“Yellow” ​is a song from British rock band

Coldplay’s debut album ​Parachutes in the

year 2000. The song reached top four on the
UK Singles Chart, and has been covered by
many artists ever since. The song is a symbol
about unconditional love in which we would
do anything for the ones we love, whether be

a
it the love between the parents and the

ic
children, a brotherly love, or a romantic love.

LISTENING COMPREHENSION
ú s
PART 1

n M
o
ACTIVITY 1

c
Listen to Part 1 of the song and match the phrases to make

s
complete sentences.

lé
1. Look at 1-E A. a song for you

g
2. Look how B. you do

In
3. And everything C. called “yellow”

A
4. I came D. my turn

I
5. I wrote E. the stars

A
6. And all the F. all yellow

7. And it was G. things you do

8. So then I took H. they shine for you

9. Oh, what a thing to I. have done

10. And it was J. along

https://cursosengrupo.com/
 PART 2
ACTIVITY 2

Listen to ​Part 2 of the song and fill in the blanks using the
Spanish version to help you when you need it.

Spanish version English version

(aah) Tu ​(1)​ ​piel​, oh sí, tu ​(2)​ ​piel​ y ​(3) (aah) Your ​(1)​ _________ , oh yeah,

a
huesos your ​(2)​ _________ and ​(3)​ _________

ic
(ooh) ​(4)​ ​Conviértete en​ algo ​(5) (ooh) ​(4)​ _________ _________

s
hermoso something (5) _________

ú
(aah) ​(6)​ ​Sabes​, sabes​ (7)​ ​Te amo (aah) ​(6)​_________ _________, you
tanto know ​(7)​ _________ _________

M
_________ so

n
Sabes que te amo tanto. You know I love you so.

PART 3
c o
ACTIVITY 3

lé s
g
Listen to Part 3 of the song and tick the things that the singer

In
said he did for the one he loves.

I flew abroad.

IA I drew a line.

A
I jumped the cliffs.

I swam across.

I jumped across.

https://cursosengrupo.com/
ACTIVITY 4
Listen again to P
​ art 3​ and circle the correct answer.
1. What does the singer mean by “​what a thing to do​”?
A. He is confused about what to do next.
B. He's surprised by what his lover did.
C. He didn’t know what he’d done.

2. What does the singer mean by “For you, I’d bleed myself dry”?

a
A. He would do whatever it takes for the one he loves, even if he had to

ic
die.

s
B. The one he loves doesn’t love him as much, which hurts him as if he

ú
was bleeding.
C. He’s bleeding so hard, and the one he loves is trying to heal his
wounds.

n M
o
KEY PHRASES
● come along

s c
vamos

lé
● take one’s turn tomar el turno de uno
● I love you so = I love you so much te quiero mucho = te quiero mucho

g
● swim across nadar a través

In
● jump across saltar
● draw a line dibujar una línea/poner un límite

A
● bleed one’s self dry agotar todos tus recursos

A I
Example sentences:
● We’re going to a party on Saturday. You should come along.
● I’d like to ​take my turn​ now. It’s my turn to speak. .
● I just want to say that ​I love you so much​.
● He promised he would ​swim across​ the oceans for me.
● Children love to jump across small ponds when it rains.
● Sometimes you need to ​draw a line​ with your relationships.
● Love can really ​bleed himself dry​.

https://cursosengrupo.com/
ACTIVITY 5

Choose the correct interpretation for the phrases.

1. take one’s turn
A. to start doing something after someone else did it
B. to start making a turn
C. to start creating something
2. draw a line

a
A. to draw on paper

ic
B. to create a limitation

s
C. to disagree

ú
3. bleed one’s self dry

M
A. to use all your money
B. to hurt someone

n
C. to spend all your emotions on someone

ACTIVITY 6

c o
take dry

lé s
Fill in the blanks with the given words in the box.

turn draw himself

line

Ing bleed along

1. You have no idea how he ________ you so.

loves come

IA
2. No one wants her to ________ ________.
3. If he keeps on calling you like that, you better ________ a ________.

A 4. There’s nothing he wouldn’t do for her, he will ________ ________ ________

eventually.
5. His ex-girlfriends ________ ________ calling him after he won the lottery.

https://cursosengrupo.com/
ACTIVITY 7

Choose 3 of the new phrases and write your own sentences.

1. ………………………………………………………………………………………………………………………………………………

2. ………………………………………………………………………………………………………………………………………………

3. ………………………………………………………………………………………………………………………………………………

KEY STRUCTURES

ic a
s
look + q
​ uestion word​ +

ú
look at + noun pronoun​ + v
​ erb​ + o
​ bject
mirar + sustantivo mirar + pregunta palabra +

M
pronombre + verbo + objeto

Look at the stars​. Look ​how they shine for you​.

n
Look at that car. Look what you did.

o
Look at ​her cat​. Look ​who he invited​.

c
write a song for +
It was called + n
​ oun​.

s
noun/pronoun
Se llamaba + sustantivo.
escribir una canción para +

lé
sustantivo / pronombre

g
I wrote a song for you. It was called yellow.

In
He ​wrote a song for​ her. It was called​ sashimi.
They wrote a song for their father. It was called​ Bob.

A
What a thing to have + verb What a thing to + verb (base

I
(​past participle​)! form​)!

A
¡Vaya cosa para haber + verbo ¡Vaya cosa para + verbo (forma
(participio pasado)! base)!

What a thing to have​ done! What a thing to​ do!

What a thing to have bought! What a thing to​ see!
What a thing to hav​e seen! What a thing to buy!

turn into something +

adjective You know I + v
​ erb​ + o
​ bject​.
Sabes que yo + verbo + objeto.
convertirse en algo + adjetivo

https://cursosengrupo.com/
 Turn into something ​beautiful. You know I ​love you so.
He​ turns into something​ evil. You know I will be here.
It​ turns into something​ scary. You know I​ buy that.

ACTIVITY 8

Write your own sentences using the structures given.

You know I:
➡ .………………………………………………………………………………………………………………………………………………

a
Look + question word + pronoun + verb + object:

ic
➡ .………………………………………………………………………………………………………………………………………………

s
Look at:

ú
➡ .………………………………………………………………………………………………………………………………………………
Turn into:

M
➡ .………………………………………………………………………………………………………………………………………………

n
KEY PRONUNCIATION
c o
s
As we have learned in the previous lesson in this course, linking is an

lé
important aspect of fluent English, as it helps you speak faster and sound

g
more fluently. Just a quick reminder, words are written separately but are

In
said without breaks in English. The sounds are usually linked together in
order to create a smooth connection between words and a more natural

A
speech. Last time, you’ve learned about the two ways to link vowel-vowel.

I
For today’s lesson, you will have the chance to look into a very common

A
linking in spoken English: linking consonant-vowel.
Linking consonant-vowel happens when one word ends in a consonant
sound and the following word starts with a vowel sound.
For example:

So then I took my turn

An​d​ i​ t​ ​ was all yellow

https://cursosengrupo.com/
 And all the things you do
So how do we link them?
First, notice that in all the pairs of two words above, the first words end with
consonant sounds, and the second words all begin with vowel sounds.
To link them together, we link smoothly as if the consonant becomes a part
of the next word, making it sound like the second word starts with that
consonant.

ic a
ú s
n M
Linking consonant-vowel is very common in spoken English and is

o
considered rather easier than linking vowel-vowel. However, there are some

c
special cases we need to keep in mind.

s
1. Linking with silent ‘h’

lé
With the first special case, let’s look at the following words. How do you

g
pronounce them?

In
our
hour

A
Notice that the word ‘our’ begins with a vowel letter ‘o’, while the word

A I
‘hour’ doesn’t - it begins with the consonant ‘h’. But in reality, when we
pronounce ‘hour’, we pronounce it as /ˈaʊər/ - same as how we pronounce
‘our’. The reason here is that the letter ‘h’ is silent or often not pronounced
when it comes in the first position of words. Therefore, we say that both
‘hour’ and ‘our’ begin with a vowel sound /aʊ/.
The linking consonant-vowel rule is then the same when applied in this
case.
For example:

https://cursosengrupo.com/
Can you think of any other linking cases when the letter ‘h’ is silent?
……………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………

a
2. Linking with silent ‘e’

ic
With the next case, first, let’s take a look at the following sentences.

s
I ​ca​me
​ a
​ l​ ong

ú
I ​wro​te
​ a
​ ​ song for you

M
Linking consonant-vowel is also applied with these two sentences. How?
You must be wondering. Though the word ‘came’ ends in ‘e’, but we still link

n
it with ‘along’. The reason here is that ‘e’ is silent or not pronounced, so we

o
c
can say that ‘came’ ends in the consonant sound /m/.
Here’s one tip to easily know when the ‘e’ is silent: you will not pronounce ‘e’

s
when you find this letter pattern at the end of words.

lé
consonant - v
​ owel -​ consonant - e
​

g
For example: Mak (make), giv (give), tak (take), lov (love)

In
m​a​k​e g​i​v​e

t​a​k​e l​o​v​e

IA
Therefore, we can create a consonant-vowel linking between the two words.

A
The same is applied for the second sentence in which ‘e’ is not pronounced.

Can you think of any other linking cases when the ​letter ‘e’​ is silent?
……………………………………………………………………………………………………………………………………………………

https://cursosengrupo.com/
 ……………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………

3. Linking with flap /t/

I ​wro​te
​ a
​ ​ song for you
Oh, ​wha​t​ a
​ ​ thing to have done
In American English, when the first word ends in the consonant sound /t/
and the next word begins with a vowel sound, we link the two words

a
together by a quick /r/ sound, instead of /t/.

s ic
M ú
n
Can you think of any other linking cases with the ​‘r’​?

o
……………………………………………………………………………………………………………………………………………………

c
……………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………

lé s
​ atch Video 2 - Key Pronunciation to learn how to link
W
Consonant-Vowel​.

ACTIVITY 9

Ing
Practice reading the following phrases with linking consonant

IA
- vowel.

A
run around You told her? I bought a plant.

back out I miss him. They came at me.

https://cursosengrupo.com/
 THE PAST SIMPLE TENSE
WHEN TO USE THE PAST SIMPLE TENSE?
We use the simple past tense to talk about actions/events that happened
and finished​ ​in the past.

ic a
s
Iw
​ rote a
​ song for you.

over a period of time in the past.

M ú
We can also use the past simple tense to talk about things that happened

o n
s c
lé
Yeah, they w
​ ere​ all yellow.

Ing
FORM THE PAST SIMPLE TENSE
1. Add -ed to the base form of regular verbs

IA
Base form Past tense Example sentences

A jump

call
jump​ed

call​ed
I​ jump​ed​ across for you.

I ​call​ed​ her yesterday.

2. ‘be’ can be was or were in Past Simple tense

I/He/She/It/Singular noun + ​was

You/We/They/Plural noun + were

https://cursosengrupo.com/
 3. Irregular verbs
Many verbs are irregular. This means that we can’t add ​-ed to the base form
and we have to memorize their past tense form.
These are some of the irregular verbs in this song:

come came I ​came​ along.

write wrote I ​wrote​ a song for you.

take took And then I took my turn.

a
swim swam I ​swam​ across.

ic
draw drew I ​drew​ a line for you.

ú s
* Note that, except for the verb ‘to be’, main verbs don’t change according

M
to the subject in the Past Simple tense.

n
ACTIVITY 10

Fill in the blanks using the Past Simple.

c o
s
1. We (be) _____________ out all night.

lé
2. They (buy) _____________ an apartment last year.
3. He (see) _____________ her with another man.

g
4. I’m sure that they (break) _____________ up last year.

In
5. I can’t believe all you (do) _____________ was sitting there all morning.

IA
A

https://cursosengrupo.com/
 LYRICS
(ENGLISH AND SPANISH)
[Verse 1] [Verso 1]
Look at the stars Mira a las estrellas
Look how they shine for you Mira cómo brillan por ti
And everything you do Y todo lo que haces
Yeah, they were all yellow Si, eran todas amarillas

I came along Yo vine

ic a
s
I wrote a song for you Te escribí una canción

ú
And all the things you do Y todas las cosas que haces

M
And it was called "Yellow" Y se llamaba "amarillo"
So then I took my turn Entonces tomé mi turno

n
Oh, what a thing to have done ¡Oh, vaya cosa para haber hecho!

o
And it was all yellow Y era todo amarillo

[Chorus 1]

s c
[Coro 1]

lé
(aah) Your skin, oh yeah, your skin (aah) Tu piel, oh sí, tu piel y huesos

g
and bones

In
(ooh) Turn into something beautiful (ooh) se vuelven algo hermoso
(aah) You know, you know I love you (aah) Sabes, sabes que te amo tanto

A
so

I
You know I love you so Sabes que te amo tanto

A
[Verse 2]
I swam across
I jumped across for you
[Verso 2]
Crucé nadando
Salté por ti
Oh, what a thing to do ¡Oh vaya cosa para hacer!
'Cause you were all yellow porque tú eras toda amarilla

https://cursosengrupo.com/
I drew a line Dibujé una línea
I drew a line for you Tracé una línea para ti
Oh, what a thing to do ¡Oh vaya cosa para hacer!
And it was all yellow Y era todo amarillo

[Chorus 2] [Coro 2]
(aah) Your skin, oh yeah, your skin (aah) Tu piel, oh sí, tu piel y huesos
and bones

a
(ooh) Turn into something beautiful (ooh) se vuelven algo hermoso

ic
(aah) And you know (aah) Y sabes

s
For you, I'd bleed myself dry Por tí me desangraría

ú
For you, I'd bleed myself dry Por tí me desangraría

[Bridge]
It's true, look how they shine for you
[Puente]

n M
Es verdad, mira cómo brillan para ti

o
Look how they shine for you Mira cómo brillan por ti
Look how they shine for
Look how they shine for you

s c
Mira cómo brillan para
Mira cómo brillan por ti

lé
Look how they shine for you Mira cómo brillan por ti

g
Look how they shine Mira como brillan

In
[Outro] [Outro]

A
Look at the stars Mira a las estrellas

I
Look how they shine for you Mira cómo brillan por ti

A
And all the things that you do Y todas las cosas que haces

https://cursosengrupo.com/
 VOCABULARY
LEVEL A2
all todos
and y
at a
beautiful hermosa
come ven

a
do hacer

ic
draw dibujar
for para

s
have tener

ú
how cómo
it eso

M
know saber
look mira

n
love amor

o
my mi
something alguna cosa

c
swim nadar

s
then luego
they ellos

lé
thing cosa

g
take tomar
write escribir

In
yellow amarillo

IA LEVEL B1

A
bleed sangrar
bone hueso
shine brillar
skin piel

https://cursosengrupo.com/
 ANSWER KEYS
ACTIVITY 1.

1. Look at 1-E A. a song for you

2. Look how 2-H B. you do

3. And everything 3-B C. called “yellow”

4. I came 4-J D. my turn

a
5. I wrote 5-A E. the stars

ic
6. And all the 6-G F. all yellow

7. And it was

8. So then I took
7-C

8-D
G. things you do

ú
H. they shine for you
s
M
9. Oh, what a thing to 9-I I. have done

n
10. And it was 10-F J. along

ACTIVITY 2.

c o
s
Spanish version English version

lé
(aah) Tu (1) piel, oh sí, tu (2) piel y (3) (aah) Your (1) skin, oh yeah, your (2)

g
huesos skin​ and ​(3)​ ​bones

In
(ooh) ​(4)​ ​Conviértete en​ algo ​(5) (ooh) ​(4)​ ​Turn into​ something​ (5)
hermoso beautiful

A
(aah) (6) Sabes, sabes (7) Te amo (aah) (6) You know, you know (7) I

I
tanto love you​ so

A
Sabes que te amo tanto. You know I love you so.

ACTIVITY 3.

I flew abroad.

I drew a line.

I jumped the cliffs.

https://cursosengrupo.com/
 I swam across.

I jumped across.

ACTIVITY 4.
1. B
2. A

ACTIVITY 5.

a
1. A

ic
2. B

s
3. C

ú
ACTIVITY 6.

M
1. You have no idea how he loves you so.
2. No one wants her to ​come​ ​along​.

n
3. If he keeps on calling you like that, you better ​draw​ a ​line​.

o
c
4. There’s nothing he wouldn’t do for her, he will b
​ leed himself dry
eventually.

s
5. His ex-girlfriends​ take turn​ calling him after he won the lottery.

ACTIVITY 10.

g lé
In
1. We (be) ​were ​out all night.
2. They (buy) ​bought​ an apartment last year.
3. He (see) ​saw​ her with another man.

IA
4. I’m sure that they (break) broke up last year.

A
5. I can’t believe all you (do) ​did​ was sitting there all morning.

------------------------------

If you want even more help with your listening and pronunciation, check
out my most comprehensive course here:

Pronunciation and Listening Course

www.aiacomunidad.com/quieroentender

https://cursosengrupo.com/