A Collection of Songs

8/17/2019 A Collection of Songs

http://slidepdf.com/reader/full/a-collection-of-songs 1/323

T e a c h e r ’ s

p a

g e

Songs To Study English 1

A NEW DAY HAS COMEby CELINE DION

Grammar: Present Perfect, Past Tenses review

Level: intermediate, upper-intermediate ♫ C trac! 1

Teacher’s notes1" #eforehand, write on the $oard% angel,

miracle, fear, light, to make it through, boy, soul,to shed a tear, to hold on. Tell the students thatthey are going to listen to a song called A NewDay as Come" The words on the $oard wereta!en from it" #e sure that your studentsunderstand them" &'er your group to predict thissong is a$out"

(" Play the song and then chec! the

general understanding"3" )ive out the wor!sheets" *et the students read and as! for the meaning of

un!nown words" Play the song again and do the +rst tas!" Students chec! theiranswers with their partners and then the pairs discuss them in an open group"

" o e" ("." Tell your students that the changes $etween then and now are also

implicated into the tenses" /s! them what tenses are used in lines 0 13 2!ast "im#le and !ast Continuous" 4irst, compare them to the lines ( (5 $!ast "im#le%s !resent "im#le&" Then pay attention to the lines 1 (3 $!resent "im#le, !resent Continuous and !resent !erfect " 6hy has the things changed so dramatically7#ecause 8a new day has come9, the girl has met a $oy she loves: /ll the changes

referring to the very moment in present are epressed with a help of The PresentPerfect Tense" Elicit ; eplain the meaning and usage of this tense" /s! yourstudents to +nd one more eample of it 2I'%e been touched( ) !resent !erfect !assi%e"

Lr!cs an" ans#ersE" 1"

/ new day has come/ new day has come< was waiting for so long4or a miracle to comeEveryone told me to $e strong=old on and don>t shed a tear

Through the dar!ness and good times< !new <>d ma!e it through/nd the world thought < had it all#ut < was waiting for you

Chor$s:=ush, now< see a light in the s!y&h, it>s almost $linding me< can>t $elieve <>ve $een touched$y an angel with love*et the rain come down andwash away my tears*et it +ll my soul and drown my

fears*et it shatter the walls for a newsun/ new day has come/ new day has come

6here there was dar! now there>s

light6here there was pain now there>s ?oy6here there was wea!ness < found mystrength/ll in the eyes of a $oy

Chor$s%*et the rain come down and washaway my tears*et it +ll my soul and drown my fears*et it shatter the walls for a new sun/ new day has come

*e#eat the chorus and fade

E" (" Then now, dar! light, wea!ness strength, pain ?oy

& A New Day Has Come’ isthe lead single from C@line

ion>s come$ac! al$um ANew Day as Come,released on Aarch 11,(BB(" The song was written $y/ldo ova and StephanAoccio"8/ ew ay =as Come9 wasvery successful around theworld" &n the D"S" =ot/dult Contemporary Trac!s, the song stayed ontop twenty-one wee!s"

Ammar DHAILI

e-mail: [email protected]

facebook : Ammar English

5

10

15

20

25

30

35

40

45

50

55

60

65

70

mailto:[email protected]

mailto:[email protected]



A NEW DAY HAS COMEby CELINE DION

1. Read the text. There are fve wrong words in it. Listenand correct them./ new day has come

/ new day has come< was waiting for so long4or a miracle to comeEveryone told me to $e wea!=old on and don>t shed a tear

Through the dar!ness and $ad times< !new <>d ma!e it through/nd the world thought < had it all#ut < was waiting for you

Chor$s:=ush, now< see a light in the night&h, it>s almost $linding me< can>t $elieve <>ve $een touched $y an angel with love*et the rain come down and wash away my tears*et it +ll my soul and drown my fears*et it shatter the walls for a new sun/ new day has come

/ new day has come6here there was dar! now there>s light6here there was pain now there>s ?oy6here there was wea!ness < lost my strength/ll in the heart of a $oy

Chor$s%*et the rain come down and wash away my tears*et it +ll my soul and drown my fears*et it shatter the walls for a new sun

/ new day has come*e#eat the chorus and fade2. Find the oosites in the text.then dar! wea!ness pain

5

10

15

20

25

30



'(S STO)by +E OLLIE"

*+,--,./0,: FGHFHIJ KJLMNOQR GLHOOUHKLOVOQ% WGHXLOIYOQO wouldLevel: intermediate, upper-intermediate

♫ C trac! (Teacher’s notes

1" #ring a picture of an um$rella" /s! yourstudents to ma!e some short stories a$out thiso$?ect" /fter listening to some stories as! if anum$rella can $e involved in a love story"

(" )ive out the wor!sheets" Students shouldmatch the words from the e" 1"

3" Eplain that these words were ta!en from asong called 8#us Stop9" Zou may show a picture of anEnglish $us stop 2of an old one is more prefera$le"/s! students to guess how could they $e ?oined

together" 6hat is this song a$out7" Play the song" *et the students chec! their

ideas"." /s! some [uestions" Is their romance o%er

) No, it isn't. -"omeday my name and hers are goingto be the same'. ow did it all begin ecause of what ) An umbrella. "o, he remembers how it allbegan. /hat %erb forms are used 0i%e some e1am#les. Is refrain about the #ast or the future ) 2ostly about the #ast $e1ce#t for the last line&.

." /s! your students which word is omitted twice" Play the song and let themwrite in the word would" Point that she9d shop \ she would shop

0" Eplain ; elicit the usage of would for the past ha$its"Lr!cs an" ans#ersE" 1" 1f, (d, 3a, $, .c, 0e, 5gE" ("

#us stop, wet day, she>s there < sayPlease share my um$rella#us stop, $us go, she stays love growsDnder my um$rella/ll that summer we en?oyed it6ind and rain and shine

That um$rella we employed it#y /ugust she was mine

]êfrain_Every morning < would see her waitingat the stopSometimes she>d shop and she wouldshow me what she $ought/ll the people stared as if we were$oth [uite insaneSomeday my name and hers are goingto $e the same

That>s the way the whole thing startedSilly, $ut it>s true Thin!ing of a sweet romance#eginning in a [ueue

Came the sun, the ice was meltingo more sheltering, nowice to thin! that that um$rella*ed me to a vow

]êfrain_êpeat the 1st verse

!"#s $to% is a songrecorded and released as a

single $y the #ritish pop$and The =ollies" <t$ecame a hit in 1`00,reaching . in the DbSingles Chart" <t was the=ollies> +rst DS top ten hit,reaching . on the#ill$oard charts inSeptem$er 1`00"

<t was written $y Db

songwriter )raham

)ouldman, who said the

idea for the song had comewhile he was riding home

from wor! on a $us" The

opening lines were written

$y his father, playwright

=yme )ouldman"

5

10

15

20

25

30

35

40

45

50

55

60



'(S STO)by +E OLLIE"

1. &atch the words.1 shelter a love( insane $ line

3 romance c loo! very attentively [ueue d cray. stare e serious promise 2e" g" during thewedding0 vow f protected place5 um$rella g a thing protecting you against rain or hotsun

2. Listen again. 'hat word is omitted twice(

#us stop, wet day, she>s there < sayPlease share my um$rella#us stop, $us go, she stays love growsDnder my um$rella/ll that summer we en?oyed it6ind and rain and shine

That um$rella we employed it#y /ugust she was mine

]êfrain_Every morning < see her waiting at the stopSometimes she>d shop and she show me what she$ought/ll the people stared as if we were $oth [uite insaneSomeday my name and hers are going to $e the same

That>s the way the whole thing startedSilly, $ut it>s true

Thin!ing of a sweet romance#eginning in a [ueueCame the sun, the ice was meltingo more sheltering, nowice to thin! that that um$rella*ed me to a vow

]êfrain_êpeat the 1st verse

5

10

15

20

25

30

35

40

45



EL CONDO1 )ASA 234 3 CO(LD5by "I2ON AND 0A*34N5EL

*+,--,./0,: WFYHKJO GLOYHNOQRLevel: intermediate6708/0,: GLQLHJO HIOXJ, MXHQVJ

♫ C trac! 3

Teacher’s notes1" Tell the students that they are going to

listen to a song $ased on a 2Peruvian melody

called El Condor !asa $3light Of +he Condor&" /s!

them to write out more 8nature9 words 2animals,

places, o$?ects while listening" Play the song"

Possi$le answers% s#arrow, snail, swan, ground,

forest, the earth((" ow, let them practice e" 1" Chec! the

answers"3" o e" (" Play the song again"" Tel the group that this piece has another

English name, which is not a literal translation"

/s! them to guess it 2If I Could"." /s! a [uestion 2it might $e written on

the $oard, 8<f you could chose how would you

rather call it7 6ould you remain this name or give

another one79 6hile answering elicit the structure

$If I could chose& I'd rather call it 6 I would call it(

2you may also write it as a prompt"0" 4ollo# $p" Eplain to the students a construction of the lyrics" /nd as!

them to write their own tet using opposites and I'd rather structure"

Lr!cs an" ans#ersE" 1" 1 nail, ( forest, 3 hammer, sparrow, . snail, 0 streetE" (" 4orest street, sparrow snail, hammer nail"E" 3"

<>d rather $e a sparrow1 than a snail (

Zes < would, if < could, < surely would<>d rather $e a hammer3 than a nail

Zes < would, if < only could, < surely would

/way, <>d rather sail away*i!e a swan that>s here and gone/ man gets tied up to the ground=e gives the world it>s saddest sound<ts saddest sound

<>d rather $e a forest. than a street0

Zes < would, if < could, < surely would<>d rather feel the earth $eneath my feet

Zes < would, if < only could, < surely would

!)* C+ndor ,asa% 23light

of the Condor is a songfrom the aruela 2Spanishlyric-dramatic genreEl Cndor Pasa $y thePeruvian composeraniel /loma ^o$les written in 1`13 and $asedon traditional/ndean fol! tunes"<t is possi$ly the $est-!nown Peruvian songworldwide due to a coverversion $y

Simon )arfun!el in 1`5Bon their#ridge &ver Trou$led 6ater al$um" This cover versionis called El Con"or )asa239 3 Co$l"5" Paul Simon used the instrumentalversion of *os <ncas as the$asic-trac! and wroteentirely new, unrelatedlyrics"

5

10

15

20

25

30

35

40

45

http://en.wikipedia.org/wiki/Andean_Condor


http://en.wikipedia.org/wiki/Zarzuela

http://en.wikipedia.org/wiki/El_C%C3%B3ndor_Pasa_%28play%29

http://en.wikipedia.org/wiki/Peru

http://en.wikipedia.org/wiki/Daniel_Alom%C3%ADa_Robles

http://en.wikipedia.org/wiki/Andean_music

http://en.wikipedia.org/wiki/Simon_%26_Garfunkel

http://en.wikipedia.org/wiki/Bridge_over_Troubled_Water

http://en.wikipedia.org/wiki/Paul_Simon

http://en.wikipedia.org/wiki/Paul_Simon

http://en.wikipedia.org/wiki/Bridge_over_Troubled_Water

http://en.wikipedia.org/wiki/Simon_%26_Garfunkel

http://en.wikipedia.org/wiki/Andean_music

http://en.wikipedia.org/wiki/Daniel_Alom%C3%ADa_Robles

http://en.wikipedia.org/wiki/Peru

http://en.wikipedia.org/wiki/El_C%C3%B3ndor_Pasa_%28play%29

http://en.wikipedia.org/wiki/Zarzuela




HO(SE

by EL+ON 7ON*+,--,./0, / 708/0,: VOFXHQVOQR this that 2is, these those 2are FXLWXWLM a placewhere:Level: MjMYkJ

♫ C trac!

Teacher’s notes1" #ring a picture of a house 2room"

^efresh the usage of this 8 that, these 8 those $yshowing and naming the o$?ects"

(" Tell your students to concentrate on the

$eginnings of the lines and +ll in the gaps mar!edwith letters with proper pronouns" Play the song"Chec! the answers"

3" Tell your students to concentrate on theendings of the lines and +ll in the gaps mar!ed with num$ers with the words given"Play the song" 4irst let the students chec! their answers with their partners" Thenchec!"

" Then let your students practice in showing and naming some o$?ects usingthe structure This is a ; That is a ; These are the ; Those arethe"

." 3ollow u#" Pair ; )roup wor!" &ne student thin!s of an o$?ect and descri$esit using where" +his is a room $#lace, thing& where I 999999 $eat, slee#, rela1& " The

second student should guess it"0" Zou may also elicit the di'erence $etween 8<t belongs to me9 and 8They

belong to me9"Lr!cs an" ans#ers

This is my house1

This is where < live(

That is the winter Those are the trees3

< can hear them $reathe This is my $ed

This is where < sleep.

That was the dar! Those are my dreamsthey $elong to me This is my oor0

This is where < lie This is a s[uare room5

That was a $right light Thesea are not my eyes6hat is my soul7

6here is my tired heart7 That$ is the [uestion

6here is the answer7<nside my house/nd < sit $y the window

/nd < wish < was rain< want to fall from the s!y< want to get wet all over the rain>Cause this is my house`

<t $elongs to me<nside my head<t>s all that>s left Thisc is my house Thisd is my $ed This is where < sleep Thate was the dar! Thosef are my dreams They $elong to me

This is my house This is my house This is my house

!Ho#se% is taken from

-2ade in England' 4 the

twenty-+fth studio al$um$y English

singer;songwriter Elton

ohn 2the author of such

famous songs as Nikita,

Candle In +he /ind, 8+he

Lion 5ing9 soundtrac! etc,

released in 1``." /n

interesting peculiarity is

that, much unli!e his

previous wor!s, and with

the eception of the titletrac!, all of the al$um>s

songs have one-word titles"

5

10

15

20

25

30

35

40

45

50

55

60

65

70

http://void%280%29/

http://void%280%29/

http://void%280%29/

http://void%280%29/



Zeah this is my house This is my house

This is my house This is my house

HO(SE by EL+ON 7ON1. Listen to the song and f** in the gas with *etters in theeginning o- the *ines. 'rite this4 that4 these or those.2. Listen to the song one more time and f** in the gaswith n#mers in the endings o- the *ines. 'rite the words-rom the ox.

This is my 1

This is where < (

That is the winter Those are the 3

< can hear them $reathe This is my

This is where < .

That was the dar!

Those are my dreamsthey $elong to me

This is my 0

This is where < lie This is a s[uare 5

That was a $right light a are not my eyes6hat is my soul76here is my tired heart7

$

is the [uestion6here is the answer7<nside my house/nd < sit $y the

/nd < wish < was rain< want to fall from the s!y< want to get wet all over therain>Cause this is my `

<t $elongs to me<nside my head<t>s all that>s left

c my house d my $ed This is where < sleep e was the dar! f are my dreams They $elong to me This is my house This is my house

This is my house Zeah this is my house This is my house This is my house This is my house

3loor, house $:;&, li%e, window, trees, room, bed. slee#

5

10

15

20

25

30

35

40

45

50

55

http://void%280%29/

http://void%280%29/

http://void%280%29/

http://void%280%29/



LA;3NG ON A S(NDAY A4TE1NOONby <4EEN

*+,--,./0,: 4uture forms 2Simple and Continuous, article the, prepositions6708/0,: phrasal ver$sLevel: intermediate

♫ C trac! .Teacher’s notes

1" 6rite out and pre-teach ; refresh thewords and phrases% honeymoon, bound to be

#ro#osal, ordinary guy.(" /s! your students the following [uestions"

+he song is called -La=ing On A "unday Afternoon'./hy do you think -la=ing' /hat do ordinary

#eo#le do during the week3" ow as! the students to listen to the song

and say if the character is 8an ordinary guy97 6hy2not7

" o the wor!sheet tas!s"Lr!cs an" ans#ers

E" 1< go out to wor! on a Aonday morning

Tuesday < go o' to honeymoon<>ll $e $ac! again $efore it>s time for Sunny-down,<>ll $e laing on a Sunday afternoon#icycling on every 6ednesday evening

Thursday < go walting to the oo< come from *ondon town, <>m ?ust an ordinary guy,4ridays < go painting in the *ouvre

<>m $ound to $e proposing on a Saturday night2There he goes again<>ll $e laing on a Sundaylaing on a Sundaylaing on a Sunday afternoon"E" (1 #e $ac! ( go out 3 go o' come from

!La5ing on a $#nday A-ternoon% is a song from

-A Night at the O#era' thefourth al$um $y Englishroc! group <ueen, releasedin ovem$er 1`5." /t thetime of its release, it wasthe most epensive al$umever recorded" A Night atthe O#era has $eenconsistently voted $y thepu$lic and cited $y musicpu$lications as one ofqueen>s +nest wor!s, andhas fre[uently $eendescri$ed as one of thegreatest al$ums everrecorded"8*aing on a Sunday/fternoon9 is a song $y thegroup singer Aercury" =eplayed piano and did all ofthe vocals" The lead vocalwas sung in studio,produced throughheadphones elsewhere inthe studio in a tin $uc!et" /

microphone pic!ed up thesound from the $uc!et,which gives it a hollowmegaphone sound" Theguitar solo is also reportedto have $een recorded onthe vocal trac!, as therewere no more trac!s torecord on"

5

10

15

20

25

30

35

40

45

50

55



LA;3NG ON A S(NDAY A4TE1NOONby <4EEN

1. Fi** in the gas.

< go out to wor! a Aonday morning Tuesday < go o' to honeymoon<> $e $ac! again $efore it>s time for Sunny-down,<> $e laing a Sunday afternoon#icycling every 6ednesday evening

Thursday < go walting to oo< come from *ondon town, <> ?ust an ordinary guy,4ridays < go painting in *ouvre

<>m $ound to $e proposing a Saturday night 2+here he goesagain<> $e laing a Sundaylaing a Sundaylaing a Sunday afternoon"2. Listen to the song and chec0 yo#rse*ves./. Find the hrasa* vers with the -o**owing meanings61 Come $ac! ( *eave 2a room

3 )o or run away #e $orn in

LEMON T1EE

On, the, 'm, 'll,5

10

15

20

25

30

35

40



by 3OOL'" 0A*DEN*+,--,./0,: Present ContinuousLevel: MjMYkJ, intermediate

♫ C trac! 0

Teacher’s notes1" <ntroduce the song" Students have to

decide if it is a sad or a happy one" <s a narratorhappy or sad7 *isten to the song and write outsome activities what he9s doing now" Play thesong"

(" iscuss the students9 answers" )ive outthe wor!sheets" /s! for any voca$ularydiculties" 6hy is the room $oring7 It's another rainy "unday afternoon. e's waiting for hisgirlfriend. "he isn't coming. e's got nothing todo" So, what is he doing7 &pen the $rac!ets" Aind that there some ver$s in di'erenttenses"

3" ow, play the song again and let the students chec! their answers" Payattention to the spelling 2sitting, ste##ing" /s! your group to eplain these forms"Lr!cs an" ans#ers

<>m sitting here in the $oring room<t>s ?ust another rainy Sundayafternoon<>m wasting my time< got nothing to do<>m hanging around<>m waiting for you#ut nothing ever happens and <wonder

<>m driving around in my car<>m driving too fast<>m driving too far<>d li!e to change my point of view< feel so lonely<>m waiting for you#ut nothing ever happens and <wonder

< wonder how< wonder why Zesterday you told me >$out the $lue$lue s!y/nd all that < can see is ?ust a yellowlemon-tree<>m turning my head up and down<>m turning turning turning turningturning around/nd all that < can see is ?ust anotherlemon-tree

<>m sitting here< miss the power<>d li!e to go out ta!ing a shower

#ut there>s a heavy cloud inside myhead< feel so tiredPut myself into $ed6ell, nothing ever happens and <wonder

<solation is not good for me<solation < don>t want to sit on

thelemon-tree

<>m steppin> around in the desert of ?oy#a$y anyhow <>ll get another toy/nd everything will happen and youwonder

< wonder how< wonder why

Zesterday you told me >$out the $lue$lue s!y

/nd all that < can see is ?ust anotherlemon-tree<>m turning my head up and down<>m turning turning turning turningturning around/nd all that < can see is ?ust a yellowlemon-tree/nd < wonder, wonder


Zesterday you told me >$out the $lue

$lue s!y/nd all that < can see, and all that <

!Lemon Tree% is a song $y)erman pop $and 3ool>s0arden from the al$umDish of the Day , which wasreleased as a single in1``. and $ecame a ma?orinternational hit in 1``0" The $and recorded a newversion of the song in priorfor their (BB` release =igh Times - The #est of 4ools)arden"

5

10

15

20

25

30

35

40

45

50

55

60

65

70

75

80

85



LEMON T1EEby 3OOL'" 0A*DEN

7en the rac0ets. 'rite the vers in correct -orm.The *isten and chec0.

<>m 2sit here inthe $oring room<t>s ?ust another rainy Sundayafternoon<>m 2waist mytime< got nothing to do<>m 2hang

around<>m 2wait foryou#ut nothing ever 2happen and < wonder

<>m 2drivearound in my car<>m 2drive toofast<>m 2drive toofar<>d li!e to change my point ofview< feel so lonely<>m 2wait foryou#ut nothing ever 2happen and < wonder


Zesterday you 2tell me >$out the $lue $lues!y/nd all that < can see is ?ust ayellow lemon-tree<>m 2turn my

head up and down<>m turning turning turning

turning turning around/nd all that < can see is ?ustanother lemon-tree

<>m 2sit here< miss the power<>d li!e to go out ta!ing ashower

#ut there>s a heavy cloudinside my head< feel so tiredPut myself into $ed6ell, nothing ever 2happen and < wonder

<solation is not good for me<solation < don>t want to sit onthe lemon-tree

<>m 2step aroundin the desert of ?oy#a$y anyhow <>ll get anothertoy/nd everything

2happen andyou wonder


Zesterday you 2tell me>$out the $lue $lue s!y/nd all that <can see,and allthat <can

see,and all that <

5

10

15

20

25

30

35

40

45

50

55

60

65

70

75

80



can see<s ?ust a yellow lemon-tree

LO<E ME TENDE1by EL?I" !*E"LE@

*+,--,./0, / 708/0,: LMYQjJO LMLRJVOFXHQVOQ, KHMIWYRL GH XOVO IHKkxLevel: MjMYkJ, intermediate

♫ C trac! 5Teacher’s notes1" <t is a good activity for St" alentine ay"

raw a heart on the $oard" Tell your students thatthey are going to listen to a song" /s! them topredict what it will $e a$out" 4ind out what 8love9voca$ulary they have" 6rite out these words"

(" ame the song" /s! if they !now it, whatthey thin! of it" )ive out the wor!sheets"

3" &'er your students to chec! if there are the words you have written out inthis song" /s! your class to +nd out how we call our lo%e$r&. Play the song" Chec!the answers" /e call our lo%e $2y& darling 6 $2y& dear.

" )ive out the wor!sheets" *et your students loo! them through and +ndmore 8love9 words 2they may as! any [uestions a$out the voca$ulary"

." Eplain that while the second listening they should +ll in the gaps with theproper pronouns and possessive ad?ectives" ^evise them" Play the song again"

0" Chec! the answers and let the students complete the tas!"Lr!cs an" ans#ers

E" 1*ove me tender,*ove me sweet,ever let me go"

Zou have made my life complete,

/nd < love you so"

*ove me tender,*ove me true,/ll my dreams ful+lled"4or my darling < love you,/nd < always will"

*ove me tender,*ove me long,

Ta!e me to your heart"4or it>s there where < $elong,

/nd we9ll never part"

*ove me tender,*ove me dear,

Tell me you are mine"<9ll $e yours through all the years,

Till the end of time"

E=% >/lways never, meet part, reality dream, hate loveE=% ?Across

3" ream" " =eart" 0" arling"Do#n1" Zour" (" Part" ." /lways"

!Love &e Tender% is asong sung $y Elvis Presley,adapted from the tune of 8

/ura *ee9, a sentimentalCivil 6ar $allad with music$y )eorge ^" Poulton andwords $y 6"6" 4osdic!"Presley performed 8*oveAe Tender9 on the The Ed Sullivan Show `Septem$er 1`.0" Soon thesingle and the movie,*ove Ae Tender, werereleased" The song is credited toPresley and era Aatson,$ut the principal writer ofthe lyrics was ben ar$y 2Aatson>s hus$and" This song was ran!ed 35on ^olling Stone>s list ofthe .BB )reatest Songs of/ll Time"

5

10

15

20

25

30

35

40

45

50

55

60

http://en.wikipedia.org/wiki/Elvis_Presley

http://en.wikipedia.org/wiki/Aura_Lee

http://en.wikipedia.org/wiki/American_Civil_War

http://en.wikipedia.org/wiki/George_R._Poulton

http://en.wikipedia.org/w/index.php?title=W.W._Fosdick&action=edit&redlink=1

http://en.wikipedia.org/wiki/The_Ed_Sullivan_Show

http://en.wikipedia.org/wiki/Love_Me_Tender_%281956_film%29

http://en.wikipedia.org/wiki/Ken_Darby

http://en.wikipedia.org/wiki/Rolling_Stone

http://en.wikipedia.org/wiki/Rolling_Stone

http://en.wikipedia.org/wiki/Ken_Darby

http://en.wikipedia.org/wiki/Love_Me_Tender_%281956_film%29

http://en.wikipedia.org/wiki/The_Ed_Sullivan_Show

http://en.wikipedia.org/w/index.php?title=W.W._Fosdick&action=edit&redlink=1

http://en.wikipedia.org/wiki/George_R._Poulton

http://en.wikipedia.org/wiki/American_Civil_War

http://en.wikipedia.org/wiki/Aura_Lee

http://en.wikipedia.org/wiki/Elvis_Presley



(" z meet"." z never"

NOT ALONE ANYMO1Eby +*A?ELIN0 /IL4*@"

*+,--,./0,: FHUYMFHKMQO KLOVO, 4uture-in-the pastLevel: intermediate, upper-intermediate

♫ C trac! Teacher’s notes

1" Tell your students they are going tolisten to a song 8ot /lone9" /s! them to predictwhat this song is a$out" <s it a$out lost love oreisting one7

(" Play the song and let the students chec!their answers"

3" The song is a$out lost love" So, thenarrator is remem$ering their a$out the waythey parted" =e is recalling their

conversations" To +nd out how it is epressedwith language students should +ll in the gaps" )ive them time to wor!" Thenplay the song again" Students listen and chec! their answers"

" 4ocus on the tenses and elicit the conse[uence of tenses" Encouragestudents to +nd out what I'd 21st and (nd lines means $I'd I would"

Lr!cs an" ans#ers Zou always said1 that <>d $e( $ac! again That <>d come3 running to you in the end< thought that you were. on your own/nd now < +nd you>re not alone

<>ll see you through the rain Through the heartache and pain<t hurts li!e never $efore

Zou>re not alone any more

Zou always said0 that < would !now5 someday ust how it feels when your love wal!s away< let you down, < let you go< lost you, how was < to !now

<>ll see you through the rain Through the heartache and pain

<t hurts li!e never $efore Zou>re not alone any more

!Not A*one Anymore% is asong from the +rst al$um

of a late 1`Bs supergroup+ra%eling /ilburys consisting of )eorge=arrison, e' *ynne, ^oy&r$ison, Tom Petty and #o$ylan" The $and recordedtwo al$ums during the twoyears they were together"

86il$urys9 was a slang term

coined $y =arrison and

*ynne during the recording

of Cloud Nine al$um as a

pet name for various typesof e[uipment in the

recording studio =arrison,

referring to errors caused

$y malfunctioning

e[uipment, ?o!ingly

remar!ed to *ynne% /e>ll

bury >em in the mi" The

term was used again when

the entire group was

together"

5

10

15

20

25

30

35

40

45

50



< never !new < could` feel this way< never could see past yesterday

Zou feel that everything is gone< feel it too, you>re not alone

<>ll see you through the rainEvery heartache and pain<t hurts li!e never $efore

Zou>re not alone, you>re not alone Zou>re not alone any more, any more, any more

NOT ALONEby +*A?ELIN0 /IL4*@"

Fi** in the gas with the word -rom the ox. Then *istenand chec0 yo#r answers.

Zou always 1

that <>d (

$ac! again That <>d 3 running to you in the end< that you . on your own/nd now < +nd you>re not alone



Zou always 0 that < would 5 someday ust how it feels when your love wal!s away< let you down, < let you go< lost you, how was < to !now



< never < ` feel this way< never could see past yesterday

Zou feel that everything is gone< feel it too, you>re not alone

<>ll see you through the rainEvery heartache and pain

<t hurts li!e never $efore Zou>re not alone, you>re not alone Zou>re not alone any more, any more, any more

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

5

10

15

20

25

30

35

40

45



NOW YO(’1E GONEby 7E33 L@NNE

*+,--,./0,: Past SimpleLevel: MjMYkJ, intermediate

♫ C trac! `

Teacher’s notes1" /s! your students to read the title" 6hat is this song a$out7(" *et your group read the part of the song in italics" /s! them if it is

a$out the past or the present7 =ow did they guess7 6hat 8sweet memories9can the photo $ring $ac!7 Play the song and let them chec!"

3" ow, complete the wor!sheet tas!s"Lr!cs an" ans#ers

E" 1 #e was ;were, lose lost, want wanted, change changed,mean meant, have had"E" (

<, < was cray a$out you<, didn>t want to $e without you

/nd <, lost what < had and now you9re gone

Zou, you always meant the world to me Zou, you never wanted much you see/nd you, you changed my life $ut now you gone

<n my heart you were the one#ut now, now you9re gone

Zour photograph $rings $ac! sweet memoriesSomething a$out you < don>t !now what it is

Zour face so young the days so long#ut now, you9re gone

<n my heart you were the one#ut now, you9re gone

Zeah now, now your gone#ut now, you9re gone

!Now 9o#%re :one% is a

song from Armchair

+heatre, the +rst soloal$um $y e' *ynne,

released in 1``B" e' *ynne

is famous for his Electric

*ight &rchestra and his

participation in a

supergroup

8Travelling6il$urys9"

5

10

15

20

25

30

35

40

45



NOW YO(’1E GONEby 7E33 L@NNE

1. &atch the 1st and the 2nd -orms.#e meant*ose had6ant lostChange was ; wereAean wanted=ave changed

2. Try to f** in the gas with the word -rom the ox ;writethe vers on*y i- yo#%re s#re<.

<, < cray a$out you< to $e without you/nd < what < and now you9re gone

Zou, you always the world to me Zou, you never much you see/nd you, you my life $ut now you gone

<n my heart you the one#ut now, now you9re gone

@our #hotogra#h brings back sweet memories"omething about you I don>t know what it is@our face so young the days so long

ut now, you're gone

<n my heart you the one#ut now, now you9re gone

Zeah now, now you9re gone#ut now, you9re gone

/. Listen to the song again and chec0

yo#r answers.

/as, were$:;&, changed, lost, wanted, meant, had, didn>t want

5

10

15

20

25

30

35

40



OLD MACDONALD

+raditional #erformed by 3*EE AC "ON0" #roBect 6708/0,: NQKHXJO Q KWQ NQKHXJ{Level: MjMYkJ

♫ C trac! 1B

Teacher’s notes1" <n the $eginning of the lesson practice

reading and pronunciation" <t is $etter touse thefamiliar words with letters oo, u, a 2e" g" book,look, cook, ueen, back, black etc"

(" /s! students to name as many animals

as they can 2you may ma!e a sort of a auction%the one who says the last word is a winner" owyou may play a song and as! students how manyanimals are mentioned" 6hat are they7

3" ow give out the wor!sheets and letyour students do e" 1" Chec! the answers"

" 6hile listening the students shouldcomplete the second eercise"

." 4ollo# $p @" <f you have time practicemore animals and sound with the help of thissong structure" 4ollo# $p >" 4inishing studyinganimals you may wor! on a pro?ect and createsome unusual animals" Students can present their animals using this tune"

Lr!cs an" ans#ersE" 1 /" og woof-woof" #" Cow moo-moo" C" uc! [uac!-[uac!" "

Sheep $aa-$aa" E" Cat-meow-meow"E" (

&ld Aacdonald had a farm, e, i, e, i, oand on that farm he had a duc!, e, i, e, i, owith a [uac! [uac! here, a [uac! [uac! therehere a [uac!, there a [uac!, everywhere a [uac! [uac!&ld Aacdonald had a farm, e, i, e, i, o|&ld Aacdonald had a farm, e, i, e, i, o

and on that farm he had a dog, e, i, e, i, owith a woof woof here, a woof woof therehere a woof, there a woof, everywhere a woof woof &ld Aacdonald had a farm, e, i, e, i, o|&ld Aacdonald had a farm, e, i, e, i, oand on that farm he had a cat, e, i, e, i, owith a meow meow here, a meow meow therehere a meow, there a meow, everywhere a meow meow&ld Aacdonald had a farm, e, i, e, i, o|&ld Aacdonald had a farm, e, i, e, i, oand on that farm he had a cow, e, i, e, i, o

with a moo moo here, a moo moo therehere a moo, there a moo, everywhere a moo moo&ld Aacdonald had a farm, e, i, e, i, o|&ld Aacdonald had a farm, e, i, e, i, o

87*d &acDona*d Had aFarm9 is a children>s song

a$out a farmer namedAaconald 2or Aconaldand the various animals he!eeps on his farm" Eachverse changes the name ofthe animal and itsrespective noise" <n manyversions, the song iscumulative, with the noisesfrom all the earlier versesadded to each su$se[uentverse"<n the 1`15 $oo! Tommy>s

Tunes, a collection of 6orld6ar < era songs $y 4" T"ettleingham, the song&hio 2&ld Aacdougal =ada 4arm has [uite similarlyrics" The Traditional #allad <ndeconsiders the Tommy>s Tunes version to $e theearliest !nown version of&ld Aacdonald =ad a4arm"

5

10

15

20

25

30

35

40

45

50



and on that farm he had a sheep, e, i, e, i, owith a $aa $aa here, a $aa $aa therehere a $aa, there a $aa, everywhere a $aa $aa&ld Aacdonald had a farm, e, i, e, i, o|

OLD MACDONALD+raditional #erformed by 3*EE AC "ON0" #roBect

1. Name the anima*s. Then draw *ines to the !words% o-anima*s.

/"

#"

C"

"

E"

2. Listen to the song and write the names o- the anima*sinto the gas.

&ld Aacdonald had a farm, e,i, e, i, oand on that farm he had a

, e, i, e, i, owith a [uac! [uac! here, a[uac! [uac! therehere a [uac!, there a [uac!,everywhere a [uac! [uac!&ld Aacdonald had a farm, e,

i, e, i, o|&ld Aacdonald had a farm, e,i, e, i, oand on that farm he had a

, e, i, e, i, owith a woof woof here, a woofwoof therehere a woof, there a woof,everywhere a woof woof &ld Aacdonald had a farm, e,i, e, i, o|&ld Aacdonald had a farm, e,

i, e, i, oand on that farm he had a , e, i, e, i, owith a meow meow here, ameow meow therehere a meow, there a meow,everywhere a meow meow&ld Aacdonald had a farm, e,i, e, i, o|

&ld Aacdonald had a farm, e,i, e, i, oand on that farm he had a

, e, i, e, i, owith a moo moo here, a moomoo therehere a moo, there a moo,everywhere a moo moo&ld Aacdonald had a farm, e,i, e, i, o|&ld Aacdonald had a farm, e,i, e, i, o

Cow, shee#, duck, dog, cat

quack-

quack

moo-moo

meow-

meow

baa-baa

woof-

woof

5

10

15

20

25

30

35

40

45

50

55

60

65



and on that farm he had a , e, i, e, i, owith a $aa $aa here, a $aa$aa therehere a $aa, there a $aa,

everywhere a $aa $aa&ld Aacdonald had a farm, e,i,e,i, o

O(1 HO(SEby C*O"@, "+ILL", NA"

@O4N0*+,--,./0,: FYHKHHILMHKMQO 2GOLO{HHH jMFXQ LOjQ K LWUW6708/0,% HVLevel: MjMYkJ, intermediate

♫ C trac! 11

Teacher’s notes1" 4or the wea!er groups write the missingwords in a random order on the $oard and !eepthem covered if it is possi$le"

(" Tell the students that they are going tolisten to a rather nice 2pretty song" /s! them tolisten and ma!e and share their own opinion" Play the record" iscuss if they li!ed itor not" 6hy7

3" /s! what it is a$out and refresh some 8house9 voca$ulary" Thin! of thethings those ma!e a living-room coy"

" )ive out the wor!sheets and eplain the students that they have to +ll inthe gaps without listening for the second time" /s! them to read the lyrics" Pay their

attention to the ver$s light , #lace, and rest 2they can $e nouns as well it is acommon thing in English" /s! the students9 [uestion a$out un!nown voca$ulary"4or the wea!er groups uncover the world list"

." *et the students complete the tas!" iscuss the results"Lr!cs an" ans#ers

<>ll light the +re Zou place the owers in the vase That you $ought todayStaring at the +re4or hours and hours6hile < listen to you play your love songs

/ll night long for me&nly for me

Come to me now/nd rest your head for ?ust +ve minutesEverything is doneSuch a coy room The windows are illuminated#y the evening sunshine through them4iery gems for you&nly for you

]^efrain_&ur house, is a very, very, very +ne house6ith two cats in the yard*ife used to $e so hard

87#r Ho#se9 is a song0raham Nash, most

famously recorded $yCrosby, "tills, Nash @oung on their 1`5B al$umDBF ?u" The song refers toash>s $rief a'air with oniAitchell at the time thegroup recorded the DBF ?u al$um" ash was facingthe comple moral struggle$etween the hippy era freelove mentality and thedesire for a monogamousrelationship" Dnli!e the

other trac!s on the al$um,this is the song of a manwho yearns for sta$ility inhis relationship, house-ownership, and family life"

5 10

15

20

25

30

35

40

45

50

55



ow everything is easy >cause of you*a la la""""]êfrain_

*e#eat the Grst three lines

O(1 HO(SE

by C*O"@, "+ILL", NA" @O4N0Listen to the song and f** in the gas.<>ll light the 1

Zou place the ( in the 3

That you $ought todayStaring at the

4or hours and hours6hile < listen to you play your love songs/ll night long for me&nly for me

Come to me now/nd rest your head for ?ust +ve minutesEverything is doneSuch a coy .

The 0 are illuminated#y the evening sunshine through them4iery gems for you&nly for you

]êfrain_&ur house, is a very, very, very +ne house6ith two 5 in the

*ife used to $e so hardow everything is easy >cause of you

*a la la""""

]êfrain_

*e#eat the Grst three lines

5

10

15

20

25

30

35

40

45



SWEET D1EAMSby E4*@+2IC"

*+,--,./0,: Passive oice6708/0,: VMXOLQMY 2HJKM, HJJM, KMPQ R. S"Level: intermediate

♫ C trac! 1(

Teacher’s notes1" 6rite out and pre-teach the word abuse"(" Tell your students they are going to

listen to the song and +ll in the gaps with theproper forms of the words in $rac!ets" Play thesong"

3" iscuss the di'erence $etween each

pair of the "ome of them sentences"Ans#er

E" 1Sweet dreams are made of this6ho am < to disagree7< travel the world/nd the seven seas--Every$ody>s loo!ing for something"Some of them want to use youSome of them want to get used $y youSome of them want to a$use you

Some of them want to $e a$used"

2=old your head up--beep your head up}Aovin9on

E"(a a glass vase / vase is made glass"$ the cotton T-shirts The T-shirts are madeof cotton"c a leather ?ac!et / ?ac!et is made of leather"

d a silver watch / watch is made of silver"e the plastic pens The pens are made of plastic"

!$weet Dreams ;Are&ade o- This<9 2or simply8Sweet reams9 is a song$y pop music duoEurythmics 2avid /"Stewart and /nnie *enno"<t is nota$le as the songwhich provided the groupwith their $rea!throughinto commercial success"&n ^olling Stone>s The .BB)reatest Songs of /ll Timeissue in (BB3, Sweet

reams 2/re Aade of Thiswas ran!ed num$er 3.0% itwas the group>s only songon the list" The lyrics of thesong allude to a search forful+llment, and the Sweetreams are the desiresthat motivate us" The original recording>smain instrumentationfeatured a se[uencedanalog synthesier ri',which Stewart discovered

accidentally in the studiowhen he played a $asstrac! in reverse" /part fromthe synthesier, thearrangement also usesAovement Systems rumComputer, piano in themiddle eight, and *enno>smultitrac!ed harmonyvocals"

5

10

15

20

25

30

35

40

45

50



SWEET D1EAMS

by E4*@+2IC"1. Listen and f** in the gas with the roer -orms o- thevers in rac0ets.Sweet dreams 2ma!e of this6ho am < to disagree7< travel the world/nd the seven seas--Every$ody>s loo!ing for something"Some of them want to 2use you

Some of them want to get 2use $y youSome of them want to 2a$use youSome of them want to 2a$use"

2=old your head up--beep your head up--A&<> &

2. &atch the o=ects and materia*. 8se the word ox to f** in the gas. Then write what these o=ects are made o- ;e.g. $weet dreams are made o- this<.

a a / vase is made of

$ the The T-shirts aremade

c a / ?ac!et is

d a / watch

e the The

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

5

10

15

20

25

30



W3ND O4

CHANGE

by "CO*!ION"*+,--,./0,: GLQjMFXQR MFXHR~OUH KLOVOQ

Level: intermediate

♫ C trac! 13

Teacher’s notes

1" /nnounce the song" /s! students if they

!now why it is called so" /s! where the story

ta!es place and if a narrator dreams of the wind

of changes or he feels it now" Play the song"(" Chec! the students9 answers"+he story takes #lace in 2oscow, *ussia

$the 4""*&. +he 2osk%a is the name of the ri%er,

and 0orky !ark is a famous amusement #ark in

2oscow. +he narrator feels the wind of change

while walking around the city.

3" )ive out the wor!sheets" Eplain that to avoid repetition in 8"oldiers TareU #assing by and they are listening to the wind of change' the author uses participle

listening" /s! your students to +ll in the gaps with the Present participles 2-ing"" Play the song again" Then chec! the answers"

Lr!cs an" ans#ers

< follow the Aos!vaown to )or!y Par!*istening to the wind of change/n /ugust summer nightSoldiers passing $y

*istening to the wind of change

The world is closing inid you ever thin! That we could $e so close, li!e$rothers The future>s in the air< can feel it everywhere#lowing with the wind of change

êfrain 1

Ta!e me to the magic of themoment&n a glory night

6here the children of tomorrowdream awayin the wind of change

6al!ing down the street

istant memories/re $uried in the past forever< follow the Aos!vaown to )or!y Par!*istening to the wind of change

êfrain ( Ta!e me to the magic of themoment&n a glory night6here the children of tomorrow

share their dreams6ith you and me

!'ind o- Change% is a1``B power $allad written

$y blaus Aeine, vocalist ofthe "cor#ions" <t appearedon their 1``B al$um Cra=y/orld" The "cor#ions wereinspired to write this songon a visit to Aoscow in1``" The lyrics cele$ratethe political changes inEastern Europe at thattime such as the Polishôund Ta$le /greementand fall of the #erlin 6alland the clearly imminent

end of the Cold 6ar" The $and also recorded aûssian-language versionof the song, under the title•OXOL €OLOVOx 2eterPeremen and a Spanishversion called ?ientos deCambio" The song is currently the1Bth $est-selling single ofall time in )ermany"

5

10

15

20

25

30

35

40

45

50

55

60

65



Ta!e me to the magic of themoment&n a glory night6here the children of tomorrowdream awayin the wind of change

The wind of change#lows straight into the face of time*i!e a stormwind that will ring thefreedom $ell4or peace of mind*et your $alalai!a sing

6hat my guitar wants to sayêfrain (

W3ND O4 CHANGE

by "CO*!ION"Listen and f** in the gas with the resent artici*es ;>?

ing<

< follow the Aos!va

own to )or!y Par! to the wind ofchange/n /ugust summer nightSoldiers passing $yListening to the wind ofchange

The world is closing in

id you ever thin! That we could $e so close, li!e$rothers

The future>s in the air< can feel it everywhere

with the wind ofchangeêfrain 1

Ta!e me to the magic of themoment&n a glory night6here the children oftomorrow dream awayin the wind of change

down the streetistant memories/re $uried in the past forever< follow the Aos!vaown to )or!y Par!

to the wind of

change

êfrain ( Ta!e me to the magic of themoment&n a glory night6here the children oftomorrow share their dreams6ith you and me

Ta!e me to the magic of themoment&n a glory night6here the children oftomorrow dream awayin the wind of change

The wind of change#lows straight into the face oftime*i!e a stormwind that will ringthe freedom $ell4or peace of mind*et your $alalai!a sing6hat my guitar wants to say

êfrain (

5

10

15

20

25

30

35

40

45

50

55

60

65

70

75



YAETY YA by +E COA"+E*"

*+,--,./0,: GHKOYQXOYkHO MYHOQO6708/0,: HIRMHFXQ, GLOVOXJ IJXM2HONMLevel: MjMYkJ, intermediate

♫ C trac! 1

Teacher’s notes1" Tell the students that they are going to

listen to a song called -@akety @ak' " Elicit ;translate the title 2blab, waVe" 6rite out the titleand a phrase -Don't talk back' " Elicit the situation"6ho might say it7 A teenager and a #arent "6hy7 +hey are ha%ing arguments about thechores"

(" 4ind out which chores your studentshave at home" 6rite some of them on the $oard"

3" ow complete the +rst eercise" Chec!the answers"

" Eplain the second tas!" Play the song"." )ive your students time to chec! the

answers in pairs" Then play the song again"0" /s!s students to +ll in the gaps with mother9s instructions 2e" 3" )ive an

eample with a help of a picture of scru$$ing the oor" Chec! the answers"

5" Eplain the imperatives 2$oth positive and negative"" /s! students to +nd more imperatives"`" 4ollo# $p" /s! your students to ma!e a dialogue $ased on this song" /ct it

out"Lr!cs an" ans#ers

E" 1 a laundry mat, $ hat, c room, d spending cash, e $room, fcoat, g trash, h !itchen oor

E" (" Ta!e out the papers and the 1trash&r you don>t get no (spending cash<f you don>t scru$ that 3!itchen oor

Zou ain>t gonna roc! and roll no more Za!ety ya!on>t tal! $ac!

ust +nish cleaning up your room*et>s see that dust y with that .$room)et all that gar$age out of sight

&r you don>t go out 4riday night Za!ety ya!on>t tal! $ac!

!9a0ety 9a0% is a songwritten, produced, and

arranged $y erry *ei$erand Ai!e Stoller for +heCoasters and released on/tlantic ^ecords in 1`.,spending seven wee!s asnum$er one on*ist of num$er one rhythm and $lues hits and a wee! asnum$er one on the=ot 1BB pop list" This songwas one of a string ofsingles released $y +he

Coasters $etween 1`.5and 1`.` that dominatedthe charts, one of the$iggest performing acts ofthe roc! and roll era" The lyrics descri$e thelisting of household choresto a !id, presuma$ly ateenager, the teenager>sresponse 2 yakety yak andthe parent>s retort 2don>ttalk back " The serio-comicstreet-smart playlets‚

etched out $y thesongwriters were sung $ythe Coasters with a slyclowning humor" Thescreaming saophone ofbing Curtis +lling in hot,hon!ing $ursts in the uptempo doo-wop style"

5

10

15

20

25

30

35

40

45

50

55

http://en.wikipedia.org/wiki/List_of_number-one_rhythm_and_blues_hits_%28United_States%29


http://en.wikipedia.org/wiki/Hot_100_number-one_hits_of_1958_%28USA%29

http://en.wikipedia.org/wiki/Billboard_Hot_100

http://en.wikipedia.org/wiki/King_Curtis

http://en.wikipedia.org/wiki/King_Curtis

http://en.wikipedia.org/wiki/Billboard_Hot_100

http://en.wikipedia.org/wiki/Hot_100_number-one_hits_of_1958_%28USA%29





Zou ?ust put on your 0coat and 5hat/nd wal! yourself to the laundry mat/nd when you +nish doing that#ring in the dog and put out the cat

Za!ety ya!on>t tal! $ac!

on>t you give me no dirty loo!s Zour father>s hip, he !nows what coo!s

ust tell your hoodlum friends outside Zou ain>t got time to ta!e a ride Za!ety ya!on>t tal! $ac!

Za!ety ya!, ya!ety ya! Za!ety ya!, Za!ety ya! Za!ety ya!7

E" " 1 put on your coat 2and hat, ( ta!e out 2the papers and the trash, 3wal! 2yourselfto the laundry mat, $ring in the dog, . don9t tal! $ac!"

YAETY YA by +E COA"+E*"

1. &atch the words and the ict#res.

a$ c d

ef g h 2. Listen and f** in the gas with the words ;*etters< -romex. 1.

Ta!e out the papers and the1 &r you don>t get no(

<f you don>t scru$ that3 Zou ain>t gonna roc! and rollno more


ust +nish cleaning up your

*et>s see that dust y withthat . )et all that gar$age out of

sight&r you don>t go out 4ridaynight

Za!ety ya!

on>t tal! $ac!

Zou ?ust put on your 0 and5 /nd wal! yourself to the /nd when you +nish doingthat#ring in the dog and put out

the cat Za!ety ya!on>t tal! $ac!

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

5

10

15

20

25

30

35

40

45

50

55

60



on>t you give me no dirtyloo!s

Zour father>s hip, he !nowswhat coo!s

ust tell your hoodlum friendsoutside

Zou ain>t got time to ta!e aride


Za!ety ya!, ya!ety ya! Za!ety ya!, Za!ety ya! Za!ety ya!

/. 'rite instr#ctions -rom the text aove

1"(" 3" " ."

YELLOW S('MA13NEby +E EA+LE"

*+,--,./0,: Past Simple 2Present Simplereview6708/0,: GLQLHJO HIOXJ, ƒKOXM

2GHKXHLOQOLevel: MjMYkJ, intermediate

♫ C trac! 1.

Teacher’s notes1" /s! your students to read the title" Eplicate 2translate or show the picture

the word 8su$marine9" 6hat do they thin! the song will $e a$out7 6hat colours will$e used7 6hat picture can they thin! of7 6rite out the words $the& sun, sea, wa%eand eplain them or show some pictures" Play the song and let your students chec!their answers"

(" Students complete the +rst tas!" Chec! the answers and practicepronunciation"

3" Tell the students to listen to the song for the second time and +ll inthe gaps 2e" (" Play the song again"

" O#tional acti%ity " 4ind out what the other ver$ forms are" 6hy7

-@ellow "ubmarine' is a1`00 song $y +he eatles 2credited to*ennon;AcCartney, withlead vocals $y ^ingo Starr"/lthough it had previously$een released on the*e%ol%er al$um, it $ecamethe title song for the 1`0animated Dnited /rtists+lm, also called @ellow"ubmarine" <t is also thetitle for the soundtrac!al$um to the +lm, released

as part of The #eatles>music catalogue"AcCartney was living in ane /sher>s parents> housewhen he found theinspiration for the song% <was laying in $ed in the/sher>s garret""" < wasthin!ing of it as a song for^ingo, which it eventuallyturned out to $e, so < wroteit as not too rangey „toomany notes… in the vocal,

then started ma!ing astory, sort of an ancientmariner, telling the young!ids where he>d lived" <twas pretty much my songas < recall""" < thin! ohnhelped out" The lyrics gotmore and more o$scure asit goes on, $ut the chorus,melody and verses aremine" The song $egan as$eing a$out di'erentcoloured su$marines, $ut

evolved to include only ayellow one"

5

10

15

20

25

30

35

40

45



Ans#ersE" 1 6as $orn, told, found, sailed, lived"E" (

<n the town where < was $orn,*ived a man who sailed to sea,/nd he told us of his life

<n the land of su$marines"

So we sailed up to the sun, Till we found the sea of green,/nd we lived $eneath the waves<n our yellow su$marine"

6e all live in a yellow su$marine, Zellow su$marine, yellow su$marine"

/nd our friends are all a$oardAany more of them live net door"/nd the $and $egins to play"

6e all live in a yellow su$marine,

Zellow su$marine, yellow su$marine"/s we live a life of ease,Everyone of us has all we need,S!y of $lue and sea of green<n our yellow su$marine"

6e all live in a yellow su$marine,

Zellow su$marine, yellow su$marine"

YELLOW S('MA13NEby +E EA+LE"

1. 'rite the ,ast $im*e -orms ;there are two reg#*ar vers<.

To $e $orn - , tell - , +nd - , sail - , live - "

2. Listen to the song. Fi** in the roer -orms ;some

vers are #sed more than once<.<n the town where <, a man who to sea,/nd he us of his life<n the land of su$marines"

So we up to the sun, Till we the sea of green,/nd we $eneath the waves<n our yellow su$marine"

Chor$s: 6e all live in a yellow su$marine, Zellow su$marine, yellow su$marine"

/nd our friends are all a$oard

5

10

15

20

25

30

35

40

45

50



Aany more of them live net door"/nd the $and $egins to play"

Chor$s%/s we live a life of ease,Everyone of us has all we need,

S!y of $lue and sea of green<n our yellow su$marine"

Chor$s%

5

10

15

20

A Collection of Songs

Documents

Transcript of A Collection of Songs