll in
the gaps 3e.# 24# Play the song again#
-# O#tional acti%ity# 5ind out what the other ver% forms are# 7hy8
-@ellow "ubmarine' is a
1911 song %y +he .eatles
3credited to
+ennon<Bcartney4, with
lead vocals %y _ingo Starr#
0lthough it had previously
%een released on the
*e%ol%er al%um, it %ecame
the title song for the 191n
animated Enited 0rtists
,lm, also called @ellow
"ubmarine# =t is also the
title for the soundtrac"
al%um to the ,lm, released
as part of The $eatles?
music catalogue#
Bcartney was living in
oane 0sher?s parents? house
when he found the
inspiration for the song& r=
was laying in %ed in the
0sher?s garret### = was
thin"ing of it as a song for
_ingo, which it eventually
turned out to %e, so = wrote
it as not too rangey too
many notes in the vocal,
then started ma"ing a
story, sort of an ancient
mariner, telling the young
"ids where he?d lived# =t
was pretty much my song
as = recall### = thin" oohn
helped out# The lyrics got
more and more o%scure as
it goes on, %ut the chorus,
melody and verses are
mine#r The song %egan as
%eing a%out di(erent
coloured su%marines, %ut
evolved to include only a
yellow one#
5
10
15
20
25
30
35
40
45
Ans#ers
E.# 1 7as %orn, told, found, sailed, lived#
E.# 2
=n the town where = was %orn,
+ived a man who sailed to sea,
0nd he told us of his life
=n the land of su%marines#
So we sailed up to the sun,
Till we found the sea of green,
0nd we lived %eneath the waves
=n our yellow su%marine#
7e all live in a yellow su%marine,
[ellow su%marine, yellow su%marine#
0nd our friends are all a%oard
Bany more of them live ne.t door#
0nd the %and %egins to play#
7e all live in a yellow su%marine,
[ellow su%marine, yellow su%marine#
0s we live a life of ease,
Everyone of us has all we need,
S"y of %lue and sea of green
=n our yellow su%marine#
7e all live in a yellow su%marine,
[ellow su%marine, yellow su%marine#
YELLOW S('MA13NE
by +E .EA+LE"
1. 'rite the ,ast $im*e -orms ;there are two reg#*ar
ver.s<.
To %e %orn - FFFFFFFFFFFFFFFF, tell - FFFFFFFFFFFF, ,nd -
FFFFFFFFFFFF, sail - FFFFFFFFFFFF, live - FFFFFFFFFFFF#
2. Listen to the song. Fi** in the roer -orms ;some
ver.s are #sed more than once<.
=n the town where =FFFFFFFFFFFFFF,
FFFFFFFFF a man who FFFFFFFFF to sea,
0nd he FFFFFFFFF us of his life
=n the land of su%marines#
So we FFFFFFFF up to the sun,
Till we FFFFFFFF the sea of green,
0nd we FFFFFFFF %eneath the waves
=n our yellow su%marine#
Chor$s: 7e all live in a yellow su%marine,
[ellow su%marine, yellow su%marine#
0nd our friends are all a%oard
5
10
15
20
25
30
35
40
45
50
Bany more of them live ne.t door#
0nd the %and %egins to play#
Chor$s%
0s we live a life of ease,
Everyone of us has all we need,
S"y of %lue and sea of green
=n our yellow su%marine#
Chor$s%
5
10
15
20