songs to study english 2 short

7/28/2019 Songs to Study English 2 Short

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Contents

All You Can Eat by Fat Boys ......................................................................................................................4

Blowin’ in the Wind by Bob Dylan ............................................................................................................6

Cheek to Cheek by Frank Sinatra .............................................................................................................8

Everything at Once by Lenka .................................................................................................................. 10

Eye of the Tiger by Survivor .................................................................................................................... 12

Fairytale by Alexander Rybak ................................................................................................................. 14

Greenfields by The Brothers Four ........................................................................................................... 16

Head, Shoulders, Knees and Toes (traditional) ....................................................................................... 18

In the Shadows by The Rasmus .............................................................................................................. 20

Jealous Guy by John Lennon ................................................................................................................... 22

Laughing Gnome by David Bowie .......................................................................................................... 24

Our Last Summer by ABBA ..................................................................................................................... 26

The Happiest Days of Our Lives / Another Brick in the Wall (Part II) by Pink Floyd ................................... 28

The Man Who Can’t Be Moved by The Script .......................................................................................... 30

Tom’s Diner by Suzanne Vega ................................................................................................................ 32

Wonderful World by The Flying Pickets .................................................................................................. 34

Appendix ............................................................................................................................................... 36

Index...................................................................................................................................................... 44



Songs To Study English 2Teacher’s

page

4

ALL YOU CAN EAT

by FAT BOYSGrammar: Imperatives, a/an, some

Vocabulary: food

Communication skills: ordering food

Level: Elementary♫ CD track 1

Teacher’s notes

1. Ask your students what English words for food they

know (you may make a sort of an auction: the one who says

the last word is a winner).

2. Announce to your students that they are going to

have a real challenge (it really is because of speech speed and

a huge number of colloquial words). They are going to listen

to a rap-song trying to find any ‘food words’ they can. Explain

the plot of the song: three friends were having a big lunch in

a café. Also ask your class to find out how much they were going to pay ($ 3.99). 3. Play the song (playing the video clip for the first presentation is even more preferable, YouTube link:

http://www.youtube.com/watch?v=BDPk6OQkpeI. Then discuss the results and impression.

3. Give out the worksheets. Do ex. 1. Check the answers.

4. Play the song for the second time and let the students do ex. 2. Then students can check their

answers in pairs.

5. Play the song again pausing it after each gap.

6. Now, turn to ex. 3. Let the students write out the words individually then check their answers

in pairs and / or in an open group.

7. While scanning the text pay attention to the phrases ‘Give me a…’ and ‘And some…’. Ask the

class to find more examples of these words and elicit the difference.

8. You may also play a group card game ‘Give me, please’ (see Appendix , p. 36). Put yourstudents into groups of four. Make two copies of this Appendix worksheet for each group. Cut the cards.

Give a pack to the group. One student shuffles the cards and deals them face down. Each person should

have six cards. Explain that players should collect a set of all four similar cards (e. g. 4 burgers). To get it

students ask each other for the ones they don’t have. Model and drill ‘Give me a / some… please’, ‘Here

you are / No, sorry’ . Students play the game. Student 1 can ask anyone in the group for one card

needed. If the student has the card he/she must had it over. Student 1 continues asking until a student

says ‘No, sorry’. Then it’s turn of Student 2. If any student has four similar cards (e. g. 4 burgers) he/she

puts them on the table. You may finish the game either when one person collects a 4-card set or when

all are collected.

Lyrics and answers

Ex. 1. A – lettuce, b – ham, c sweets, d – fries, e – burger, f – chicken, g – coke, h – toast.Ex. 2

Chorus (2x): All you can eat!

$3.99 for all you can eat?

Well, I'm a stuff my face to a funky beat!

We're gonna walk inside, and guess what's up:

Put some food in my plate, and some coke1 in

my cup

Give me some chicken, franks, and fries

And you can pass me a lettuce2. I'm a pass it by

So keep shoveling, (Ha!) onto my plate

Give me some sweets3

and lots of cake

Give me some hot Macaroni and Cheese!

Give me, some more food PLEASE!!!!

Give me some buloni, salami, and ham4

Toast with butter5 and strawberry jam

I love it whether the food is cold or hot

Put a burger6 on the plate, and it'll hit the spot

We'll eat everything. An incredible feat

$3.99 for all you can eat!

See the ending on the Student’s Page

Ex. 3. Coke, chicken, franks, fries, lettuce, sweets, cake, macaroni, cheese, buloni (Bologna

sausage), salami, ham, toast with butter, strawberry jam, burger.

‘ All You Can Eat ’ is a song by an

American hip-hop trio The Fat

Boys from Brooklyn, NY. This

song was performed in Krush

Groove, a 1985 Warner Bros.

film, written by Ralph Farquhar

and directed by Michael Schultz.

The film is based on the non-

fiction inception of the Def Jam

Recordings label and the

hardships that artists faced to

become successful.



Songs To Sudy English 2

5

Students’

pageALL YOU CAN EAT

by FAT BOYS1. Match the pictures with the words from the box.

a)____________b)______________c)______________d)__________

e)___________f)_______________g)______________h)__________

2. Listen to the song and fill in the gaps with some of the words from 1.

Chorus (2x):

All you can eat!

$3.99 for all you can eat?

Well, I'm a stuff my face to a funky beat!

We're gonna walk inside, and guess

what's up:

Put some food in my plate, and some

________1 in my cup

Give me some chicken, franks, and fries

And you can pass me a ______2. I'm a

pass it by

So keep shoveling, (Ha!) onto my plate

Give me some ________3 and lots of

cake

Give me some hot Macaroni and

Cheese!

Give me, some more food PLEASE!!!!

Give me some buloni, salami, and ____4

____________5 and strawberry jam

I love it whether the food is cold or hot

Put a ________6 on the plate, and it'll hit

the spot

We'll eat everything. An incredible feat

$3.99 for all you can eat!

Chorus (4x):

All you can eat!

I'm hungry!

Yo, Buff, man! We ain't got all

night

So home boy, tell 'em what

you like

Give me a…

And some…

I want a...

And give me…

And on the side…

I wanna, I wanna…

And in the front…

And in the back…

I wanna…

3. Write out more ‘food words’ from the lyrics.

________________________________________________________________________

Ham, coke, sweets, toast with butter, burger, (French) fries, chicken, lettuce




page

6

BLOWIN’ IN THE WIND

by BOB DYLAN

Grammar: Modals, word order in questions

Vocabulary: civic, anti-war

Communication skills: asking questions, writing poems

Level: Pre-Intermediate, Intermediate♫ CD track 2

Teacher’s notes

1. Make enough copies of Appendix , p. 37 (one for a

student / pair / small group). Cut and hand out the cards.

2. Ask your class to match the pictures and the

sentences.

A-3, B-4, C-2, D-1

Optional: for a stronger group you may give out the

picture cards first and ask students what they can see on

them.

3. Play the song. Students order the picturesaccording to the lyrics.

D, C, A, B

3. Check the answers and give out the worksheets. Do ex. 1. Check the answers.

4. Let the students do ex. 2. Then play the song and check the answers.

5. Discuss the topic and the structure of the song. Help your class to understand any vocabulary

they don’t know. Turn to ex. 3.

Lyrics and answers

Ex. 1. A. How many times can a man turn his head? B. How many roads must a man walk down?

C. How many deaths will it take? D. How many ears must one man have? E. How many years can

a mountain exist?

Ex. 2How many roads must a man walk down1

Before you call him a man?

How many seas must a white dove sail

Before she sleeps in the sand?

How many times must the cannonballs fly

Before they are forever banned?

Chorus:

The answer, my friend, is blowin’ in the wind,

The answer is blowin’ in the wind.

How many years can a mountain exist2

Before it is washed to the sea?How many years can some people exist

Before they're allowed to be free?

How many times can a man turn his head3,

Pretending he just doesn't see?

Chorus

How many times must a man look up

Before he can see the sky?

How many ears must one man have4

Before he can hear people cry?

How many deaths will it take5

'till he knows that too many people have died?

‘ Blowin' in the Wind’ is a song

written by Bob Dylan in 1962 and

released on his album The

Freewheelin' Bob Dylan in 1963.

Although it has been described as

a protest song, it poses a series

of rhetorical questions about

peace, war and freedom. In 1994,

the song was inducted into the

Grammy Hall of Fame. In 2004, it

was ranked # 14 on Rolling Stone

magazine's list of the "500

Greatest Songs of All Time".




7

Students’

pageBLOWIN’ IN THE WIND

by BOB DYLAN1. Put the words into correct order to make questions.

A. head / a / many / can / times / his / man / turn / How

B.

many / must / How / man / walk / roads / a / down

C. How / will / deaths / take / many / it

D. ears / many / must / have / How /one / man

E. How / can / a / exist / many / years / mountain

2. Write in sentences from Ex. 1 into the gaps. Listen and check.

________________________________1

Before you call him a man?

How many seas must a white dove sail

Before she sleeps in the sand?

How many times must the cannonballs

fly

Before they are forever banned?

Chorus:

The answer, my friend, is blowin’

in the wind,

The answer is blowin’ in the wind.

________________________________2

Before it is washed to the sea?

How many years can some people exist

Before they're allowed to be free?

_______________________________3,

Pretending he just doesn't see?

Chorus

How many times must a man look up

Before he can see the sky?

________________________________4

Before he can hear people cry?

________________________________5

'till he knows that too many people have

died?

Chorus

3. Try to make your own verse using the same structure.

How many____________________________________________________________

Before_______________________________________________________________

How many____________________________________________________________

Before_______________________________________________________________

_____________________________________________________________________

_____________________________________________________________________




page

8

CHEEK TO CHEEK

by FRANK SINATRA

Grammar: Present Simple

Vocabulary: love, nature objects, body parts

Level: Elementary, Pre-Intermediate

♫ CD track 3 Teacher’s notes

1. Tell your students that they are going to listen to a

well-known song. You may even play a certain part of it to

provoke a short discussion: what song it is, where they could

hear it. Say that it is called ‘Cheek to Cheek’. Make sure

students understand the title. Otherwise, explain the word

cheek (e. g. by pointing to your own cheek). Ask your class to

add more ‘body words’ to the list.

2. Let your students guess the topic of the song. –

Love, romance.

3. The other popular poetic topic – which also used inthis song - is nature. Ask your class to name as many ‘nature words’ as they can. You can also write on

the board (in a column) words ‘Mountain / River / Valley’. Students should add more words to each line.

Possible answers: Mountain, hill, range, peak

River, ocean, sea, lake, spring, creek

Valley, plain

Note: if students don’t mention the underlined words, add them to the least and explain.

4. Tell your students to write out ‘body’ and ‘nature words’ during the listening. Play the song.

5. Check the answers. Then do ex. 1

6. More vocabulary work. Do ex. 2

7. Then turn to ex. 3.

8. If you have time you can discuss some grammar points in the lyrics: 3rd

person singular or useof Present Simple (just ask if the characters of the song are dancing right now).

Lyrics and answers

Ex. 1. Body parts: arm, cheek, heart. Nature objects: mountain, peak, river, creek.

Ex. 2 Seek – look for, vanish - disappear, enjoy - love, heaven – paradise.

Ex. 3

Heaven, I'm in heaven

And my heart beats so that I can hardly (talk)

speak

And I seem to find the happiness I seek

When we're out together dancing cheek to

cheek


And the cares that hung around me through the

(day) week

Seem to vanish like a gambler's lucky streak

When we're out together dancing cheek to

cheek

Oh I love to climb a mountain

And reach the (lowest) highest peak

But it doesn't boot me half as muchAs dancing cheek to cheek

Oh I love to go out (swimming) fishing

In a river or a creek

But I don't enjoy it half as much

As dancing cheek to cheek

(Come on and) Dance with me

I want my arm about you

That charm about you

Will carry me through...

(Right up)

To heaven, I'm in heaven

And my heart beats so that I can hardly (talk)

speak

And I seem to find the happiness I seek

When we're out together dancing, out together

dancingOut together dancing cheek to cheek

‘Cheek to Cheek’ is a song

written by Irving Berlin, for the

Fred Astaire / Ginger Rogers

movie Top Hat (1935). This song

was used in a huge number of

films (The English Patient, The

Green Mile, Rain Man etc.).

This variant of ‘Cheek to Cheek’

lyrics is referred to the song

recorded by a famous American

singer and actor Frank Sinatra

for Come Dance with Me! album

released in 1959.




9

Students’

pageCHEEK TO CHEEK

by FRANK SINATRA

1. Read the lyrics and complete the chart.

Body parts Nature objects

Cheek Mountain ___________________________________________________________

___________________________________________________________

___________________________________________________________

2. Match the words from the song with their synonyms.

seek disappear

vanish love

enjoy paradise

heaven look for

3. Listen to the song. Some words are wrong. Correct them


And my heart beats so that I can hardly

talk

And I seem to lose the happiness I seek

When we're out together dancing cheek5

to cheek


And the cares that hung around me

through the day

Seem to vanish like a gambler's lucky10

streak

When we're out together dancing cheek

to cheek

Oh I love to climb a mountain15

And reach the lowest peak

But it doesn't boot me half as much


Oh I love to go out swimming

In a river or a creek20

But I don't enjoy it half as much


(Come on and) Dance with me

I want my arm about you25

That charm about you

Will carry me through...

(Right up) To heaven, I'm in heaven

And my heart beats so that I can hardly30

talk

And I seem to lose the happiness I seek

When we're out together dancing (out

together dancing, out together dancing)

cheek to cheek35




page

10

EVERYTHING AT ONCE

by LENKAGrammar: comparisons, as…as, articles

Vocabulary: animals, adjectives, nature objects, music

Communication skills: making comparisons

Level: Elementary♫ CD track 4

Teacher’s notes

1. Revise animal vocabulary. You can arrange the

revision as an auction (the one who calls an animal wins). For

stronger classes you may also practice writing skills (spelling).

In this case, divide your students into small groups / pairs.

Give them a minute to write down as many animals as they can. Then collect papers and count the

words. The word with a spelling mistake isn’t scored. The team (group / pair) which gets more points

wins.

2. Make enough copies of the Appendix, p. 38 (one copy for a small group or pair). Cut and hand

out the cards. Students shuffle them and put them in a pile face down. Tell your students that they aregoing to play the game. Demonstrate it by taking a card and making a sentence, e. g. A mouse is grey (or

A mouse is small), A tiger lives in the jungle. Students play the game taking the cards in turns and making

sentences. If a student’s sentence is correct (s)he collects it. The one who gets more cards in a group is a

winner. Monitor the game, correcting mistakes and helping with any vocabulary difficulties.

3. Tell your students that they are going to listen to a song. While listening they should put the

cards in a line in order they hear the words on them.

4. Play the song. Then discuss the results and impression. Correct order: fox – ox – hare – bear –

bird – mouse – wolf – toad – tiger – whale. You may play the recording for the second time pausing it

after each ‘animal word’.

5. Ask your students to look through the lyrics ignoring the gaps and trying to find one more

animal (an insect) mentioned in this song. – Bee. Then do ex. 1.6. Explain the task for ex. 2. Pay attention that there are some more words in the song which are

not included in the ex. 1. Play the song again. Students listen to it filling in the gaps. Check the answers.

7. Introduce as…as structure.

8. Pay attention to articles. Students should find all the as...as structures. Then the students

write out all the nouns from these structures into 3 columns: a (an) | the | no article. Find out the

difference.

9. To practice as…as play a game. Copy Appendix, p. 39 (one page for a group). Students shuffle

word cards and put them in a pile face down. The other pile should contain the picture cards ( See 2

above). A student takes two cards: one with a word, the second with a picture. Then (s)he should make

a sentence. E. g.: brave / wolf. I am as brave as a wolf (or The soldier is as brave as a wolf ). If a sentence

makes sense the student collects the cards. If not – puts them back. Encourage your class to make moresentences which make sense even in an ironic way. E. g.: small / whale. A giant (Shrek) is as small as a

whale. When your students get familiar to this game they can write their own words on small pieces of

paper and play with them.

10. You may also discuss the poetic language of this song. Why is the sea scary? etc.

11. Students can also try to write their own verse taking the song lyrics as an example.

Extra activity. To provide a revision of comparatives and superlatives make two copies of

Appendix, p. 38 for a small group / pair. Cut the cards put them face down. Students in turns take two

cards and compare the animals printed on them. Whales are bigger then mice. If a student gets two

similar cards (e. g. two whales) then (s)he makes a sentence with a superlative. Whales are the biggest

animals in the world.

AnswersEx. 1. Straight 5, brave 1, sharp 2, ugly 6, neat 4, scary 2

Ex. 2 Fast1, neat2, sharp3, song4, ugly5, scary6, time7, straight8, melody9

‘Everything at Once’ is a song by

an Australian singer-songwriter

Lenka (born Lenka Kripac). This

song is from her second album

Two (released in 2011).

‘Everything at Once’ was used in

a Windows 8 advert.




11

Students’

pageEVERYTHING AT ONCE

by LENKA

1. Match the words and the pictures

Straight___, brave___, sharp___, ugly___, neat___ scary___

2. Listen to the song and fill in the gaps. Some of them are given in Ex. 1

As sly as a fox, as strong as an ox

As fast as a hare, as ______1 as a bear

As free as a bird, as ______

2

as a wordAs quiet as a mouse, as big as a house

All I wanna be

Oh oh oh ohhhhh I wanna be


Is everything

As mean as a wolf, as _____3 as a tooth

As deep as a bite, as dark as the night

As sweet as a ____4, as right as a wrong

As long as a road, as _____5 as a toad

As pretty as a picture hanging from a

fixture

Strong like a family, strong as I wanna be

Bright as day, as light as play

As hard as nails, as grand as a whale

Oh oh oh I wanna be



Is everything

Everything at onceEverything at once

Oh everything at once

As warm as the sun, as silly as fun

As cool as a tree, as _____6 as the sea

As hot as fire, cold as ice

Sweet as sugar and everything nice

As old as _____7, as _____8 as a line

As royal as a queen, as buzzed as a bee

As stealth as a tiger, smooth as a glider

Pure as a ______9, pure as I wanna be

Oh oh oh I wanna be


Oh oh oh ohhhhh I wanna

be

Is everything

Everything at once

654

321




page

12

EYE OF THE TIGER

by SURVIVORVocabulary: idioms

Communication skills: discussion, debating

Level: Upper-Intermediate, Advanced


1. Let your students share their associations with the

word tiger .

2. Say to your students that they are going to listen to

a song from the sport film ‘Rocky III’ which is called ‘Eye of the

Tiger’. Why is it called so? What is it about? Play the song for

the 1st time and let your class listen to it and decide. – It’s

about sport, survival, willingness to win and / or to stay alive.

3. Do ex. 1. Listen and check the answers.

4. Now, turn to ex. 2. Play the song again. Students

should fill in the gaps. Check the answers.5. Explain that in the lyrics there are a lot of idioms

about sport and people’s character. Do ex. 3. Check the

answers.

6. As a post-listening activity you can organize a discussion on topic ‘Survival in a modern world’.

Some questions to discuss:

1) What does the word survival mean now? To stay alive physically or to succeed? 2) What can

one do to survive and what is not allowed to? 3) Is it possible for a modern person to survive in the wild?

Give some examples. What happened to these people after then?

7. Another post-listening activity is debating on topic ‘Sport is never good’ (or something less

provocative). You can choose any debate format you know (parliamentary, Karl Popper’s and so on), but

mind that you will need a lot of time to provide such an activity. So, you can at least divide your groupinto two teams: affirmative and negative, then give them time to find out pros and cons of sport (first

individually, then in their teams). Then let the speakers in turns present their team’s point of view and

answer the opponent questions. Each speaker should give counterarguments to the opponents and

restore his or her team’s pack.

Lyrics and answers

Ex. 1. A – lettuce, b – ham, c sweets, d – fries, e – burger, f – chicken, g – coke, h – toast.

Ex. 2

Risin'up back on the street

Did my time, took my chances

Went the distance1 now I'm back on my feet

just a man and his will2

to surviveso many times it happens too fast

You trade your passion for glory

Don't lose your grip on the dreams of the past

You must fight3 just to keep them alive

Chorus:

It's the Eye of the Tiger

It's the thrill of the fight

Rising up to the challenge4

of our rival5

And the last known survivor

Stalks his prey in the night

And he's watching us all

with the Eye of the Tiger

Face to face, out in the heatHanging tough, staying hungry

They stack the odds until we take to the street

For the kill with the skill to survive

Chorus

Rising up straight to the top6

Had the guts, got the glory

Went the distance7, now I'm not gonna stop

Just a man and his will8

to survive

Chorus

Ex. 3. A-4, B-6, C-5, D-2, E-1, F-3.

‘Eye of the Tiger’ is a song by

American rock band Survivor. It

was released in May 1982 as a

single from their third album Eye

of the Tiger . It was written at the

request of actor Sylvester

Stallone and became the theme

song for the movie Rocky III. It

gained tremendous MTV and

radio airplay and topped charts

worldwide in 1982. It was

certified platinum in August 1982

by the RIAA, signifying sales of 2

million vinyl copies, and the song

has sold 3 million in digitaldownloads by March 2012




13

Students’

pageEYE OF THE TIGER

by SURVIVOR1. Write the phrases from the box under a proper picture. Listen to the song and

order the pictures.

2. Listen to the song and fill in the gaps with the words you hear.

Rising up back on the street

Did my time, took my chancesA,

Went the _____________1 now I'm back on my feetB

Just a man and his ________2 to survive.

So many times it happens too fast,

You trade your passion for glory,

Don't lose your gripC on the dreams of the past,

You must ________3 just to keep them alive

Chorus: It's the Eye of the Tiger,

It's the thrill of the fight,

Rising up to the _____________4 of our _____________5

And the last known survivor

Stalks his prey in the night

And he's watching us all

with the Eye of the Tiger

Face to face, out in the heat,

Hanging toughD, staying hungry

They stack the oddsE until we take to the street

For the kill with the skill to surviveChorus

Rising up straight to the ________6

Had the gutsF, got the glory,

Went the ___________7, now I'm not gonna stop,

Just a man and his __________8 to survive

Chorus

3. Match the highlighted expressions with their meaning.

1) to create an unfair advantage in a game or competition, 2) to remain firmly resolved, to

refuse to change your actions, 3) to possess the courage, 4) to accept the risks, resignoneself to whatever happens, even depending on luck, 5) to lose your ability to control or

deal with a situation, 6) to recover, to restore _A-__B-__C-__D-__E-__F-__

A B C

Stalks his prey, face to face, staying hungry




page

14

FAIRYTALE

by ALEXANDER RYBAK Grammar: Past Simple, Past and Simple Tenses review

Vocabulary: love

Level: Elementary


1. Play an instrumental intro of the song. Ask students

if they have ever heard this song. How is it called? What is it

about? Is it about fairytales? Is it about love?

2. Students listen to the whole song trying to guess its

topic. They can also make some notes helping them to prove

their opinion.

3. Discuss the topic, then write out some ‘love expressions’: to be in love, to fall in love, to be

sweethearts, to fall apart . Check students’ understanding.

4. Hand out the worksheets and explain the task. Play the song again. Students do the task. Then

they can check their answers in small groups. Finally, check the answers in an open group, playing the‘Fairytale’ again and pausing it if necessary.

5. Get back to the ‘love expressions’ written out. Ask students to find them in the text and

explain why the forms are changed.

6. Ask the class to find more examples of Past Simple (both regular and irregular) in the lyrics.

7. Ask your students if the main character’s love still alive. – Yes, it is. - How did you manage to

understand it? – Because of the refrain which is in the Present Simple tense.

Answers

G, F, D, J, B, H, L, T, K, N, O, R, Q, S, P, C

A. I didn’t like

the girl I

knew____

B. I’m in love

with a

fairytale_5 _

C. But when I

do, we’ll get

a brand

new start16

D. She was mine

and we were

sweethearts

_3 __

E. I kindly

liked the

girl I

knew___

F. I kinda liked

a girl I

knew__2 _

G. Years ago,

when I was

younger 1 _

H. Even though

it hurts_6 __

I. That was

great andthat was

true____

J. That was

then andthen it’s

true_4 __

K. Every day

we startedfighting_9 _

L. ‘Cause I don’t

care if I losemy mind_7 __

M. No one else

could make

me

better____

N. Every night

we fell in

love_10 _

O. No one else

could make

me

sadder_11 _

P. Nowadays, I

cannot find

her_15 _

Q. I don’t

know, what

I wasdoing_13 _

R. But no one

else could

lift me highabove_12 _

S. When

suddenly

we fellapart_14 _

T. I’m already

cursed_8 _

‘Fairytale’ is a song written and

composed by Norwegian

violinist/singer Alexander Rybak ,

and the first single from Rybak's

debut album Fairytales. This song

was the winner of the 2009

Eurovision Song Contest in

Moscow, Russia.




15

Students’

pageFAIRYTALE

by ALEXANDER RYBAK Listen to the song and order the lines (A – T). There are 4 extra lines.

A. I didn’t like

the girl Iknew____

B. I’m in love

with afairytale___

C. But when I

do, we’ll geta brand

new start__

D. She was mine

and we weresweethearts

____

E. I kindly

liked the

girl I

knew___

F. I kinda liked

a girl I

knew____

G. Years ago,

when I was

younger___

H. Even though

it hurts____

I. That was

great and

that wastrue____

J. That was

then and

then it’strue____

K. Every day

we started

fighting___

L. ‘Cause I don’t

care if I lose

my mind____

M. No one else

could make

me

better____

N. Every night

we fell in

love____

O. No one else

could make

me

sadder____

P. Nowadays, I

cannot find

her____

Q. I don’t

know, what

I was

doing____

R. But no one

else could

lift me high

above___

S. When

suddenly

we fell

apart___

T. I’m already

cursed___




page

16

GREENFIELDS

by THE BROTHERS FOURGrammar: Past Simple, used to

Vocabulary: nature objects

Level: Pre-Intermediate


1. Ask students about their associations with ‘a

romantic landscape’ (you may also play intro of this song and

ask your class to write down images they have as they listen).

While discussing, try to revise as many ‘nature words’ as

possible.

2. Do ex. 1. Play the song.

3. Check the answers. Point out that the last word in

the chart is cloud . Ask your students if the clouds are white or

dark in this song. – Both. – Why? – Autumn has come and the

lover is gone. So, as you can see this song is a flashback, that’s why the character uses a lot of Past Simple verbs.

3. Students listen to the song again and do ex. 2. Check the answers.

4. Introduce ‘used to’ structure asking, ‘Which two words are not in the Past Simple form,

though they refer to the past?’ - Run, roam.

5. Explain the new structure.

Lyrics and answers

Ex. 1.

Sun Cloud Valley Field River Skies

Picture F C A E B D

Order 2 6 3 1 4 5

Ex. 2Once there were1 green fields, kissed by the sun.

Once there were2 valleys, where rivers used to run3.

Once there were4 blue skies, with white clouds high above.

Once they were5 part of an everlasting love.

We were6 the lovers who strolled through green fields.

Green fields are gone now, parched by the sun.

Gone from the valleys, where rivers used to run7.

Gone with the cold wind, that swept into my heart.

Gone with the lovers, who let8 their dreams depart.

Where are the green fields, that we used to roam9?

I'll never know what made10

you run away.How can I keep searching when dark clouds hide the day.

I only know there's nothing here for me.

Nothing in this wide world, left for me to see.

But I'll keep on waiting, till you return.

I'll keep on waiting, till the day you learn.

You can't be happy, while your heart's on the roam,

You can't be happy until you bring it home.

Home to the green fields, and me once again.

‘Greenfields’ (Terry Gilkyson -

Rich Dehr - Frank Miller) is a song

which first became famous in

1960 when it was performed by

The Brothers Four , an American

singing group. Their second

single, ‘Greenfields’, released in

January 1960, hit # 2 on the pop

charts, and their first album,

Brothers Four , released toward

the end of the year, made the

top 20.




17

Students’

pageGREENFIELDS

by THE BROTHERS FOUR1. Match the words with the pictures. Then listen to the song and arrange the

pictures in order you hear.

Sun Cloud Valley Field River SkiesPicture E

Order 1

2. Listen to the song and open the brackets.

Once there ______(be)1

green fields, kissed by the sun.Once there ______(be)2 valleys, where rivers used to _______(run)3.

Once there ______(be)4 blue skies, with white clouds high above.

Once they ______(be)5 part of an everlasting love.

We ______(be)6 the lovers who strolled through green fields.

Green fields are gone now, parched by the sun.

Gone from the valleys, where rivers used to _____(run)7.

Gone with the cold wind, that swept into my heart.

Gone with the lovers, who ________(let)8 their dreams depart.

Where are the green fields, that we used to ______(roam)

9

?I'll never know what _____(make)10 you run away.

How can I keep searching when dark clouds hide the day.

I only know there's nothing here for me.

Nothing in this wide world, left for me to see.

But I'll keep on waiting, till you return.

I'll keep on waiting, till the day you learn.

You can't be happy, while your heart's on the roam,

You can't be happy until you bring it home.

Home to the green fields, and me once again

A B C

D E F




page

18

HEAD, SHOULDERS, KNEES AND TOES

traditional Grammar: plurals, optional: I’ve got

Vocabulary: body parts

Level: Beginner, Elementary


1. Introduce / review ‘Body parts’ vocabulary by

pointing to your own head, shoulders, nose etc. Students

repeat the words, copying your movements.

2. Draw a picture of a (stick)man. Label the body

parts. Students repeat the words.

3. You may also play a ‘Fast Pointer’ game. Ask your

students to tell you ‘Stop’ when you show a certain word. For

example, ‘Tell me stop when I show a head’. Then start

pointing to different words. When the pointer comes to

‘head’ students should tell you ‘Stop’.4. Practice spelling skills. Divide your class into teams

(at least two). For each team show a certain word and ask students to spell it. If they cope with it their

team gets a point. You may also draw a line instead of giving a point so that a picture of a house will

appear as a result. The team that builds a house first wins.

5. Make enough copies of Appendix , pp. 41, 42 (a set of word cards and picture cards for each

group). Cut and hand out the cards. Ask student to match the pictures with the words. Check the

answers.

6. Play a memory game. Ask students to put the cards face down and arrange them in 4 rows. In

turns students take one card saying what they can see / read. E. g. I’ve got ‘a head’. Then they take one

more card. If there’s a match (e. g. a word head and a picture of a head) student keeps these cards. The

one who gets more cards wins.7. Then collect the word cards and handout the worksheets. Do ex. 1. Check the answers.

8. Introduce / review regular plurals. Play ‘How Many Fingers?’ game, for example. Hide your

hand behind your back. Ask students, ‘How many fingers <are not clutched>?’ Demonstrate how we

form plurals by writing ‘ finger – finger s’ on the board.

9. Do ex. 2. Check the answers.

10. Explain the task 3. Play the song. Students do ex. 3. Listening to this song for the 1st time

they may put the picture cards (see 5) instead of filling in the gaps. Check the answers.

11. Play the song for the 2nd time pausing it after each missing word. Pay students’ attention

that some words are in singular.

12. Play the song, sing it and do the movements with the class.

Lyrics and answersE x. 1

Ex. 2. Heads, shoulders,

knees, toes, eyes, ears,

mouths, noses.

Ex. 3. 1 – toes, 2 – knees, 3 –

eyes, 4 – nose, 5 – head.

‘Head, Shoulders, Knees, and

Toes’ is a children's song. There

is generally only one verse, with

lyrics similar to those below. The

second line repeats the first line

both in words and in melody, the

third line has a rising tone, and

the fourth line repeats the first

two. It is common for children to

dance while they sing the song,

and to touch their head,

shoulders, knees and toes in

sequence while singing each

word.




19

Students’

pageHEAD AND SHOULDERS, KNEES AND TOES

traditional 1. Match the pictures with the words from the box.

2. Write the plurals.

Head - _______

Shoulder - ______

Knee - ________

Toe - ________

Eye - _______

Ear - _______

Mouth - ______

Nose - ______

3. Listen to the song and fill in the gaps with some of the words from 1 and 2.

Head, shoulders, knees and toes, knees and _____1,

Head, shoulders, knees and toes, ______ 2and toes,

And _____3, and ears and mouth and _____4

______5, shoulders, knees and toes, knees and toes.

Knee, head, eye, ear, shoulder, mouth, nose, toe




page

20

IN THE SHADOWS

by THE RASMUSGrammar: Present Perfect Continuous, colloquial speech

Vocabulary: colloquial speech

Communication skills: discussing a song and commenting it

on the InternetLevel: Pre-Intermediate, Intermediate, Upper-Intermediate

♫ CD track 9

Teacher’s notes

1. For a weaker group write on the board, “I’ve been

teaching (or studying) English all my life”. Explain the

meaning. Introduce and drill Present Perfect Continuous

form.

2. Give your students the worksheets. Play the song

and do ex. 1. Check the answers.

3. Do ex. 2. Check the answers.

4. Play the recording again and complete ex. 3.5. Ask students if they like this song or not. Why

(not)? Say this song was popular a few years ago and it’s been

collecting a lot of comments and reviews since then. Hand out the Appendix , p. 40 materials. Explain

that these are real reviews (from www.sing365.com ).

How to use this Appendix activity

A. Give the whole paper to a student / group. Ask them to read the reviews, find examples of

colloquial speech, correct the mistakes, re-write the comments in more formal style, ask

questions about the content on the reviews etc. Help with grammar / spelling difficulties

B. Cut the paper and hand out one comment for one student. Ask them to read and then to retell

the review to the whole class. You may also ask students to give their own comment on the

review.C. Ask students to write their own review. You can give a review form taken from

www.sing365.com or use any other ideas.

Lyrics and answers

Ex. 1.

Chorus

I’ve been watching

I’ve been waiting

In the shadows for my time

I’ve been searching

I’ve been living

For tomorrows all my life

In the shadows

In the shadows

Ex. 2. Turn into – change into, wonder – miracle, walk – go, safe – secure, heal – treat, cure –

medicine.Ex. 3

No sleep

No sleep until I am done with finding the

answer

Won’t stop

Won’t stop before I find a cure1 for this cancer

Sometimes

I feel like going down and so disconnected

Somehow

I know that I am haunted to be wanted

ChorusThey say

That I must learn to kill before I can feel safe2

But I

I rather kill myself than turn into3 their slave

Sometimes

I feel that I should go and play with the thunder

Somehow

I just don't wanna stay and wait for a wonder4

Chorus

Lately I’ve been walking5 walking in circles,

Watching waiting for something

Feel me touch me heal6

me,Come take me higher

Chorus

‘ In the Shadows’ is a song by

Finnish alternative rock band The

Rasmus. The single achieved

considerable chart success

throughout Europe and

worldwide, including the United

Kingdom, where it reached No.3,

and New Zealand, where it

topped the charts. It is featured

on the group's fifth studio album

Dead Letters. The song currently

holds the record for performance

royalties received abroad on a

Finnish composition (overtaking

the works of Jean Sibelius).




21

Students’

pageIN THE SHADOWS

by THE RASMUS1. Listen to the song and open the brackets in Chorus

Chorus

I__________________ (watch)I__________________(wait)

In the shadows for my time

I__________________(search)

I__________________(live)

For tomorrows all my life

In the shadows

In the shadows

2. Match the words with the synonyms.

turn into medicinewonder secure

walk miracle

safe treat

heal go

cure change into

3. Listen to the song and fill the gaps with the words from Ex. 1.

No sleep

No sleep until I am done with finding the answerWon’t stop

Won’t stop before I find a ___________1 for this cancer

Sometimes

I feel like going down and so disconnected

Somehow

I know that I am haunted to be wanted

Chorus

They say

That I must learn to kill before I can feel ___________2

But II’d rather kill myself than _____________ 3their slave

Sometimes

I feel that I should go and play with the thunder

Somehow

I just don't wanna stay and wait for a _____________4

Chorus

Lately I__________________ 5walking in circles,

Watching waiting for something

Feel me touch me ____________6

me,Come take me higher

Chorus




page

22

JEALOUS GUY

by JOHN LENNONGrammar: Past Continuous, Past Tenses review

Vocabulary: feelings and emotions

Level: Pre-Intermediate


1. Play an instrumental intro of the song (up to 15

sec.). Ask students how they can describe the music, what

pictures they can see, what this song is about.

2. Tell them that it is a song about jealousy. It is called

‘Jealous Guy’. Explain or translate the title.

3. Let your students try to guess if the character is

jealous right now. – Judging by the sweet and tender music,

he isn’t. He seems to apologize for being so jealous.

4. Listen to the song and check students’ ideas. – He

remembers what was happening before, and apologizes for being so jealous, and tries to explain hisfeelings.

5. Work on vocabulary that can help to understand his feelings. Do. ex. 1. Check the answers.

6. Turn to ex. 2. Play the song. Students should listen and complete the task.

7. Say that to explain or analyze his feelings the character of the song reproduces things the way

they were happening with the help of the Past Continuous Tense. Pay attention to the structure and find

out the difference between the Past Simple and Continuous.

8. Ask students to find one grammar mistake in the lyrics and explain the use of it. – You *was

trying to find. - It makes the speech more colloquial. - We sort of trust him. - He might be nervous etc.

Lyrics and answers

Ex. 1. 1 – dream, 2 – swallow, 3 – shiver, 4 – lose control, 5 – insecure.

Ex. 2I was dreaming of the past.

And my heart was beating fast,

I began to lose control,

I began to lose control,

Chorus:

I didn’t mean to hurt you,

I'm sorry that I made you cry,

I didn’t want to hurt you,

I'm just a jealous guy,

I was feeling insecure,

You might not love me anymore,

I was shivering inside,

I was shivering inside,

Chorus

I was trying to catch your eyes,

Thought that you was trying to hide,

I was swallowing my pain,

was swallowing my pain.

‘Jealous Guy’ is a song written

and performed by John Lennon

which first appeared on his 1971

album Imagine. It is one of the

most commonly covered Lennon

songs, with at least ninety-two

recorded cover versions, the

most notable being Roxy Music's

version, which reached number

one in several countries three

months after John Lennon's

death.




23

Students’

pageJEALOUS GUY

by JOHN LENNON

1. Write the words.

1_______ 2________ 3________ 4__________ 5___________

2. Listen again. Open the brackets using Past Continuous or Past Simple.

I __________________ (dream) of the past.And my heart _____________________ (beat) fast,

I ___________ (begin) to lose control,

I ___________ (begin) to lose control,

Chorus:

I ______________ (not mean) to hurt you,

I'm sorry that I __________ (make) you cry,

I ______________ (not want) to hurt you,

I'm just a jealous guy,

I ______________ (feel) insecure,

You might not love me anymore,

I _________________ (shiver) inside,

I _________________ (shiver) inside,

Chorus

I __________________ (try) to catch your eyes,

Thought that you __________________ (try) to hide,

I _____________________ (swallow) my pain,

I _____________________ (swallow) my pain.

Chorus

Swallow, shiver, lose control, insecure, dream




page

24

LAUGHING GNOME

by DAVID BOWIE Grammar: Past and Present Tenses review

Vocabulary: synonyms, pun

Level: Intermediate, Upper-Intermediate, Advanced


1. Write the title on the board. Teach pronunciation

of the word gnome. Explain that gnomes are fairytale

creatures. Ask students what they know about them: their

habits, clothes, food.

2. Apply to students’ imagination by asking questions

like these: If a gnome existed in a modern world what would

he do? What would he wear, eat, drink? Would he study?

Where? What could he do for a living?

3. Tell students they are going to listen to a song

about a man from 1960s who met a gnome. Hand out theworksheets and do ex. 1. Play the song.

4. Do ex. 2.

5. Ask students a few questions to check their

understanding: “Where did a character meet a gnome? What did the gnome eat and drink? Who is

Fred? ” etc. Finish with a question, “Did the gnomes leave his house?”. – No, they didn’t. They’re staying

with him. Tell the class that there is a variety Past and Simple tenses in the lyrics. Turn to ex. 3. Students

try to open the brackets (without the 2nd listening). Discuss their ideas.

6. Then play the song again. Students complete ex. 3. Check the answers.

7. For a stronger group explain that there are a lot of examples of pun in the dialogues (printed

in a smaller font). Encourage the class to find and explain the examples. – Gnome office must be a home

office for gnomes. Gnome man’s land is no man’s land. Metrognome (ticking Fred) is a metronome.Rolling gnome must be a rolling-stone. Gnomads are nomads, ecognomics – economics, and gnome

service is a home service.

Lyrics and answers

Ex. 1.

g-chimney-7 f-footsteps-1 e-tiny-2 d-tummy-3

b-dandelion-6 a-gnome-4 c-toadstool-5

Ex. 2. a - 4, b - 1, c - 5, d - 3, e – 6, f - 2

Ex. 3. Lyrics with answers (dialogues are omitted).

I was walking1 down the High Street

When I heard2 footsteps behind me

And there was a little old man (Hello)In scarlet and grey, shuffling away (laughter)

Well he trotted3 back to my house

And he sat4 beside the telly (Oaah..)

With his tiny hands on his tummy

Chuckling away, laughing all day (laughter)

Chorus:

Ha ha ha, hee hee hee

"I'm a laughing Gnome and you don't catch me"

Ha ha ha, hee hee hee

"I'm a laughing Gnome and you can't catch me"

Said the laughing Gnome

Well I gave5 him roasted toadstools and a glass

of dandelion wine (Burp, pardon)

Then I put him on a train to EastbourneCarried his bag and gave him a fag

In the morning when I woke6 up

He was sitting7 on the edge of my bed

With his brother whose name was Fred

He'd brought8 him along to sing me a song

Chorus

Now they're staying9 up the chimney

And we're living10

on caviar and honey (hooray!)

Cause they're earning11 me lots of money

Writing comedy prose for radio shows

Chorus

‘The Laughing Gnome’ is a song

by English musician David Bowie.

It was originally released as a

novelty single on Deram Records

in 1967, the track consisted of

the singer meeting and

conversing with the creature of

the title, whose sped-up voice

(created by Bowie and studio

engineer Gus Dudgeon) delivered

a number of puns on the word

'gnome'. At the time, ‘The

Laughing Gnome’ failed to

provide Bowie with a much-

wanted chart single. It became a

hit when reissued in 1973.




25

Students’

pageLAUGHING GNOME

by DAVID BOWIE 1. Match the words and the pictures. Then listen to the song and number the words in

order you here them.

_ g _chimney___

___dandelion__

___footsteps__1

___gnome_____

___tiny_______

___toadstool___

___tummy_____

2. Match the words and the synonyms.

a) scarlet 1) small

b) tiny 2) walk

c) trot 3) TV (set)

d) telly 4) sort of red

e) chuckle 5) run

f) shuffle 6) laugh

4. Listen and open the brackets.

I _________1(walk) down the high street

When I ____2(hear) footsteps behind me

And there was a little old man (hello)

In scarlet and grey, shuffling away

(laughter) Well he _______3(trot) back to my

house

And he ____4(sit) beside the telly (oaah)

With his tiny hands on his tummy

Chuckling away, laughing all day(laughter)

Oh, I ought to report you to the gnome

office (gnome office)

Yes (hahahahaha)

Chorus:Ha ha ha, hee hee hee

I'm a laughing gnome and you don't

catch me

Said the laughing gnome

Well I ________5(give) him roasted

toadstools and a glass of dandelion wine(burp, pardon)

Then I put him on a train to Eastbourne

Carried his bag and gave him a fag

(haven't you got a light boy? )

Here, where do you come from?

(gnome-man's land, hahihihi )

Oh, really?

In the morning when I ______6(wake up)

He ________7(sit) on the edge of my bed

With his brother whose name was Fred

He_________8 (bring) him along to sing

me a songRight, let's hear it

Here, what's that clicking noise?

(that's Fred, he's a metrognome, haha)

Chorus

(own up, I'm a gnome, ain't I right, haha)

Haven't you got an 'ome to go to?

(no, we're gnomads)

Didn't they teach you to get your hair cut atschool? you look like a rolling gnome.

(no, not at the london school of ecognomics)

Now they _______9(stay up) the

chimney

And we __________10(live on) caviar and

honey (hooray!)

Cause they ____11(earn) me lots of

money

Writing comedy prose for radio showsIt's the-er (what? )

It's the gnome service of course

a b c d e f g

2




page

26

OUR LAST SUMMER

by ABBAGrammar: Past Simple, Past Perfect, Past Continuous

Vocabulary: holidays, travelling

Communication skills: talking about holidays

Level: Pre-Intermediate, Intermediate♫ CD track 12

Teacher’s notes

1. Ask students if they have ever travelled, if they

travelled this summer, where to. If students are not very

enthusiastic to talk about it, let them tell both true and false

information (each partner should guess if it is true or not).

Find out the most popular holiday destination in the group.

Introduce the word ‘destination’.

2. Now, ask which holiday destination they think is said to be the most popular one all over the

world. Tell them that according to the United Nations World Tourism Organization one of the most

popular places to visit is France. Find out what students know about France and Paris. Encourage themto name the most famous sights (considering some pronunciation difficulties they may name these

places in their native language first).

3. Tell the class that they are going to listen to a song by ABBA called Our Last Summer . It is

closely connected with Paris. Then hand out the worksheets and let your students do Ex. 1 (individually

or in pairs). Pay their attentions to the usage of the. Check the answers.

4. Then explain the second task and play the song. Check the answers.

5. Ask students what this song is about. - The heroine recalls her romantic summer in Paris and

points how things have changed . Remind students that we use the Past Simple Tense to talk about the

past. Revise the key points of this tense. Now, do Ex. 3. Let your students work individually, then check

their answers in an open group. You may also ask students to find other past tenses ( we had met – Past

Perfect; we were dancing – Past Continuous).6. Look through the words from the box. Explain / translate some of them if needed. Explain that

the term flower power became generalized as a modern reference to the hippie movement (you may

also mention of student riots in Paris in 1968 - it’ll help students understand how dramatically Harry has

changed). Then play the song again (twice if needed). Check the answers.

Answers

Ex. 1 A - 3. B - 1. C – 4. D – 2.

Ex. 2 The Notre Dame – 4. The Elysee – 1. The Seine – 2. The Eiffel Tower – 3.

Ex. 3 Be – was, do – did, have – had, smile – smiled, have – had, be – was, make – made, sit –

sat, be – was, be – was, be – was, have – had, take – took, can – could.

Ex. 4 Gaps: warm1, romance2, memories3, happy4, power5, walking6, restaurants7, dreams8

‘ Our Last Summer’ is a song by

ABBA from the group's seventh

studio album Super Trouper . It

was written by Benny Andersson

and Björn Ulvaeus. Though it was

covered by a number of artists

and was used in the musical

Mamma Mia!, this variant of

lyrics referred to an original track

by ABBA.




27

Students’

pageOUR LAST SUMMER

by ABBA

1. Look at the photos. Match them with the words from the song. Then listen to the

song. Arrange the sights in the way you hear.

A B C D

2. Listen to in the song.

2. Look at the lyrics. Put the words in the brackets into The Past Simple. Check.

3. Try to fill in the gaps with the words from the box. Listen and check.

The summer air ____ (be) soft and ____1

The feeling right, the Paris night

______ (Do) it's best to please us

And strolling down the Elysee

We ______ (have) a drink in each caféAnd you

You _________ (talk) of politics,

philosophy and I

__________ (Smile) like Mona Lisa

We _________ (have) our chance

It _____ (be) a fine and true _________2

I can still recall our last summer

I still see it all

Walks along the Seine, laughing in

the rain

Our last summer

___________3 that remain

We ____ (make) our way along the river

And we ________ (sit) down in the grass

By the Eiffel tower

I ______ (be) so _________4 we had met

It ___________ (be) the age of no regret

Oh yes

Those crazy years, that ___ (be) the timeOf the _________________5

But underneath we ______ (have) a fear

of flying

Of getting old, a fear of slowly dying

We __________ (take) the chance

Like we were dancing our last danceI can still recall our last summer

I still see it all

In the tourist jam, round the

Notre Dame

Our last summer

_____________6 hand in hand

Paris ____________7

Our last summer

Morning croissants

Living for the day, worries far

away

Our last summer

We _______ (can) laugh and play

And now you're working in a bank

The family man, the football fan

And your name is Harry

How dull it seems

Yet you're the hero of my

____________8 Refrain

1) round the Notre Dame; 2) strolling down the Elysee; 3) walks along the Seine; 4) in the grass by the Eiffel Tower

Walking, warm, romance, restaurants, memories, flower-power, dreams, happy



Songs To Study English 2 Teacher’s

page THE HAPPIEST DAYS OF OUR LIVES /

ANOTHER BRICK IN THE WALL (PART II)

by PINK FLOYDGrammar: Past Simple, would V, negative sentences

Vocabulary: school, education, memories

Communication skills: talking about school (memories)Level: Intermediate, Upper-Intermediate

♫ CD track 13

Teacher’s notes

1. Beforehand, write on the board: hurt, exposing,

carefully hidden, derision, thrash, psychopathic, grew up.

Explain or translate them and drill pronunciation.

2. Tell students that these words are taken from a

certain song. Ask if they can guess what this song is about. Let

your class try to give a title to the song.

3. Then write ‘The Happiest Days of Our Lives’ . Explain

that it’s the title of the song by Pink Floyd . Ask students if they know what stylistic device it is. – Sarcasm. Write the

word sarcasm on the board.

4. Discuss the topic of the song. Students try to

predict it. – School, education.

5. Turn the player on and let your class check their guessing.

6. After discussing, turn to the task. Play the song again. Students write the words into the gaps.

7. Explain that the song is Pink’s (main character) memories, so the most of the verbs are

referred to the past. Ask your students to guess / explain why hurt and thrash are not in the Past Simple

form. Introduce / revise would V structure. Adult students can share their school memories and

compare them with the ones in the song(s).

8. Ask your class, “Do they really need education?” Draw students’ attention to the doublenegative sentences. Ask class to correct them and explain the stylistic device.

Lyrics and answers

Ex.

Well, when we grew up1 and went2 to school,

There were certain teachers,

Who would hurt3 the children in any way they

could,

By pouring their derision,

Upon anything we did,

Exposing every weakness4,

However carefully hidden by the kids.But in (but in) the town it was well known,

When they got5 home at night,

Their fat and psychopathic wives would thrash6

them,

Within inches of their lives.

We don't need no education.

We don't need no thought7 control.

No dark sarcasm8 in the classroom.

Teacher, leave those kids alone.

Hey, Teacher, leave those kids alone!

All in all it's just another brick in the wall.

All in all you're just another brick in the wall.


We don't need no thought9

control.

No dark sarcasm10 in the classroom.

Teachers, leave those kids alone.

Hey, Teacher, leave those kids alone!All in all you're just another brick in the wall.


"Wrong! Do it again!

If you don't eat yet meat, you can't have any

pudding! How can you have any pudding if you

don't eat yet meat?!"

"You! Yes! You behind the bike sheds! Stand

still, laddie!"

‘ The Happiest Days of Our Lives’

and ‘Another Brick in the Wall,Part 2’ are the songs from Pink

Floyd rock-opera The Wall ,

released in 1979. The Wall tells

the story of Pink, an embittered

and alienated rock star in retreat

from society and personal

relationships. The songs concern

Pink's youth, attending a school

run by strict and violent teachers.

On the album, ‘The Happiest

Days…’ segues into ‘Another

Brick…’ with a scream. Becauseof this segue; many radio stations

play one right after the other.




29

Students’

pageTHE HAPPIEST DAYS OF OUR LIVES /

ANOTHER BRICK IN THE WALL (PART II)

by PINK FLOYDListen to the song and fill in the gaps with appropriate form of the words.

The Happiest Days of Our Lives

Well, when we _________1 and _________2 to school,

There were certain teachers,

Who would ____________3 the children in any way they could,

By pouring their derision,

Upon anything we did,Exposing every __________4,

However carefully hidden by the kids.

But in (but in) the town it was well known,

When they _______5 home at night,

Their fat and psychopathic wives would _______6 them,

Within inches of their lives.

Another Brick In The Wall (Part II)


We don't need no ___________7 control.

No dark ____________8 in the classroom.

Teacher, leave the kids alone.

Hey, Teacher, leave the kids alone!

All in all it's just another brick in the wall.



We don't need no __________9 control.

No dark ___________10 in the classroom.

Teachers, leave us kids alone.

Hey, Teacher, leave us kids alone!



"Wrong! Do it again!

If you don't eat yer meat, you can't have any pudding! How can you have any pudding if

you don't eat yer meat?!""You! Yes! You behind the bike sheds! Stand still, laddie!"

Hurt, grow up, weakness, thrash, go, thought (*2), get, sarcasm (*2)




page

30

THE MAN WHO CAN’T BE MOVED

by THE SCRIPT Grammar: Relative clauses, conditionals

Vocabulary: hardships, love

Level: Intermediate

♫ CD track 14 1. Write the title of the song on the board. Explain

that you are going to listen to a song about a man standing on

the corner of the street. Ask students for what reason a man

can stand on the corner. Possible answers: He’s a beggar

(broke). He’s protesting. He’s waiting for someone. He’s a

policeman…

2. In small groups students make word-webs

according to the ideas mentioned. Then they prepare a short

story about a beggar, a policeman, a protesting man etc. For

example: A successful businessman now is broke. So, everyday

he comes to the street where his office was. His former brand new suit now has lots of holes. He has a cardboard telling

people what happened to him…

3. Now, ask students to listen to the song and check if

their predictions were right.

4. Ask the class what this song is about. – It’s about

the man who is waiting for the girl he loves. They seem to be

parted but he is still in love and wants to attract the girl’s attention.

5. Introduce the term ‘Relative clauses’. Then explain the task. Play the recording for the second

time. Check the answers.

Extra idea. Having revised Conditionals, ask your students to write possible happy ends for the

other ideas mentioned in 1.Lyrics and answers

1 – where, 2 – that, 3 – nothing, 4 – nothing, 5 – that, 6 – who, 7 – who, 8 – who, 9 – where.

1. Going back to the corner where I first saw

you

Gonna camp in my sleeping bag I'm not gonna

move

Got some words on cardboard, got your picture

in my hand

Saying, "If you see this girl can you tell her

where I am? "

2. Some try to hand me money, they don'tunderstand

I'm not broke I'm just a broken hearted man

I know it makes no sense but what else can I do

How can I move on when I'm still in love with

you

Chorus:

'Cause if one day you wake up and find that

you're missing me

And your heart starts to wonder where on this

earth I could be

Thinkin maybe you'll come back here to theplace that we'd meet

And you'll see me waiting for you on the corner

of the street

So I'm not moving, I'm not moving

3. Policeman says, "Son you can't stay here"

I said, "There's someone I'm waiting for if it's a

day, a month, a year"

Gotta stand my ground even if it rains or snows

If she changes her mind this is the first place she

will goChorus

3. People talk about the guy that's waiting on a

girl

There are no holes in his shoes but a big hole in

his world

4. Maybe I'll get famous as the man who can't

be moved

Maybe you won't mean to but you'll see me on

the news

And you'll come running to the corner

'Cause you'll know it's just for youI'm the man who can't be moved

‘ The Man Who Can't Be Moved’

is the second single from Irish

band The Script from their album

The Script . The song was released

on 25 July 2008. The song has

been used heavily for the CBS

show Ghost Whisperer during its

fourth season. This song served

as their radio promotional single

in the United States, gaining

airplay on multiple radio stations.

On 8 June 2009, the song was

released as the second official

single in U.S. The song was

chosen as one of the soundtracksfor the 2009 Victoria's Secret

Fashion Show. This song has

been covered by the a cappella

group Straight No Chaser .




31

Students’

pageTHE MAN WHO CAN’T BE MOVED

by THE SCRIPT Listen to the song and fill in the gaps with who, where, that or nothing

Going back to the corner

_________1

I first saw youGonna camp in my sleeping bag

I'm not gonna move

Got some words on cardboard,

got your picture in my hand

saying, "If you see this girl

can you tell her where I am"

Some try to hand me money,they don't understand

I'm not broke, I'm just

a broken hearted man

I know it makes no sense

but what else can I do?

How can I move on

when I'm still in love with you?

Chorus

Cause if one day you wake up and find

that you're missing me

and your heart starts to wonder where

on this earth I could be

Thinking maybe you'll come back here to

the place _____2 we'd meet

And you'll see me waiting for you on the

corner of the street

So I'm not moving, I'm not moving

Policeman says "Son, you can't stay

here"

I said, "There's someone _______3 I'm

waiting for

If it's a day, a month, a year"

Gotta stand my ground even if it rains or snows

If she changes her mind

this is the first place ________4 she will

go

Chorus

People talk about the guy _________'s

5

waiting on a girl

ohhh..

There are no holes in his shoes but a big

hole in his world

ohhh..

Maybe I'll get famous

as the man _________6 can't be moved

Maybe you won’t mean to

but you'll see me on the news

And you'll come running to the corner

cause you'll know it's just for you

I'm the man _______7 can't be moved

I'm the man _______8 can't be moved

Chorus

Going back to the

corner ________9 I

first saw you

Gonna camp in my

sleeping bag I'm not

gonna move




page

32

TOM’S DINER

by SUSANNE VEGA

Grammar: Present Continuous, prepositions and conjunctions

review

Vocabulary: café, everyday life

Communication skills: writing and presenting a verseLevel: Elementary, Pre-Intermediate

♫ CD track 15

1. Ask students if they usually have breakfast, if it is a

big breakfast or just a cup of tea or coffee. Explain that they

are going to listen to a song where a storyteller is having her

morning coffee in a diner (sort of a café) and describing

almost everything that is happening (for this reason she is

using a lot of Present Continuous forms).

2. Encourage students to write down as many Present

Continuous forms as they can hear. Play the song then check

the answers.3. Beforehand, copy enough Appendix, p. 43

worksheets. Cut the pictures and hand out them to the class

(one set for a small group). Ask students to describe what they can see in them.

4. Students should listen to the song again and arrange pictures in order they hear. Play the

recording. Check the answers. Correct order: B-H-F-A-C-G-D-E

5. Say that to order the facts, and connect the parts of sentences we use conjunction. Write out

conjunction groups on the board: Time | Reason | Result . Encourage students to give their example to

each group.

6. Then hand out the worksheets and look through the lyrics. Students should fill in the gaps

(boxes) with the proper conjunctions without listening.

7. Play the song again and check the answers. Do the same activity for the prepositions. For astronger group you may unite 6 and 7.

8. Some teachers shared their idea to write a verse ‘I am sitting in the classroom’. You can

arrange this activity as homework. Then students present their lyrics to the whole group.

AnswersI am sitting in the morning

At the diner on the corner

I am waiting at the counter

For the man to pour the

coffee

And he fills it only halfway

And before I even argueHe is looking out the window

At somebody coming in

“It is always nice to see you”

Says the man behind the

counter

To the woman who has come

in

She is shaking her umbrella

And I look the other way

As time they are kissing their

hellos

I’m pretending not to see

them

Instead I pour the milk

I open up the paper

There’s a story of an actor

Who had died

Whiletime

he was drinkingIt was no one I had heard of

And I’m turning to the

horoscope

And looking for the funnies

When I’m feeling someone

watching me

And so result I raise my

head

There’s a woman on the

outside

Looking inside. Does she seeme?

No she does not really see

me

Cause reason she sees her own

reflection

And I’m trying not to notice

That she’s hitching up her

skirtAnd while

timeshe’s

Straightening her stockings

Her hair has gotten wet

Oh, this rain it will continue

Through the morning

As time I’m listening

To the bells of the cathedral

I am thinking of your voice…

And of the midnight picnic

Once upon a time

Before the rain began…I finish up my coffee

It’s time to catch the train

‘Tom's Diner’ is an a cappella pop

song written in 1981 by American

singer-songwriter Suzanne Vega.

It was first released as a track on

the January 1984 issue of Fast

Folk Musical Magazine. It was

later used as the basis for a

popular remix by the British

group DNA in 1990. ‘Tom's Diner’

was also used by Karlheinz

Brandenburg to develop the

audio compression scheme

known as MP3. So, Vega has the

informal title "The Mother of the

MP3".




33

Students’

pageTOM’S DINER

by SUZANNE VEGAListen to the song and fill in the gaps with 1) conjunctions, 2) prepositions

I am sitting

___ the morning ___ the diner

___ the corner

I am waiting

___ the counter

___ the man

To pour the coffee

And he fills it

Only halfway

And _____

I even argue

He is looking

___ the window

___ somebody

Coming ___

“It is always

Nice to see you”

Says the man

_______ the counter

____ the womanWho has come ___

She is shaking

Her umbrella

And I look

The other way

As time they are kissing

Their hellos

I’m pretending

Not to see themInstead

I pour the milk

I open

Up the paper

There’s a story

___ an actor

Who had died

While time he was drinking

It was no one

I had heard of And I’m turning

To the horoscope

And looking

____ the funnies

When I’m feeling

Someone watching me

And so result

I raise my head

There’s a woman

___ the outside

Looking inside

Does she see me?

No she does not

Really see me

Cause reason she sees

Her own reflection

And I’m trying

Not to notice

That she’s hitchingUp her skirt

And whil time she’s

Straightening her stockings

Her hair

Has gotten wet

Oh, this rain

It will continue

_______ the morning

As

time

I’m listening ___ the bells

___ the cathedral

I am thinking

___ your voice…

And ___ the midnight picnic

Once upon a time

______ the rain began…

I finish up my coffee

It’s time to catch the train




page

34

WONDERFUL WORLD

by THE FLYING PICKETS

Grammar: parts of speech, to be, Present Simple, Modals

Vocabulary: school subjects

Communication skills: giving personal information

Level: Beginner, Elementary♫ CD track 16

1. Ask students what school subjects they know. You

may have a sort of an auction: let your students name

subjects in turns; the one who calls the last subject wins.

2. Now, tell your class that they are going to listen to

a song ‘Wonderful World’. Ask students to write out as many

school subjects as they can hear. Also, let them try to guess a

topic of the song.

3. Play the song. Check the task. Then let your

students look through the lyrics and find all the subjects.

4. Now, complete Ex. 1 from the worksheet. Check the answers.5. Then go to Ex. 2. Before listening you may discuss some grammar points (revise some names

of parts of speech, the articles etc.) Play the song again. Check the answers. Play the song once more if

needed.

6. Now, go to Ex. 3. Explain all the grammar difficulties beforehand. Then let your students work

individually or in pairs (depending on groups).Check the answers with the whole group.

7. Then you may play Parts of Speech ABC game. Divide your students into teams (2 or 3 –

depending on their number). Explain the rules. The teacher says a letter of the alphabet and a part of

speech. The team, which says the word of proper part of speech starting with proper letter first, gets a

point. Mind your students to raise their hands first.

Example: Noun ‘c’ – cat. Verb ‘m’ – make. Adjective ‘b’ – big.

8. Then complete Ex. 4. Explain and practice some grammar rules if needed. Go back to the lyricsand ask students why in gaps

5and

12word there is a word do. Isn’t it a mistake? Explain that it is an

emphatic construction. Also tell the class that in the sentences like Don’t know much… I is omitted to

stylize colloquial speech.

9. Finally, play Believe or Not game. The teacher writes on the board four sentences like these:

I am 37. I can play the guitar. I have got a brother. I like R’n’B.

Tell your students that some sentences are true and some of them are false. Ask students to

guess which ones are true / false. Read a sentence aloud. Students should give a short answer (revise or

elicit them and write on the board). Then you give a short answer and some more information. I am 37.

– Yes, you are. – No, I’m not. I’m 36. Then arrange this game as a pair work.

Answers

Ex. 1. 1 - world. 2 - slide rule. 3 – ‘A’ student. 4 – claim. 5 – win. 6 – science.Ex. 2. Gaps: 1, 2, 3, 4, 6, 7, 8, 9 – don’t, 5 – do, 10 – a, 11 – is, 12 – do, 13 – is, 14 –don’t, 15 – an.

Ex. 3

Linking verb

(to be)

Modal

verb

Verb Noun Adjective Personal

Pronoun

Preposition Article

Am Must Love Student Red I In A (an)

Are May Know Book Big We On The

Is Can e. g.

Win

e. g.

World

Wonderful You For / with

Ex. 4

I like history. I don’t like history

He is a student. He is not a student.I can read. I can’t read.

‘Wonderful World’ (unrelated to

the Louis Armstrong song ‘What

a Wonderful World ’) is a soul

song that was written in the late

1950s by soul music pioneer Sam

Cooke, along with songwriters

Lou Adler and Herb Alpert.

This variant of lyrics referred to a

cover version by British a

cappella group The Flying Pickets

presented on their album The

Original Flying Pickets (1994).




35

Students’

pageWONDERFUL WORLD

by THE FLYING PICKETS

1. Write the words from the box.

1._________2.____________3.__________4._________5._________6.________

2. Listen to the song and fill in the gaps with the words you hear (use the prompt).

1. _______1 know much about history

_________2

know much biology _________3 know much about the science books

_________4 know much about the French I took

But I ______5 know that I love you

And I know that if you love me too

What a wonderful world this would be

2. ______6 know much about geography

________7 know much trigonometry

________8 know much about algebra

________9 know what ______10 slide rule _____11 for

But I ______12 know one and one ______13 two

And if this one could be with you

What a wonderful world this would be

Chorus: I ________14 claim to be ______15 "A" student

But I'm trying to be

Maybe by being ______16 "A" student baby

I ________17 win your love for me

Repeat 2 Chorus Repeat 1

3. Complete the table with the words from the text.Linking verb

(to be)

Modal

verb

Verb Noun Adjective Pronoun Preposition Article

Am Must Love Student Red I In A (an)

Are May Know Book Big We On

4. Complete positive or negative sentences.

+ –

I like history. I ______ like historyHe ____ a student. He is not a student.

I ______ read. I can’t read.

Slide rule, ‘A’ student, science, win, world, claim

Do, don’t,is, can, a,

an

100% 100% 100% 100%



Songs To Study English 2Appendix

36

ALL YOU CAN EAT

by FAT BOYS



Songs To Sudy English 2Appendix

37

BLOWING IN THE WIND

by BOB DYLAN




38

EVERYTHING AT ONCE 1

by LENKA




39

EVERYTHING AT ONCE 2

by LENKA

brave heavy

neat

ugly

sharp

scary

nice strong

small short




40

IN THE SHADOWS

by THE RASMUSWow! | Reviewer: Anonymous | 4/27/09

Wow, it's been ages since I heard this

song! It sure brings back memories of yr7 head banging in the back of Dad's car

to this awesome Rasmus song. Shame

they turned out a one hit wonder here

in Australia.

fantabulous!!!!! | Reviewer: Anonymous

| 5/4/07

not only does this song set ur feettapping but it is absolutely inspirational.

it catches the essence of the youth to its

very core.

in the shadows | Reviewer: heather

stephenson | 4/12/07

this song is fab really catchy got great

lyrics and the vidio is fantastic as well

this song makes my heart skip a beat

Cool | Reviewer: lolo | 4/24/05

I'm not into this type of music that

much, but i really like this song. It's

catchy, i guess

I like it lots!

oggnosis's views on 'in the shadows' |

Reviewer: Anonymous | 4/2/05

strong minded song with many feelings.

this song has stopped me commiting

suicide so many times in the past so if u

ever feel like u wanna die listen to it!

thank u

It jus' rox!! | Reviewer: Jessica | 2/4/05

I ’ave liked The Rasmus eva since they

came out, which waz ages ago,an thissong is da best along wit guilty first day

of my life etc etc, But, if you really like

Muse an HIM, you'll just love The

Rasmus!! I will marry the lead singer

Lauri, or the drummer Aki, wateva it

takes, i will!!!!

Rocks | Reviewer: Gemma | 12/11/04 I luv The Rasmus and In The Shadows is

the best song I have ever heard.

I want to see the rasmus in concert!!!

Lovin it ! | Reviewer: Sarai | 11/26/04

This song is one I've made love to a

thousand times, it makes you go all

funny inside and also makes you rock !

In the Shadows | Reviewer: Natasha |

9/9/04

This song was written by Lauri (lead

singer) and explores most inner fears

and worries of person. It is very catchy

song that will have you singing it in no

time. I would reccomend this song for

fans of evanescence or muse.

n/a | Reviewer: CB | 8/3/04

You will find it is a very personal song,

something everyone has experienced at

some time. It comes from the heart,

soul. It reaches out and tampers with

one's own ghosts, fears and pushes one

to thinking and wanting more out of life,

a dare if you will!




41

HEAD, SHOULDERS, KNEES AND TOES (1)

traditional

head

shoulders

knees

toes



ERROR: stackunderflow

OFFENDING COMMAND: ~

STACK:

songs to study english 2 short

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