PRE rermE Die. Tips for using Communicative activities {= Wehave suggested the ideal number ofopies for ach a i tne copy per pir instead of one per student ‘© When $5 are working in pairs if posible get them to sit facet face This will encourage them to realy ta to each ther and also means they ca see eachother’ shec. 0 akc a eet yourself, gr to SS to share one roe, 0: get one SS to monitor help and correct. + Ifsome $ finish early they can swap roles and do the activity again or you could get then to write some of the teil cara ary Student profile Dae SS intervie ex other nd orp form for thi cS To an gue py teacher with useful information about SS. Copy one sheot per person. LANGUAGE What's your first name? What do you do? Why are you learning English? ‘© Give each student one copy. Focus on the questions. Give ‘Sin pairs a few minutes to decide what each question should be, Check answers. Model and drill the questions for SS to copy the rhythm. 1 What's your first name? 2 What's your surnamet 3 Where are you from? 4 Where do you live? 5 What do you do? 6 Where were you born? 7 When were you born? '8 What languages do you speak? 9 What do you do (like doing) in your freeime? 10 Why are you learning English? ‘# Demonstrate the activity by getting SS to ask you the frst twwo questions, Encourage them to ask you to spell your name and surname. Put 8S in pais to interview each ‘other and write the information in the forms, Make sure they cover the questions and ask them from memory. ‘You could collect in the forms for your own reference, Who's their ideal partner? B 7 & prirwork speaking activity SS detcribe people to eachother and try to match them to thal ideal partners Copy onc sheet pot pur and cut imo hand TANGUAGE He's thiry and he's a writer He tll and dark 174 OU eA Me CCL Ed «© Put SS into pairs and give out the sheets. Sit A and B so they can’t see each other's sheet. Explain to SS that the As have information about five men, and the Bs about five women. They must try to find an ideal partner for each ‘man/woman, Give SS afew n information. inutes to read their ‘© Demonstrate the activity by talking about As first man (Richard) and tell the Bs to decide which woman would suit him best. Stop afte his name, age, and job, and tll the Bs to eliminate any women they think are not suitable, Continue, encouraging Bs to ask questions if necessary. 8S should say He likes... He doesn’ like according to the face symbols «Bs should decide that his ‘ideal partner’ is Gill. Get As to write Gillon Richard's card, and Bs write Richard on Gill's. ‘8S continue in their pairs. Monitor, encouraging SS to check information, When $S have finished, let them compare their sheets, and check answers. Ideal couples Richard and Gill; Mark and Maria; David ‘and Rebecca: Andy and Sara: lan and Martina ad At an art gallery ‘A pairwork information gap act S describe their pictures to each other to find te ‘differences between them. Copy one sheet per pa fand cut into A and B. SING On i i era pag a wo] Stes sing | imp picture sh ising, Se lok sd prepositions office” pat ofthe body «© Pre-teach/revise any words you think SS don't know or may have forgotten, eg. statu, attendant, sculpture, ‘udioguide. Also pre-teach expressions they will need, eg, fom the lef ete ‘¢ Put SS into pairs and give out the sheets. Sit A and B so they can't see each other's sheet. Focus om the instructions and explain that they both have a picture of the same art, gallery but there are ten differences between the two pictures ‘85 describe their pictures to each other and find and. circle the differences. Demonstrate being both A and B, ew ‘A In my picture, there’ a painting ofa char. B In my picture, there's a chair and a cat is siting on the chair‘* 8S continue in pairs to find nine more differences. Check the differences orally with the clas, writing up any difficult sentences for 8S to copy. 1 In A there's a painting ofa woman looking sad. In B the woman is smiling. z a 2 In Aa man and a woman with a child are looking ata picture. In B the child is sitting om the floor crying. ing of chat. In B a cat sting on 3 Ina there's the chair. e 4 In A a man and woman are sitting dawn and talking. In B they're looking ata guidebook. 5 In Aa student is listening to an audioguide. In B the student doesn’t have an audioguide, 6 In A a man is sitting on a seat reading a paper. In Ba ‘man is sitting on a seat sending a text. 7 In A the girl in jeans has short hair. In B the gil in jeans has long hair eee 8 In Auman is holding a camera. In B the man is taking 9 In A there's statue with no right arm. In B there's a statue with no let arm. 10 In Aa woman is touching a sculpture, In B the woman, is looking at the sculpture. ah What's the word? DY A group card game SS practise giving definitions using relative pronouns. Copy and cut up one set of cards per four SS, [ LANGUAGE Ita thing which/person who. et Iesakind of. Its like You do it when + Hinecessary, revise language for giving definitions before ‘you start. Put SS in small groups, Give each group a set of ‘ards face down or in an envelope. '* Demonstrate the activity. Pick up a card and describe the ‘word/phrase until 8S guess it. Insist they say the exact, word/phrase on the card with correct pronunciation before showing them the card SS play the game; taking turns to take a card and define the word. Tell $5 they must not use the word om the card, ‘The first student in the group who says the word correctly set the card, The winner is the student with the most ards. Non-cut alternative Copy one sheet per pair of SS, and cut in half. Put $S into pairs and give them one half each, A begins by defining one of the words on his/her sheet. If B can say the word, then its Bs turn to give a definition, = Irregular past simple bingo \AL/ a grammar and pronunciation game ‘SS revise irregular past tense forms. Copy and cut up one sheet per 20'S. If ou have more than twenty students, ‘copy another sheet and give out the necessary number of extra cards: It doesn't matter if more than one pait have the same card. LANGUAGE _ Irregular past tenses g ‘¢ Put into pairs and give each pair a card, Give them time to remember the past tense of each verb. ‘¢ Tell SS they are going to play ‘past tense bingo’ Explain that you will say the past tense of different verbs. If they have the infinitive ofthe verb on their card, they cross it through. When they have crossed through all nine verbs, they shout Bingo! '* Goto the Irregular verb lst (SB p. 153) and start saying, the past tense verbs in random order. Use a pencil to tick the verbs you have read out. ‘© When a student shouts Bingo, get him/her to read out the ‘ine verbs saying the infinitive and the past tense. Check they are all verbs that you have ticked, Ifthe verbs are correct the SS is the winner. If they have made a mistake, the game continues. Extra idea Play the game with new cards, or get $$ to play in groups when one student reads out the past tenses, Baie old, dark night A reading and predicting activity SS read a story paragraph by paragraph and predict what happened next. Copy one sheet per person (or per pair), ‘or make a transparency (see Extra idea). LANGUAGE Past simple and continuous: She was driving past some trees when she hit something in the road. ‘* Give out one sheet per student or pai, face down, Make sure they have a piece of paper ready to cover the story before they start. ‘ Tell SS to turn over the sheet and cover everything except the pictures and the first paragraph. Tell SS to read it, of aska student to read it aloud, ‘* Now tell SS to uncover the first question and elicit ideas Encourage SS to give reasons for their suggestions. Don't tell SS who is right '# Get SS to uncover the next paragraph. They will find the answer tothe frst question then come to the next question. Again elicit ideas. Continue this process, getting $8 to read and predict the whole story. Extra idea Make transparency of the story and project it fon the board. Usea sheet of paper to uncover the paragraphs and ask the questions to the whole class Make your own quiz Ch genera knowledge quiz 55 revue quertion formation by writing thes own quae, Copy one thes per pir oF roc LANGUAGE Questions without auxiliaries: Who painta..? Who dicoveed.? Whoseid.. | ‘ fnecessary, revise the difference between questions with and without auxiliaries. '* PutsS into pairs or groups of 3 or 4. Give out one sheet per pair or group. SS put their names atthe top or choose 175‘¢ Explain that they are going to write their own quizzes. Go through the question stems, checking that they understand them. For questions 10-12 they invent their ‘own questions (either with or without ausiliaries). Explain that 5S can only write questions to which they know the answers. «Seta time limit. Monitor and help, making sure that SS are writing sensible questions which other SS will have a, chance of answering. ‘¢ Get each pair/group to sit with another pair/group, and. ask each other their questions. Fits difficult for SS to ‘move around, you could just get them to swap quizzes and write the answers. Extra idea Stick the completed quizzes up round the room, and get SS to go round reading the questions and ‘writing down the answers. Then have a feedback session checking answers to see who got the most right. a Finish the sentences \DY a group activity 8S race to complete sentences. Copy and cut up one sheet per 40r58S. [[iaxtctnckConnecon i bene bt alough | ‘© Put SS in small groups (four or five). Give each group a set of strips in an envelope. ‘¢ Each group picks a strip and tries to complete the sentence in logical and correct way. They should then ‘write their sentence. As soon as they've written it, one SS ‘comes to you with their sentence. fit’ correct, the group {gets a point. Keep the score on the board. Ifthe sentence is not correct, the group rewrites it. ‘¢ Seta time limit, eg. eight minutes. When the time is up, the group with the most correct sentences wins. Non-cut alternative Put $5 into pairs and give out one sheet per pair. SS work in pairs to complete the sentences. Set a time limit, When the time is up, get the pair who has completed the most to ead out their sentences. The pair ‘with the most correct sentences i the winner. Flict the questions SS will need to ask. Make sure SS don't try and ask negative questions for 4 and 8 ‘+ Focus on More information. Flicit follow-up questions for 1 and 2 (see LANGUAGE), '* Demonstrate the activity. Ask a student the first question, Elicit Yes, ars or No, It not. Ifthe student answers Yes, ‘write their name in the column on your sheet, then ask a follow-up question and write the answer under More information, Ifthe student answers No, then say Thank you and ask other students until somebody answers Yes ‘¢ Tell S$ to write the name ofa different student for each question, SS mingle, aking and answering questions. Feedback to find out who is going to do what. The optimist’s phrase book a . ‘Apairwork activi SS practise making positive predictions. Copy one sheet per pir or pet tune. LANGUAGE Tn sure youll pas You won't ose next time. Good lek, Cheer up, et. «Give out one sheet per pur or per student. Go through Sentences 1-10 in You say and the responses. «# Focus om instruction a Tell $5 to imagine that they ae all optimists Focus on sentence Land eit a prediction, ef Th sure youl pas or You won fal. «#88 continue in pais, writing postive predictions. Monitor and helplorsect. Encourage $8 to use I'm sure before the prediction where you think it sounds more natal. ‘© When $5 have finished, ge them to compare with another pairto see which sounds most postive «# Focus om instructions band c. Get Ato read out the You Say sentences B responds from memory Then they swap roles Encourage Ss to use postive intonation in thee ae a 1] Lwon't | Shall C/A pairwork activity 'S revise offers and promises. Copy one sheet per pair and ccut into A and B. a Find someone who ... AY Actass mingle ‘SS ask each other questions to complete a survey. Copy fone sheet per student. LANGUAGE. Going toand present continuous: ‘Are you going to study tonigh? What are you {going to study? Are you going away next weekend? “Where are you ¢? 176 TANGUAGE TU help you)! Shall (wr on te TR? | Toone forget) wont «Put Sino pairs and give out te sheets. Sit A and B50 they cut ane each thers sects «Focus on instrctions a and b, Demonstrate the activi ‘Ske te part of Student A and end out the st sentence trom You say. Tel the Bs to respond wing PUSball Got eves sn ecb presour f mcanery «Ifthe Be response isnot quite righ say Ty again and tgoe them hep sfnecssary Wheat BosayFlanane 387 Sats righ and el Bsto wet in SS continue in pars. When A has read ll his/her seen SS evap roles Extra challenge Get SS to repeat the activity responding, from memory= Talk about it \D a group board game SS revise past, present and future tenses. Make one copy ofthe board game for every four §S, You also need one’ Per group and one couinter per SS. mn formation in past, present and ‘+ Put $5 into smal groups of 3 or 4. Give each group a copy of the board game and a dice. If you don’t have dice, give each group a coin, SS toss the ‘in for their go and move 1 for heads and 3 for tails: ‘¢ Explain the rules ofthe game. SS throw a dice and move the corresponding number of squares on the board. When they land on a square, they must talk for 30 seconds about the topic. Then each of the other SS in the group must ask them a question about the topic. ‘+ 85 play the game in their groups. The game finishes when someone reaches the finish square. Ba Are you telling the truth? A” A pairwork speaking activity SS ask each other questions about experiences and try to find out if their partner is telling the truth or not. Copy and cut up one sheet per pair and cut into A and B. LANGUAGE Present perfect (experience): Have you ever won a cup or a medal? Yes, Fhave |_When did you win it?” What did you win it for ‘ Put SS into pairs and give out the sheets Sit A and B so they can’t see each other's sheet. ‘+ Focus on instruction a. Give $S time to complete the ‘questions with the past participle and check answers, ‘A had, studied, been, spoken, met, let 'B won, failed, sent, sung, had, seen ‘+ Focus on instructions b and e. Demonstrate the activity. Get one student to ask you one oftheir questions. Answer Yes, Thave (even if you haven't). Get SS to continue asking. ‘mote questions, and answer withthe truth or with invented details Finally tell SS to guess if your story was true or not, ‘ SStake turns to ask and answer. They should write T (true) or F (false) after each answer. When $5 have finished, they compare their sheets and see whether they suessed right. Get feedback from some ofthe pairs. Extra support Let read B's questions and vice versa before they stat to give SS time to prepare thei true and “invented answers, Ea tinvert done ity B/ a pairworkactivity SS practise using the present perfect with yet and already, Copy one sheet per pair and cut into A and B. LANGUAGE Present perfect: | Mae fied ou omeverz No, I haven’ started it yet. | '* Put SS into pairs and give out the sheets. Sit A and B so they cant see each other's sheets. Tell SS to read instructions a and b, ‘¢ Demonstrate the activity, Ask the As what their first question is (Have you finished your homework?) and elicit the correct response from B (No, haven’ started it yet), ‘+ As askall their questions. Bs choose a response. SS swap roles. Extra challenge Get A to repeat the questions for B to answer from memory. Which do you prefer? Why? C7’ paie/groupwork speaking activity SS say which of two things/actvtes they prefer and wy. Copy and cut up one sheet per pair or per or 585, You «can personalize the activity by writing two more corde [ LANGUAGE Comparative forms I prefer swimming in the sea because its healthier =| ‘ Put SS into pairs or groups of & or 5 and give outa set of cards face down, + Demonstrate the activity by asking a student to picka card and ask you. SS take turns to pick acard and ask the ‘ther student(s) Which do you prefer «or? Why? ‘+ Monitor while 8S are talking, correcting any mistakes with comparative forms. When $5 have finished, get feedback, froma few pairs or groups. Non-cut alternative Give out one uncut sheet to each Pair or group. Get them to discuss the topics on each ard Saying which they prefer and why a The best in town A group role play SS take turns to play the role ofa tourist in their town. Copy and cut up one sheet per 388, [ LANGUAGE Superlatives: What the most famous Place in the town? What's the best souvenir to buy? ‘* Put $S into groups of 3: A, B and C. Tell them that they are going to be tourists. When A isthe tourist, Band @ are local residents; when B is the tourist A and Care local residents, tc. Each tourist has different questions, ‘* Give out the role cards and remind SS that they have to ‘make the adjective in brackets superlative. ‘+ Demonstrate the activity. You are the tourist Say Excuse ‘me, can you help me? Pm @ tourist. What are the most interesting mionuments in this town? Flict ideas. ‘+ Remind the ‘local residents that, as they are speaking toa tourist who doesnt speak their language, they must explain everything in English. Remind the ‘tourist that if 8 local resident uses a L1 word oF expression to say I'nt sorry, I don't understand. What is(.-)?PRE mreemenare @riek (GLB Ain't got no / | got life - 19 "Listening for specfic words TANGUAGE Parte ofthe body, common nouns ‘© Give each arudent a sheet. Focus ona and ask SS ifsongs in thee language also use lang oF incorcect grammy Eli that Point = 'm not. Then give SS pairs afew minutes to complete the rest. Check answer. Gao aay SRE SETS ‘¢ Remind SS that ve goris grammatical and isan akernatve form of Thave. ‘= Focus on b. Give SS, in pairs few minutes to say what ‘they can seein the pictures. Check answers, ‘ier i money oventn mate perttine Home Bes acenag orragu ia erie ery Foes nerd ante mouth pw ear tones nose. ao Soe eee 1 Nov pley the mpelCD ones, passing es necessary for $12 ternc he word in Get Ss to compere answers wih 8 Parte and yt song apa fo to lin te eps + Repen if pcesary and then heck answers foie 5 eiend Ta hale TB money 7mume, 12 mouth 17 toes 3 puget: Geek 13 songoe A petanie 9 Head 1p Shower) Wears 15 amt Now get 5 to read the lyrics withthe glossary and ask. them if they think it’s an optimistic or pessimistic song optimist), ‘+ You may want to play the song forthe clas to sing long, Finally, get SS to read the Song facts (ER imagine 20 cor tekst NE? nostract nouns [[UiNGtAGE Absct nouns: brotherhood hunger ee] ‘= Give each student a sheet. Focus on a and give SS time to EXTRA support Tell SS they can just ete the etter of the ‘wotds they don't have time to write the whole word '# Get SS to compare wit a partner. Ply the song agin for ‘Sto check. Checkanswers, CYintor \aniviaa Wena 1¢ You may want to play the song for the class to sing along. ‘+ Finally, ge SS to read the Song facts EB White Hag sm \ C7 Tistening for verbs (CENGAGE Common verbs willwors sd ‘+ Give each rudent a sheet. Focus on and give SS a few {inves in pair to guess the missing verbs. Don't check fnswers at this point. 1 Now ply thetpe1CD once for $510 fl the gape Git SS te compare with a partner, and then play the song again for them (o check. Check answers pas cor tad st Se. spor ‘+ Now focus on ¢, Pla the song aguin while $S read the Iyrics with the glossary. Then give them afew minutes to ‘hawer the questions in pairs. Check answers soyeing Relomkaer oa + Ifyou think students would ike to hear the song again, ‘Ply it one more time. = Finally, ge SS to read the Song facts True blue 43 ‘AL? Listening for past simple and past participles ([aaneunce Present perfec and past staple ees nanan coach ee oom cansed gy ore ea a cook neg eres are ee epi Be ads K oo reguleg looks walls omaanadarepeod Tah oe ce hens mere _ Sr esaL a sean sera gge ne+ Focus on 6 and give SS in pais « few moments to find lunes. Check answers 2 Ve salted «thousand ships ‘Your heart fits me likes glove hope tneops they wort fl ain 1 Soufyounoald ever doubts tunis bursting ight out ofthe sky || ‘¢ You may want to play the song forthe lass to sing along. Finally, get SS to ead the Song facts. (ZB We are the champions 53 cor Tack 50 \D Listening for phrases TANGUAGE Present perfoa (experiance) Phrases ime after time te, © Give each stdenta sheet. Forus on a and give SS, in pairs, ‘dine to match the phrases A-] with their neanings 1=10. (Check answers clarifying meat + Ply the ape/CD once and S$ try to wait theletter of, cach phrase ina in the column, Get them 10 compare thelr answers in pairs. Then play the song again so that they can write the missing phrates into he song. ‘+ Give SS a few minutes to read through the song with the sloseary and look atthe pictures Elicit the gst ofthe {neaning from the whole clase. The singer has hada lot of| ‘Gpeand downs’ im bis fe but has survived. The singer (end us) will keep Sghting all our lives. Weare CGigurativcly speaking) the world champions, ‘+ You may want to play the song forthe clas to sing slong. ‘= Finally get $5 to read the Song facts. AEM Woven tit be nice 67 corns \B tisteniog for dev '» Give each student a sheet. Focus on the song and the task {ina Explain that an extra word has been added to every, line of the cong. The extra word makes cense but isnot sung. SS have to listen carefully and crose out this word. ‘+ Dermonstrate by playing the fist two lines. Thea play the rst of the song, You could play lines 1~6, then reply, then liner 7-15, then Hines 14-22. SS can compare anewere with thee partner after they listen, then listen a second time, Check answers imlcn 9 whole 17 realy 2tr Whe we 3 both: Ab other 929518 together so 5 Grate Agim 120 maak Soe As wey tne Gein ga ta etly. Pakage 93 hae Seay Te mere ‘+ Now get $5 wo read the song withthe glossary and in paire _ Ain't got no ain't got no beer Ain't got no man. Ain't gotno*__, alt. got no culture Ain't got no ain't got no schooling Ain't got no love, ain't got no” ve got my hair, got my * lve got my brains, got my I've got my eyes, got my Aint gotno*___ain.gotnotoken | we got my tt fasane ee pe vee, He got my *_ jot my chin What have | got? We gotmy neck, got my" Why am | alive anyway? | T've got my heart, got my soul lve got my back, | got my self ve got my #5 _., got my hands, I've got my fingers, got my "4 ve got my feet, got my 1, I"ve got my liver, got my blood Yeah, what have! got Nobody can take away? ve got life, 've got my freedom lve got life ve got life And I'm gonna keep it ve got life And nobody's gonna take it away [A Pop songs often use words and phrases which are slang or ‘Glossary clas = (inthis context) style culture = (inthis context) knowledge about are not grammatically correct. © Match the words and phrases. fart and literature, ee as Tnsonge - ‘token = a piece of paper or plastic that you 1 Tain't (rich) oO a don’t have ‘can use to buy things 2 Lain't got no (money) [] _b T'mgoing to. soul = the spiritual part of « person 3 I wanna (be free) Qs ¢ because lier = the part of your body that cleans 4 Pm gonna (leave you) []— d T'mnot ined fat ned boc 5 Yeah oO ¢ Twantto... ‘your body, 6 ‘cos / "cause O rys freedom = the noun from free Look at the pictures in the song which show the missing, ‘Song facts Oeste eee ee Simone okt ws on saan tw sors rm ihe eos munca Morand encore oof ees @ Listen and complete the song. popu songsa Song Imagine \.C Azaesennere B Match the words with the definitions. Areligion []__1 Things that are yours, which belong to you Bheaven [| _2 The place where some religions believe that good people go when they die. Chell (3 A feeling of community and great friendship between people. D hunger 4 Apperson who dreams. E peace “| 5 Wanting more than you need. F possessions 6 The place where some religions believe that bad people go when they die. G brotherhood ] 7 The place where you can see the sun, moon and stars gO H greed LJ 8 thenoun from hungry T dreamer =] 9 The opposite of war. J shy 10 For example, Christianity, Hinduism, Islam, et. D Listen and complete the song with the words from a. Imagine there's no * It's easy if you try, No? below us, Above us only 3 Imagine all the people living for today Imagine there's no countries, Itisn’t hard to do, Nothing to kill or die for, | Andno+__ too, | Imagine ail the people | living tife ins You may sayi'ma* but 'm not the only one, Thope some day youll join us, And the world will be as one. Glossary there’ no countries = ‘there aren't any wonder = ask yourself share = divide betwee ‘860 oF more people Imagine no?_ wonder if you can, No need for ® or?, Aw ofman, Imagine all the people sharing all the world club of organization Song facts Imagine was oily recorded bythe ex Beate Joh Lennon n Thrssnd tienes es Youmay saytma™_ bea meppeeg t but 'm not the only one, Became bight again ater I hope some day youll join us senthe be stosen be And the world wil ive as one Wer rade eng 20 ‘os popular song ofall ne= Song White flag © Read the song lyrics and guess the missing verbs. Don't write them in yet. © Listen tothe song and fill the gaps with a verb. know you think or?t___you that. But if didn’t say it, well fd still have felt it where's the sense in that? Bp I'm not trying to make your life harder ort, to where we were that I shouldn't still love you, wll 59, down with this ship And I won't § p. my hands up and surrender There will be no white flag above my door "rm in love and always will? b__ 1k Heft too much mess and destruction to*«. back again, And I caused nothing but trouble rey __ If you can't talk to me again. Andifyou"'|___by the rules of ‘t's over’ then I'm sure that that makes sense Iwill, ee. ‘And when we ™m____, which 'm sure we will, all that was there, will be there still (iletit**p_____and hold my tongue and you will #¢, that 've moved on Well twill, et. @ Read your song withthe glossary. In pairs, answer the questions. What has happened tothe singer? 2 Does she still love her ex-partner? 3 Who usually ‘goes down with their ship’? 4 Who usually ‘puts their hands up to surrender? When does somebody hold up a white lag? 6 Do you think the singer left her partner, or her partner left the singer? ‘Song facts Ao 7 What does she think will happen when they Pore peep Hirgereqtchaes ernment "became her biggest UK hit The song was ween sbou bresling up meet again? ‘rom her boven in 2002 when they were engaged tobe maid. | shouldn't stil love you = It's bad for me to continue to lowe you. surrende sop fighting and say you have lost lot of problems ‘destruction (noun from destroy) = when everything is broken trouble = problems that males sense = It's the right thing todo, Tillett pass and hold my tongue = I won't say anything Pvemoved on inlove with you now& Song True blue © Look at the verbs. Are they regular or irregular? What's the Past simple and the past participle of the irregular ones? How do you pronounce them? heve know look walk sail hear have whisper _seard © Listen and complete the song with the past simple or past participle ofthe verbs from & Lise) (ets ve *__had__ other guys HWve2___into their eyes But Inever® love before Til yous ___ through my door Ives __other tips Wve ___a thousand ships But no matter where | go You're the one for me baby this | know, ‘cause it's True love You're the one I'm dreaming of Your heart fits me like a glove ‘And I'm gonna be true blue baby | love you tve?, all the lines tve*___ oh somany times Those teardrops they won't fall again {'m so excited ‘cause you're my best friend So if you should ever doubt Wonder what love is all about Just think back and remember dear Those words* ___in your ear, I said True love You're the one I'm dreaming of, etc. No more sadness, kiss it good-bye The sun is bursting right out of the sky 1¢__the whole world for someone like you Don't you know, don't you know that True love You're the one I'm dreaming of, etc. © Read the song withthe glossary Which line means .? 1 Until L met you the first time ‘til you walked through my door 2 ve travelled a lot 3 You are exactly right for me 4 I won't cry again 5 fone day you're not sure 6 It’s a wonderful day Glossary {8875 (informal) = men, boyfriends t= unl no matter where = It doesn't ‘matter where Tm gonna be true = I'm going to be faithful loves = things you wear on your search = look for “cause = because doubt = not be sure wonder = ask yourself whisper Song facts Tre le was writen and recorded by ‘Madonna on her thd album, Te bl in 1986. Te ing was abe hin te Uk and the USA.