Read the text. There are five wrong words in it. Listen and correct them.

A NEW DAY HAS COME

by CELINE DION

Grammar: Present Perfect, Past Tenses review

Level: intermediate, upper-intermediate

♫ CD track 1

Teacher’s notes

1. Beforehand, write on the board: angel, miracle, fear, light, to make it through, boy, soul, to shed a tear, to hold on. Tell the students that they are going to listen to a song called A New Day Has Come. The words on the board were taken from it. Be sure that your students understand them. Offer your group to predict this song is about.

2. Play the song and then check the general understanding.

3. Give out the worksheets. Let the students read and ask for the meaning of unknown words. Play the song again and do the first task. Students check their answers with their partners and then the pairs discuss them in an open group.

4. Do ex. 2.

5. Tell your students that the changes between then and now are also implicated into the tenses. Ask them what tenses are used in lines 6 – 13 (Past Simple and Past Continuous). First, compare them to the lines 24 – 27 (Past Simple vs Present Simple). Then pay attention to the lines 14 – 23 (Present Simple, Present Continuous and Present Perfect). Why has the things changed so dramatically? Because ‘ a new day has come ’, the girl has met a boy she loves… All the changes referring to the very moment in present are expressed with a help of The Present Perfect Tense. Elicit / explain the meaning and usage of this tense. Ask your students to find one more example of it (I’ve been touched… - Present Perfect Passive).

Lyrics and answers

Ex. 1.

A new day has come
A new day has come

I was waiting for so long
For a miracle to come
Everyone told me to be strong
Hold on and don't shed a tear
Through the darkness and good times
I knew I'd make it through
And the world thought I had it all
But I was waiting for you

Chorus:

Hush, now
I see a light in the sky
Oh, it's almost blinding me
I can't believe I've been touched by an angel with love
Let the rain come down and wash away my tears
Let it fill my soul and drown my fears
Let it shatter the walls for a new sun
A new day has come

A new day has come

Where there was dark now there's light
Where there was pain now there's joy
Where there was weakness I found my strength
All in the eyes of a boy

Chorus.

Let the rain come down and wash away my tears
Let it fill my soul and drown my fears
Let it shatter the walls for a new sun
A new day has come

Repeat the chorus and fade

Ex. 2. Then – now, dark – light, weakness – strength, pain – joy

A NEW DAY HAS COME

by CELINE DION

Read the text. There are five wrong words in it. Listen and correct them.

A new day has come
A new day has come

I was waiting for so long
For a miracle to come
Everyone told me to be weak
Hold on and don't shed a tear
Through the darkness and bad times
I knew I'd make it through
And the world thought I had it all
But I was waiting for you

Chorus:

Hush, now
I see a light in the night
Oh, it's almost blinding me
I can't believe I've been touched by an angel with love
Let the rain come down and wash away my tears
Let it fill my soul and drown my fears
Let it shatter the walls for a new sun
A new day has come

A new day has come

Where there was dark now there's light
Where there was pain now there's joy
Where there was weakness I lost my strength
All in the heart of a boy

Chorus.

Let the rain come down and wash away my tears
Let it fill my soul and drown my fears
Let it shatter the walls for a new sun
A new day has come

Repeat the chorus and fade

2. Find the opposites in the text.

then _____________

dark _____________

weakness _____________

pain _____________

BUS STOP

by THE HOLLIES

Грамматика: способы выражения прошедшего времени: употребление would

Level: intermediate, upper-intermediate

♫ CD track 2

Teacher’s notes

1. Bring a picture of an umbrella. Ask your students to make some short stories about this object. After listening to some stories ask if an umbrella can be involved in a love story.

2. Give out the worksheets. Students should match the words from the ex. 1.

3. Explain that these words were taken from a song called ‘Bus Stop’. You may show a picture of an English bus stop (of an old one is more preferable). Ask students to guess how could they be joined together. What is this song about?

4. Play the song. Let the students check their ideas.

5. Ask some questions. Is their romance over? - No, it isn’t. ‘Someday my name and hers are going to be the same’. How did it all begin? Because of what? - An umbrella. So, he remembers how it all began. What verb forms are used? Give some examples. Is refrain about the past or the future? - Mostly about the past (except for the last line).

5. Ask your students which word is omitted twice. Play the song and let them write in the word would. Point that she’d shop = she would shop

6. Explain / elicit the usage of would for the past habits.

Lyrics and answers

Ex. 1. 1f, 2d, 3a, 4b, 5c, 6e, 7g

Ex. 2.

Bus stop, wet day, she's there I say

Please share my umbrella

Bus stop, bus go, she stays love grows

Under my umbrella

All that summer we enjoyed it

Wind and rain and shine

That umbrella we employed it

By August she was mine

 

{Refrain}

Every morning I would see her waiting at the stop

Sometimes she'd shop and she would show me what she bought

All the people stared as if we were both quite insane

Someday my name and hers are going to be the same

 

That's the way the whole thing started

Silly, but it's true

Thinking of a sweet romance

Beginning in a queue

Came the sun, the ice was melting

No more sheltering, now

Nice to think that that umbrella

Led me to a vow

 

{Refrain}

Repeat the 1^st verse

BUS STOP

by THE HOLLIES

Match the words.

1) shelter a) love

2) insane b) line

3) romance c) look very attentively

4) queue d) crazy

5) stare e) serious promise (e. g. during the wedding)

6) vow f) protected place

7) umbrella g) a thing protecting you against rain or hot sun

 

EL CONDOR PASA (IF I COULD)

by SIMON AND GARFUNKEL

Грамматика: условные предложения

Level: intermediate

Лексика: природные объекты, антонимы

♫ CD track 3

Teacher’s notes

1. Tell the students that they are going to listen to a song based on a (Peruvian) melody called El Condor Pasa (Flight Of The Condor). Ask them to write out more ‘nature’ words (animals, places, objects) while listening. Play the song. Possible answers: sparrow, snail, swan, ground, forest, the earth…

2. Now, let them practice ex. 1. Check the answers.

3. Do ex. 2. Play the song again.

4. Tel the group that this piece has another English name, which is not a literal translation. Ask them to guess it (If I Could).

5. Ask a question (it might be written on the board), ‘If you could chose how would you rather call it? Would you remain this name or give another one?’ While answering elicit the structure (If I could chose) I’d rather call it / I would call it… (you may also write it as a prompt).

6. Follow up. Explain to the students a construction of the lyrics. And ask them to write their own text using opposites and I’d rather structure.

Lyrics and answers

Ex. 1. 1) nail, 2) forest, 3) hammer, 4) sparrow, 5) snail, 6) street

Ex. 2. Forest – street, sparrow – snail, hammer – nail.

Ex. 3.

I'd rather be a sparrow¹ than a snail²
Yes I would, if I could, I surely would
I'd rather be a hammer³ than a nail⁴
Yes I would, if I only could, I surely would

Away, I'd rather sail away
Like a swan that's here and gone
A man gets tied up to the ground
He gives the world it's saddest sound
Its saddest sound

I'd rather be a forest⁵ than a street⁶
Yes I would, if I could, I surely would
I'd rather feel the earth beneath my feet
Yes I would, if I only could, I surely would

EL CONDOR PASA (IF I COULD)

by SIMON AND GARFUNKEL

Forest, sparrow, nail, street, hammer, snail, forest

1. Write the words from the box.

 

a)_______ b)_______ c)_______ d)_______ e)_____ f)_______

 

HOUSE

by ELTON JOHN

Грамматика и лексика: местоимения this – that (is), these – those (are); структура a place where…

Level: начальный

♫ CD track 4

Teacher’s notes

1. Bring a picture of a house (room). Refresh the usage of this – that, these – those by showing and naming the objects.

2. Tell your students to concentrate on the beginnings of the lines and fill in the gaps marked with letters with proper pronouns. Play the song. Check the answers.

3. Tell your students to concentrate on the endings of the lines and fill in the gaps marked with numbers with the words given. Play the song. First let the students check their answers with their partners. Then check.

4. Then let your students practice in showing and naming some objects using the structure This is a_____ / That is a_____ / These are the______ / Those are the_______.

5. Follow up. Pair / Group work. One student thinks of an object and describes it using where. This is a room (place, thing) where I ______ (eat, sleep, relax). The second student should guess it.

6. You may also elicit the difference between ‘It belongs to me’ and ‘They belong to me’.

Lyrics and answers

 

This is my house¹
This is where I live²
That is the winter
Those are the trees³
I can hear them breathe
This is my bed⁴
This is where I sleep⁵
That was the dark
Those are my dreams
they belong to me

This is my floor⁶
This is where I lie
This is a square room⁷
That was a bright light
These^a are not my eyes
What is my soul?
Where is my tired heart?
That^b is the question
Where is the answer?
Inside my house

And I sit by the window⁸
And I wish I was rain
I want to fall from the sky
I want to get wet all over the rain

'Cause this is my house⁹
It belongs to me
Inside my head
It's all that's left
This^c is my house
This^d is my bed
This is where I sleep
That^e was the dark
Those^f are my dreams
They belong to me

This is my house
This is my house
This is my house
Yeah this is my house
This is my house
This is my house
This is my house

HOUSE

by ELTON JOHN

1. Listen to the song and fill in the gaps with letters in the beginning of the lines. Write this, that, these or those.

Teacher’s notes

1. Write out and pre-teach / refresh the words and phrases: honeymoon, bound to be proposal, ordinary guy.

2. Ask your students the following questions. The song is called ‘Lazing On A Sunday Afternoon’. Why do you think ‘lazing’? What do ordinary people do during the week?

3. Now ask the students to listen to the song and say if the character is ‘an ordinary guy’? Why (not)?

4. Do the worksheet tasks.

Lyrics and answers

Ex. 1

I go out to work on a Monday morning
Tuesday I go off to honeymoon
I 'll be back again before it's time for Sunny-down,
I 'll be lazing on a Sunday afternoon
Bicycling on every Wednesday evening
Thursday I go waltzing to the Zoo
I come from London town, I 'm just an ordinary guy,
Fridays I go painting in the Louvre
I'm bound to be proposing on a Saturday night (There he goes again)
I 'll be lazing on a Sunday
lazing on a Sunday
lazing on a Sunday afternoon.

Ex. 2

1) Be back 2) go out 3) go off 4) come from

 

LEMON TREE

by FOOL’S GARDEN

Грамматика: Present Continuous

Level: начальный, intermediate

♫ CD track 6

Teacher’s notes

1. Introduce the song. Students have to decide if it is a sad or a happy one. Is a narrator happy or sad? Listen to the song and write out some activities what he’s doing now. Play the song.

2. Discuss the students’ answers. Give out the worksheets. Ask for any vocabulary difficulties. Why is the room boring? It’s another rainy Sunday afternoon. He’s waiting for his girlfriend. She isn’t coming. He’s got nothing to do. So, what is he doing? Open the brackets. Mind that there some verbs in different tenses.

3. Now, play the song again and let the students check their answers. Pay attention to the spelling (sitting, stepping). Ask your group to explain these forms.

Lyrics and answers

 

I'm sitting here in the boring room
It's just another rainy Sunday afternoon
I'm wasting my time
I got nothing to do
I'm hanging around
I'm waiting for you
But nothing ever happens and I wonder

I'm driving around in my car
I'm driving too fast
I'm driving too far
I'd like to change my point of view
I feel so lonely
I'm waiting for you
But nothing ever happens and I wonder

I wonder how
I wonder why
Yesterday you told me 'bout the blue blue sky
And all that I can see is just a yellow lemon-tree
I'm turning my head up and down
I'm turning turning turning turning turning around
And all that I can see is just another lemon-tree

I'm sitting here
I miss the power
I'd like to go out taking a shower
But there's a heavy cloud inside my head
I feel so tired
Put myself into bed
Well, nothing ever happens and I wonder

Isolation is not good for me

Isolation I don't want to sit on the

lemon-tree
I'm steppin' around in the desert of joy
Baby anyhow I'll get another toy
And everything will happen and you wonder

I wonder how
I wonder why
Yesterday you told me 'bout the blue blue sky
And all that I can see is just another lemon-tree
I'm turning my head up and down
I'm turning turning turning turning turning around
And all that I can see is just a yellow lemon-tree
And I wonder, wonder

I wonder how
I wonder why
Yesterday you told me 'bout the blue blue sky
And all that I can see, and all that I can see, and all that I can see
Is just a yellow lemon-tree

LEMON TREE

by FOOL’S GARDEN

LOVE ME TENDER

by ELVIS PRESLEY

Грамматика и лексика: различные разряды местоимений, вокабуляр по теме «Любовь»

Level: начальный, intermediate

♫ CD track 7

Teacher’s notes

1. It is a good activity for St. Valentine Day. Draw a heart on the board. Tell your students that they are going to listen to a song. Ask them to predict what it will be about. Find out what ‘love’ vocabulary they have. Write out these words.

2. Name the song. Ask if they know it, what they think of it. Give out the worksheets.

3. Offer your students to check if there are the words you have written out in this song. Ask your class to find out how we call our love(r). Play the song. Check the answers. We call our love (My) darling / (My) dear.

4. Give out the worksheets. Let your students look them through and find more ‘love’ words (they may ask any questions about the vocabulary).

5. Explain that while the second listening they should fill in the gaps with the proper pronouns and possessive adjectives. Revise them. Play the song again.

6. Check the answers and let the students complete the task.

Lyrics and answers

Ex. 1

Love me tender,
Love me sweet,
Never let me go.
You have made my life complete,
And I love you so.

Love me tender,
Love me true,
All my dreams fulfilled.
For my darling I love you,
And I always will.

Love me tender,
Love me long,
Take me to your heart.
For it 's there where I belong,
And we ’ll never part.

Love me tender,
Love me dear,
Tell meyou are mine.
I ’ll be yours through all the years,
Till the end of time.

 

Ex. 2

Always – never, meet – part, reality – dream, hate – love

Ex. 3

Across

3. Dream. 4. Heart. 6. Darling.

Down

1. Your. 2. Part. 5. Always.

 

LOVE ME TENDER

by ELVIS PRESLEY

Across

3. Something not real

4. The symbol of love.

6. Dear.

 

Down

1. I – my, you - …

2. ≠ meet.

5. ≠ never.

 

NOT ALONE ANYMORE

by TRAVELING WILBURYS

Грамматика: согласование времен, Future-in-the past

Level: intermediate, upper-intermediate

♫ CD track 8

Teacher’s notes

1. Tell your students they are going to listen to a song ‘Not Alone’. Ask them to predict what this song is about. Is it about lost love or existing one?

2. Play the song and let the students check their answers.

3. The song is about lost love. So, the narrator is remembering their about the way they parted. He is recalling their conversations. To find out how it is expressed with language students should fill in the gaps. Give them time to work. Then play the song again. Students listen and check their answers.

4. Focus on the tenses and elicit the consequence of tenses. Encourage students to find out what I’d (1^st and 2^nd lines) means (I’d = I would).

Lyrics and answers

You always said¹ that I'd be² back again
That I'd come³ running to you in the end
I thought⁴ that you were⁵ on your own
And now I find you're not alone

I'll see you through the rain
Through the heartache and pain
It hurts like never before
You're not alone any more

You always said⁶ that I would know⁷ someday
Just how it feels when your love walks away
I let you down, I let you go
I lost you, how was I to know

I'll see you through the rain
Through the heartache and pain
It hurts like never before
You're not alone any more

I never knew⁸ I could⁹ feel this way
I never could see past yesterday
You feel that everything is gone
I feel it too, you're not alone

I'll see you through the rain
Every heartache and pain
It hurts like never before
You're not alone, you're not alone
You're not alone any more, any more, any more

NOT ALONE

by TRAVELING WILBURYS

NOW YOU’RE GONE

by JEFF LYNNE

Грамматика: Past Simple

Level: начальный, intermediate

♫ CD track 9

Teacher’s notes

1. Ask your students to read the title. What is this song about?

2. Let your group read the part of the song in italics. Ask them if it is about the past or the present? How did they guess? What ‘sweet memories’ can the photo bring back? Play the song and let them check.

3. Now, complete the worksheet tasks.

Lyrics and answers

Ex. 1 Be – was /were, lose – lost, want – wanted, change – changed, mean – meant, have – had.

Ex. 2

I, I was crazy about you
I, didn't want to be without you
And I, lost what I had and now you’re gone

You, you always meant the world to me
You, you never wanted much you see
And you, you changed my life but now you gone

In my heart you were the one
But now, now you’re gone

Your photograph brings back sweet memories
Something about you I don't know what it is
Your face so young the days so long
But now, you’re gone

In my heart you were the one
But now, you’re gone

Yeah now, now your gone
But now, you’re gone

 

 

NOW YOU’RE GONE

by JEFF LYNNE

1. Match the 1^st and the 2^nd forms.

Be meant

Lose had

Want lost

Change was / were

Mean wanted

Have changed

 

OLD MACDONALD

Traditional performed by FREE ABC SONGS project

Лексика: животные и звуки животных

Level: начальный

♫ CD track 10

Teacher’s notes

1. In the beginning of the lesson practice reading and pronunciation. It is better touse the familiar words with letters oo, qu, a (e. g. book, look, cook, queen, back, black etc).

2. Ask students to name as many animals as they can (you may make a sort of a auction: the one who says the last word is a winner). Now you may play a song and ask students how many animals are mentioned. What are they?

3. Now give out the worksheets and let your students do ex. 1. Check the answers.

4. While listening the students should complete the second exercise.

5. Follow up 1. If you have time practice more animals and sound with the help of this song structure. Follow up 2. Finishing studying animals you may work on a project and create some unusual animals. Students can present their animals using this tune.

Lyrics and answers

Ex. 1 A. Dog – woof-woof. B. Cow – moo-moo. C. Duck – quack-quack. D. Sheep – baa-baa. E. Cat-meow-meow.

Ex. 2

Old Macdonald had a farm, e, i, e, i, o
and on that farm he had a duck, e, i, e, i, o
with a quack quack here, a quack quack there
here a quack, there a quack, everywhere a quack quack
Old Macdonald had a farm, e, i, e, i, o!
Old Macdonald had a farm, e, i, e, i, o
and on that farm he had a dog, e, i, e, i, o
with a woof woof here, a woof woof there
here a woof, there a woof, everywhere a woof woof
Old Macdonald had a farm, e, i, e, i, o!
Old Macdonald had a farm, e, i, e, i, o
and on that farm he had a cat, e, i, e, i, o
with a meow meow here, a meow meow there
here a meow, there a meow, everywhere a meow meow
Old Macdonald had a farm, e, i, e, i, o!
Old Macdonald had a farm, e, i, e, i, o
and on that farm he had a cow, e, i, e, i, o
with a moo moo here, a moo moo there
here a moo, there a moo, everywhere a moo moo
Old Macdonald had a farm, e, i, e, i, o!
Old Macdonald had a farm, e, i, e, i, o
and on that farm he had a sheep, e, i, e, i, o
with a baa baa here, a baa baa there
here a baa, there a baa, everywhere a baa baa
Old Macdonald had a farm, e, i, e, i, o!

OLD MACDONALD

Traditional performed by FREE ABC SONGS project

1. Name the animals. Then draw lines to the ‘words’ of animals.

Cow, sheep, duck, dog, cat

 

A. ___________

 

B. ___________

 

C. ___________

 

D. ___________

 

E. ___________

 

OUR HOUSE

by CROSBY, STILLS, NASH & YOUNG

Грамматика: словообразование (переход одной части речи в другую)

Лексика: дом

Level: начальный, intermediate

♫ CD track 11

Teacher’s notes

1. For the weaker groups write the missing words in a random order on the board and keep them covered if it is possible.

2. Tell the students that they are going to listen to a rather nice (pretty) song. Ask them to listen and make and share their own opinion. Play the record. Discuss if they liked it or not. Why?

3. Ask what it is about and refresh some ‘house’ vocabulary. Think of the things those make a living-room cozy.

4. Give out the worksheets and explain the students that they have to fill in the gaps without listening for the second time. Ask them to read the lyrics. Pay their attention to the verbs light, place, and rest (they can be nouns as well; it is a common thing in English). Ask the students’ question about unknown vocabulary. For the weaker groups uncover the world list.

5. Let the students complete the task. Discuss the results.

Lyrics and answers

I'll light the fire You place the flowers in the vase That you bought todayStaring at the fire For hours and hoursWhile I listen to you play your love songsAll night long for meOnly for me Come to me now And rest your head for just five minutes Everything is done Such a cozy room The windows are illuminated By the evening sunshine through them Fiery gems for you Only for you{Refrain}Our house, is a very, very, very fine houseWith two cats in the yard Life used to be so hardNow everything is easy 'cause of youLa la la....{Refrain} Repeat the first three lines

OUR HOUSE

by CROSBY, STILLS, NASH & YOUNG

Listen to the song and fill in the gaps. I'll light the ____________¹You place the ___________² in the ____________³That you bought todayStaring at the ____________⁴For hours and hoursWhile I listen to you play your love songsAll night long for meOnly for me Come to me nowAnd rest your head for just five minutesEverything is doneSuch a cozy __________⁵The ____________⁶ are illuminatedBy the evening sunshine through themFiery gems for youOnly for you {Refrain}Our house, is a very, very, very fine houseWith two ____________⁷ in the _____________⁸Life used to be so hardNow everything is easy 'cause of you La la la.... {Refrain} Repeat the first three lines

SWEET DREAMS

by EURHYTHMICS

Грамматика: Passive Voice

Лексика: материал (стекло, серебро, кожа и т. д.)

Level: intermediate

♫ CD track 12

Teacher’s notes

1. Write out and pre-teach the word abuse.

2. Tell your students they are going to listen to the song and fill in the gaps with the proper forms of the words in brackets. Play the song.

3. Discuss the difference between each pair of the Some of them sentences.

Answer

Ex. 1

Sweet dreams are made of this
Who am I to disagree?
I travel the world
And the seven seas--
Everybody's looking for something.
Some of them want to use you
Some of them want to get used by you
Some of them want to abuse you
Some of them want to be abused.

(Hold your head up--Keep your head up—Movin’ on)

 

Ex.2

a) a glass vase – A vase is made glass.

b) the cotton T-shirts – The T-shirts are made of cotton.

c) a leather jacket – A jacket is made of leather.

d) a silver watch – A watch is made of silver.

e) the plastic pens – The pens are made of plastic.

 

 

SWEET DREAMS

by EURHYTHMICS

WIND OF CHANGE

by SCORPIONS

Грамматика: причастия настоящего времени

Level: intermediate

♫ CD track 13

Teacher’s notes

1. Announce the song. Ask students if they know why it is called so. Ask where the story takes place and if a narrator dreams of the wind of changes or he feels it now. Play the song.

2. Check the students’ answers.

The story takes place in Moscow, Russia (the USSR). The Moskva is the name of the river, and Gorky Park is a famous amusement park in Moscow. The narrator feels the wind of change while walking around the city.

3. Give out the worksheets. Explain that to avoid repetition in ‘ Soldiers <are> passing by and they are listening to the wind of change’ the author uses participle listening. Ask your students to fill in the gaps with the Present participles (V-ing).

4. Play the song again. Then check the answers.

Lyrics and answers

I follow the Moskva
Down to Gorky Park
Listening to the wind of change
An August summer night
Soldiers passing by
Listening to the wind of change

 

The world is closing in
Did you ever think
That we could be so close, like brothers
The future's in the air
I can feel it everywhere
Blowing with the wind of change

 

Refrain 1

Take me to the magic of the moment
On a glory night
Where the children of tomorrow dream away
in the wind of change

 

Walking down the street
Distant memories
Are buried in the past forever
I follow the Moskva
Down to Gorky Park
Listening to the wind of change

 

Refrain 2

Take me to the magic of the moment
On a glory night
Where the children of tomorrow share their dreams
With you and me

Take me to the magic of the moment
On a glory night
Where the children of tomorrow dream away
in the wind of change

 

The wind of change
Blows straight into the face of time
Like a stormwind that will ring the freedom bell
For peace of mind
Let your balalaika sing
What my guitar wants to say

Refrain 2

WIND OF CHANGE

by SCORPIONS

YAKETY YAK

by THE COASTERS

Грамматика: повелительное наклонение

Лексика: обязанности, предметы быта (одежда)

Level: начальный, intermediate

♫ CD track 14

Teacher’s notes

1. Tell the students that they are going to listen to a song called ‘Yakety Yak’. Elicit / translate the title (blab, waffle). Write out the title and a phrase ‘Don’t talk back’. Elicit the situation. Who might say it? – A teenager and a parent. Why? They are having arguments about the chores.

2. Find out which chores your students have at home. Write some of them on the board.

3. Now complete the first exercise. Check the answers.

4. Explain the second task. Play the song.

5. Give your students time to check the answers in pairs. Then play the song again.

6. Asks students to fill in the gaps with mother’s instructions (ex. 3). Give an example with a help of a picture of scrubbing the floor. Check the answers.

7. Explain the imperatives (both positive and negative).

8. Ask students to find more imperatives.

9. Follow up. Ask your students to make a dialogue based on this song. Act it out.

Lyrics and answers

Ex. 1 a) laundry mat, b) hat, c) room, d) spending cash, e) broom, f) coat, g) trash, h) kitchen floor

Ex. 2.

Take out the papers and the ¹ trash
Or you don't get no ² spending cash
If you don't scrub that ³ kitchen floor
You ain't gonna rock and roll no more
Yakety yak
Don't talk back

Just finish cleaning up your ⁴ room
Let's see that dust fly with that ⁵ broom
Get all that garbage out of sight
Or you don't go out Friday night
Yakety yak
Don't talk back

You just put on your ⁶ coat and ⁷ hat
And walk yourself to the ⁸ laundry mat
And when you finish doing that
Bring in the dog and put out the cat
Yakety yak
Don't talk back

Don't you give me no dirty looks
Your father's hip, he knows what cooks
Just tell your hoodlum friends outside
You ain't got time to take a ride
Yakety yak
Don't talk back

Yakety yak, yakety yak
Yakety yak, Yakety yak
Yakety yak?

Ex. 4. 1) put on your coat (and hat), 2) take out (the papers) and the trash, 3) walk (yourself)to the laundry mat, 4) bring in the dog, 5) don’t talk back.

YAKETY YAK

by THE COASTERS

YELLOW SUBMARINE

by THE BEATLES

Грамматика: Past Simple (Present Simple review)

Лексика: природные объекты, цвета (повторение)

Level: начальный, intermediate

♫ CD track 15

Teacher’s notes

1. Ask your students to read the title. Explicate (translate or show the picture) the word ‘submarine’. What do they think the song will be about? What colours will be used? What picture can they think of? Write out the words (the) sun, sea, wave and explain them or show some pictures. Play the song and let your students check their answers.

2. Students complete the first task. Check the answers and practice pronunciation.

3. Tell the students to listen to the song for the second time and fill in the gaps (ex. 2). Play the song again.

4. Optional activity. Find out what the other verb forms are. Why?

Answers

Ex. 1 Was born, told, found, sailed, lived.

Ex. 2

In the town where I was born,

Lived a man who sailed to sea,

And he told us of his life

In the land of submarines.

 

So we sailed up to the sun,

Till we found the sea of green,

And we lived beneath the waves

In our yellow submarine.

We all live in a yellow submarine,

Yellow submarine, yellow submarine.

And our friends are all aboard

Many more of them live next door.

And the band begins to play.

We all live in a yellow submarine,

Yellow submarine, yellow submarine.

As we live a life of ease,

Everyone of us has all we need,

Sky of blue and sea of green

In our yellow submarine.

We all live in a yellow submarine,

Yellow submarine, yellow submarine.

 

 

YELLOW SUBMARINE

by THE BEATLES

Chorus.

As we live a life of ease,

Everyone of us has all we need,

Sky of blue and sea of green

In our yellow submarine.

Chorus.

 

A NEW DAY HAS COME

by CELINE DION

Grammar: Present Perfect, Past Tenses review

Level: intermediate, upper-intermediate

♫ CD track 1

Teacher’s notes

1. Beforehand, write on the board: angel, miracle, fear, light, to make it through, boy, soul, to shed a tear, to hold on. Tell the students that they are going to listen to a song called A New Day Has Come. The words on the board were taken from it. Be sure that your students understand them. Offer your group to predict this song is about.

2. Play the song and then check the general understanding.

3. Give out the worksheets. Let the students read and ask for the meaning of unknown words. Play the song again and do the first task. Students check their answers with their partners and then the pairs discuss them in an open group.

4. Do ex. 2.

5. Tell your students that the changes between then and now are also implicated into the tenses. Ask them what tenses are used in lines 6 – 13 (Past Simple and Past Continuous). First, compare them to the lines 24 – 27 (Past Simple vs Present Simple). Then pay attention to the lines 14 – 23 (Present Simple, Present Continuous and Present Perfect). Why has the things changed so dramatically? Because ‘ a new day has come ’, the girl has met a boy she loves… All the changes referring to the very moment in present are expressed with a help of The Present Perfect Tense. Elicit / explain the meaning and usage of this tense. Ask your students to find one more example of it (I’ve been touched… - Present Perfect Passive).

Lyrics and answers

Ex. 1.

A new day has come
A new day has come

I was waiting for so long
For a miracle to come
Everyone told me to be strong
Hold on and don't shed a tear
Through the darkness and good times
I knew I'd make it through
And the world thought I had it all
But I was waiting for you

Chorus:

Hush, now
I see a light in the sky
Oh, it's almost blinding me
I can't believe I've been touched by an angel with love
Let the rain come down and wash away my tears
Let it fill my soul and drown my fears
Let it shatter the walls for a new sun
A new day has come

A new day has come

Where there was dark now there's light
Where there was pain now there's joy
Where there was weakness I found my strength
All in the eyes of a boy

Chorus.

Let the rain come down and wash away my tears
Let it fill my soul and drown my fears
Let it shatter the walls for a new sun
A new day has come

Repeat the chorus and fade

Ex. 2. Then – now, dark – light, weakness – strength, pain – joy

A NEW DAY HAS COME

by CELINE DION

Read the text. There are five wrong words in it. Listen and correct them.

A new day has come
A new day has come

I was waiting for so long
For a miracle to come
Everyone told me to be weak
Hold on and don't shed a tear
Through the darkness and bad times
I knew I'd make it through
And the world thought I had it all
But I was waiting for you

Chorus:

Hush, now
I see a light in the night
Oh, it's almost blinding me
I can't believe I've been touched by an angel with love
Let the rain come down and wash away my tears
Let it fill my soul and drown my fears
Let it shatter the walls for a new sun
A new day has come

A new day has come

Where there was dark now there's light
Where there was pain now there's joy
Where there was weakness I lost my strength
All in the heart of a boy

Chorus.

Let the rain come down and wash away my tears
Let it fill my soul and drown my fears
Let it shatter the walls for a new sun
A new day has come

Repeat the chorus and fade

2. Find the opposites in the text.

then _____________

dark _____________

weakness _____________

pain _____________

BUS STOP

by THE HOLLIES

Грамматика: способы выражения прошедшего времени: употребление would

Level: intermediate, upper-intermediate

♫ CD track 2

Teacher’s notes

1. Bring a picture of an umbrella. Ask your students to make some short stories about this object. After listening to some stories ask if an umbrella can be involved in a love story.

2. Give out the worksheets. Students should match the words from the ex. 1.

3. Explain that these words were taken from a song called ‘Bus Stop’. You may show a picture of an English bus stop (of an old one is more preferable). Ask students to guess how could they be joined together. What is this song about?

4. Play the song. Let the students check their ideas.

5. Ask some questions. Is their romance over? - No, it isn’t. ‘Someday my name and hers are going to be the same’. How did it all begin? Because of what? - An umbrella. So, he remembers how it all began. What verb forms are used? Give some examples. Is refrain about the past or the future? - Mostly about the past (except for the last line).

5. Ask your students which word is omitted twice. Play the song and let them write in the word would. Point that she’d shop = she would shop

6. Explain / elicit the usage of would for the past habits.

Lyrics and answers

Ex. 1. 1f, 2d, 3a, 4b, 5c, 6e, 7g

Ex. 2.

Bus stop, wet day, she's there I say

Please share my umbrella

Bus stop, bus go, she stays love grows

Under my umbrella

All that summer we enjoyed it

Wind and rain and shine

That umbrella we employed it

By August she was mine

 

{Refrain}

Every morning I would see her waiting at the stop

Sometimes she'd shop and she would show me what she bought

All the people stared as if we were both quite insane

Someday my name and hers are going to be the same

 

That's the way the whole thing started

Silly, but it's true

Thinking of a sweet romance

Beginning in a queue

Came the sun, the ice was melting

No more sheltering, now

Nice to think that that umbrella

Led me to a vow

 

{Refrain}

Repeat the 1^st verse

BUS STOP

by THE HOLLIES

Match the words.

1) shelter a) love

2) insane b) line

3) romance c) look very attentively

4) queue d) crazy

5) stare e) serious promise (e. g. during the wedding)

6) vow f) protected place

7) umbrella g) a thing protecting you against rain or hot sun