Vocabulary word songs in word

Whilst you need to have a broad music vocabulary so that you can answer questions on any aspect of the topic, it’s a good idea to pay particular attention to words and phrases related to your favourite genre of music. There are just so many different types and styles of music that it would be poor use of your study time to try and learn vocabulary for them all.

Most of us enjoy listening to music, or even performing ourselves, which makes music questions fairly easy to answer, especially if it’s about your favourite band, singer or song.

The subject of music could come up in any part of the IELTS exam and this list of music vocabulary is equally relevant for Writing, Speaking, Reading and Listening questions.

This page contains over 130 common words and phrases, together with an explanation for each one and a sample sentence to show it in context. This will help you to learn how to use it correctly.

Don’t try to learn them all. Look at my suggestions below as to the best way to use the list.

Music can be performed anywhere.

To help you create the best possible answers, I’ve included four things here:

You’ll find
PDF downloads of both the questions and sample answers and the vocabulary list
at the bottom of the respective sections.

The
questions relate to the Speaking test because this part of the exam offers the
broadest range of possible questions on this topic. They give the best
opportunity for me to demonstrate the vocabulary and for you to practise using
it.

I’ve
included IELTS-style questions and answers for all three parts of the Speaking
test. I’ve highlighted keywords and phrases in bold.

You’ll find
these words and phrases, and many others, in the vocabulary list beneath. There’s
also an audio to listen to the pronunciation.

Finally, at
the bottom of the page, I’ve added links to topical articles, short videos and
podcasts that will help you to improve both your music vocabulary and your
reading and listening skills.

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IELTS-Style
Speaking Test Questions and Answers

Common music vocabulary
is highlighted in bold.

Do you enjoy going to live music gigs?

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Bruce Springsteen & the E Street Band are a famous US rock band.

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Children who learn to play a musical instrument at school often enjoy playing for the rest of their lives.

Download PDF Now

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Music Vocabulary

* Important

I recommend that you create
your own answers to the Speaking questions on this page. You will find many
other IELTS-style practise questions by searching online. 

For help on how to learn
vocabulary, what to learn and how to record it, visit these pages:

How to Learn Vocabulary for
IELTS

Top 6 Types of IELTS
Vocabulary & Topic Word Lists

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Music Vocabulary – Common Words & Phrases

Music Vocabulary Pronunciation

Music Vocabulary Pronunciation

Music Vocabulary Pronunciation

Music Vocabulary Pronunciation

Music Vocabulary Pronunciation

Music Vocabulary Pronunciation

Music Vocabulary Pronunciation

Music Vocabulary Pronunciation

Music Vocabulary Pronunciation

Music Vocabulary Pronunciation

Music Vocabulary Pronunciation

Music Vocabulary Pronunciation

Download PDF Now

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Ways to Improve Your Music Vocabulary

One of the best
ways to improve your music vocabulary is through reading. Watching topic related YouTube
videos and listening to podcasts is also hugely beneficial.

Here are some
online resources I recommend.

Music Articles

These online publications contain music news and related articles. Most music genres have their own publications so search for those that particularly interest you, e.g. «Jazz magazines» or «Jazz articles».

Pitchfork

BBC News — Music

The Guardian — Music

TED Talks

I love TED Talks. They are short videos
with a powerful message and are generally very interesting. They’re ideal for
improving your vocabulary and give valuable listening skills practise.

Search TED Talks — Music to help you improve your music vocabulary. It will take a bit more searching to find something relevant than with some other topics but it’s worth seeing what you can find.

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All Topic Vocabulary

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1. Home

›

2. IELTS Vocabulary

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3. Music Vocabulary

1. Back To Top

VOCABULARY: Clothes

VOCABULARY: Clothes (extended)

VOCABULARY: Shoes

VOCABULARY: Accessories

POSTER: Clothes

VOCABULARY: Family (preschool)

VOCABULARY: Family (complete)

GAME: Listen And Drag

GAME: Listen And Make The Word

GAME: Who is it? (kindergarten)

GAME: Who is it? (primary education)

GAME: Baby Shark

GAME: Colouring Sharks

GAME: Counting Sharks

BOARD GAME: Family

WORKSHEETS:

FAMILY: Worksheet 1

FAMILY: Worksheet 2

FAMILY: Worksheet 3

FAMILY: Worksheet 4

FAMILY: Worksheets Compilation

POSTER:

FAMILY: Poster

Муниципальное
казенное общеобразовательное учреждение лицей № 11

г.
Россоши Воронежской области

ХХХII  научно – практическая конференция

научного
общества учащихся ФГБОУ ВПО « ВГУ»

подсекция:
« Английский язык. Литературоведение. Методика. Лингвокультурология.»

Learning
English with Songs

Выполнила:

ученица
8 «А» класса

МКОУ
лицей № 11

Колесникова
Елизавета Анатольевна

Руководитель:

учитель
английского языка I КК

Ковалева Ольга Юрьевна

Россошь

2017

Contents

Introduction………………………………………………………………..…..…..2

    Chapter1—Theoretical
foundation of the problem ……………………….……….5-10

1.1   
Music
and songs……………………………………………………….….…...5

1.2   
Music
methodologies…………………………………………………...……..7

1.3   
Language
learning textbook methodologies…………………………..………8

Chapter 2—
Practical part…………………………………………….….………….11-16

2.1 Results of the survey……………………………………………………..…..11

Conclusion …………………………………………………………………….…16

Bibliography…………………………………………………….…………….…..17

Appendices ………………………………………………………………………..1-18

2

Introduction

 Everyone
knows that English is a world language nowadays. English is the most widespread
language on the earth and a major world language.  A great number of people around the world try to learn it because
English gives them a lot of opportunities: for example, they can travel all
over the world, make friends from other countries, get a quality education,
find an interesting and well-pay job.

The English
language covers a great variety of things: from television, radio, newspapers
and magazines to the Internet. English is also a main language of international
conferences, airports and air traffic control, medicine, diplomacy, and
international competitions. No doubt we should study it.

Today, there
are many different techniques, technologies and methods for learning the
English language. Do you enjoy listening to music? Do you have many English
songs in your music collection? Why not start using songs to help improve your
English language skills? It is actually an excellent method to understand
foreigners better. Listening to a piece of music can be inspiring as it
conjures up all sorts of emotions. They contain many aspects of the English
language, including common expressions, everyday language, descriptive terms
and slang. Songs with English lyrics can also be a useful way for listeners to
be more familiar with the language.  The relevance
of our work is due to the necessity of using songs in the process of language
study to remember the lexicon better.  On this basis, we put forward the
following hypothesis: the English songs help us to learn the language
better and have a very good motivating effect. The purpose of our work
is the determination of the English song’s role in the language learning. The object
of the study is the process of foreign languages learning. The subject
of the study is the English songs and its influence to the learning of English.
To confirm this hypothesis we take following aims:

1)   
to
study and analyze the necessary literature on the research problem;

2)   
to
define the essence of the main concepts;

3)    to
identify the conditions and techniques of the English learning process ;

4)    to
study the effect of English songs in remembering the words.

3

We
used the following research methods: observation, questionnaire,
conversation with students and the analysis of modern student’s books.                               

The
theoretical significance of our work is that we studied
different kinds of literature on this issue, identified and clarified key
concepts, revealed specific features of foreign language acquisition with the
help of songs.

The
practical significance is that we selected the
diagnostic methods and conducted researching work to identify the role of songs
in the English language’s learning.

Our
research work consists of introduction, two chapters, conclusion, bibliography,
appendices.

Practical
significance: this work will be useful and interesting
for students and for teachers too.

4

Chapter 1- Theoretical foundation of the problem

«Songs
and music are a tie that binds all cultures and languages and, therefore, the
best way to make learning English fun»,

                                                                                 
says Jeremy Harmer

We cannot
disagree these true words. Music is a universal in human culture. We come into
contact with music throughout our lives. Music plays a significant role for us.
We hear it everywhere: in streets, in shops, in cafes and at home. Music
follows us from childhood and we can’t live without it. We listen to music when
we are happy or sad, we dance to it and we learn to play music too. Music is
not just a combination of sounds, it is a real art. Language and music are the
two ways that human beings use to communicate and express themselves through
sound. Studying profound and intense relations between language and music
throughout history, we are bound arrive to the Greeks. There is a belief that
first musical instrument appeared as early as speech, which means that the
language of words and that of music were formed in parallel, completing an
enriching each other. That is why language of words shows so much similarity to
music. Both speech and music are characterized by rhythm and melody. Close
associations of language and music have rooted in people’s mind very deeply. Language
and music are the two ways that human beings use to communicate and express
themselves through sound. Studying profound and intense relations between
language and music throughout history, we are bound arrive to the Greeks. There
is a belief that first musical instrument appeared as early as speech, which
means that the language of words and that of music were formed in parallel,
completing an enriching each other. That is why language of words shows so much
similarity to music. (Jowett 271). Other famous people, Palmer and Kelly,
suggested use of music for richer encoding of language. When songs and words
match in stress and accent, the learner can experience gains in comprehension
of word stress, attention span, anticipation of new text, and memory (Palmer
& Kelly 539).Until recently, research on the use of music and songs as a
pedagogical tool in the foreign language classroom has been rare. As Falioni
(1993) states, music’s use in the foreign language classroom has been relegated
to recreation and entertainment states(p.98).

5

The intention
to use songs in the classroom has often been met with ridicule and a cautionary
statement that although learners were enjoying a class, they were not learning.
Some of the scientists suggested that music must be used rarely and with care,
because it serves as enjoyment only- to enrich the class.

 Songs as a language learning tool are
only recently being recognized as a methodology to be used in the foreign
language classroom on all levels, regardless of the age of the learner.  Jeremy
Harmer in his book «How to Teach English» emphasizes the importance
of music as a learning tool by stating that music is a strong incentive for
student engagement because «it speaks directly to our emotions while still
allowing us to use our brains to analyze it and its effects if we so wish»
(Harmer 319); ); and it plays a multifunctional role in the process of learning
a foreign language, it has the power of creating a propitious atmosphere,
«it can amuse and entertain, and it can make satisfactory connection
between the world of leisure and the world of learning in the classroom»
(Harmer 319). Tim Murphey, indicates two chief assets in the usage of music and
songs in relation to language learning: «music is highly memorable; it is
highly motivating, especially for children, teenagers, and young adult
learners» (Murphey 4). Teachers who want to keep their students interested
and motivated should use songs and music activities, since, according to Larry
M. Lynch, it has lots of advantages:

-songs almost always contain authentic,
natural language;

-a variety of new vocabulary can be
introduced to students through songs;

-songs are usually very easily obtainable;

-songs can be selected to suit the needs
and interests of the students;

-grammar and cultural aspects can be
introduced through songs;

-time length is easily controlled;

-students can experience a wide range of
accents;

-song lyrics can be used in relating to situations
of the world around us.

(Lynch, «9 Reasons Why You Should Use
Songs to Teach English as a Foreign Language.»)

Songs and music are invaluable in teaching
English at elementary level. The
repetition of monosyllabic words in children’s songs can help improving
vocabulary acquisition. There are songs which can be used as the basis for
dramatization.

6

Tim Murphey states that at elementary
level the dramatization of the song can be useful to express, through gestures,
the meaning of some actions. Songs can be a good source of topics for
discussion and different classroom activities. The plot of the song is a good
basis for story telling while characters in the song can serve as a basis for
role play. By interpreting and converting song lyrics into prose and discussing
the style of the song students have a chance to develop their productive skills
— speaking and writing. No other materials give the teacher such a
broad range of possibilities for teaching various aspects of English. An
illustration of language in action, the song can be subjected to linguistic
analysis or turned into an exercise. Through
the use of songs English pronunciation, vocabulary and grammar can be
effectively taught.

 Pronunciation

 Singing along with your favourite English
songs will help you to learn how to pronounce English words correctly and will also
help to reduce your accent. You will learn more about the rhythm of sentences
and how to link your words together.

Vocabulary

 Listening to music will help you to learn
more vocabulary quickly. You are also more likely to remember new words and
English expressions if you listen to them in a song than if you read them or  
learn them in your English class (especially if you sing along!) .

Grammar

You might think that grammar needs to be
learnt in a very structured way but listening to music will help you to
remember grammar patterns and  learn how to use grammar correctly in  
everyday conversation.

Music Methodologies

There are numerous
indications that people believe in music as seen by the increase in
methodologies that now use songs to teach a foreign language. This first
segment is devoted to an overview of methods that incorporate songs as a
pedagogical tool for language learning. Many of these programs were typically
designed to teach children through song. Methods that will be discussed are
Suggestopedia and the Contemporary Music Approach.

7

Suggestopedia

An unusual foreign language
methodology for the classroom was introduced in 1978 by the Bulgarian
psychotherapist and physician Georgi Lozanov. His method, called Suggestopedie
(Suggestopedia) and it uses classical music to relax the student. Lozanov
(1978) suggests that the relaxation techniques help learners tap into
subconscious resources to aid in acquisition and greater retention of
vocabulary and language structures. Suggestopedia is described as a holistic
method that directed learning to both the left and right hemispheres of the
brain. Soft lighting, baroque music, cheerful room decorations, comfortable
seating, and dramatic techniques aim at totally relaxing students, a state which
heightens mental activity and concentration.

The Contemporary Music
Approach

In the Contemporary Music
Approach (CMA) methodology was begun by Anton Rubinstein (1990), song is used
as a memory prompter. Anton believes that «music is one of the most
effective memory aids available to us, especially for recalling grammatical
structures” (p. 1169). The CMA method of teaching various grammatical
structures of the language through different styles may accompany any textbook
(See http://www.viamc.com/About.htm).With CMA, different styles of music and
rhythms are correlated with the various grammar lessons, because Anton believes
that a certain beat reminds students of the song, and the song in turn reminds
them of the grammar. He discusses the approach as a way of combining singing
and psychology with language learning. The CMA uses a step-by-step approach to
combine active and nonverbal processes of the right hemisphere of the brain
with verbal and logic-based processes governed by the left hemisphere to reduce
inhibitions and allow the student to learn and remember certain grammatical
features.

Language Learning
Textbook Methodologies

It is one of the earliest
teaching methodologies .This method, consisting of a well-presented book and a
cassette, employs useful phrases from everyday speech set to well-known tunes. Another
early method called the Audio-Singual Method by Kind (1980) uses familiar songs
to teach the English language. According to Kind, “It has been found that foreign
languages can be taught more rapidly, more

8

 effectively and with
greater recall through the use of song, rather than the mechanical classroom
drills” (p. 49).Foreign language publishers have also begun to supply teachers
with alternate methods for introducing content, which include materials for
using songs in the classroom. Songs are incorporated into the methods with
varying degrees of commitment, from a minimal supplemental entry to the
complete basis of the instruction. Particular attention
should be paid to the choice of songs. Mark Hancock thinks that a student might
not choose to listen to a certain song outside the classroom, does not mean
that the student would not enjoy it as part of a learning activity. Teachers are
not advised to present the song as something students are supposed to like.
Thus, any song could be used for teaching purposes. According to Tim Murphey,
any song can be useful and motivating, however teachers should use the
students’ choice of music and song as much as possible (Murphey 14). Another
important issue is whether teachers should always use authentic songs or not.
According to Jeremy Harmer, listening material as well as the kind of tasks
which go with it is determined by the level of students (Harmer 319). Music and
songs in English classroom are important and useful tools. This is a great
formula for keeping students always interested in the language they learn. With
their help students can not only learn English but also relax and enjoy their
class. There are benefits to using songs in the classroom; however, more often
than not, songs are used relatively ineffective, often as activities between
learning. No matter how enjoyable or memorable singing songs can be, it will
not teach learners to use the language and will not give them the ability to
communicate in another language. Reframing songs into tasks according to
preparation, core, and follow-up stages enhance song’s potential as teaching
and learning tools. Songs and music can be used for practicing different
aspects of English, and all learning skills can be improved.

 To sum up the
theoretical part of our work we can say, music and songs in the learning of English are
important and useful tools. This is a great formula for keeping people always
interested in the language they learn. With their help students can not only
learn English but also relax and enjoy their class. There are benefits to using
songs in the process; however, more often than not, songs are used relatively
ineffective, often as activities between learning. No matter how enjoyable or
memorable singing songs can be, it will not teach learners to use the language
and will not give them the ability to communicate in another language.                                                                                   9

Reframing
songs into tasks according to preparation, core, and follow-up stages enhance
song’s potential as teaching and learning tools. Songs and music can be used
for practicing different aspects of English, and all learning skills can be
improved.

10

  Chapter 2 – Practical
part

             
In the first part of our research we tried to find out the role of the songs in
the learning of the English language only theoretically. But it is not enough
to make the conclusion of our scientific work. That’s why we took several
research methods to get reliable results. We used observation,
questionnaire methods for teachers and pupils. Our research was spent among  
teachers and students of lyceum № 11,Rossosh town, Voronezh region (5 English teachers
and 58 pupils took part in it).

In
order to identify the attitude of English language teachers to the usage of
songs in the classroom we used questionnaire method. We have proposed a
questionnaire that teachers were supposed to fill by selecting the appropriate
answers. The questions are given in Appendix1. The results of the questionnaire
are reflected on the diagram 1.

The attitude of
the teachers to usage of the songs in the lessons (%)

According
to the first diagram we can see that 100 % of teachers believe that the songs
make a good effect on the studying of the English language. All the teachers
use music in their lessons and consider it is one of the most effective methods
in teaching.

   We interviewed
students from7 «А», 8«A», 10«А»
grades. We gave them some questions and used the methods of observations and
questioning.

 11

             According
to the results we made such conclusion: in the playlists of the
students dominate the songs in English. This fact proves the advantage of
English songs and gives us hope that the songs we have chosen carefully will be
useful and valuable for teenagers and popular among them. According to the survey
the most popular songs with teenagers are which have pleasant
and catchy tune — 75%, then, good lyrics – 66%

.These
results made us think of the certain criteria for selecting songs in English.
So, songs should be well-known and popular and have a nice melody with correct
grammatical structures. Important in the survey for us was the fact that only
6% of students always translate texts of foreign songs, 15% of them try to

12

 translate lyrics
sometimes and 54%  of pupils do not do it at all.

 

The following
facts surprised us: 2% of the pupils can sing more than 10 songs in English, 14
% of students know the lyrics and can sing from 2 to 10 songs, 67 % of them know
1-2 songs.

 We
think the singing competition «Eurovision» which is held in our
lyceum every year will help students to improve their English. All the pupils
believe that it is a nice way for learning English.

13

 

70% of
schoolchildren consider that English songs will be useful to them in the
future. The most popular answer is for pronunciation practice (85%), to expand
the vocabulary (54%), then comes “to write works and compositions” (33%), after
that goes “to communicate” (25%). Based on the results of our survey we have
created and definited four main features for selecting songs which are worth to
learn by heart to improve and to practice English:

-the unique words in a song;

—useful and the most widespread grammar
constructions;

-useful topics;

-pronunciation .

In order to select the songs we looked through the lyrics of 50
English songs, 10 of which have been selected according to the criteria above.

1)   
“My Heart Will Go On” Celine Dion, 70 unique words; grammar
structures: the verb to be in Present Simple, Present Future, Past Simple; the
topics: relationships, recognition, promises.

2)   
“Go Down, Moses” Louis Armstrong, 44 unique words; grammar
structures: imperative mood Let smb do smth., subordinate clauses with
conjunctions if, when; the topics: Biblical story, historical facts.

3)   
“What a Wonderful World” Louis Armstrong, 69 unique words; grammar
structures: I see (watch) smth. (smb.) do (doing) smth.; expression of
admiration What a …!; the topics: nature, the beauty of the world, what do people
around you.

                                                                                                                     
14

4)   
“I’ve just Called to Say “I Love you”, Stevie Wonder; 100 unique
words; grammar structures: negative before the noun, Present Perfect,
Interrogative sentences with a question word, Comparison with like, modal verb
Could; the topics: nature, holidays, events, people’s feelings.

5)   
“Yesterday”, The Beatles, 58 unique words; grammar structure:
positive and negative in Past Simple for descriptions of events in the past,
modal verb Have To in Past Simple; the topics: love, relationships between
people, thinking about actions.

6)   
«The Logical Song», Supertramp, 26 unique adjectives, grammar
structures: Present Simple, Past Simple, to be (Past Simple), adverbs, the
topic: relationship  between people.

7)   
«I
don’t Want to Miss a Thing», Aerosmith, 65 unique words, grammar structure
Present Simple, Present Continuous, modal verb Could, Future Simple, short form
–because « cause» the topics: love, people’s feelings.

   
«You’re
beautiful», 56 unique words, James Blunt, grammar structure Present
Simple, Past Simple, to be ( Present  Simple, Past Simple), Future Simple,
modal  verbs: must, should, the topic: love, people’s feelings.

9)   
«Shape of my Heart», Sting, 43 unique words, grammar structures:
Present Simple, Past Simple, modal verb May, Reported Speech, Infinitive, structure
with if, the topics:
peace and war, people’s feelings, love.

10)  «Apologize»,
Timbaland, 37 unique words, grammar structures: Present   Continuous, Present Simple , modal
verb Can, Need,  Reported Speech, the topics:  freedom, people’s feelings, love.

   The received information gives us the opportunities to make the
following conclusion that the usage of songs contributes to mastering of the
English language for young language-learners, pupils better. Other advantages
are reduced to that we can remember the words unconsciously while listening of
the English songs. That’s why teachers often try to use them.

15

                                                                                                
                              Conclusion
          In conclusion
of our study all of
the students reported that songs:

— help expand significantly the vocabulary in a short period of
time and learn typical phrases;

— songs are necessary for a meaningful communication;

— listening to songs and singing actually reduces the
foreign-sounding accent;

 — grammatical structures are more easily remembered and put to
use;

-students learn more about the sentence rhythm pronunciation, tones
and beat of the English language than they ever would if studying only by
traditional methods. Furthermore they can take the music with them and learn
and practice it on the move. And it helps improve the mood! The results of the survey confirmed the importance and relevance
of the research we have done. The product of our research is a CD for schoolchildren.
The hypothesis of the work is achieved.

16

Bibliography

1.           
Верникова Ж.Б. «Роль песен при обучении
английскому   произношению»//Иностранные языки в школе.
— 2013. — №3. — С.85-87.

2.           
Давлатова М. Х. The role of songs in learning English // Молодой ученый. — 2015. — №10. — С.
1145-1147.

3.     
Beaton
(1995). The importance of music in the early childhood language curriculum. International
Schools Journal, 15(1), 28-38.

4.     
Blood,
A.J., Zatorre, R.J., Bermudez, P., and Evans, A.C. (1999) Emotional responses
to pleasant and unpleasant music correlate with activity in paralimbic brain
regions. Nature Neuroscience, 2, 382-387.

5.     
Bloomsbury
International, learning English with Songs

6.      Claudia
Smith Salcedo(2002) The effects of songs in the foreign language classroomon
text recall and involuntary mental rehearsal

7.     
Chen-Hafteck,
L. (1997). Music and language development in early childhood: Integrating past
research in the two domains. ECDC, 130, 85-90

8.     
Guglielmino,
L.M. (1986) «The Affective Edge: Using songs and music in foreign language
instruction.» Adult literacy and basic education 10(1) 19-26.

9.           
Jon Weatherford
Stansell University of Illinois at Urbana-Champaign Updated (2005) .The Use of
Music for Learning Languages: A Review of the Literature

10. 
 Loewy,
J.V. (1995). The musical stages of speech: A developmental model of pre-verbal
sound making. Music Therapy, 13(1), 47-73.

11.       
Lems,Kirsten, using music in the Adult ESL
classroom, Eric Digest,2011   4.Medina,SuzanneL,The Effect of Music on Second Language
Vocabulary Asquisition, ’National Network for Early Language Learning’,Vol
6–3,2003 3.     

12.       
Murphy.T(2012),The discource Op Pop
songs,TESOLQuartely.

13.       
Http://www.english club.com./teaching-tips/

14.       
Http://www.songs for teaching.com

15.       
ESL Lounge:songs for English lessons

16.       
WWW/Esolcourses.com/…/learn-englishwith-songs-html            

17.       
Http://www.forumdaily.com/10-pesen-kotorye-pomogut-vyuchit-anglijskij/

17

Appendix 1

The
questionnaire for teachers of English

Dear
teachers! We ask you to help us in our research work and answer the following
questions:

Do
you often use songs in your lessons?

a)     yes                      
b)no

1)    Do
you think that the usage of English songs is an effective method in your
teaching?

a) yes                           b)no

    
3)  What do you think, does your student’s book contain enough number
of           songs?

           
a) yes                          b)no

4)
Do you use all the songs given in the textbook in your lessons in teaching? And
why?

          
a) yes                          b) no

1)
it’s not necessary

2)
there is no experience

3)
there is no time for it

Thank you for your participation!

                                                                                                        1

Appendix 2

The questionnaire for pupils

Dear students! Answering the questions of this questionnaire
you will help us to identify the role of the songs in learning English.

1)    Have
you got any difficulties in English?

a)     Yes              
b) No

2)    What
kind of these materials is more interesting for you in your English lessons?

a)     Texts   
b) Dramatization   c) Songs   d) Films

3)    Do
you memorize the words and phrases from the English songs and can you use them
in your English lessons? A) Yes    B) No

4)
Can you say that the songs help you to improve your language?

A)
Yes          B) No      C) Partly

5)
Do you try to use the words and expressions from the songs in your English
speech? A) Yes       B) No

6)
Do you translate the English songs? A) Yes       B) No

7)
Will English songs be useful for you ? A) Yes       B) No

Thank
you for your participation!

2

Appendix 3

How can you improve your
English with music?

1.
Choose an English song with lyrics that you can hear clearly.

2.
Listen to the song with your eyes closed and try to work out the theme of the
song from the lyrics and the expression in the singer’s voice. (is the song
about love? Has the singer been hurt? Is the singer happy?)

3.
At this stage, you could listen to the song again and write down any words or
phrases that you hear (whether you understand them or not).

4.
Find the lyrics online (type the song name and artist into Google and you
should be able to find the lyrics easily).

5.
Listen to the song again and read the lyrics at the same time. Did you guess
the theme of the song correctly?

6.
Look up any words or phrases you don’t understand in a dictionary and write
them down.

7.
Listen to the song a few times while you read the lyrics and when you feel
comfortable, start to sing along.

8.
Save the song onto your iPod and listen to it while you are travelling to work
or school. The more you listen and sing along, the easier it will be to remember
the vocabulary and grammar!

3

Appendix 4

Celine Dion «My Heart Will Go On»

Every night in my dreams
I see you, I feel you
That is how I know you go on.
Far across the distance
And spaces between us
You have come to show you go on.
Near, Far, wherever you are
I believe that the heart does go on
Once more, you opened the door
And you‘re here in my heart,
And my heart will go on and on.
Love can touch us one time
And last for a lifetime
And never let go till we‘re gone.
Love was when I loved you,
One true time to hold on to
In my life we’ll always go on.
Near, far, wherever you are
I believe that the heart does go on
Once more, you opened the door
And you‘re here in my heart,
And my heart will go on and on.
You‘re here, there’s nothing I
fear
And I know that my heart will go on.
We’ll stay, forever this way
You are safe in my heart
And my heart will go on and on.

Словарь словосочетаний и выражений для перевода
песни:

Every night –каждую ночь

4

Far across the distance and spaces between us – (здесь)между нами непреодолимое расстояние

Forever this way you are safe in my heart – только ты навсегда занял мое сердце

I believe that – я верю в то, что

I feel you – я чувствую, будто ты рядом

I know – мне известно, я знаю

I know that my heart will go on. – я знаю, что буду жить

I see you – я вижу тебя; (здесь)ты мне снишься

In my dreams –в своих снах, мечтах

Last for a lifetime – навсюжизнь

Love can touch us one time – настоящая любовь приходит лишь раз

Love was when I loved you,
One true time to hold on to
In my life we’ll always go on. – вспоминая каждое мгновенье, проведенное рядом с тобой, мое сердце начинает учащенно биться

My heart will go on and on – пока бьется мое сердце, я буду тебя любить

Near, Far, wherever you are – близко ли, далеко ли, где бы ты ни был.

Never let go till we’re gone – не уйдет до самой смерти

Once more – однажды

That is how – это словно, это будто

The heart does go on – сердце продолжает биться

There’s nothing I fear – мне нечего бояться

To show you go on – чтобы дать знать, что ты жив

You go on – ты живешь, ты продолжаешь жить

You have come – ты пришел

You opened the door – ты  открылдверь

You’re here – ты рядом

You’re here in my heart – я в тебя влюбилась (влюбился)

5

James Blunt  «You’re 
beautiful»

My
life is brilliant.

My
love is pure.

I
saw an angel.

Of
that I’m sure.

She
smiled at me on the subway.

She
was with another man.

But
I won’t lose no sleep on that,

‘Cause
I’ve got a plan.

You‘re
beautiful. You’re beautiful.

You’re
beautiful, it‘s true.

I
saw your face in a crowded place,

And
I don’t know what to do,

‘Cause
I’ll never be with you.

Yeah,
she caught my eye,

As
we walked on by.

She
could see from my face that I was,

 flying
high,

And
I don’t think that I’ll see her again,

But
we shared a moment that will last till the end.

You’re
beautiful. You‘re beautiful.

You’re
beautiful, it’s true.

I
saw your face in a crowded place,

And
I don’t know what to do,

‘Cause
I’ll never be with you.

You’re
beautiful. You‘re beautiful.

You’re
beautiful, it’s true.

There
must be an angel with a smile on her face,

When
she thought up that I should be with you.

But
it’s time to face the truth,

I
will never   with you.

6

Словарь словосочетаний и выражений для перевода
песни:

 You’re
so
beautiful. Thank you. — Ты такая
красивая.
Спасибо.

I said, “You’re beautiful”. And, it’s true. — Я сказал: «Ты красивая». И
это правда. 

You’re beautiful in that dress. — Ты красива в том
платье.

No wonder that you’re beautiful. You look like your mum. — Неудивительно, что ты красива. Ты похожа
на свою маму.

 Look at you! You’re so beautiful. — Ты только посмотри на
себя! Ты такая красавица.

Sting «Shape of My Heart»

He deals the cards as a
meditation

And those he plays never
suspect

He doesn’t play for the money
he wins

He doesn’t play for respect

He
deals the cards to find the answer

The sacred geometry of chance

The hidden law of a probable outcome

The numbers lead a dance

I
know that the spades are the swords of a soldier

I know that the clubs are weapons
of war

I know that diamonds mean
money for this art

But that’s not the shape of my
heart

He
may play the jack of diamonds

He may lay the queen of spades

He
may conceal a king in his hand

While the memory of it fades

I
know that the spades are the swords of a soldier

I know that the clubs are weapons
of war

I know that diamonds mean
money for this art

But that’s not the shape of my
heart

And
if I told you that I loved you

7

You’d maybe think
there’s something wrong

a man of too many faces

I’m not The
mask I wear is one

Well,
those who speak know nothin’

And find out to their cost

Like those who curse their luck in
too many places

And those who fear are lost.

Словарь словосочетаний и выражений для перевода
песни:

He deals the cards as a meditation- он сдаёт карты, словно медитирует.

He doesn’t play for the money he wins-что он играет не для выигрыша.

He don’t play for respect-и
не
из—за
самолюбия.

The sacred geometry of chance- священную
геометрию
случайности.

The numbers lead a dance-но
это
– задача не
из
лёгких.

the swords of a soldier-это
мечи
солдат.

I weapons of war- орудия
войны.

But
that’s not the shape of my heart-но мне
это
не
по
душе.

And if I told you that I loved you-если
бы
я
сказал
тебе,
что
люблю
тебя.

I’m not a man of too many faces-я
не
многолик,.

The mask I wear is one-я
прячусь только под одной маской.

Timbaland «Apologize»

I’m holding
on your rope

Got me
ten feet off the ground

And I’m hearing what you say

But I just can’t make a sound

You tell me that you need
me

Then you go and cut me
down

But wait

You tell me that you’re sorry

Didn’t think I’d
turn around and say

That
it’s too late to apologize, it’s too late

I said it’s too late to
apologize, it’s too late

8

I’d take
another chance, take a fall, take a shot for you

And I need you like a heart needs
a beat

 (But that’s nothing new) Yeah
yeah

I
loved you with a fire red, now it’s turning blue

And you say

Sorry like an angel, heavens not the
thing for you,

But I’m afraid

It’s
too late to apologize, it’s too late

I said it’s too late to
apologizes, it’s too late

Woahoo woah

It‘s
too late to apologize, it’s too late

I said it’s too late to
apologize, it’s too late

yeah yeah

I
said it’s too late to apologize, yeah yeah

I said it’s too late to
apologize, a yeah

I’m
holding on your rope

Got me ten feet off the ground…

Словарь словосочетаний и выражений для перевода
песни:

Got me ten feet off the ground —a свобода – в десяти шагах.

And I’m hearing what you say-я слышу голос твой.

You tell me that you need me-ты говоришь, я нужен.

But wait-постой.

You tell me that you’re sorry —ты
в
сожалениях
таешь,

That
it’s too late to apologize, it’s too late —так
поздно
кричать
«Прости«, так
поздно…

I
said it’s too late to apologize, it’s too late —ты
слышишь
– поздно искать
любви,
так
поздно…

I
loved you with a fire red, now it’s turning blue —любил
тебя
безумно,
но
сгорело
дотла.

Sorry like an angel, heavens not the
thing for you,-ты, мой
грустный
ангел,
небом
изгнана
была,

But I’m afraid —и
я
боюсь,

9

Aerosmith
«I Don’t Want to Miss a Thing»

I could stay awake just to
hear you breathing

Watch you smile while you are
sleeping

While you’re far away dreaming

I could spend my life in this
sweet surrender

I could stay lost in this
moment forever

Where every moment spent with
you is a moment I treasure

Don’t
want to close my eyes

I don’t want to fall asleep

Cause I’d miss you baby

And I don’t want to miss a
thing

‘Cause even when I dream of
you

The sweetest dream will never do

I’d still miss
you baby

And I don’t want to miss a
thing

Lying
close to you feeling your heart beating

And I’m wondering what you’re
dreaming

Wondering
if it’s me you’re seeing

Then I kiss your eyes

And thank God we’re
together

I just want to stay with you
in this moment forever

Forever and ever

I
don’t want to miss one smile

I don’t want to miss one kiss

I just want to be with you

Right here with you, just like this

I just want to hold you close

Feel your heart so close to mine

And just stay here in this
moment

For all the rest of time

10

Словарь словосочетаний и выражений для перевода
песни:

I could stay awake just to hear you breathing -я могу не спать ночь
напролёт, чтобы слушать твоё дыхание.

Watch you smile while you are sleeping—
смотреть, как ты улыбаешься во сне.

While you’re far away dreaming — блуждая
по
царству
грёз.

I could spend my life in this sweet
surrender —я мог
бы
всю
жизнь
провести
в
этом
сладком
плену.

I could stay lost in this moment
forever —я мог
бы
остановить
это
мгновение.

Don’t want to close my eyes- я
не
хочу
закрывать
глаза.

I don’t want to fall asleep —потому
что
боюсь
уснуть.

And I don’t want to miss a thing –я
не
хочу
пропустить
ни
мгновения.

I’d still miss you baby — всё
равно
буду
скучать
по
тебе.

And I don’t want to miss a thing —и
не
хочу
пропустить
ни
мгновения.

And
I’m wondering what you’re dreaming —и мне
интересно,
что
тебе
снится.

Wondering if it’s me you’re seeing —может
быть,
ты
грезишь
обо
мне?

And thank God we’re together –и
благодарю
Бога
за то, что мы вместе.

I just want to stay with you in this
moment forever- я просто
хочу,
чтобы
этот
миг
длился
вечно.

I
just want to be with you- я просто
хочу
быть
с
тобой.

Supertramp «The Logical
Song»

When I was young, it seemed
that life was so wonderful,

A miracle, oh it was beautiful,
magical.

And all the birds in the trees, well they’d
be singing so happily,

Joyfully, playfully
watching me.

But then they send me away to
teach me how to be sensible,

Logical, responsible,
practical.

And they showed me a world
where I could be so dependable,

Clinical, intellectual, cynical.

There
are times when all the world’s asleep,

11

the questions run too deep

for such a simple man.

Won’t
you please, please tell me what we’ve learned

I know it sounds absurd

But please tell me who I am.

Now
watch what you say or they’ll be calling you a radical,

liberal, fanatical, criminal.

Won’t you sign up your name, we’d
like to feel you’re acceptable,

Respectable, presentable, a
vegetable!

At
night, when all the world’s asleep,

The questions run so deep

For such a simple man.

Won’t you please, please tell me what
we’ve learned

I know it sounds absurd

But please tell me who I am.

Словарь словосочетаний и выражений для перевода
песни:

Life was so wonderful—
жизнь казалась мне такой прекрасной.

A miracle, oh it was beautiful,
magical-чудесной, красивой,
волшебной.

And all the birds in the trees, well
they’d be singing so happily- казалось,
что
все
птицы
на
деревьях
поют
так
счастливо.

Joyfully, playfully watching me-весело,
шутливо
наблюдая
за
мной.

Logical, responsible, practical- быть
рациональным,
ответственным,
практичным.

Clinical, intellectual, cynical-равнодушным,
рациональным,
циничным.

Тhe
questions run too deep- вопросы
становятся
слишком
трудными

What
we’ve learned-чему мы
научились,

I know it sounds absurd-я
понимаю,
это
звучит
абсурдно,

But please tell me who I am-но
скажите
мне,
кто
я…

Respectable, presentable-уважаемым,
презентабельным

12

The Beatles «Yesterday»

Yesterday, all my troubles seemed
so far away

Now it looks as though they’re
here to stay

Oh, I believe in yesterday

Suddenly,
I‘m not half the man I used to be

There‘s a shadow hanging over
me

Oh, yesterday came suddenly

Why she had to go I don’t
know, she wouldn’t say

I said something wrong, now I
long for yesterday

Yesterday,
love was such an easy game to play

Now I need a place to hide
away

Oh,
I believe in yesterday

Словарь словосочетаний и выражений для перевода
песни:

Yesterday,
all my troubles seemed so far away -вчера все мои проблемы казались такими далекими.

Now it looks as though they‘re here to stay -а сегодня я не представляю своей жизни без них.

Oh,
I believe in yesterday—
о, я верю во вчерашний день.

Suddenly,
I‘m not half the man I used to be -неожиданно я стал уже не тем, кем был раньше.

Why
she had to go I don’t know-почему
ей
пришлось
уйти?
Не
знаю.

Yesterday,
love was such an easy game to play —вчера
любовь
была
такой
простой
игрой.

Louis Armstrong «Go down Moses»

Go down Moses
Way down in Egypt land
Tell all Pharaohs to
Let
my people go!
When Israel was in Egypt land…
Let
my people go!
Oppressed so hard they could not stand…
Let
my people go!                                                                                                         13
So the God seyeth: ‘Go down, Moses
Way down in Egypt land
Tell all Pharaohs to
Let
my people go!
So Moses went to Egypt land…
Let
my people go!
He made all Pharaohs understand…
Let my
people go!
Thus spoke the Lord, bold Moses said:
Let my
people go!
‘If not I’ll smite, your
firstborn’s dead’
Let
my people go!
Tell all Pharaohs to
Let my people go!

 Словарь словосочетаний и выражений
для перевода песни:

When Israel was in Egypt land…- когда народ Израиля был в Египетской земле

Oppressed
so hard they could not stand…- он был угнетён и унижен

‘If not I‘ll smite, your firstborn‘s dead‘- если  ты не послушаешь его, он поразит первенца
твоего

Let my
people go!-отпусти мой народ

Louis Armstrong «What a
Wonderful World»

I see trees of green… red roses too
I see em bloom … for me and for you
And I think to myself…  what a wonderful world.
I see skies of blue…  clouds of white
Bright blessed days…  dark sacred nights
And I think to myself … what a wonderful world.
The colors of a rainbow… so pretty …in the sky
Are also on the faces… of people …going by
I see friends shaking hands… sayin… how do you do
                                                                                                                                      
14

They’re really… sayin …I love you.
I hear babies cry…  I watch them grow
They’ll learn much more… than I’ll never know
And I think to myself…  what a wonderful world

Словарь словосочетаний и выражений для перевода
песни:

I see em bloom … for me and for you-они
цветут
для
нас
с
тобой

Bright blessed days…  dark sacred
nights-яркий радостный
день,
тёмной
ночи
покой

And I think to myself … what a
wonderful world-и себе
говорю…
как
хорош этот мир

They‘ll learn much more…
than I‘ll never know-знать
будут больше, чем мы сейчас

Stevie Wonder «“I’ve just
Called to Say “I Love you»

No new
years’s day
To celebrate
No chocolate covered candy
hearts to give away
No first of spring
No song to sing
In fact here’s just another ordinary
day
No april rain
No flowers bloom
No wedding saturday within the month
of june
But what it is
Is something true
Made up of these three words that I must
say to you
I just called to say I love
you
I just called to say how much
I care
I just called to say I love
you
And I mean it from the bottom
of my heart
No summer’s high

15

No warm
july
No harvest moon to light one tender
august night
No autumn breeze
No falling leaves
No even time for birds to fly
to southern skies
No libra sun
No halloween
No giving thanks to all the
christmas joy you bring
But what it is
Though old so new
To fill your heart like no
three words could ever do.
I just called to say I love
you
I just called to say how much
I care
I just called to say I love
you
And I mean it from the bottom
of my heart.
I just called to say I love
you
I just called to say how much
I care
I just called to say I love you
And I mean it from the bottom
of my heart
Of my heart
Of my heart

Словарь словосочетаний и выражений для перевода
песни:

No
chocolate covered candy hearts to give away- не покрытые шоколадом конфеты сердца, чтобы отдать

And I
mean it from the bottom of my heart-и я говорю это от всего сердца
To fill your heart like no three
words could ever do.-чтобы наполнить твоё сердце , как никто не мог бы сделать тремя словами

16

Sting
«Shape of my Heart»

He deals
the cards as a meditation
And those he plays never
suspect
He doesn’t play for the money
he wins
He doesn’t play for respect
He deals the crads to find
the answer
The sacred geometry of chance
The hidden loaw of a probable
outcome
The numbers lead a dance
I know that the spades are
swords of a soldier
I know that the clubs are
weapons of war
I know that diamonds mean
money for this art
But that’s not the shape of
my heart
He may play the jack of
diamonds
He may lay the queen of
spades
He may conceal a king in his
hand
While the memory of it fades
I know that the spades are
swords of a soldier
I know that the clubs are
weapons of war
I know that diamonds mean
money for this art
But that’s not the shape of
my heart
And if I told you that I loved
you
You’d maybe think there’s something wrong
I’m not a man of too many faces
The mask I wear is one
Those who speak know nothing
And find out to their cost
Like those who curse their luck in
too many places
And those who fear are lost

17

I know
that the spades are swords of a soldier
I know that the clubs are
weapons of war
I know that diamonds mean
money for this art
But that’s not the shape of my heart

Словарь словосочетаний и выражений для перевода
песни:

He deals
the cards as a meditation-он сдаёт карты, словно медитирует

I know
that the spades are swords of a soldier—я
знаю,
что
пики—мечи
солдат

I’m not
a man of too many faces The
mask I wear is one-я не многолик, я прячусь только под одной маской
But that’s not the shape of my heart-но мне это не по душе

2

18

This fun song about question words uses six of the most common WH question words—WHo, WHy, WHere, HoW, WHat, WHen. The video has subtitles and there are lyrics below.

LYRICS: Question Word Song

who? why? where? how? what? when?

Who is that man?
Why is he here?
Where do you live?
How can I help?
What do you like?
When are you free?

who? why? where? how? what? when?

Who is that man?
Why is he here?
Where do you live?
How can I help?
What do you like?
When are you free?

who? why? where? how? what? when?

Contributor: Jonathan Taylor