Skip to main content

Practicing - Writing with the lyrics of a song


Here's a new way to look at the lyrics of a song:

A song is like an expository or argumentative essay: it has a thesis statement, topic sentences, supporting statements and a conclusion.

We've all had to write an essay sometime in our lives, but let's look at an example here

But what do the terms above mean? Match the term to the definition. 


  1. Conclusion
  2. Supporting arguments
  3. Thesis statement
  4. Topic sentence

  • A sentence or group of sentences that provide examples to confirm the idea of a paragraph
  • The part that summarizes for the readers the thesis statement and the arguments you presented
  • The sentence or two that contain the focus of a text and tells the reader what the essay is going to be about
  • The sentence that helps the reader better understand the idea of the paragraph

Now read the lyrics and listen to the song. When you are finished, complete the chart. Parts of the song may be used more than once. 






Thesis statement


Argument 1(Topic sentence 1)
  • Supporting sentences


Argument 2 (Topic sentence 2)
  • Supporting sentences


Argument 3 (Topic sentence 3)
  • Supporting sentences   


Conclusion





 Here are the lyrics, in case you didn't get all of them from the video:

You sheltered me from harm.
Kept me warm, kept me warm
You gave my life to me
Set me free, Set me free
The finest years I ever knew
were all the years I had with you

Chorus
I would give anything I own,
Give up my life, my heart, my home.
I would give everything I own,
just to have you back again.


You taught me how to love,
What its of, what its of.
You never said too much,
but still you showed the way,
and I knew from watching you.
Nobody else could ever know
the part of me that can't let go.

Repeat Chorus

Is there someone you know,
you're loving them so,
but taking them all for granted.
You may lose them one day,
someone takes them away,
and they don't hear the words you long to say

Repeat Chorus 


Curious about the answers? Go here

Comments

Popular posts from this blog

My takeaways from BrELT on the Road

Just in!





Coincidence or not, propositions and concepts echoed through the plenaries and concurrent sessions I attended (apologies in advance to those I could not even attend in spirit at the same time).
Jamie Keddie encouraged us to use video to let students create their own narratives and not to limit this resource to practicing target language. Thru video, students can see there are multiple perspectives that contribute to a story and we have individual interpretations of that story. In so doing, they understand there is no right or wrong - we construct meaning based on our pre-conceived notions of reality. This awareness pivotal to critical thinking. The beauty of it all is that we benefit just as much from this method as our students.
Prodding students to see differently or see the unobvious was at the heart of Claire Venables' session "Not a box". By asking students to find new uses and meanings for a box, we are giving young learners a chance to learn language that i…

Yes we can speak English

Guess I'm a sucker for projects and project-based learning. Although this latest endeavor might not be considered a project in itself.
A simple Google search on the use of Whatsapp or other instant communication tools for English-speaking skills development came up with an extensive list of results.
The idea of creating a group to practice speaking had a specific target group - English teachers who are taking an online postgraduate course on language teaching. Many of them miss the chance to brush up on their oral skills, for the simple reason that the classes are online and interaction with the professor and colleagues comes only through text. 
The initiative rekindled a professional goal I had set for myself when I created the blog Help a teacher with their English (it has been discontinued - all related posts will show up here in the future). Nothing like being able to follow through on an idea and see it materialize into something you had not even fathomed in the first place.
Wha…

Managing Project-based learning: a dual view

This post is the result of a promising collaboration between myself and +André Hedlund : the start of more to come. 
Coordinating PBL - Stephan's part 
Implementing project-based learning in a content-based syllabus has become the order du jour in educational contexts in general and in ELT in particular. Academic directors and coordinators face the responsibility of delivering meaningful, student-driven, student-generated learning opportunities, which, in turn will foster the much sought-after skills of communication, collaboration, creativity and critical thinking. This post outlines my role as coordinator responsible for implementing projects in a language centre as a prelude to André Hedlund’s narrative of his experience with projects at CCBEU Goiânia.
Based on the core design elements of PBL, the text analyses, therefore, the implications in managing projects and ensuring minimal success. The first important point to consider in any project-based or program-oriented learning pro…