Song. Superstar by Jamelia.

July 4, 2008

1. Listen to the first part of the song and fill in the gaps with the words of the box.

rock      feeling         connection    always   things     moving   good  paper

 

People ____________ talk about (ey oh ey oh ey oh)
All the ___________ they’re are all about (ey oh ey oh ey oh)
Write it on a piece of ___________,
Got a ________________ I’ll see you later.
There’s something ‘bout this,
Lets keep it ______________,
And if it’s ______________ lets just get something cooking.
Coz I really wanna ______________ with you,
I’m feeling some ________________ to the things you do.
(you do, you do).

 

2. Listen to the CHORUS and join the halves from the left with the halves from the right.

a. I  don’t know….
b. But you must be….
c. You just make me….
d. Coz you got all eyes on you….
e. That makes me….
f. I don’t know who….                 

1. … feel this
2….. wanna play
3. ….you are
4. …some kind of superstar
5. ….what it is
6….. no matter where you are 

a ____       b ____             c ____             d ____              

e ____             f ____

 

3. Correct the mistakes in the second part of the song.

Baby take a book around (ey oh ey oh ey oh)
Everybody’s getting up (ey oh ey oh ey oh)
Deal with all the solutions later,
Bad girls on their best behaviour.

4. Listen to the third part of the song. Choose the correct word.

 

I (1)love/like the way your (2)dancin’/movin’ (ey oh ey oh ey oh)
I just get into the groove and (3)now/then (you just make me wanna play),
If you just put pen to (4)notebook/paper (ey oh ey oh ey oh)
Got that (5)feeling/impression I’ll see you (6)later/before.
Make your move, can we get a little (7)closer/further,
You rock it just like you’re supposed to,
Hey boy i ain’t got nothing more to( 8 )      tell/say,
Coz you just (9)make/do me wanna play, 
I don’t know (10)where/what it is,
That makes me feel like this,
I don’t know,
Gotta be, gotta be a superstar,
All (11)eyes/ice on you.

5. In this song you find examples of English we do not learn at school. Please match the expression with the expression we learn at school.

      a. Coz     1. relaxed pronunciation of want to.

     b. Wanna   2. a relaxed ptonunciation of got to, expressing obligation.

      c. Ain’t     3. relaxed pronunciation of because.

     d. Gotta    4. relaxed pronunciation of I’ve got.                          

      e. Got      5. is contraction originally just for “am not”, but can include “is not”, “are not”, “has not”,  or “have not” in the common vernacular.

      f. ya       6. relaxed pronunciation of you.

 

5. If you want more information on Jamelia, check the Wikipedia website. http://en.wikipedia.org/wiki/Jamelia


Song. Space Oddity by David Bowie.

June 27, 2008

Ground control to major tom
Ground control to major tom
Take your protein pills and put your helmet onGround control to major tom
Commencing countdown, engines on
Check ignition and may gods love be with you
Ten, nine, eight, seven, six, five,
Four, three, two, one, liftoff

This is ground control to major tom
Youve really made the grade
And the papers want to know whose shirts you wear
Now its time to leave the capsule if you dare

This is major tom to ground control
Im stepping through the door
And Im floating in a most peculiar way
And the stars look very different today

For here
Am I sitting in a tin can
Far above the world
Planet earth is blue
And theres nothing I can do

Though Im past one hundred thousand miles
Im feeling very still
And I think my spaceship knows which way to go
Tell me wife I love her very much she knows

Ground control to major tom
Your circuits dead, theres something wrong
Can you hear me, major tom?
Can you hear me, major tom?
Can you hear me, major tom?
Can you….

Here am I floating round my tin can
Far above the moon
Planet earth is blue
And theres nothing I can do.
 

 

 


Relations between Ireland and Great Britain.

June 26, 2008

The issue of the relations between Ireland and Great Britain is a current topic today as the peace process in Northern Ireland seems to be achieving a successful conclusion. I will look at the relations by examining the historical relations between both islands. After this, in other articles, I will deal with two of Ireland’s most acclaimed writers: the playwright Sean O’Casey and the short story writer and novelist James Joyce.

In order to explain the relations between Ireland and Great Britain, I will do it by establishing 3 sections, each one corresponding to a different historical period. Therefore, the first section corresponds to the period between 1171 to 1500, the second second section corresponds to the second historical period between 1500 and 1800 and the third period correponds to the third historical period from 1800 to 1921. After that, I will examine the relations between Northern Ireland, the Republic of Ireland (Eire) and the United Kingdom.

Let’s begin with the first section of this topic. Ireland was never invaded by the Romans or the Anglo-Saxons unlike Britain. In fact, Ireland was inhabited by the Celts whose political administration of the island consisted of five different kingdoms. When the Vikings from the North invaded Ireland in the 9th century, they forced the Celts the five kingdoms to have a high king who controlled the five kings of those Celtic five kingdoms. In the 12th century one of those kings wanted to rebel against his king so he decided to invite the Norman Barons of England to help him. The Norman barons willingly agreed to invade the Ireland as they saw that as new way to increase their lands and possessions so they did that and in 1169 they occupied Ireland. The English King of the time Henry II saw that the Norman barons were taking too much power so he went to Ireland himself to make the Irish chiefs and the Barons to accept his authority and they agreed. For the rest of the century and for the 13th century, the Irish chiefs, established in Western Ireland and the Anglo-Norman barons in the east quietly avoided the English rule and the English kings after Henry II did not care about the Ireland and they left them to do whatever they wanted. By the end of the 15th century, the English Crown only controlled Dublin and a small are around it known as “The Pale”.

From 1500 Henry VIII wanted to change the situation of Ireland where the English were losing possessions in favour of the nobles so he proposed the Irish Parliament to accept him as King of Ireland in order to have a direct control of the island. The Irish Parliament refused to accept him as King of Ireland because Ireland was Catholic and they did not accept the English Church Reformation after the divorce of Henry VIII which had introduced Protestant ideas in England. Henry VIII brought Catholicism and nationalism together and it was not easy for the Tudor king and the rest of the Tudors to control the island. It took four wars to bring Ireland under the English authority but at the end the English achieved that objective. As the Catholics were rebelling against the English power, the Tudors began the politics of plantations which consisted of selling territories of Northern Ireland to rich Scottish and English Protestant merchants who were the new owners by Royal Decree of the good lands of the North, source of conflict in the 20th century as well, and those Catholics were obliged to work for the new Protestant merchants.

However, the Irish Catholics never accepted that unfair situation and they continued rebelling and fighting for their rights. For example, in 1641 the Irish Catholics rebelled against the Protestant merchants and they took again their stolen lands. In London the king Charles I and the Parliament quarrelled over who should send an army to defeat the Irish Catholics. It was not until England became a Republic that the Puritan Oliver Cromwell sent an army to revenge the rebellion of 1641 and he sent an army and with that army he captured the cities of Drogheda and Wexford which were symbols of English cruelty against the Irish Catholics.

In 1685 James II, a Catholic king of England, was replaced by William of Orange and James decided to exile in Ireland because he was supported by Catholics and James II took Ireland the ideal place to recover his lost throne in England. The Irish Parliament, a Catholic institution, decided to take their lands back but the situation was not easy and the Protestants locked themselves in the city of Londonderry, at least 30,000 people, waiting for the help of England and William of Orange. After 15 weeks of resistance, the English army arrived in Londonderry and defeated James II’s army at river Boyne. England established once more its rule on Ireland. Then, from 1695 a period of repression against Catholics began, the Penal Code, which established that Catholics could attend religious services, Catholics could not teach their children in Catholicism, they could not have any position in public life and they could not possess any wealth. This period of repression lasted for almost 50 years from 1895 until 1727 but as time went by, the repression was not so stronger.

After this, another rebellion of Catholics took place in 1798 and England was forced to take action again. So this time they joined Ireland in the United Kingdom of England and Scotland in 1800 so the new United Kingdom of Great Britain and Ireland was born in order to increase British control over the island.

Now I will begin with the third section of my topic from 1800 to 1921 from the United Kingdom of Ireland until the Anglo-Irish Treaty in 1921 which recognised the independence of Southern Ireland. Some British politicians had promised the Irish that they could vote when Ireland became part of the United Kingdom but George III, king of England, refused to that. Also, the Protestant parliament in Dublin was dissolved as well.  Now, the Irish began fighting and in 1829, the first Catholic was allowed to sit in Parliament. This was the first won battle after a long period of time and the spark to the Irish independence.  However, in the middle of the 19th century Ireland lived its worst years, 3 years, when the potato crop, the basic food for the poor people, was affected by an illness and famine began in Ireland. More than 1,000,000 people died in three years and some others went to the USA. Those who went to the USA supported the Irish Nationalist Movements from 1880 and they brought a lot of money to Irish question.

By the end of the 18th century, Charles Parnell, a Protestant MP, demanded fuller rights for the Irish and he especially demanded the right to Home Rule. The Irish realized that there were more ways than fighting in the streets for Irish Home Rule and they realized that by sitting in Parliament, they could achieve the same results so there was a rise of a political nationalist movement known as Fenianism. Charles Parnell demanded a Home Rule and even though in 1885 many Irish were allowed to vote they continued fighting for Home Rule. The Liberal Prime Minister of the time, Gladstone, was in favour of giving Ireland its Home Rule but that caused great opposition in Britain and even in its own party.

Again, in 1910 the Liberals won the elections in Britain but the Irish nationalists votes to achieve the majority so Irish nationalist and the Liberal goverment reached an agreement. The nationalists supported the Liberal government as an exchange for a promise for Home Rule in Ireland. As the Liberal goverment was afraid of a civil war in Ireland and afraid of the Protestant reaction to that Home Rule, they did not carry that promise out they used the excuse of the beginning of the I World War in 1914 and the situation continued the same. In 1916 Irish nationalists who wanted more than a Home Rule, wanted full independence rebelled at Easter but they were violently repressed and sentenced to death which caused controvery in Ireland and shocked public opinion. In 1918, an election took place and Irish Nationalists won in the whole of Ireland except for Ulster and those who won never sit in the London Parliament and they created the Dail in Dublin and the created an Army in which young people joined the Army and they began guerrilla clashes against the British forces so in 1920 the British government passed the Government of Ireland Act by which Ireland was given two parliaments one for Southern Ireland and another one for Northern Ireland. By the Anglo-Irish Treaty in 1921 the English gave independence to Southern Ireland but it insisted that Northern Ireland was a British province, that the English Crown was sovereign in Southern Ireland and the use of certain ports in Southern Ireland. The Anglo-Irish Treaty led to a civil war in which the pro-Treaty forces won the war in 1923 and those conditions were established. Now, in 1932 the Fianna Fail won the elections in Southern Ireland and the prime minister, Eamon de Valera, began to undo the Treaty so in 1937 Southrern Ireland was independent as it did not have any connection with the British Crown.

Now, I will begin by dealing with the relations between Southern and Northern Ireland. Northern Ireland had its own Parliament since 1921 being a province of the United Kingdom. However, this Parliament was controlled by Protestants and Catholics could not do anything about that. In 1969 Catholics and Protestants gathered on the streets and began to protest against this unfair system. As the British police could not control the situation, the government in London sent the Army which was seen by the Catholics as a sign of foreign occupation. In 1972 the parliament in Northern Ireland was suspended until the Good Friday Agreement in 1998 by which the Parliament was re-established and the UK promised to amend its claims on Northern Ireland as exchange for the Republic not to claim its rights on the six British counties in Ireland. ( Northern Ireland is formed by six Irish counties in the North). In 1998 the IRA declared a ceasefire and in 2005 the decommission of what it is thought to be all its arsenal began watched by the International Decommissioning Body and two church witnesses according to the Belfast agreement in 1998. However, the Protestants remain skeptikal.   

 


Multi-word verbs

June 16, 2008

This topic is going to deal with multi-word verbs. In order to so, this topic will be divided into four main clear sections. In the first section, I will deal with the main features of multi-word verbs and I will talk about the phrasal verbs, which are one type of multi-word verbs. In the second section, I will talk about another type of multi-word verb, the prepositional verbs. In the third section, I will focus on those multi-word verbs known as phrasal prepositional verbs and in the fourth section I will deal with combinations of basic verbs plus noun phrases and prepositions.

In my first section, I will deal with the multi-word verbs. Multi-word verbs are combinations of basic verbs plus one or more particles. These particles can be either an adverb (i.e. look up) or a preposition (i.e. look at). There are some other combinations such as basic verbs+adverb+preposition(i.e. stay away from), basic verbs+noun phrases+preposition(take care of) and basic verbs+adjectives(set free, go blind, get dressed).

It is important to bear in mind that a multi-word verb is still a verb (get vs.get up) whose meaning may be literal, that is, can be guessed from the elements that compose the multi-word verb (i.e. run away, go into) or whose meaning cannot be guessed from the individual parts that form that multi-word verb (i.e. look at, look into, put up with). Those combinations whose meaning cannot be guessed must be learnt as units.

Multi-word verbs can be either transitive, those verbs that can take a direct object (e.g. He looked for the umbrella) or intransitive which those verbs which cannot take direct object. ( e.g. Look out! Car coming!). There are some multi-word verbs combinations which may be transitive or intransitive depending on the context they are used. (e.g. Take your shoes off). Here the direct object is used so the verb is transitive and in the example e.g. The plane took off at the airport. The verb here is intransitive so the direct object is not needed.

There are four main types of multi-word verbs: 1. Phrasal verbs (Verbs+adverbs) 2. Prepositional Phrases (Verbs+prepositions) 3. Phrasal prepositional verbs ( Verbs+adverbs+prepositions and 4. Combinations of verbs+noun phrases+prepositions(i.e.take care of) or verbs+ adjectives(i.e. get dressed).

Once I have dealt with the main features of multi-word verbs, I am going to focus on the phrasal verbs. Phrasal verbs are combinations of verbs+adverbs or at least a closed set of adverbs such as away, on, in, among others. The stress of the phrasal verbs falls on the adverb, never on the verb. e.g. He called ‘UP his father . Check that stress falls on the adverb even if the adverb is in the final position. e.g. Bisbal and Chenoa did not love each other so they broke ‘UP. Phrasal verbs may be intransitive so they do not take a direct object or transitive, those verbs that can take a direct object. Check that the direct object can precede or follow the adverb. e.g. Mary turned the light on or Mary turned on the light. Check that the direct object never follows the adverb when a personal pronoun appears. e.g. Mary turned it on. BUT NOT* Mary turned on it. However the direct object always follows the adverb when the noun phrase is long, for example, when a subordinate sentence appears. e.g. Mary turned on the light which was on the bedtable. Phrasal verbs can be very idiomatic expressions(i.e. give up, call off) but they can also be easily understood from the meaning of the verb and the adverb (i.e. come in as in e.g. The guests came in) but semantically speaking, phrasal verbs are highly idiomatic expressions.

Now I am going to move to my second section so I am going to deal with the prepositional verbs. Prepositional verbs are combinations of basic verbs plus prepositions. Semantically speaking, prepositional verbs are combinations which can be easily understood from their individual parts but this is not sometimes true when we have highly idiomatic prepositional verbs such as (i.e.take to, go into).  These combinations can be either transitive or intransitive. When the prepositional verbs are transitive so they can take the direct object, this direct object never precedes the preposition unlike the phrasal verbs. Here we have the phrasal verb call up and we can say He called his father up. The object is between the verb and the adverb but in the case of call on (prepositional verb) we must say. He called on his family and it is incorrect to say * He called his family on. However, unlike phrasal verbs, prepositional verbs admit adverbs between the verb and the preposition and the preposition can be followed by a relative clause and that cannot happen with the phrasal verbs. Examples: He called clearly on his family BUT NOT He called clearly up father up.  It is correct to say The man on whom visited is his father BUT NOT *The man up whom he visitied is his father. The stress of a prepositional phrases always falls on the verb, unlike phrasal verbs. e.g. Don’t ‘LOOK at me!  Check that the noun phrase in the prepositional verbs admit the passive transformation in many cases. e.g. He called on his family can be transformed into His family was called on (by him). In some other cases, the passive is admitted when modal verbs are part of the sentence. They can’t walk over the lawn is transformed into The lawn can’t be walked over.

Now I am going to deal with the phrasal prepositional verbs. These combinations are formed with basic verbs plus adverb+preposition. The stress falls on the the adverb or preposition, never on the verb and they can be transtive but the direct object always follows the adverb plus the preposition cut down on sugar. The direct object is never placed between the verb and the adverb+preposition. These combinations can be very idiomatic or they can just be guessed from the meaning of their individual parts. (i.e. stay away from) or we can come across fused combinations (e.g. put up with). They can sometimes occur in the passive. e.g. Bad manners can’t be put up with.

Now I will deal the fourth section so I will deal with the introduction of some idiomatic units. These idiomatic units are composed by verbs+noun phrases+prepositions. These constructions resemble to the prepositional verbs. Good examples of this kind of multi-word verbs are: catch sight of, take care of, make use of among others and this kind of construction may have two possible passive transformations since we have two noun phrases.

e.g. They have made good use of the house is transformed into. 
       Good use had been made of the house or The house had been made good use of (informal)  

Now I am going to talk about the didactic implication of multi-word verbs. The Spanish Educational System in the Royal Decree 1631/2006 of Minimum Contents based on the Organic Law of Education start focusing students from the 1st cycle of CSE (Compulsory Secondary Education) until the post-compulsory stage (Bachillerato) on the question of multi-word verbs. Since the early stages of the CSE students get used to expressions such have dinner, get dressed, have breakfast or depend on, expressions which can be easily understood until highly idiomatic multi-word verbs in the stages of Bachillerato. The communicative approach we want to apply in class must avoid making students learning those highly idiomatic expressions by heart and we have to focus on the most used and make them use because this is an important topic of the L2 we are trying to teach and not an easy topic for Spanish/Catalan students of English. By matching the multi-word verbs with the one word verb, we must encourage the students to use these expressions because they are important in the target language.

To sum up, in this topic I have dealt with the main features of multi-word verbs and the phrasal verbs. After that, I have dealt with the prepositional verbs. Then, I have dealt with phrasal prepositional verbs and finally we have dealt some idiomatic units of verbs+nouns+prepositions and at the end we have talked about the didactic implications of the use of the multi-word verbs.

 


Song. Sick and Tired by Anastacia.

June 15, 2008

My love is on the line
My love is on the line
My love is on the line
My love is on the lineA little late for all the things you didn’t say
I’m not sad for you
But I’m sad for all the time I had to waste
‘Cause I learned the truth
Your heart is in a place I no longer wanna be
I knew there’d come a day
I’d set you free
‘Cause I’m sick and tired
Of always being sick and tired

Chorus:
Your love isn’t fair
You live in a world where you didn’t listen
And you didn’t care
So I’m floating
Floating on air

Oh.. yeah…

No warning of such a sad song
Of broken hearts
My dreams of fairy tales and fantasy, oh
Were torn apart
I lost my peace of mind
Somewhere along the way
I knew there’s come a time
You’d hear me say
I’m sick and tired
of always being sick and tired

(Chorus 2x)

My love is on the line
My love is on the line
My love is on the line
My love is on the line

My love is on the line

(Chorus)

 


Ein Lied. Symphonie by Silbermond.

June 14, 2008

Sag mir was ist bloß um uns geschehn
Du scheinst mir auf einmal völlig fremd zu sein
Warum geht’s mir nich mehr gut
Wenn ich in deinen Armen liege
Ist es egal geworden was mit uns passiert
Wo willst du hin ich kann dich kaum noch sehn
Unsre Eitelkeit stellt sich uns in den Weg
Wollten wir nicht alles wagen
Haben wir uns vielleicht verraten
Ich hab geglaubt wir könnten echt alles ertragen
Symphonie
Und jetzt wird es still um uns
Denn wir steh’n hier im Regen
Haben uns nichts mehr zu geben
Und es ist besser wenn du gehst
Denn es ist Zeit
Sich ein zu gestehn dass es nicht geht
Es gibt nichts mehr zu reden
Denn wenn es regnet
Ist es besser aufzugeben

Und es verdichtet sich die Stille über uns
Ich versteh nich ein Wort mehr aus deinem Mund
Haben wir zu viel versucht
Warum konnten wir’s nich ahnen
Es wird nich leicht sein das alles einzusehn

Symphonie
Und jetzt wird es still um uns
Denn wir steh’n hier im Regen
Haben uns nicht’s mehr zu geben
Und es ist besser wenn du gehst

Irgendwo sind wir gescheitert
Und so wie’s ist so geht’s nich weiter
Denn das Ende ist schon lang geschrieben
Und das war unsre

Symphonie
Und jetzt wird es still um uns
Denn wir steh’n hier im Regen
Haben uns nicht’s mehr zu geben
Und es ist besser wenn du gehst

Denn es ist Zeit
Sich ein zu gestehn dass es nich geht
Es gibt nicht’s mehr zu reden
Denn wenn’s nur regnet
Ist es besser aufzugeben
 
 

 

 


P.D. James. The English detective novel woman. (1920-present)

June 8, 2008

P.D James was born in Oxford the 3rd of August 1920. When she was 11, she moved to Cambridge to study at the Cambridge High School for Girls. After that, she began to work as an administrator for the NHS (National Health Service) and there she worked for almost 20 years from 1949 to 1968. Working in the NHS helped P.D. James to get acquainted with the UK’s vast bureaucracies and helped her to establish the arenas and background of these novels. Shroud for a Nightingale, The Black Tower, A Mind to Murder, novels that take place having the NHS as a background. When she finished working for NHS, she began to work for the Home Office as a principal first for the Police and then for the Criminal Law Department until she retired in 1979 to devote herself to full time writing. Although she was retired she continued her “professional career”. She was Governor of the BBC, Chairman of the President Advisory Panel and President of the Society of Authors. She received the OBE (Officer of the Order of the British Empire) in 1983 and she was appointed life peer in 1991 and she was known from that moment Baroness James of Holland Park. Until now she has written 19 novels that we are going to comment in the following paragraph.

 

According to themes, characters and style P.D. James has upgraded and expanded the mystery writing and that those novels, starring Adam Dalgliesh, fit the mainstream criteria of novels as much as they do as the mystery writing.  James’s strengths are characterization, her ability to create atmosphere, her plots rich in detail and her many years of experience in the Home Office add a complex stratum of insider’s knowledge. P.D. James’s style is literate, her plots complicated with abundant clues and her solutions a surprise.

 

Among her most famous novels, I must mention the following:

Cover Her Face (1962) . The main protagonist is the young Scotland Yard detective, Adam Dalgliesh, who is described by other characters such as young, handsome and attractive detective, an unusual appearance for a detective. This novel uses an accurate prose full of emotional charge as well as in characterization. A year later A Mind to Murder has got the same features as Cover Her Face. In 1972 she released An Unsuitable Job for a Woman.  Here the female sleuth Cordelia Gray, an independent detective with an office in the Soho offers the female point of view of the detective job. Cordelia Gray goes melodramatic moments. In 1975, she released The Black Tower which offers classical detective stories considerations where she offers an insightful grasp in the topic of death, a topic which she had always avoided. In 1980 she published her Innocent Blood, a mainstream novel where she talks about a topic not used in contemporary fiction: the nature of love. In 1982 she published Children of Men and in 2001 Holy Orders in which she offers an insightful grasp of the Anglican Church hierarchy where a murder takes place at an Anglican college. To sum up, it his The Murder Room, her last Dalgliesh’s detective novel.   

 

 


2nd ESO and 3rd ESO. Song Relax(Take it Easy) by Mika.

June 5, 2008

Hello students.

Here we go again. In my blog, you can check the lyrics and enjoy the clip again of this fantastic song we have worked today. Now, relax and study for the rest of your exams.

 

 

Took a right to the end of the line

Where no one ever goes.

Ended up on a broken train with nobody I know.

But the pain and the (longings) the same.

(Where the dying

Now I’m lost and I’m screaming for help.)

 

Relax, take it easy

For there is nothing that we can do.

Relax, take it easy

Blame it on me or blame it on you.

 

It’s as if I’m scared.

It’s as if I’m terrified.

It’s as if I scared.

It’s as if I’m playing with fire.

Scared.

It’s as if I’m terrified.

Are you scared?

Are we playing with fire?

 

Relax

There is an answer to the darkest times.

It’s clear we don’t understand but the last thing on my mind

Is to leave you.

I believe that we’re in this together.

Don’t scream – there are so many roads left.

 

Relax, take it easy

For there is nothing that we can do.

Relax, take it easy

Blame it on me or blame it on you.

 

Relax, take it easy

For there is nothing that we can do.

Relax, take it easy

Blame it on me or blame it on you.

 

Relax, take it easy

For there is nothing that we can do.

Relax, take it easy

Blame it on me or blame it on you.

 

Relax, take it easy

For there is nothing that we can do.

Relax, take it easy

Blame it on me or blame it on you.

 

It’s as if I’m scared.

It’s as if I’m terrified.

It’s as if I scared.

It’s as if I’m playing with fire.

Scared.

It’s as if I’m terrified.

Are you scared?

Are we playing with fire?

 

Relax

Relax 


Song. Umbrella by Rhianna.

June 3, 2008

 Activities taken from www.isabelperez.com

1.Listen to the first verse of this song and complete the gaps with the right words. What do all these words have in common?

 

        rain, precipitation, clouds, storms, rainy, sunshine, weather

 

 

(Jay-Z)
Ahuh Ahuh (Yea Rihanna)
Ahuh Ahuh (Good girl gone bad)
Ahuh Ahuh (Take three… Action)
Ahuh Ahuh

No …………………… in my stones
Let it ……………………………., I hydroplane in the bank
Coming down with the Dow Jones
When the ………………………………. come we gone, we Rocafella
We fly higher than …………………………………….
And G5’s are better, You know me,
an anticipation, for …………………………….. Stacked chips for the ………………………..day
Jay, …………………………… Man is back with little Ms. …………………………………….
Rihanna where you at?

2. Listen to the third verse and fill in the words with the words below.

 

               

hearts, cars, worlds, always, magazines
 
 
 
 

 

You have my ________________

And we’ll never be _____________ apart.

Maybe in _________________,

But you’ll still be my star
Baby cause in the dark
You can’t see shiny _____________
And that’s when you need me there
With you I’ll _____________ share
Because

 

3 . Listen to the chorus and try to match the two parts of each sentence. Then, translate the whole verse and explain what it means.

 

When the sun shines                             I’m-a stick it out ’til the end

Told you                                               be your friend

Said I’ll always                                     I’ll be here before

Took an oath,                                         we’ll shine together

Now that it’s raining                              have each other

Know that we’ll still                               under my umbrella

You can stand                                        more than ever

 

4.  Listen to this verse and choose the right word for each gap.

 

These clumsy/fancy things
Will never come in between
You’re apart/far of my entity/infinity
Here for entity/infinity
When the war/world has dealt its card/part
When the war/world has dealt its card/part
If the hand is heart/hard
Together we’ll mend your heart/hard because

 

5.  Listen to this final verse and complete the gaps (the first letter and the number of letters are indicated in each gap).

Then, translate the verse.

 

You can r_ _into my arms
It’s okay, don’t be alarmed
Come into m_
There’s no d_ _ _ _ _ _ _ in between our l_ _ _
So go on and l_ _ the rain pour
I’ll be all you n _ _ _ and more
because

 

6. Complete the table with the words in the box according to the vowel sound.

verse, heart, hard, arms, more, card, part, apart, far, storm, war, world, star, word,

 

/ɜː/

 /ɑː/

 /ɔː/

     

 

 


Irregular Verbs. Revision of Irregular Past Forms.

June 1, 2008

Revision for students of 1st of ESO and 2nd of ESO. Do you remember these forms?

Go for it!!!