Music & Lights (Imagination) Retro disco funk made gold. If you were young in the 80's you will probably have this song engraved in your genes. The video may be a bit tough to watch though :/ ... or maybe great fun :) "Music and Lights" is a single by British trio Imagination, released in 1982 by R&B Records. The song appeared on their second album titled In the Heat of the Night. "Music and Lights" became a hit that reached number five on the UK Singles Chart in 1982, top 1 in Italy and France, top 2 in Spain and top 10 in many other countries inside and outside Europe. Da, da, da... LET IT ALL FADE AWAY= We use LET to express something that we want to happen. TAKE YOU THROUGH= If they take you through an experience or situation, they help you live that experience. ECSTASY= Intense joy and/or pleasure. MYSTIC= Highly spiritual. SPOTLIGHT= An intense light that focuses on just one place, on a spot (see picture). GLAMOUR= /glæmə*/ Fascinating beauty, often dependent on artifice. GOTTA= (coll.) WHENEVER= Every time that...
The Best Music Websites For Learning English Check out my New York Times post for English Language Learners focuses on using music for language development and includes a student interactive, video, and teaching ideas. I use music a lot in my teaching of English Language Learners. I thought people might find it helpful to see which sites I believe to be the best out there to help teach English — Beginning, Intermediate, and Advanced — through music. My students have certainly found them helpful. Music is a familiar, fun, and engaging tool to use in learning a second language. This list includes sites that have music to listen to, activities for students to do, and ways for them to create their own. This is latest of my “The Best…” series, also known as Websites Of The Year. You might also be interested in an interview I did about using music in the ESL/EFL classroom. Lastly, you might find these other “The Best…” lists useful: Here are what I believe to be the best music websites for learning English: One is Lyrics Training. Related
CHAMPS - Down Like Gold | LearnEnglishTeens Lyrics to CHAMPS - Down Like Gold Now and then I see you pass me by See you on the only road we ever went down And every time you seem to catch my eye. Following the path down the gold dust highway Down where we never got to stand Down where the rivers tie the oceans to your hand Here come you, come you down like gold, Oh that was a moment in time, There you go with your heart so cold, Was that just a moment in time. Now and then I see you in my dreams Colouring the morning like the gold dust seems Oh travelling through all the in betweens Threading needles through the stars with the strongest arrow Spinning through the dark suburban sky, Down where the rivers meet the oceans when you die, If only I still saw you everyday, Pulling my horizons down the gold dust highway I’ve seen you in every single way, Naked as the night Broken down in state. Music and lyrics by Michael & David Champion (cc).
Find the gap - increasing speaking in class | TeachingEnglish | British Council | BBC This article looks at how the notion of a gap between speakers can be used to provide a reason for communication. Finding ways to create gaps between students, gaps which need closing, creates speaking opportunities and prompts the creation of new activities. What is a gap? Types of gap Increasing student talking time Conclusion What is a gap? Types of gap The information gap This is the classic gap exploited by the communicative approach. The information gap is ideally suited to pair and small group work and usually relies upon pre-prepared information cards. The experience gap All students in classes have had different experiences in their lives - so this is immediately a gap. The experience gap is easily exploited in questionnaires - particularly those that aim to practise past forms. The opinion gap Most people have differing opinions, feelings and reactions to situations, events and propositions. The knowledge gap Students know different things about the world.
Australia in Eurovision: Lesson Plan | Easy English Articles The first part of the lesson will take about 20 minutes. Then there are two extra activities which you can choose from. It’s possible to squeeze all activities into a one hour class. Materials: a copy of this article and access to youtube (if students aren’t familiar with Eurovision) Warmer: Write the word Eurovision on the board and ask students what they associate with this word. 1) In small groups ask students to discuss these questions: Do you watch Eurovision? 2) Get students to quickly read the article about Australia entering the show. 3) In small groups ask students to brainstorm reasons why Australia should be allowed to enter, and reasons why it shouldn’t. This could turn into a class debate; the students are the organisers of Eurovision and they must decide whether or not to let Australia in. Depending on your students you could continue the lesson in two ways (or do both extra activities): The first time the students watch it they listen for gist.
How to use songs in the English language classroom What makes for a successful song-based lesson? Adam Simpson, second-time winner of the British Council’s Teaching English blog award for his post on conditionals (written with Paul Mains), explains. One of the big problems we all face, whether teaching English to children or adults, is maintaining learners’ interest throughout our lessons. Consequently, we often have to be very creative in the techniques we use. What makes music such a great teaching tool is its universal appeal, connecting all cultures and languages. Planning for the use of songs in class The process of selecting a song is one of the most difficult aspects of using music in a lesson. Carefully examine what it is you want your class to learn in the lesson Is this going to be a lesson focusing on vocabulary, grammar, pronunciation, or a particular topic? Think about the language level of your class How old are your learners? Are there any specific cultural issues regarding the make-up of your class? 1. 2. 3. 4. 5. 6.
Teach English with Music Lyreach.com : learning through songs I can’t imagine life without music but much though I love listening to it when I’m driving, working, relaxing or having fun , you won’t see me bringing music to the classroom just because. There is always a reason to choose the song I ask my students to sing. It could be either because it contains a certain structure we are working with or because of its vocabulary or its phonetics, but there is always a reason This is why when I bumped into this site lyreach.com I was thrilled as it offers the possibility of typing words or idioms or structures as you might expect to get them in the lyrics. You might be interested in having a look at these songs: If I were a boy – to teach ConditionalsYou’d beter stop- to teach Had betterCall me irresponsible- for word buildingBig , big world- for emphasisI kissed a girl– to practise linkingOnce when I was little – to teach used to and wouldIt’s raining men- to learn about the weather
Ahola - Digging Deeper into Songs: A Writing Activity (for ESL Students) The Internet TESL Journal Steven Kenneth Aholasteboahola [at] hotmail.comKansai Gaidai University (Osaka, Japan) This lesson plan for intermediate and advanced ESL/EFL students offers teachers a writing activity where the students analyze the lyrics to one of their favorite English songs Introduction It probably isn’t unusual for instructors to incorporate music into their lessons at some point during the year. Lesson Plan Levels: Intermediate and advanced Materials: A sample song with a copy of the lyrics for each student, a sample song lyrics analysis paper, CD or tape player, paper, and pens Preparation Step 1 Find an English song in which the students can easily identify the meaning of the song and make a copy of the lyrics for each student. Step 2 Write your own sample song lyrics analysis paper so that students will have a model to follow while drafting. Step 3 The Lesson Give each student a copy of the song lyrics you prepared. Step 4 Step 5 Step 6 Step 7 (optional) Conclusion Resources
Making the right choices: ‘Lean On Me’ – On the same page Every word in the song “Lean On Me” by Bill Withers has been written into a grid with some distractors. Starting in the upper left corner, students complete the lyrics choosing one of the words available right next to the last word in any direction and using each square only once. To guide them through the process, the writing worksheet provides students with a few words in each line, including the first ones, which are also capitalised in the grid for easier reference. You may want to model and play the first two lines of the song so that the students can understand the procedure. Students will be practising a number of skills as they make their choices. Before listening to the song and checking the lyrics, students are asked to write down and share what they think the last line of the song is, adding an extra purpose to the listening task. Lean on me.pdf Kim Henrie from Canada has sent her ideas on how to use this activity and a few changes she made. Mystery Song_Lean On Me.doc
Grammar + Songs | Songs and Activities for English Language Learners Songs can be an effective way to introduce or reinforce a grammar topic. Click on the topics below for companion songs and activities. Adjectives in the Song “True Colors”Adverb Clauses in the Song “Baby, I’m Yours”Adverbial Phrase “At All”Comparisons with LikeFeel LikeGerunds as Objects of PrepositionsGerund or Infinitive after begin, start, continue, like, love, hate, can’t standGet to Do SomethingGotta: Informal Spoken English for Got ToInfinitives as AdjectivesI’ve Got It and I’ve Got ‘EmMust Have + Past ParticipleNoun ClausesParticipial PhrasesReflexive PronounsShould Have + Past ParticipleThird Person Singular: Mistakes in the Song “Memories” by Maroon 5Used to + a Verb in the Simple FormUsed to vs. Verb Tenses: The lyrics gap-fill exercise below targets the 10 adjectives in the song. true colors, lyrics gap-fill.docx true colors, lyrics gap-fill.pdf The lyrics gap-fill exercise below targets the many adverb clauses beginning with the word until in the song. at all, worksheet.pdf 1.
Auld Lang Syne lyrics: the meaning behind the words of Robert Burns' New Year song In brief Robert Burns was a Scottish poet and wrote the poem "Auld Lang Syne" in 1788 The song title means something close to Days Long Ago The end of a year often signals new beginnings – gym memberships and dating apps see an uncharacteristic surge in sign ups – but one thing that has never, and will unlikely change, is Robert Burns’ Auld Lang Syne. It’s pretty much accepted that most don’t know all the lyrics, but does anyone really know what they mean either? Here is a breakdown of each verse and chorus in the original 18th century Scots along with its translation. What does each bit mean? Lyrics Auld Lang Syne Should auld acquaintance be forgot, And never brought to mind? TranslationDays Long AgoShould old acquaintances be forgotten And never be remembered? Chorus: For auld lang syne, my jo, For auld lang syne, We’ll tak a cup o’ kindness yet For auld lang syne. TranslationFor days long ago, my dear, For days long ago We’ll drink a cup of kindness yet For days long ago. (Chorus)