Ingles Com Musicas Teacher

TEACHER´S BOOK
A1 - A2
Licenciado para - Isabela Gomes da Silva - 51153715880 - Protegido por Eduzz.com
TABLE OF CONTENTS
Friday I’m in Love by The Cure ................................................................................... Page 5
Thank You by Dido ........................................................................................................ Page 9
Let It Be by The Beatles ................................................................................................ Page 9
It’s My Life by Bon Jovi ................................................................................................ Page 14
No Tears Left to Cry Ariana Grande .......................................................................... Page 14
It’s My Life by Bon Jovi ................................................................................................ Page 14
Sugar by Maroon 5 ....................................................................................................... Page 14
Come Together by Now United ................................................................................. Page 14
She Will Be Loved by Maroon 5 ................................................................................ Page 14
We Are the Champions by Queen ............................................................................ Page 14
Oops... I Did It Again by Britney S. ............................................................................ Page 14
Every Breath you Take by UB40 ................................................................................. Page 14
Am I Wrong by Nico & Vinz ....................................................................................... Page 14
Say You Won’t Let Go by James A. .......................................................................... Page 14
Imagine by John Lennon ............................................................................................ Page 14
Perfect by Ed Sheeran ................................................................................................. Page 14
I Love Rock ‘n’ Roll by Britney S. ............................................................................... Page 14
A Sky Full Of Stars. Coldplay ..................................................................................... Page 14
Sorry by Justin Bieber ................................................................................................. Page 14
Let me reintroduce myself. Gwen ............................................................................ Page 14
2
Teachers Instructions:
The Song Book is made to be a complementary material for all classes. I recommend using
it once a month at least with your students, so you can always implement a fun activity
during your lessons.
The songs are arranged by levels in order: A1 to AA.
There are at least three activities per song, all with “filling the blanks”, but they vary ac-
cording to each song and its specific theme.
This book is in English only. Enjoy it!
3
Why music is so important?
Music changes the routine in the classroom. It offers resources for teachers to develop the
4 skills with students: listening, speaking, reading and writing.
Learning English using music exposes students to a safe and non-threatening environ-
ment of an authentic language, who normally feel a certain tension when exposed to a
foreign language.
In addition to some studies that demonstrate that music is the largest source of English
outside the classroom, along with games, series and films, and increases exposure to au-
thentic language in a fun way that encourages students’ learning.
Some good arguments:
. Music is part of our students’ daily lives. They often hear them outside the classroom.
. There is a variety of vocabulary, content, grammatical points, themes and cultural aspects
that can be addressed in a single song.
. We can develop students’ critical sense.
. The songs always contain authentic language. There are songs that contain inappropriate
words
and content. However, in this book, all the songs were carefully selected so that you don’t
waste time choosing from the thousands of songs.
. We can use a song as ‘warm up’, as the main theme of the lesson or as an assessment
and verification of student learning.
. Exposure to a variety of accents other than English and, through music from different
regional backgrounds, being presented to different cultures.
. We can explore current situations, as they portray the current world.
. And music relaxes, entertains and teaches!
4
Friday I’m in Love by The Cure – Days of the Week

Difficulty level: A1
Teacher’s instructions: Ask students to complete the lyrics.
I don’t care if Monday’s blue ______________

Tuesday’s ______________ and Wednesday too
Thursday, I don’t care about you
It’s Friday, I’m in love. Monday you can fall ______________
Tuesday, Wednesday break my heart
Oh, Thursday doesn’t ______________ start. It’s Friday, I’m in love
Saturday, wait
And Sunday always comes too late
But Friday, never ______________
I don’t care if Monday’s black Tuesday, ______________ , heart attack
Thursday, never looking ______________
It’s Friday, I’m in love
5
Teacher’s instructions: Ask students to order the days of the week.
( ) Tuesday
( ) Thursday
( ) Friday
( ) Monday
( ) Wednesday
( ) Saturday
( ) Sunday
Teacher’s instructions: Explain the expression below.
“I don’t care if Monday’s blue”

- Eu não ligo se a segunda-feira é triste.
. A cor “azul” é usada na língua inglesa para se referir ao sentimento de tristeza, falar que
você está o que algo é triste.
. Levando em consideração o filme Divertidamente, em inglês Inside Out (2015 -

recomendação para pós aula), junto com a expressão ensinada acima, qual dos persona-
gens do filme se chama tristeza?
6
Thank You by Dido – Parts of the house / Objects

Teacher’s instructions: Ask students to order the pictures while they listen to the song.
Teacher’s instructions: Ask students to mark the rooms they see while watching to the
video.
a. bedroom ( )
b. bathroom ( )
c. closet ( )
d. living room ( )
e. dining room ( )
f. garden ( )
g. garage ( )
h. kitchen ( )
7
My tea’s gone cold, I’m wondering why

I got out of ____________at all
The morning rain clouds up my _______________
and I can’t see at all
And even if I could it’d all be grey,
but your ____________on my wall
It reminds me that it’s not so bad,
it’s not so bad
I drank too much last night, got bills to pay,

my head just feels in pain
I missed the bus and there’ll be hell today,
I’m late for work again
And even if I’m there, they’ll all imply
that I might not last the day
And then you call me and it’s not so bad,
it’s not so bad and
I want to thank you

for giving me the best day of my life
Oh just to be with you
is having the best day of my life
Push the ____________, I’m home at last

and I’m soaking through and through
Then you hand me a ____________and all I see is you
And even if my ____________falls down,
I wouldn’t have a clue
Because you’re near me and
I want to thank you

for giving me the best day of my life
Oh just to be with you
is having the best day of my life
8
Let It Be by The Beatles – Prepositions

When I find myself in times of _______________

Mother Mary _______________ to me
Speaking _______________ of wisdom.
Let it be!
And in my hour of darkness

She is _______________ right in _______________ of me
Speaking _______________ of wisdom.
Let it be!
Let it be, let it be

Let it be, let it be
Whisper words of wisdom.
Let it be!
9
Teacher’s instructions: Explain the expression below.
“She is standing right in front of me”

- Ela está parada bem na minha frente.
“Right in front of me” é uma expressão muito comum no inglês, e é equivalente à nossa
“bem na minha frente”.
Levando em consideração a imagem abaixo com os integrantes da banda dessa música,

complete as frases abaixo com a preposição mais adequada?
1. Ringo is _______________ George.

2. George is _______________ John.
3. Paul is_______________ Ringo.
4. Ringo is _______________ his drums.
5. Paul is _______________ George.
6. They are all _______________ the same band.
Ringo Ringo George

next to
above
beside
under
below
behind
in
near
Paul John
10
I Want It That Way by Backstreet Boys – Verbs

Teacher’s instructions: Ask students to underline the verb ‘to be’
You are my fire

The one desire
Believe when I say
I want it that way
Teacher’s instructions: Ask students to match the words to the pictures
CHORUS:
( ) ( )
(1) Tell me why
Ain’t nothing but a heartache (2)
Tell me why
Ain’t nothin’ but a mistake
Tell me why
I never wanna hear (3) you say (4)
I want it that way
( ) ( )
11
Am I your _______________?
Your one _______________
Yes, I know it’s too _______________
But I want it that _______________
[CHORUS]
Now I can see that we’ve fallen apart

From the way that it used to be, yeah
No matter the distance
I want you to know
That deep down inside of me
You are my fire

The one desire
You are (you are, you are, you are)
Don’t wanna hear you say

Ain’t nothin’ but a heartache
Ain’t nothin’ but a mistake (don’t wanna hear you say)
I never wanna hear you say (oh, yeah)
I want it that way
[CHORUS] (x2)
‘Cause I want it that way
12
No Tears Left to Cry by Ariana Grande - Continuouns

Teacher’s instructions: Ask students to fill in the blanks while listening to the song.
Right now, I’m in a state of _______________

I wanna be in, like, all the _______________
Ain’t got no tears left to cry
So I’m pickin’ it up, I’m pickin’ it up
I‘m _______________, I’m _______________ , I’m picking it up
Oh, I just want you to _______________ with me

We’re on another _______________
Ain’t got no tears left to cry
So I’m pickin’ it up, pickin’ it up
I’m lovin’, I’m livin’, I’m pickin’ it up
Teachers’ instructions: Now explain to students the expressions below.
“I’m in a state of mind.” - No momento, estou em um estado de espírito. Ela é muito usa-
da pelos cantores nas letras de músicas, principalmente aquelas que expressam os senti-
mentos do momento
“Ain’t got no tears left to cry.” Não tenho mais lágrimas para derramar.
Ela já passou por uma fase ruim, mas não sobrou lágrimas pra chorar.
13
Teacher’s instructions: Ask students to underline the Question Words and to give their
translation below.
Ain’t got no tears in my body

I ran out, but boy, I like it, I like it (I like it)
Don’t matter how, what, where, who tries it
We’re out here vibin’, we vibin’ (we vibin’)
1. _______________ 2. _______________
3. _______________ 4. _______________
Teacher’s instructions: Ask students what is the only verb in the Present Continuous in the
verse above.
______________________________________
Teacher’s instructions: Ask students to identify the verbs in the Present Continuous and to
give the translation for the expressions below:
Comin’ out, even when it’s rainin’ down

Can’t stop now, can’t stop so shut your mouth
Shut your mouth, and if you don’t know
Then now you know it, babe
Know it, babe, yeah
1. Comin’ out: _______________________________________________
2. Rainin’ down: _______________________________________________
3. Can’t stop now: _______________________________________________
4. Shut your mouth: _______________________________________________
5. If you don’t know: _______________________________________________
6. Then now you know it: _______________________________________________
14
It’s My Life by Bon Jovi - Pronouns

_______________ ain’t a song for the broken-hearted

No silent prayer for the faith-departed
_______________ ain’t gonna be just a face in the crowd
_______________‘re gonna hear _______________ voice
When_______________shout _______________ out loud.
Teachers’ instructions: Now ask students to put the sentences in the correct order.
( ) It’s now or never

( ) Like Frankie said I did it my way
( ) I just wanna live while I’m alive
( ) I ain’t gonna live forever
( ) I just want to live while I’m alive
( ) It’s my life
( ) My heart is like an open highway
15
Teacher’s instructions: Remember with them the Possessive Adjectives and the Possessive
Pronouns
POSSESSIVE ADJECTIVES POSSESSIVE PRONOUNS

my mine
your yours
his his
her hers
its its
our ours
your yours
their theirs
Teacher’s instructions: Ask students to circle the correct pronouns.
It’s my / mine life

We are going to hear his / he voice.
My / Mine heart is like an open highway
Like Frankie said, “I did it my / mine way”
Yeah, this is for the ones who stood their / theirs ground
Luck ain’t even lucky, got to make your / yours own breaks
Teacher’s instructions: Ask students to circle the correct pronouns.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
16
Sugar by Maroon 5 – Present Continuous

I’m _______________ baby, I’m broken down

I need your loving, _______________. I need it now
When I’m without you I’m something weak
You got me begging, _______________ . I’m on my knees.
I don’t wanna be _______________ your love

I just wanna be deep in your love
And it’s _______________ me when you’re away.
Ooh baby, cause I really don’t care where you are

I just wanna be there where you are
And I gotta get one little taste
17
Teacher’s instructions: Ask students to order the sentences.
( ) Sugar, yes, please

( ) Yeah, you show me good loving
( ) Need a little sweetness in my life
( ) Won’t you come and put it down on me?
( ) I’m right here, ‘cause I need
( ) Make it alright
( ) Little love and little sympathy
Teacher’s instructions: Explain the students the expression below.
My broken _______________ , you pick them up.

Don’t leave me hanging, hanging. Come give me some
When I’m without ya, I’m so _______________
You are the one thing, one thing, I’m _______________ for.
Teacher’s instructions: Ask students to match the words to the pictures.
( ) Red Velvet ( ) On my knees ( ) Afraid ( ) Weak
18
Come Together by Now United – Question Words

Teacher’s instructions: Ask students to complete with Question Words or WH- Questions:
_______________ are we doing?

_______________ are we now?
_______________ is the reason why?
We knock each other down?
_______________ are you lonely?

_______________ do you need?
_______________ will it take to make us fly?
Right off the ground?
BRIDGE 1:
Just like dust in the air
Throw our worries away
We don’t need them
No, we don’t need them
19
Teacher’s instructions: Ask students to underline all the verbs:
BRIDGE 2:
Come with me, feel the rush
Let’s get close and share the love
Take my hand, it’s yours to hold
Come together, don’t let go
Light the sky, burn it up
We are young and beautiful
Take my hand, it’s yours to hold
Come together, don’t let go
Teacher’s instructions: Ask students to translate the words underlined:
CHORUS:
Come together everyone __________________________
Everywhere now __________________________
Come together on the floor
On the playground
Catch the rhythm now
Turn the music loud
Come together like oh, oh, oh __________________________
[CHORUS]
Oh, oh, oh (x3)
Just a believer
Lost in the crowd __________________________
What are the matters
Of the ones that we surround? __________________________
Watching the ceiling

Right here and now
Somehow, I feel that __________________________
We are floating off the ground
20
She Will Be Loved by Maroon 5 – Pronouns

Teacher’s instructions: Remember the pronouns with the students and ask them to com-
plete with the correct one
Beauty queen of only eighteen,

_______________ had some trouble with _______________
_______________ was always there to help _______________,
_______________ always belonged to _______________ else
_______________ drove for miles and miles,
And wound up at _______________ door
_______________ ‘ve had_______________ so many times,
But _______________ , _______________want more
Teacher’s instructions: Ask students to write the relative pronouns above
_______________
_______________
_______________
Expressões importantes:
1) “And wound up at your door.” = Fui parar em sua porta.

2) “Out on your corner in the pouring rain..” = Do lado de fora, na sua esquina, na chuva
torrencial.
21
CHORUS:
I don’t mind spending every day
Out on your corner in the _______________ rain
Look for the girl with the _______________ smile
Ask her if she wants to stay a while
And she will be loved (x2)
Tap on my _______________ , knock on my _______________ ,

I want to make you feel beautiful
I know I tend to get so insecure, it doesn’t matter anymore
It’s not always _______________and _______________ ,
It’s compromise that moves us along, yeah
My heart is full and my door’s always open,
You come anytime you want, yeah
[CHORUS]
And she will be loved (x4)
I know where you hide, alone in your _______________

Know all of the things that make you who you are
I know that goodbye means nothing at all
Comes back and begs me to catch her every time she falls, yeah
Tap on my window, knock on my door,

I want to make you feel beautiful
[CHORUS]
And she will be _______________ (x4)
Yeah, yeah
I don’t mind spending every day (Ooh, ooh)
Out on your corner in the pouring rain
(Please don’t try so hard to say goodbye)
22
We Are the Champions by Queen – Expressions

Teacher’s instructions: Ask them to complete the missing words:
I’ve paid my dues _______________

Time after _______________
I’ve done my sentence
But committed no _______________
And bad mistakes

I’ve made a _______________
I’ve had my _______________ of sand
Kicked in my face
But I’ve come through
We are the champions, my friends

And we’ll _______________ on fighting ‘til the end
We are the champions. We are the champions.
No time for losers
_______________ we are the champions of the world.
23
Teacher’s instructions: Explain the expressions below.
. “And bad mistakes, I’ve made a few” = E erros graves, cometi alguns.
- O termo a “few” é bastante usado no inglês do dia a dia, e significa “alguns” nessa ex-
pressão.
. “And we’ll keep on fighting” = E nós continuaremos lutando.
- A expressão “keep on” refere-se a continuar uma ação já iniciada, usada comumente
para encorajar uma atitude, por exemplo.
Teacher’s instructions: Ask students to find in the music what it’s asked
I’ve taken my bows

And my curtain calls
You brought me fame and fortune
And everything that goes with it
I thank you all
But it’s been no bed of roses
No pleasure cruise
I consider it a challenge before
The whole human race
And I ain’t gonna lose
1. Oposto de “after”: _____________________________________________

2. “Bring” no passado: _____________________________________________
3. Obrigado(a): _____________________________________________
4. Oposto de “champions”: _____________________________________________
5. Palavras cognatas: _____________________________________________
6. Oposto de “nothing”: _____________________________________________
7. 2 palavras negativas: _____________________________________________
8. 1 palavra para viagem: _____________________________________________
9. Oposto de “pain”: _____________________________________________
24
Oops... I Did It Again by Britney Spears – Past

Teacher’s instructions: Remember the Past with the students and ask them to complete
the verbs missing in the lyrics
I think I _______________ it again

I _______________ you believe we’re more than just friends
Oh baby
It might seem like a crush
But it doesn’t mean that I’m serious
‘Cause to lose all my senses
That is just so typically me
Oh baby, baby
CHORUS:
Oops, I _______________ it again
I _______________ with your heart, ____________ ___________ in the game
Oh baby, baby
Oops, you think I’m in love
That I’m _______________ from above
I’m not that innocent
25
Teacher’s instructions: Ask students to underline the verbs in this part of the song.
You see my problem is this

I’m dreaming away
Wishing that heroes, they truly exist
I cry, watching the days
Can’t you see I’m a fool in so many ways
But to lose all my senses
That is just so typically me
Oh baby, oh
[CHORUS]
Teacher’s instructions: Ask them to complete the verbs in the Past
DIALOGUE:
All aboard
Britney, before you go, there’s something I want you to have
Oh, it’s beautiful, but wait a minute, isn’t this?
Yeah, yes it is
But I _______________ the old lady _______________ it into the ocean in the end
Well baby, I _______________ down and _______________ it for you
Aww, you shouldn’t have
Teacher’s instructions - EXTRA ACTIVITY: Ask students to record a video trying to interpret
this final part of the song. HAVE FUN!
Oops, I did it again to your heart

Got lost in this game, oh baby
Oops, you think that I’m sent from above
I’m not that innocent
[CHORUS] (x2)
26
Every Breath you Take by UB40 - Emotions / Accents

(Originally by The Police / Sting)
Every breath you ___________________

Every move you ___________________
Every bond you ___________________
Every step you ___________________
I’ll be watching ___________________
Every single ___________________

Every word you ___________________
Every game you ___________________
Every night you ___________________
I’ll be watching ___________________
Oh can’t you ___________________

You belong to ___________________
How many poor heart ___________________
With every step you ___________________
Every move you ___________________

Every vow you ___________________
Every smile you ___________________
Every claim you ___________________
I’ll be watching ___________________
27
Since you’ ve been gone I’ve been lost without a ___________________

I dream at night I can only see your ___________________
I look around but it’s you I can’t ___________________
I feel so cold and I long for your ___________________
I keep crying, “Baby, baby, please”
Teacher’s instructions: Now ask students to mark the correct answer.
How is the singer feeling?
( ) Happy
( ) Sad
( ) Bored
Teacher’s instructions: Ask students to write down their favorite part.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
28
Teacher’s instruction: Ask students to write and translate the following lines from the
song.
Every single day

____________________________________________________________________
Every word you say

____________________________________________________________________
Every game you play

____________________________________________________________________
Every night you stay

____________________________________________________________________
I’ll be watching you

____________________________________________________________________
Oh, can’t you see?

____________________________________________________________________
You belong to me
____________________________________________________________________
How my poor heart aches

____________________________________________________________________
With every step you take

____________________________________________________________________
Teacher’s instructions: Ask students to listen to the song again and pay attention to this
different accent.
29
Am I Wrong by Nico & Vinz – Interragative form

eacher’s instructions: Ask students to match the parts of the song to the pictures.
Am I wrong for thinking (1) out the box from where I stay?
Am I wrong for saying that I’ll choose another way?
I ain’t trying to do what (2) everybody else doing
Just cause everybody doing what they all do
If one thing I know, (3) how far would I grow?
I’m (4) walking down this road of mine, this road that I call home
30
Teacher’s instructions: Ask students to rewrite the sentences underlined below in the Af-
firmative form.
CHORUS:
So, am I wrong for thinking that we could be something for real? (1)
Now am I wrong for trying to reach the things that I can’t see? (2)
But that’s just how I feel, that’s just how I feel
That’s just how I feel trying to reach the things that I can’t see
Am I tripping for having a vision? (3)

My prediction; I’mma be on the top of the world
Hope you, hope you don’t look back, always do what you decide
Don’t let them control your life, that’s just how I feel
Fight for yours and don’t let go, don’t let them compare you, no
Don’t worry, you’re not alone, that’s just how we feel
(1) __________________________________
(2) __________________________________
(3) __________________________________
Teacher’s instructions: Ask students to underline the opposites and write their translation
in the lines below.
[CHORUS]
If you tell me I’m wrong __________________________________
I don’t wanna be right __________________________________

(x4)
31
Say You Won’t Let Go by James Arthur – Future (will)

Teacher’s instructions: Ask students to order the sentences
( ) We danced the night away; we drank too much

( ) I met you in the dark, you lit me up
( ) You were throwing up
( ) You made me feel as though I was enough
( ) I held your hair back when
( ) I pulled you closer to my chest

( ) Then you smiled over your shoulder
( ) I think that you should get some rest
( ) For a minute, I was stone-cold sober
( ) And you asked me to stay over
( ) I said, I already told ya
( ) ‘Cause I played it cool when I was scared of letting go

( ) I knew I loved you then
( ) But I wanna stay with you until we’re grey and old
( ) But you’d never know
( ) I know I needed you
( ) But I never showed
32
Teacher’s instructions: Review the Future with will structure and ask students to complete
the song:
Future with WILL structure:

Affirmative: will (‘ll)+ main verb Negative: will not (won’t) + main verb
VERBS: let / take / thank / wake / bring
Just say you ___________ __________ go (x2)
I ___________ __________ you up with some breakfast in bed

I ___________ __________ you coffee with a kiss on your head
And ___________ __________ the kids to school
Wave them goodbye
And I ___________ __________ my lucky stars for that night
Teacher’s instructions: Ask students to underline the parts of the body
When you looked over your shoulder

For a minute, I forget that I’m older
I wanna dance with you right now
Oh, and you look as beautiful as ever
And I swear that everyday you’ll get better
You make me feel this way somehow
I’m so in love with you

And I hope you know
Darling, your love is more than worth its weight in gold
We’ve come so far, my dear
Look how we’ve grown
And I wanna stay with you until we’re grey and old
Just say you won’t let go (x2)
I wanna live with you

Even when we’re ghosts
‘Cause you were always there for me when I needed you most
I’m gonna love you ‘til

My lungs give out
I promise ‘til death we part like in our vows
So I wrote this song for you, now everybody knows
That it’s just you and me ‘til we’re grey and old
Just say you won’t let go (x4) 33
Imagine by John Lennon - Rhymes

Teacher’s instructions: Before listening to the song, ask students to write 4 sentences
about what their perfect world would be like. Use:
Answers may vary. It depends on their taste. It’s important for them to practice their writ-
ing. Some suggestions below.
In my world there is _____________________________________
In my world there are _____________________________________
In my world there is no _____________________________________
In my world there are no _____________________________________
Teacher’s instructions: Now ask students to listen to the song and

complete the sentences. How did the author imagine his perfect world?
There’s _______________ , _______________ and _______________.

There’s no _______________, no
non_______________ no _______________,
There’s no _______________,
No _______________._______________.
34
Teacher’s instructions: Ask students to listen and find the opposite words in the song.
Make a sentence with them.
Below _______________
Easy _______________
Live _______________
War _______________
Generosity _______________
Teacher’s instructions: Now ask students to listen again and find 3 (three) different pairs of
rhymes.
_________________ _________________
_________________ _________________
_________________ _________________
EXTRA ACTIVITY
Teacher’s instructions: Ask students to write a sentence about your

impressions of the song and post it on your favorite social network
(it can be a Post, a video, or an audio). Use:
I think “Imagine” by John Lennon is ________________ because
___________________________________________________
___________________________________________________
35
Perfect by Ed Sheeran - Tradução e Pronúncia

Teacher’s instructions: Play the song, and ask students to take notes of the words that they
could understand.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Teacher’s instructions: Play the song again twice, once without the translation and then
with it in Potuguese (links below).
Link 1: https://youtu.be/SNZ284kmJCA
Link 2: https://youtu.be/HasZ5yTOAZ4
Teacher’s instructions: Now it’s the time to study their pronunciation.
Link 1: https://youtu.be/o5TG95y5i24
Link 2: Site que ajuda na pronúncia
36
Teacher’s instructions: Ask students to write all the verbs in the Past that they can find in
the song.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Teacher’s instructions: Ask students to write what they’ve understood of the song.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Teacher’s instructions: As homework, you can encourage them to sing the song over and
over, like they were in a karoake party.
Karaoke: https://youtu.be/sPMA1tqWuf4
Teacher’s instructions: Also, they can use a different App to practice it and try to complete
parts of the lyrics as they listen to their favorite songs. Explain to them that there are many
songs in this App, not only this one taught here.
Link: Lyrics training
37
I Love Rock ‘n’ Roll by Britney Spears - Sobre música

Teacher’s instructions: Teach or remind your students of these words about music. Prac-
tice their pronunciation with them.
Audience: público
A cappella: a capela (música cantada sem instrumentos musicais) Acoustic: acústico
Band: banda
Beat: batida
Choir: coral
Concert: concerto, show
Duet: dueto
Harmony: harmonia
Lyrics: letra de música
Song: canção
Music genre: gênero musical
Musical notes: notas musicais
Musician: músico
Orchestra: orquestra
Performer: intérprete
Rhythm: ritmo
Solo: apresentação individual
String quartet: quarteto de cordas
Symphony: sinfonia
Stage: palco
38
Teacher’s instructions: Teach or remind your students of the genres of music. Practice their
pronunciation with them.
Blues / Country / Easy listening / Electronic Folk / Funk / Gospel / Heavy metal / Hip-hop
/ Jazz / New age / Pop Rock / R&B (rhythm and blues) / Rap / Reggae / Reggaeton / Salsa
/ Ska / Soul
Teacher’s instructions: Ask them what is their favorite kind of music, and then ask if they
play any musical instrument. Later on, teach or remember them about all kinds of musical
instruments.
Teacher’s instructions: Ask them if they have any favorite band and teach/ remember with
them the words about bands.
39
Teacher’s instructions: Talking about the band!
40
Teacher’s instructions: Let’s talk about music! Ask them the questions below about music
in general to practice all the words they’ve learned.
Do you like listening to music?

What kind of music do you like?
What kind of music are you into?
What is your favorite song?
What is your favorite pop artist?
What is the best concert you’ve ever been to?
I love listening to music on my headphones.
I have never heard of this band.
I could listen to that band all day.
That’s a cool song!
I like reggae music.
I’m really into pop music.
My favorite pop artist is Lady Gaga.
Teacher’s instructions: Play the Britney Spears version of this song and ask them:
1. What kind of music does she love?

__________________________________________________________
2. What’s the first sentence in the video?

__________________________________________________________
3. What words you’ve learned today are in this song?

__________________________________________________________
4. What verbs are there in the song that have something to do with music?
__________________________________________________________
5. What other words are there in this song that have something to do with music, but we
haven’t seen today?
__________________________________________________________
41
A Sky Full Of Stars by Coldplay - Listening and Video

Teacher’s instructions: Ask your students to listen and choose the best option below ac-
cording to the song.
‘Cause you’re a sky, ‘cause you’re a sky full of stars

I’m gonna give you my _______ (hat / heart / hair)
‘Cause you light up the path
I don’t care, go on and tear me apart

I don’t care if you do, ooh
‘Cause in a sky, ‘cause in a sky full of stars
I think I saw ________ (you / we / me)

I wanna die in your ________ (hands / legs / arms)
‘Cause you get lighter the more it gets ______ (park / dark / black)
I’m gonna give you my heart.
42
Teacher’s instructions: Ask students to match the two columns:
1) Full of… ( ) morrer

2) Light up ( ) pensar
3) I don´’t care ( ) não me importo
4) Die ( ) iluminar
5) Think ( ) me magoe
6) View ( ) cheio de
7) Tear me apart ( ) visão / vista
Teacher’s instructions: Show students the official video of this song. Ask students to pay
attention and, then to mark (T) for True or (F) for False according to this video.
( ) The man has got red flowers.

( ) The man can sing.
( ) The man is old.
( ) The man is famous.
( ) People don´’t like the music.
( ) His friends are playing the piano.
( ) People are taking photos.
( ) The musicians are sad.
Teacher’s instructions: Ask students to write the parts of the song in English written in Por-
tuguese below:
1) Porque você é um céu, um céu cheio de estrelas.
2) Vou te dar meu coração.
3) Porque você ilumina o caminho.
4) Eu não me importo, vá em frente e me magoe.
43
Sorry by Justin Bieber - Vocabulário

Teacher’s instructions: Ask your students to listen to the song and choose the best option
below.
You gotta go and get angry at all of my honesty

You know I try, but I don’t do too well with apologies
I hope I don’t run out of time, could someone call a referee?
‘Cause I just need one more shot at forgiveness.
1. “… get angry at…”

( ) estou com fome.
( ) ficar com raiva de
( ) ficar “zoado” com
2. “… I don’t do too well with…”

( )Eu não me dou muito bem com…
( ) Eu não gosto muito de…
( ) Eu não estou satisfeito com…
3. “… run out of…”

( ) ficar sem…
( ) viajar com…
( ) fazer a ronda…
4. “… I just need…”
( ) Eu só quero …
( ) Eu só preciso de…
( ) Eu não quero…
44
Teacher’s instructions: Ask your students to complete the song with the words below.
MADE / MAYBE / TONIGHT / MORE / MEAN
I know you know that I ______ those mistakes______ once or twice

By once or twice, I ______ maybe a couple a hundred times
So let me, oh, let me redeem, oh, redeem, oh, myself _________
‘Cause I just need one _________ shot at second chances.
Teacher’s instructions: Ask your students to complete the song with the verb ‘to be’.
Yeah, ______ it too late now to say sorry?

‘Cause I ______ missing more than just your body
Ooh, ______ it too late now to say sorry?
Yeah, I know that I let you down.
______ it too late to say I ______ sorry now?
45
Let me reintroduce myself by Gwen Stefani - Words

Teacher’s instructions: Ask your students to listen to the song and to complete the lyrics
with what is asked below.
1. A part of the body;

2. A superlative;
3. Two verbs in the simple past form;
4. An ordinal number;
5. A reflexive pronoun.
6. A verb in the countinuous form.
The simple recipe to get the _____________ of me

Homegrown ingredients, that’s what _________ you mess with me
In the _____________ place, ‘cause you know I’m like organic
And it tastes great (great), I already _____________you bananas
Go ahead and help _________, me again in your __________
Binge on my music for days ‘cause I’ve been here for years
Not a comeback (oh), I’m _____________ me
It’s not a comeback (oh), you feel that new energy
46
47

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TEACHER´S BOOK

Thank You by Dido ........................................................................................................ Page 9

Let It Be by The Beatles ................................................................................................ Page 9

It’s My Life by Bon Jovi ................................................................................................ Page 14

No Tears Left to Cry Ariana Grande .......................................................................... Page 14

It’s My Life by Bon Jovi ................................................................................................ Page 14

Sugar by Maroon 5 ....................................................................................................... Page 14

Come Together by Now United ................................................................................. Page 14

She Will Be Loved by Maroon 5 ................................................................................ Page 14

We Are the Champions by Queen ............................................................................ Page 14

Oops... I Did It Again by Britney S. ............................................................................ Page 14

Every Breath you Take by UB40 ................................................................................. Page 14

Am I Wrong by Nico & Vinz ....................................................................................... Page 14

Say You Won’t Let Go by James A. .......................................................................... Page 14

Imagine by John Lennon ............................................................................................ Page 14

Perfect by Ed Sheeran ................................................................................................. Page 14

I Love Rock ‘n’ Roll by Britney S. ............................................................................... Page 14

A Sky Full Of Stars. Coldplay ..................................................................................... Page 14

Sorry by Justin Bieber ................................................................................................. Page 14

Let me reintroduce myself. Gwen ............................................................................ Page 14

Why music is so important?

Some good arguments:

Friday I’m in Love by The Cure – Days of the Week

Teacher’s instructions: Ask students to complete the lyrics.

I don’t care if Monday’s blue ______________

Teacher’s instructions: Ask students to order the days of the week.

Teacher’s instructions: Explain the expression below.

“I don’t care if Monday’s blue”

. Levando em consideração o filme Divertidamente, em inglês Inside Out (2015 -

Thank You by Dido – Parts of the house / Objects

Teacher’s instructions: Ask students to complete the lyrics.

My tea’s gone cold, I’m wondering why

I drank too much last night, got bills to pay,

I want to thank you

Push the ____________, I’m home at last

I want to thank you

Let It Be by The Beatles – Prepositions

Teacher’s instructions: Ask students to complete the lyrics.

When I find myself in times of _______________

And in my hour of darkness

Let it be, let it be

Teacher’s instructions: Explain the expression below.

“She is standing right in front of me”

Levando em consideração a imagem abaixo com os integrantes da banda dessa música,

1. Ringo is _______________ George.

Ringo Ringo George

I Want It That Way by Backstreet Boys – Verbs

Teacher’s instructions: Ask students to underline the verb ‘to be’

You are my fire

Teacher’s instructions: Ask students to match the words to the pictures

Teacher’s instructions: Ask students to complete the lyrics.

Now I can see that we’ve fallen apart

You are my fire

Don’t wanna hear you say

No Tears Left to Cry by Ariana Grande - Continuouns

Right now, I’m in a state of _______________

Oh, I just want you to _______________ with me

Teachers’ instructions: Now explain to students the expressions below.

Ain’t got no tears in my body

Comin’ out, even when it’s rainin’ down

1. Comin’ out: _______________________________________________

2. Rainin’ down: _______________________________________________

3. Can’t stop now: _______________________________________________

Tap on my _ , knock on my _ ,