Songs To Study English 1

A NEW DAY HAS COME by CELINE DION

&A New Day Has Come’ is the Grammar: Present Perfect, Past Tenses review lead single from C=line Dion;s 5Level: intermediate, upper-intermediate come#ac al#um A New Day ♫ CD trac 1 as Come, released on >arch Teacher’s notes 11, &??&! 1! "eforehand, write on the #oard$ angel, The song was written #y -ldo miracle, fear, light, to make it through, boy, soul, to shed @ova and Stephan >occio! 10a tear, to hold on. Tell the students that they are going to 5- @ew Day :as Come6 was listen to a song called A New Day as Come ! The words very successful around the world! %n the A!S! :ot -dult on the #oard were ta en from it! "e sure that your Contemporary Trac s, the students understand them! %ffer your group to predict song stayed on top twentythis song is a#out! one wee s! 15 &! 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 first tas ! Students chec their 20answers with their partners and then the pairs discuss them in an open group! *! Do e+! &! ,! Tell your students that the changes #etween then and now are also implicated into the tenses! -s 25them what tenses are used in lines . / 1' 0!ast "im#le and !ast Continuous1! 2irst, compare them to the lines &* / &7 $!ast "im#le %s !resent "im#le&! Then pay attention to the lines 1* / &' $!resent "im#le, !resent Continuous and !resent !erfect1! 3hy has the things 30changed so dramatically4 "ecause 5a new day has come6, the girl has met a #oy she loves7 -ll the changes referring to the very moment in present are e+pressed with a help of The Present Perfect Tense! Elicit 8 e+plain the meaning and usage of this tense! -s your students to find one more e+ample of it 0I'%e been touched( ) !resent !erfect !assi%e1! L r!cs an" ans#ers 35 E+! 1! - new day has come )et it fill my soul and drown my fears - new day has come 55 9 was waiting for so long )et it shatter the walls for a new sun 2or a miracle to come - new day has come 40Everyone told me to #e strong - new day has come :old on and don;t shed a tear 3here there was dar now there;s light Through the dar ness and good times 603here there was pain now there;s <oy 9 new 9;d ma e it through 3here there was wea ness 9 found my -nd the world thought 9 had it all strength 45"ut 9 was waiting for you -ll in the eyes of a #oy Chor$s: Chor$s% :ush, now 65)et the rain come down and wash away my 9 see a light in the s y tears %h, it;s almost #linding me )et it fill my soul and drown my fears 50 9 can;t #elieve 9;ve #een touched #y )et it shatter the walls for a new sun an angel with love - new day has come )et the rain come down and wash 70 *e#eat the chorus and fade away my tears E+! &! Then / now, dar / light, wea ness / strength, pain / <oy

Teacher’ s page

7

A NEW DAY HAS COME by CELINE DION
1. Read the text. There are five wrong words in it. Listen and correct them. 5- new day has come - new day has come 9 was waiting for so long 2or a miracle to come Everyone told me to #e wea 10:old on and don;t shed a tear Through the dar ness and #ad times 9 new 9;d ma e it through -nd the world thought 9 had it all "ut 9 was waiting for you 15 Chor$s: :ush, now 9 see a light in the night %h, it;s almost #linding me 9 can;t #elieve 9;ve #een touched #y an angel with love 20 )et the rain come down and wash away my tears )et it fill my soul and drown my fears )et it shatter the walls for a new sun - new day has come - new day has come 253here there was dar now there;s light 3here there was pain now there;s <oy 3here there was wea ness 9 lost my strength -ll in the heart of a #oy Chor$s% 30)et the rain come down and wash away my tears )et it fill my soul and drown my fears )et it shatter the walls for a new sun - new day has come *e#eat the chorus and fade 2. Find the o osites in the text. then BBBBBBBBBBBBB dar BBBBBBBBBBBBB wea ness BBBBBBBBBBBBB pain BBBBBBBBBBBBB

'(S STO) by + E
*+,--,./0,: CDECEFG HGIJKLMNO DIEPLQPLRE HILSLMN$ TDEUILFVLMNL would 5Level: intermediate, upper-intermediate ♫ CD trac & Teacher’s notes 1! "ring a picture of an um#rella! -s your students to ma e some short stories a#out this o#<ect! -fter listening 10to some stories as if an um#rella can #e involved in a love story! &! (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 15called 5"us Stop6! Wou may show a picture of an English #us stop 0of an old one is more prefera#le1! -s students to guess how could they #e <oined together! 3hat is this song a#out4 *! Play the song! )et the students chec their ideas! 20 ,! -s some Xuestions! 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 25#ast or the future, ) 2ostly about the #ast $e1ce#t for the last line&. ,! -s your students which word is omitted twice! Play the song and let them write in the word would! Point that she6d shop Y she would shop 30 .! E+plain 8 elicit the usage of would for the past ha#its!

OLLIE"

!"#s $to % is a song recorded and released as a single #y the "ritish pop #and The :ollies! 9t #ecame a hit in 1].., reaching ^, in the A_ Singles Chart! 9t was the :ollies; first AS top ten hit, reaching ^, on the "ill#oard charts in Septem#er 1]..! 9t was written #y A_ 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!

35"us stop, wet day, she;s there 9 say

L r!cs an" ans#ers E+! 1! 1f, &d, 'a, *#, ,c, .e, 7g E+! &!
Thin ing of a sweet romance 60"eginning in a Xueue Came the sun, the ice was melting @o more sheltering, now @ice to thin that that um#rella )ed me to a vow

Please share my um#rella "us stop, #us go, she stays love grows Ander my um#rella -ll that summer we en<oyed it 403ind and rain and shine That um#rella we employed it "y -ugust she was mine Z[efrain\ 45Every morning 9 would see her waiting at the stop Sometimes she;d shop and she would show me what she #ought -ll the people stared as if we were #oth 50Xuite insane Someday my name and hers are going to #e the same

65

Z[efrain\ [epeat the 1st verse

55Silly, #ut it;s true

That;s the way the whole thing started

'(S STO) by + E
1. &atch the words. 11 shelter 5&1 insane '1 romance *1 Xueue ,1 stare .1 vow 1071 um#rella

OLLIE"

a1 love #1 line c1 loo very attentively d1 cra`y e1 serious promise 0e! g! during the wedding1 f1 protected place g1 a thing protecting you against rain or hot sun

2. Listen again. 'hat word is omitted twice( "us stop, wet day, she;s there 9 say Please share my um#rella 15"us stop, #us go, she stays love grows Ander my um#rella -ll that summer we en<oyed it 3ind and rain and shine That um#rella we employed it 20"y -ugust she was mine Z[efrain\ Every morning 9 BBBBBBBBB see her waiting at the stop Sometimes she;d shop and she BBBBBBBBBB show me what she #ought 25-ll the people stared as if we were #oth Xuite 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 30Thin ing of a sweet romance "eginning in a Xueue Came the sun, the ice was melting @o more sheltering, now @ice to thin that that um#rella 35)ed me to a vow Z[efrain\ [epeat the 1st verse
40

45

EL CONDO1 )ASA 234 3 CO(LD5 by "I2ON AND 0A*34N5EL

*+,--,./0,: TCVEHMGL DILQVEKLMNO Level: intermediate 6708/0,: DINIEQMGL EFaLbUG, JMUEMNSG

♫ CD trac ' Teacher’s notes 1! Tell the students that they are going to listen to a song #ased on a 0Peruvian1 melody called El Condor !asa $3light Of +he Condor&! -s them to write out more 5nature6 words 0animals, places, o#<ects1 while listening! 10Play the song! Possi#le answers$ s#arrow, snail, swan, ground, forest, the earth( &! @ow, let them practice e+! 1! Chec the answers!
5
'! Do e+! &! Play the song again!

15

*! Tel the group that this piece has another English name, which is not a literal translation! -s them to guess it 0If I Could1!

,! -s a Xuestion 0it might #e written on the #oard1, 59f you could chose how would you rather call it4 203ould you remain this name or give another one46 3hile answering elicit the structure $If I could chose& I'd rather call it 6 I would call it( 0you may also write it as a prompt1! .! 4ollo# $p! E+plain to the students a

!)* C+ndor ,asa% 03light of the Condor1 is a song from the `ar`uela 0Spanish lyricdramatic genre1 El Ccndor Pasa #y the Peruvian composer Daniel -lomda [o#les written in 1]1' and #ased on traditional -ndean fol tunes! 9t is possi#ly the #est- nown Peruvian song worldwide due to a cover version #y Simon e (arfun el in 1]7? on their "ridge %ver Trou#led 3ater al#um! This cover version is called El Con"or )asa 239 3 Co$l"5! Paul Simon used the instrumental version of )os 9ncas as the #asic-trac and wrote entirely new, unrelated lyrics!

25construction of the lyrics! -nd as them to write their
own te+t using opposites and I'd rather structure!

L r!cs an" ans#ers E+! 1! 11 nail, &1 forest, '1 hammer, *1 sparrow, ,1 snail, .1 street 30 E+! &! 2orest / street, sparrow / snail, hammer / nail! E+! '! 9;d rather #e a sparrow1 than a snail& Wes 9 would, if 9 could, 9 surely would 359;d rather #e a hammer' than a nail* Wes 9 would, if 9 only could, 9 surely would -way, 9;d rather sail away )i e a swan that;s here and gone 40- man gets tied up to the ground :e gives the world it;s saddest sound 9ts saddest sound 9;d rather #e a forest, than a street. 45Wes 9 would, if 9 could, 9 surely would 9;d rather feel the earth #eneath my feet Wes 9 would, if 9 only could, 9 surely would

EL CONDO1 )ASA 234 3 CO(LD5 by "I2ON AND 0A*34N5EL 1. 'rite the words from the -ox.
5

3orest, s#arrow, nail, street, hammer, snail, forest

a1BBBBBBB #1BBBBBBB c1BBBBBBB d1BBBBBBB e1BBBBB

f1BBBBBBB osites.

2. &atch the words which are tho#ght to -e the o 10forest snail sparrow nail hammer street

.. ,#t the words for ex. 1 into this text. Listen and chec/. 159;d rather #e a BBBBBBBB1 than a BBBBBBBBB& Wes 9 would, if 9 could, 9 surely would 9;d rather #e a BBBBBBBBB' than a BBBBBBBB* Wes 9 would, if 9 only could, 9 surely would
20-way, 9;d rather sail away

)i e a swan that;s here and gone - man gets tied up to the ground :e gives the world it;s saddest sound 9ts saddest sound
25

9;d rather #e a BBBBBBBBBB, than a BBBBBBBBBBB. Wes 9 would, if 9 could, 9 surely would 9;d rather feel the earth #eneath my feet Wes 9 would, if 9 only could, 9 surely would
30

0. Thin/ of some o osites and try to write a simi*ar oem #sing 1%d rather 2 1f 1 co#*d 2 1 wo#*d. BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

35BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
!Ho#se% is taken from -2ade in England'3 the twenty-fifth studio al#um #y English singer8songwriter Elton john 0the author of such famous songs as Nikita, Candle In +he /ind, 5+he Lion 5ing6 soundtrac etc1, released in 1]],! -n 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!

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

HO(SE by EL+ON 7O N
*+,--,./0, / :708/0,: SLCUENSLMNO this / that 0is1, these / those 0are1f CUITbUTIJ a place 10where7 Level: MJgJVhMGi ♫ CD trac * Teacher’s notes 1! "ring a picture of a house 0room1! [efresh the usage of this 8 that, these 8 those #y 15showing and naming the o#<ects! &! Tell your students to concentrate on the #eginnings of the lines and fill in the gaps mar ed with letters with proper pronouns! Play the song! Chec the answers! '! Tell your students to concentrate on the endings of the lines and fill in the gaps mar ed with num#ers with the words given! Play the song! 2irst let the students chec their 20answers with their partners! Then chec !

*! Then let your students practice in showing and naming some o#<ects using the structure This is aBBBBB 8 That is aBBBBB 8 These are theBBBBBB 8 Those are theBBBBBBB! ,! 3ollow u#! Pair 8 (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 5should guess it! .! Wou may also elicit the difference #etween 59t belongs to me6 and 5They belong to me6!

L r!cs an" ans#ers This is my house1 10This is where 9 live& That is the winter Those are the trees' 9 can hear them #reathe This is my #ed* 15This is where 9 sleep, That was the dar Those are my dreams they #elong to me This is my floor. 20This is where 9 lie This is a sXuare room7 That was a #right light Thesea are not my eyes 3hat is my soul4 253here is my tired heart4 That# is the Xuestion 3here is the answer4 9nside my house 50 -nd 9 sit #y the windowk 30-nd 9 wish 9 was rain 9 want to fall from the s y 9 want to get wet all over the rain ;Cause this is my house] 9t #elongs to me 359nside my head 9t;s all that;s left Thisc is my house Thisd is my #ed This is where 9 sleep 40Thate was the dar Thosef are my dreams They #elong to me This is my house This is my house 45This is my house Weah this is my house This is my house This is my house This is my house

HO(SE by EL+ON 7O N
551. Listen to the song and fi** in the ga s with *etters in the -eginning

of the *ines. 'rite this3 that3 these or those. 2. Listen to the song one more time and fi** in the ga s with n#m-ers in the endings of the *ines. 'rite the words from the -ox.
60

3loor, house $:;&, li%e, window, trees, room, bed. slee#
70Those are my dreams

This is my BBBBBBBBBBBB1 This is where 9 BBBBBBBBB& That is the winter 65Those are the BBBBBBBB' 9 can hear them #reathe This is my BBBBBB* This is where 9 BBBBBB, That was the dar

they #elong to me

This is my BBBBBBBBB. This is where 9 lie This is a sXuare BBBBBBBB7 That was a #right light 5BBBBBBBBa are not my eyes 3hat is my soul4 3here is my tired heart4 BBBBBB# is the Xuestion 3here is the answer4 109nside my house -nd 9 sit #y the BBBBBBBBBk -nd 9 wish 9 was rain 9 want to fall from the s y 9 want to get wet all over the rain 15;Cause this is my BBBBBBB] 9t #elongs to me 9nside my head 9t;s all that;s left BBBBBBBBBBc my house 20BBBBBBBBBd my #ed This is where 9 sleep BBBBBBBBBe was the dar BBBBBBBBBf are my dreams They #elong to me 25This is my house This is my house This is my house Weah this is my house This is my house 30This is my house This is my house

LA;3NG ON A S(NDAY A4TE1NOON by <4EEN
*+,--,./0,: 2uture forms 0Simple and Continuous1, article the, prepositions 6708/0,: phrasal ver#s 5Level: intermediate !La4ing on a $#nday Afternoon% is a song from -A ♫ CD trac , Night at the O#era' the fourth Teacher’s notes al#um #y English roc group 1! 3rite out and pre-teach 8 refresh the words and <ueen, released in @ovem#er phrases$ honeymoon, bound to be #ro#osal, ordinary guy. 1]7,! -t the time of its 10 &! -s your students the following Xuestions! +he release, it was the most song is called -La=ing On A "unday Afternoon'. /hy do e+pensive al#um ever you think -la=ing', /hat do ordinary #eo#le do during the recorded! A Night at the O#era week, has #een consistently voted #y the pu#lic and cited #y '! @ow as the students to listen to the song and music pu#lications as one of 15say if the character is 5an ordinary guy64 3hy 0not14 mueen;s finest wor s, and has *! Do the wor sheet tas s! freXuently #een descri#ed as L r!cs an" ans#ers one of the greatest al#ums E+! 1 ever recorded! 9 go out to wor on a >onday morning 5)a`ing on a Sunday 20Tuesday 9 go off to honeymoon -fternoon6 is a song #y the 9;ll #e #ac again #efore it;s time for Sunny-down, group singer >ercury! :e 9;ll #e la`ing on a Sunday afternoon played piano and did all of the "icycling on every 3ednesday evening vocals! The lead vocal was sung in studio, produced Thursday 9 go walt`ing to the loo through headphones 259 come from )ondon town, 9;m <ust an ordinary guy, elsewhere in the studio in a tin 2ridays 9 go painting in the )ouvre #uc et! - microphone pic ed 9;m #ound to #e proposing on a Saturday night 0There he up the sound from the #uc et, goes again1 which gives it a hollow 9;ll #e la`ing on a Sunday nmegaphonen sound! The 30la`ing on a Sunday guitar solo is also reported to la`ing on a Sunday afternoon! have #een recorded on the E+! & vocal trac , as there were no 11 "e #ac &1 go out '1 go off *1 more trac s to record on! come from

35

40

45

50

LA;3NG ON A S(NDAY A4TE1NOON 55 by <4EEN

1. Fi** in the ga s.

On, the, 'm, 'll, the
9 go out to wor BBBB a >onday morning 5Tuesday 9 go off to honeymoon 9;BBBB #e #ac again #efore it;s time for Sunny-down, 9;BBBB #e la`ing BBBB a Sunday afternoon "icycling BBBB every 3ednesday evening Thursday 9 go walt`ing to BBBB loo 109 come from )ondon town, 9;BBB <ust an ordinary guy, 2ridays 9 go painting in BBBBB )ouvre 9;m #ound to #e proposing BBBB a Saturday night 0 +here he goes again1 9;BBB #e la`ing BBBB a Sunday la`ing BBBB a Sunday 15la`ing BBBB a Sunday afternoon! 2. Listen to the song and chec/ yo#rse*ves. .. Find the hrasa* ver-s with the fo**owing meanings5 11 Come #ac BBBBBBBBBBBB &1 )eave 0a room1BBBBBBBBBB 20'1 (o or run awayBBBBBBBBBBB *1 "e #orn inBBBBBBBBBBBBBBBB

25

30

35

40

LEMON T1EE by 3OOL'" 0A*DEN

*+,--,./0,: Present Continuous Level: MJgJVhMGi, intermediate

♫ CD trac
5

.
!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 1]], and #ecame a ma<or international hit in 1]].! The #and recorded a new version of the song in prior for their &??] release :igh Times - The "est of 2ools (arden!

Teacher’s notes 1! 9ntroduce the song! Students have to decide if it is a sad or a happy one! 9s a narrator happy or sad4 )isten to the song and write out some activities what he6s doing now! Play the song! &! Discuss the students6 answers! (ive out the 10wor sheets! -s for any voca#ulary difficulties! 3hy is the room #oring4 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 doing4 %pen the #rac ets! >ind that there some ver#s in different tenses! 15 '! @ow, play the song again and let the students chec their answers! Pay attention to the spelling 0sitting, ste##ing1! -s your group to e+plain these forms!

L r!cs an" ans#ers 20
9;m sitting here in the #oring room 9t;s <ust another rainy Sunday afternoon 9;m wasting my time 9 got nothing to do 259;m hanging around 9;m waiting for you "ut nothing ever happens and 9 wonder

553ell,

309;m driving too fast

9;m driving around in my car

9;m driving too far 9;d li e to change my point of view 9 feel so lonely 9;m waiting for you 35"ut nothing ever happens and 9 wonder 9 wonder how 9 wonder why Westerday you told me ;#out the #lue #lue 40s y -nd all that 9 can see is <ust a yellow lemontree 9;m turning my head up and down 9;m turning turning turning turning turning 45around -nd all that 9 can see is <ust another lemontree

nothing ever happens and 9 wonder 9solation is not good for me 9solation 9 don;t want to sit on the lemon-tree 609;m steppin; around in the desert of <oy "a#y anyhow 9;ll get another toy -nd everything will happen and you wonder

659 wonder why

9 wonder how

Westerday you told me ;#out the #lue #lue s y -nd all that 9 can see is <ust another lemontree 709;m turning my head up and down 9;m turning turning turning turning turning around -nd all that 9 can see is <ust a yellow lemontree 75-nd 9 wonder, wonder 9 wonder how 9 wonder why Westerday you told me ;#out the #lue #lue 80s y -nd all that 9 can see, and all that 9 can see, and all that 9 can see 9s <ust a yellow lemon-tree

509 miss the power
9;d li e to go out ta ing a shower "ut there;s a heavy cloud inside my head 9 feel so tired Put myself into #ed

9;m sitting here

85

LEMON T1EE by 3OOL'" 0A*DEN
6 en the -rac/ets. 'rite the ver-s in correct form. The *isten and chec/.
5

9;m BBBBBBBBBBBBBB 0sit1 here in the #oring room 9t;s <ust another rainy Sunday afternoon 109;m BBBBBBBBBBBBBB 0waist1 my time 9 got nothing to do 9;m BBBBBBBBBBBBBBB 0hang around1 159;m BBBBBBBBBBBBBB 0wait1 for you "ut nothing ever BBBBBBBBBB 0happen1 and 9 wonder 9;m BBBBBBBBBBBBB 0drive1 around 20in my car 9;m BBBBBBBBBBBBB 0drive1 too fast 9;m BBBBBBBBBBBBB 0drive1 too far 9;d li e to change my point of view 259 feel so lonely 9;m BBBBBBBBBBBBBB 0wait1 for you "ut nothing ever BBBBBBBBBBBB 0happen1 and 9 wonder
309 wonder how

turning around 40-nd all that 9 can see is <ust another lemon-tree 9;m BBBBBBBBBBBB 0sit1 here 9 miss the power 459;d li e to go out ta ing a shower "ut there;s a heavy cloud inside my head 9 feel so tired Put myself into #ed 503ell, nothing ever BBBBBBBBBBBB 0happen1 and 9 wonder 9solation is not good for me 9solation 9 don;t want to sit on the 55lemon-tree 9;m BBBBBBBBBBBB 0step1 around in the desert of <oy "a#y anyhow 9;ll get another toy 60-nd everything BBBBBBBBBBBBBBBB 0happen1 and you wonder 9 wonder how 659 wonder why Westerday you BBBBBBB 0tell1 me ;#out the #lue #lue s y -nd all that 9 can see, and all that 9 can see, and all that 9 can see 709s <ust a yellow lemon-tree

9 wonder why Westerday you BBBBBBBBBBB 0tell1 me ;#out the #lue #lue s y -nd all that 9 can see is <ust a 35yellow lemon-tree 9;m BBBBBBBBBBBBB 0turn1 my head up and down 9;m turning turning turning turning

75

LO<E ME TENDE1 by EL?I" !*E"LE@
5SLCUENSLMNi, HEbJFTVOI DE ULSL pqrFEHhs
Level: MJgJVhMGi, intermediate *+,--,./0, / :708/0,: IJoVNgMGL IJoIOQG

♫ CD trac

7

Teacher’s notes 1! 9t is a good activity for St! talentine Day! Draw 10a heart on the #oard! Tell your students that they are going to listen to a song! -s them to predict what it will #e a#out! 2ind out what 5love6 voca#ulary they have! 3rite out these words! &! @ame the song! -s if they now it, what they 15thin of it! (ive out the wor sheets! '! %ffer your students to chec if there are the words you have written out in this song! -s your class to find out how we call our lo%e$r&. Play the song! Chec the answers! /e call our lo%e $2y& darling 6 $2y& dear. 20 *! (ive out the wor sheets! )et your students loo them through and find more 5love6 words 0they may as any Xuestions a#out the voca#ulary1! ,! E+plain that while the second listening they should fill in the gaps with the proper pronouns and 25possessive ad<ectives! [evise them! Play the song again! .! Chec the answers and let the students complete the tas !

!Love &e Tender% is a song sung #y Elvis Presley, adapted from the tune of 5 -ura )ee6, a sentimental Civil 3ar #allad with music #y (eorge [! Poulton and words #y 3!3! 2osdic ! Presley performed 5)ove >e Tender6 on the The Ed Sullivan Show ] Septem#er 1],.! Soon the single and the movie, )ove >e Tender, were released! The song is credited to Presley and tera >atson, #ut the principal writer of the lyrics was _en Dar#y 0>atson;s hus#and1! This song was ran ed ^*'7 on [olling Stone;s list of the ,?? (reatest Songs of -ll Time!

L r!cs an" ans#ers 30 E+! 1 50me
)ove )ove me tender, )ove me sweet, @ever let me go! Wou have made my life complete, 35-nd 9 love you so! )ove me tender, )ove me true, -ll my dreams fulfilled! 402or my darling 9 love you, -nd 9 always will!

)ove me tender, )ove me long, 45Ta e me to your heart! 2or it;s there where 9 #elong, -nd we6ll never part! E=% > -lways / never, meet / part, reality / dream, hate / love E=% ? 60Across '! Dream! *! :eart! .! Darling! Do#n 1! Wour! &! Part! ,! -lways!

tender, )ove me dear, Tell me you are mine! 96ll #e yours through all the years, 55Till the end of time!

5

LO<E ME TENDE1 by EL?I" !*E"LE@ 1. Listen to the song and fi** in the ga s. I, me, my, mine, you, your, yours, it, we

10)ove BBBB tender, love BBBB

)ove BBBB tender, love BBBB true -ll BBBB dreams fulfill! 2or BBB darling BBBB love
30BBBB

sweet, @ever let BBB go! BBBB have made BBBB life complete 15-nd BBBBlove BBBBB so! )ove BBBB tender, love BBBB true -ll BBBB dreams fulfill! 2or BBB darling BBBB love 20BBBB -nd BBBB always will! )ove BBBB tender, love BBBB long, Ta e BBBB to BBBB heart 2or BB6s there where BBBB #elong 25-nd BBBB6ll never part!

-nd BBBB always will! )ove BBB tender, love BBB dear, Tell BBB BBB are mine BBB6ll #e BBBBB through all the 35years Till the end of time! )ove BBBB tender, love BBBB true -ll BBBB dreams fulfill! 40 2or BBB darling BBBB love BBBB -nd BBBB always will!

2. &atch the o osites% always part 45meet love reality never hate dream .. 7se the words from the song to so*ve this crossword.
50

Across '! Something not real *! The sym#ol of love! .! Dear!

55

Do#n 1! 9 / my, you - 7 &! u meet! ,! u never!

5

NOT ALONE ANYMO1E by +*A?ELIN0 /IL.4*@"
10Level: intermediate, upper-intermediate
*+,--,./0,: CERVJCEHJMNL HILSLM, 2uture-in-the past

♫ CD trac k Teacher’s notes 1! Tell your students they are going to listen to a song 5@ot -lone6! -s them to predict what this song is 15a#out! 9s it a#out lost love or e+isting one4 &! 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 20parted! :e is recalling their conversations! To find out how it is e+pressed with language students should fill in the gaps! (ive them time to wor ! Then play the song again! Students listen and chec their answers! 25 *! 2ocus on the tenses and elicit the conseXuence of tenses! Encourage students to find out what I'd 01st and &nd lines1 means $I'd A I would1! L r!cs an" ans#ers
Wou always said1 that 9;d #e& #ac again 30That 9;d come' running to you in the end 9 thought* that you were, on your own -nd now 9 find you;re not alone

!Not A*one Anymore% is a song from the first al#um of a late 1]k?s supergroup +ra%eling /ilburys consisting of (eorge :arrison, jeff )ynne, [oy %r#ison, Tom Petty and "o# Dylan! The #and recorded two al#ums during the two years they were together! 53il#urys6 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 eXuipment in the recording studiof :arrison, referring to errors caused #y malfunctioning eXuipment, <o ingly remar ed to )ynne$ n/e>ll bury ;em in the mi+n! The term was used again when the entire group was together!

35Through the heartache and pain
9t hurts li e never #efore Wou;re not alone any more Wou always said. that 9 would now7 someday 40just how it feels when your love wal s away 9 let you down, 9 let you go 9 lost you, how was 9 to now

9;ll see you through the rain

45Through the heartache and pain
9t hurts li e never #efore Wou;re not alone any more 9 never newk 9 could] feel this way 509 never could see past yesterday Wou feel that everything is gone 9 feel it too, you;re not alone

9;ll see you through the rain

9;ll see you through the rain Every heartache and pain 9t hurts li e never #efore Wou;re not alone, you;re not alone 5Wou;re not alone any more, any more, any more

NOT ALONE by +*A?ELIN0 /IL.4*@"
Fi** in the ga s with the word from the -ox. Then *isten and chec/ yo#r answers.
10

.e, said $:;&, were, know, knew, could, thought, come

Wou always BBBBBBBB1 that 9;d BBBBBBB& #ac again That 9;d BBBBBBBB' running to you in the end 9 BBBBBBBBBBB* that you BBBBBBBBBB, on your own 15-nd now 9 find you;re not alone 9;ll see you through the rain Through the heartache and pain 9t hurts li e never #efore 20Wou;re not alone any more Wou always BBBBBBBB. that 9 would BBBBBBBBB7 someday just how it feels when your love wal s away 9 let you down, 9 let you go 259 lost you, how was 9 to now 9;ll see you through the rain Through the heartache and pain 9t hurts li e never #efore 30Wou;re not alone any more 9 never BBBBBBBBBBk 9 BBBBBBBBBBB] feel this way 9 never could see past yesterday Wou feel that everything is gone 359 feel it too, you;re not alone 9;ll see you through the rain Every heartache and pain 9t hurts li e never #efore 40Wou;re not alone, you;re not alone Wou;re not alone any more, any more, any more

45

5

NOW YO(’1E GONE by 7E33 L@NNE
*+,--,./0,: Past Simple Level: MJgJVhMGi, intermediate

♫ CD trac
10

]

Teacher’s notes 1! -s your students to read the title! 3hat is this song a#out4 &! )et your group read the part of the song in italics! -s them if it is a#out the past or the present4 :ow did they guess4 3hat 5sweet 15memories6 can the photo #ring #ac 4 Play the song and let them chec ! '! @ow, complete the wor sheet tas s! L r!cs an" ans#ers E+! 1 "e / was 8were, lose / lost, want / 20 wanted, change / changed, mean / meant, have / had! E+! & 9, 9 was cra`y a#out you 9, didn;t want to #e without you 25-nd 9, lost what 9 had and now you6re gone Wou, you always meant the world to me Wou, you never wanted much you see -nd you, you changed my life #ut now you gone 30 9n my heart you were the one "ut now, now you6re gone Wour photograph #rings #ac sweet memories 35Something a#out you 9 don;t now what it is Wour face so young the days so long "ut now, you6re gone 9n my heart you were the one 40"ut now, you6re gone Weah now, now your gone "ut now, you6re gone

!Now 8o#%re 9one% is a song from Armchair +heatre, the first solo al#um #y jeff )ynne, released in 1]]?! jeff )ynne is famous for his Electric )ight %rchestra and his participation in a supergroup 5Travelling3il#urys6!

45

NOW YO(’1E GONE by 7E33 L@NNE
51. &atch the 1 and the 2
st

"e )ose 3ant Change 10>ean :ave

forms. meant had lost was 8 were wanted changed

nd

2. Try to fi** in the ga s with the word from the -ox :write the ver-s on*y if yo#%re s#re;. 15 /as, were$:;&, changed, lost, wanted, meant, had, didn>t want 9, 9 BBBBBBBB cra`y a#out you 9 BBBBBBBBBBBBBBBB to #e without you -nd 9 BBBBBBBB what 9 BBBBBBBB and now you6re gone
20

Wou, you always BBBBBBBBB the world to me Wou, you never BBBBBBBBB much you see -nd you, you BBBBBBBBB my life #ut now you gone
25

9n my heart you BBBBBBBB the one "ut now, now you6re gone

@our #hotogra#h brings back sweet memories "omething about you I don>t know what it is 30@our face so young the days so long .ut now, you're gone 9n my heart you BBBBBBBB the one "ut now, now you6re gone
35

Weah now, now you6re gone "ut now, you6re gone .. Listen to the song again and chec/ yo#r 40answers.

56708/0,: KNHEUMGL N oHTbN KNHEUMGv
Level: MJgJVhMGi

OLD MACDONALD +raditional #erformed by 3*EE A.C "ON0" #roBect
♫ CD trac
1?

Teacher’s notes 1! 9n the #eginning of the lesson practice reading 10and pronunciation! 9t is #etter touse the familiar words with letters oo, Cu, a 0e! g! book, look, cook, Cueen, back, black etc1! &! -s students to name as many animals as they can 0you may ma e a sort of a auction$ the one who 15says the last word is a winner1! @ow you may play a song and as students how many animals are mentioned! 3hat are they4 '! @ow give out the wor sheets and let your students do e+! 1! Chec the answers! 20 *! 3hile listening the students should complete the second e+ercise! ,! 4ollo# $p @! 9f you have time practice more animals and sound with the help of this song structure! 4ollo# $p >! 2inishing studying animals you may wor 25on a pro<ect and create some unusual animals! Students can present their animals using this tune!

56*d &acDona*d Had a Farm6 is a children;s song a#out a farmer named >acDonald 0or >cDonald1 and the various animals he eeps on his farm! Each verse changes the name of the animal and its respective noise! 9n many versions, the song is cumulative, with the noises from all the earlier verses added to each su#seXuent verse! 9n the 1]17 #oo Tommy;s Tunes, a collection of 3orld 3ar 9 era songs #y 2! T! @ettleingham, the song n%hio 0%ld >acdougal :ad a 2arm1n has Xuite similar lyrics! The Traditional "allad 9nde+ considers the nTommy;s Tunesn version to #e the earliest nown version of n%ld >acdonald :ad a 2arm!

L r!cs an" ans#ers E+! 1 -! Dog / woof-woof! "! Cow / moomoo! C! Duc / Xuac -Xuac ! D! Sheep / #aa-#aa! 30E! Cat-meow-meow! E+! &
%ld >acdonald had a farm, e, i, e, i, o and on that farm he had a duc , e, i, e, i, o with a Xuac Xuac here, a Xuac Xuac there 35here a Xuac , there a Xuac , everywhere a Xuac Xuac %ld >acdonald had a farm, e, i, e, i, ow %ld >acdonald 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 40here a woof, there a woof, everywhere a woof woof %ld >acdonald had a farm, e, i, e, i, ow %ld >acdonald 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 45here a meow, there a meow, everywhere a meow meow %ld >acdonald had a farm, e, i, e, i, ow %ld >acdonald 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 50here a moo, there a moo, everywhere a moo moo %ld >acdonald had a farm, e, i, e, i, ow %ld >acdonald had a farm, e, i, e, i, o 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 >acdonald had a farm, e, i, e, i, ow

OLD MACDONALD +raditional #erformed by 3*EE A.C "ON0" #roBect
51. Name the anima*s. Then draw *ines to the !words% of anima*s.

Cow, shee#, duck, dog, cat
10
-! BBBBBBBBBBB "! BBBBBBBBBBB quackquack meowmeow baa-baa moo-moo woofwoof

15C! BBBBBBBBBBB
D! BBBBBBBBBBB

20
E! BBBBBBBBBBB

2. Listen to the song and write the names of the anima*s into the ga s. 25%ld >acdonald had a farm, e, i, e, with a meow meow here, a meow i, o 50meow there and on that farm he had a here a meow, there a meow, BBBBBBB, e, i, e, i, o everywhere a meow meow with a Xuac Xuac here, a Xuac %ld >acdonald had a farm, e, i, e, 30Xuac there i, ow here a Xuac , there a Xuac , 55%ld >acdonald had a farm, e, i, e, everywhere a Xuac Xuac i, o %ld >acdonald had a farm, e, i, e, and on that farm he had a i, ow BBBBBBB, e, i, e, i, o 35%ld >acdonald had a farm, e, i, e, with a moo moo here, a moo moo i, o 60there and on that farm he had a here a moo, there a moo, BBBBBBB, e, i, e, i, o everywhere a moo moo with a woof woof here, a woof %ld >acdonald had a farm, e, i, e, 40woof there i, ow here a woof, there a woof, 65%ld >acdonald had a farm, e, i, e, everywhere a woof woof i, o %ld >acdonald had a farm, e, i, e, and on that farm he had a i, ow BBBBBBB, e, i, e, i, o 45%ld >acdonald had a farm, e, i, e, with a #aa #aa here, a #aa #aa i, o 70there and on that farm he had a here a #aa, there a #aa, BBBBBBB, e, i, e, i, o everywhere a #aa #aa

%ld >acdonald had a farm, e, i, e, i, o

5

O(1 HO(SE by C*O".@, "+ILL", NA" D @O4N0

*+,--,./0,: CVEHEEFIJoEHJMNL 0DLILvEQ EQMEi gJCUN ILgN H QITRTr1 6708/0,$ QES 10Level: MJgJVhMGi, intermediate ♫ CD trac 11 Teacher’s notes 1! 2or the wea er groups write the missing words in a random order on the #oard and eep them covered 15if it is possi#le! &! Tell the students that they are going to listen to a rather nice 0pretty1 song! -s them to listen and ma e and share their own opinion! Play the record! Discuss if they li ed it or not! 3hy4 20 '! -s what it is a#out and refresh some 5house6 voca#ulary! Thin of the things those ma e a living-room co`y! *! (ive out the wor sheets and e+plain the students that they have to fill in the gaps without 25listening for the second time! -s them to read the lyrics! Pay their attention to the ver#s light, #lace, and rest 0they can #e nouns as wellf it is a common thing in English1! -s the students6 Xuestion a#out un nown voca#ulary! 2or the wea er groups uncover the world 30list! ,! )et the students complete the tas ! Discuss the results!

56#r Ho#se6 is a song 0raham Nash, most famously recorded #y Crosby, "tills, Nash D @oung on their 1]7? al#um DEBF ?u! The song refers to @ash;s #rief affair with joni >itchell at the time the group recorded the DEBF ?u al#um! @ash was facing the comple+ moral struggle #etween the hippy era free love mentality and the desire for a monogamous relationship! Anli 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!

L r!cs an" ans#ers 9;ll light the fire 35Wou place the flowers in the vase That you #ought today Staring at the fire 2or hours and hours 3hile 9 listen to you play your love songs 40-ll night long for me %nly for me Come to me now -nd rest your head for <ust five minutes Everything is done 45 Such a co`y room The windows are illuminated "y the evening sunshine through them 2iery gems for you %nly for you 50Z[efrain\ %ur house, is a very, very, very fine house 3ith two cats in the yard

)ife used to #e so hard @ow everything is easy ;cause of you )a la la!!!! Z[efrain\ 5 *e#eat the first three lines

O(1 HO(SE by C*O".@, "+ILL", NA"
Listen to the song and fi** in the ga s. 9;ll light the BBBBBBBBBBBB1 10Wou place the BBBBBBBBBBB& in the BBBBBBBBBBBB' That you #ought today Staring at the BBBBBBBBBBBB* 2or hours and hours 3hile 9 listen to you play your love songs 15-ll night long for me %nly for me Come to me now -nd rest your head for <ust five minutes 20Everything is done Such a co`y BBBBBBBBBB, The BBBBBBBBBBBB. are illuminated "y the evening sunshine through them 2iery gems for you 25%nly for you Z[efrain\ %ur house, is a very, very, very fine house 3ith two BBBBBBBBBBBB7 in the BBBBBBBBBBBBBk 30)ife used to #e so hard @ow everything is easy ;cause of you )a la la!!!!
35Z[efrain\

D @O4N0

*e#eat the first three lines
40

45

5

SWEET D1EAMS by E4* @+ 2IC"
!$weet Dreams :Are &ade of This;6 0or simply 5Sweet Dreams61 is a song #y pop music duo Eurythmics 0David -! Stewart and -nnie )enno+1! 9t is nota#le as the song which provided the group with their #rea through into commercial success! %n [olling Stone;s The ,?? (reatest Songs of -ll Time issue in &??', nSweet Dreams 0-re >ade of This1n was ran ed num#er ',.$ it was the group;s only song on the list! The lyrics of the song allude to a search for fulfillment, and the nSweet Dreamsn are the desires that motivate us! The original recording;s main instrumentation featured a seXuenced analog synthesi`er riff, which Stewart discovered accidentally in the studio when he played a #ass trac in reverse! -part from the synthesi`er, the arrangement also uses >ovement Systems Drum Computer, piano in the middle eight, and )enno+;s multitrac ed harmony vocals!

*+,--,./0,: Passive toice 6708/0,: SJULINJV 0GHIJKL, GIMINML, JLOP Q H. R!1 Level: intermediate ♫ CD trac 1& 10 Teacher’s notes 1! 3rite out and pre-teach the word abuse! &! Tell your students they are going to listen to the song and fill in the gaps with the proper forms of the words in #rac ets! Play the song! 15 '! Discuss the difference #etween each pair of the "ome of them sentences!

Ans#er E+! 1
Sweet dreams are made of this 203ho am 9 to disagree4 9 travel the world -nd the seven seas-Every#ody;s loo ing for something! Some of them want to use you 25Some of them want to get used #y you Some of them want to a#use you Some of them want to #e a#used! 0:old your head up--_eep your head upx>ovin6 on1

30 E+!& a1 a glass vase / - vase is made glass! #1 the cotton T-shirts / The T-shirts are made of cotton! 35c1 a leather <ac et / - <ac et is made of leather! d1 a silver watch / - watch is made of silver! e1 the plastic pens / The pens are made of plastic!

40

45

50

SWEET D1EAMS by E4* @+ 2IC"
1. Listen and fi** in the ga s with the ro er forms of the ver-s in -rac/ets. 5Sweet dreams BBBBBBBBBBBB 0ma e1 of this 3ho am 9 to disagree4 9 travel the world -nd the seven seas-Every#ody;s loo ing for something! 10Some of them want to BBBBBBBBBBB 0use1 you Some of them want to get BBBBBBBBB 0use1 #y you Some of them want to BBBBBBBBBBB 0a#use1 you Some of them want to BBBBBBBBBBB 0a#use1!
150:old your head up--_eep your head up-->%t9@; %@1

2. &atch the o-<ects and materia*. 7se the word -ox to fi** in the ga s. Then write what these o-<ects are made of :e. g. $weet dreams are made of this;.
20

Cotton, sil%er, glass, #lastic, leather

a1 a BBBBBBBBBBB BBBBBBBBBBBBBBBBBB

- vase is made of

#1 the BBBBBBBBBB 25madeBBBBBBBBBBBBBBB c1 aBBBBBBBBBBBB

The T-shirts are

- <ac et isBBBBBBBBBBBBBBBBBBBBBBBB

d1 aBBBBBBBBBBB watchBBBBBBBBBBBBBBBBBBBBBBBBBB e1 the BBBBBBBBBB 30 TheBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

5

W3ND O4 CHANGE by "CO*!ION"
*+,--,./0,: DINgJCUNO MJCUEOyLRE HILSLMN Level: intermediate

♫ CD trac
10

1'

Teacher’s notes 1! -nnounce the song! -s students if they now why it is called so! -s where the story ta es place and if a narrator dreams of the wind of changes or he feels it now! Play the song! 15 &! Chec the students6 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 20the city. '! (ive out the wor sheets! E+plain that to avoid repetition in 5"oldiers SareT #assing by and they are listening to the wind of change' the author uses participle listening! -s your students to fill in the gaps with the 25Present participles 0t-ing1! *! Play the song again! Then chec the answers!

!'ind of Change% is a 1]]? power #allad written #y _laus >eine, vocalist of the "cor#ions! 9t appeared on their 1]]? al#um Cra=y /orld! The "cor#ions were inspired to write this song on a visit to >oscow in 1]k]! The lyrics cele#rate the political changes in Eastern Europe at that time / such as the Polish [ound Ta#le -greement and fall of the "erlin 3all and the clearly imminent end of the Cold 3ar! The #and also recorded a [ussian-language version of the song, under the title pzLULI {LILSLMs 0teter Peremen1 and a Spanish version called ?ientos de Cambio! The song is currently the 1?th #est-selling single of all time in (ermany!

L r!cs an" ans#ers 9 follow the >os va Down to (or y Par 30)istening to the wind of change -n -ugust summer night Soldiers passing #y )istening to the wind of change 35The world is closing in Did you ever thin That we could #e so close, li e #rothers The future;s in the air 9 can feel it everywhere 40"lowing with the wind of change [efrain 1 Ta e me to the magic of the moment %n a glory night 453here the children of tomorrow dream away in the wind of change 3al ing down the street 50Distant memories -re #uried in the past forever 9 follow the >os va Down to (or y Par )istening to the wind of change

[efrain & Ta e me to the magic of the moment %n a glory night 53here the children of tomorrow share their dreams 3ith you and me Ta e me to the magic of the moment %n a glory night 103here the children of tomorrow dream

away in the wind of change The wind of change 15"lows straight into the face of time )i e a stormwind that will ring the freedom #ell 2or peace of mind )et your #alalai a sing 203hat my guitar wants to say [efrain &

W3ND O4 CHANGE by "CO*!ION"
Listen and fi** in the ga s with the resent artici *es :=>ing;
25

9 follow the >os va Down to (or y Par BBBBBBBBBB to the wind of change -n -ugust summer night 30Soldiers passing #y Listening to the wind of change The world is closing in Did you ever thin 35That we could #e so close, li e #rothers The future;s in the air 9 can feel it everywhere BBBBBBBBBB with the wind of 40change [efrain 1 Ta e me to the magic of the moment %n a glory night 453here the children of tomorrow dream away in the wind of change BBBBBBBBBBB down the 50street Distant memories -re #uried in the past forever 9 follow the >os va

55Down to (or y Par

BBBBBBBBBBB to the wind of change [efrain & 60Ta e me to the magic of the moment %n a glory night 3here the children of tomorrow share their dreams 653ith you and me Ta e me to the magic of the moment %n a glory night 3here the children of tomorrow 70dream away in the wind of change The wind of change "lows straight into the face of time 75)i e a stormwind that will ring the freedom #ell 2or peace of mind )et your #alalai a sing 80 3hat my guitar wants to say [efrain &

5

10

YAAETY YAA by + E COA"+E*"
*+,--,./0,: DEHLVNULVhMEL MJbVEMLMNL 6708/0,: EFOoJMMECUN, DILQSLUG FGUJ 0EQLKQJ1 15Level: MJgJVhMGi, intermediate ♫ CD trac 1* Teacher’s notes 1! Tell the students that they are going to listen to a song called -@akety @ak'! Elicit 8 translate the title 200blab, waffle1! 3rite out the title and a phrase -Don't talk back'! Elicit the situation! 3ho might say it4 / A teenager and a #arent! 3hy4 +hey are ha%ing arguments about the chores! &! 2ind out which chores your students have at 25home! 3rite some of them on the #oard! '! @ow complete the first e+ercise! Chec the answers! *! E+plain the second tas ! Play the song! ,! (ive your students time to chec the answers 30in pairs! Then play the song again! .! -s s students to fill in the gaps with mother6s instructions 0e+! '1! (ive an e+ample with a help of a picture of scru##ing the floor! Chec the answers! 7! E+plain the imperatives 0#oth positive and 35negative1! k! -s students to find more imperatives! ]! 4ollo# $p! -s your students to ma e a dialogue #ased on this song! -ct it out!

!8a/ety 8a/% is a song written, produced, and arranged #y jerry )ei#er and >i e Stoller for +he Coasters and released on -tlantic [ecords in 1],k, 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 1?? pop list! This song was one of a string of singles released #y +he Coasters #etween 1],7 and 1],] 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 0yakety yak1 and the parent;s retort 0don>t talk back! The seriocomic street-smart |playlets} etched out #y the songwriters were sung #y the Coasters with a sly clowning humor! The screaming sa+ophone of _ing Curtis filling in hot, hon ing #ursts in the up tempo doo-wop style!

40

L r!cs an" ans#ers E+! 1 a1 laundry mat, #1 hat, c1 room, d1 spending cash, e1 #room, f1 coat, g1 trash, h1 itchen floor E+! &!
)et;s see that 55dust fly with that , #roo

Ta e out the papers and the 1trash 45%r you don;t get no &spending cash 9f you don;t scru# that ' itchen floor Wou ain;t gonna roc and roll no more Wa ety ya Don;t tal #ac

50

just finish cleaning up your *room

m (et all that gar#age out of sight %r you don;t go out 2riday night Wa ety ya 5Don;t tal #ac

Wou <ust put on your .coat and 7hat -nd wal yourself to the klaundry mat 20 -nd when you finish doing that Wa ety ya , ya ety ya 10"ring in the dog and put out the cat Wa ety ya , Wa ety ya Wa ety ya Wa ety ya 4 Don;t tal #ac E+! *! 11 put on your coat 0and hat1, &1 ta e out 0the papers1 and the trash, '1 wal 250yourself1to the laundry mat, *1 #ring in the dog, ,1 don6t tal #ac !

Don;t you give me no dirty loo s 15Wour father;s hip, he nows what coo s just tell your hoodlum friends outside Wou ain;t got time to ta e a ride Wa ety ya Don;t tal #ac

YAAETY YAA by + E COA"+E*"
301. &atch the words and the

ict#res.

Coat, laundry mat, trash, s#ending cash, hat, room, kitchen floor, broom

35

a1BBBBBBBBBBBBB d1BBBBBBBBBB

#1BBBBBBBBBBB c1BBBBBBBBBBB

e1BBBBBBBBBBBBB f1BBBBBBBBBBB g1BBBBBBBBBBB h1BBBBBBBBBB 2. Listen and fi** in the ga s with the words :*etters; from ex. 1. 40Ta e out the papers and the )et;s see that dust fly with that 1 , BBBBBB BBBB %r you don;t get no 55(et all that gar#age out of sight & BBBBBBBBBBBBB %r you don;t go out 2riday night 9f you don;t scru# that Wa ety ya ' 45 BBBBBBBBBBB Don;t tal #ac Wou ain;t gonna roc and roll no more 60Wou <ust put on your .BBBBB and 7 Wa ety ya BBB Don;t tal #ac -nd wal yourself to the k 50 BBBBBBBBB just finish cleaning up your -nd when you finish doing that * BBBBBBB 65"ring in the dog and put out the

cat Wa ety ya Don;t tal #ac
5Don;t you give me no dirty loo s

Wa ety ya , ya ety ya 15Wa ety ya , Wa ety ya Wa ety ya
-@ellow "ubmarine' is a 1].. song #y +he .eatles 0credited to )ennon8>cCartney1, with lead vocals #y [ingo Starr! -lthough it had previously #een released on the *e%ol%er al#um, it #ecame the title song for the 1].k animated Anited -rtists film, also called @ellow "ubmarine! 9t is also the title for the soundtrac al#um to the film, released as part of The "eatles; music catalogue! >cCartney was living in jane -sher;s parents; house when he found the inspiration for the song$ n9 was laying in #ed in the -sher;s garret!!! 9 was thin ing of it as a song for [ingo, which it eventually turned out to #e, so 9 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! 9t was pretty much my song as 9 recall!!! 9 thin john helped out! The lyrics got more and more o#scure as it goes on, #ut the chorus, melody and verses are mine!n The song #egan as #eing a#out different coloured su#marines, #ut evolved to include only a yellow one!

Wour father;s hip, he nows what coo s just tell your hoodlum friends outside 10Wou ain;t got time to ta e a ride Wa ety ya Don;t tal #ac .. 'rite instr#ctions from the text a-ove

201!BBBBBBBB

&!BBBBBBBBBBBB '!BBBBBBBBBBB *!BBBBBBBBBB ,!BBBBBBBBB BBBBBBBBBBBBBBBBBBBBB BBBBBBBBBBBB BBBBBBBBBBB BBBBBBBBBB

25

30*+,--,./0,: Past Simple 0Present Simple review1

YELLOW S('MA13NE by + E .EA+LE"

6708/0,: DINIEQMGL EFaLbUG, ~HLUJ 0DEHUEILMNL1 Level: MJgJVhMGi, intermediate ♫ CD trac 1, Teacher’s notes 35 1! -s your students to read the title! E+plicate 0translate or show the picture1 the word 5su#marine6! 3hat do they thin the song will #e a#out4 3hat colours will #e used4 3hat picture can they thin of4 3rite out the words $the& sun, sea, wa%e and e+plain them or show 40some pictures! Play the song and let your students chec their answers! &! Students complete the first tas ! Chec the answers and practice pronunciation!

'! Tell the students to listen to the song for the second time and fill in the gaps 0e+! &1! Play the song again! *! O#tional acti%ity! 2ind out what the other ver# forms are! 3hy4 Ans#ers 5 E+! 1 3as #orn, told, found, sailed, lived! E+! &
9n the town where 9 was #orn, )ived a man who sailed to sea, -nd he told us of his life 109n the land of su#marines! So we sailed up to the sun, Till we found the sea of green, -nd we lived #eneath the waves 159n our yellow su#marine! 3e all live in a yellow su#marine, Wellow su#marine, yellow su#marine! -nd our friends are all a#oard >any more of them live ne+t door! 20-nd the #and #egins to play! 3e all live in a yellow su#marine, Wellow su#marine, yellow su#marine! -s we live a life of ease, Everyone of us has all we need, 25S y of #lue and sea of green 9n our yellow su#marine! 3e all live in a yellow su#marine, Wellow su#marine, yellow su#marine!

30

35

YELLOW S('MA13NE by + E .EA+LE"

1. 'rite the ,ast $im *e forms :there are two reg#*ar ver-s;. To #e #orn - BBBBBBBBBBBBBBBB, tell - BBBBBBBBBBBB, find BBBBBBBBBBBB, sail - BBBBBBBBBBBB, live - BBBBBBBBBBBB! 40 2. Listen to the song. Fi** in the ro er forms :some ver-s are #sed more than once;. 9n the town where 9BBBBBBBBBBBBBB, BBBBBBBBB a man who BBBBBBBBB to sea, -nd he BBBBBBBBB us of his life 459n the land of su#marines! So we BBBBBBBB up to the sun, Till we BBBBBBBB the sea of green, -nd we BBBBBBBB #eneath the waves 9n our yellow su#marine! 50 Chor$s: 3e all live in a yellow su#marine, Wellow su#marine, yellow su#marine!

-nd our friends are all a#oard >any more of them live ne+t door! -nd the #and #egins to play! Chor$s% 5-s we live a life of ease, Everyone of us has all we need, S y of #lue and sea of green 9n our yellow su#marine! Chor$s%
10

15

20

25

Sign up to vote on this title
UsefulNot useful