Teaching with music

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TEACHING WITH MUSIC
Including songs by Kate Perry, 
Coldplay and many more!
English Activities ready to print!
ne of the biggest challenges facing the language teacher is 
motivating students who have different expectations, levels of 
knowledge and speeds at which they learn.
One of the resources that is most valued by teachers and which most 
motivates students is working with songs. And that’s no big surprise; 
after all, international hits are present in the students’ everyday lives 
(and of the teachers, too) in all sorts of situations: from nightclubs to 
earphones, from YouTube to cell phone ringing tones. This kind of work 
puts students in touch with other languages and cultures so that they can 
learn while enjoying themselves. It also brings successful songs into the 
school, giving the teacher another trump card to play in the classroom.
To meet your needs, we have created the Teaching with Music Activity 
Notebook for you, the teacher! Our hope is that this material, together 
with our books, will optimize your teaching practices and involve the 
whole class leading to increased learning.
O
Presentation
TIPS:
1. If necessary, the students can help by downloading 
the music: all you need to do is arrange it with them 
earlier. Ensure you have the appropriate audio or 
video equipment which may well include a cell phone.
2. While carrying out the activities, make use of the class 
motivation to divide it up so that stronger students 
are able to help the weaker ones. 
Usage Guidelines 
Student’s Material
I Counting Stars, by OneRepublic 
II Lucky, by Jason Mraz & Colbie Caillat
III Rise, by Katy Perry
IV The 3Rs, by Jack Johnson
V Treat You Better, by Shawn Mendes 
VI Yellow, by Coldplay 
VII You Gotta Be, by Des’ree 
Teacher’s Material
I Counting Stars
Teacher’s notes 
Lyrics and translation
II Lucky
Teacher’s notes
Lyrics and translation 
02
03
06
09
12
15
18
21
24
25
26
27
Summary
28
29
30
31
32
33
34
35
36
37
38
III Rise
Teacher’s notes 
Lyrics and translation
 
IV The 3Rs
Teacher’s notes 
Lyrics and translation
 
V Treat You Better
Teacher’s notes 
Lyrics and translation 
VI Yellow
Teacher’s notes
Lyrics and translation 
VII You Gotta Be
Teacher’s notes 
Lyrics and translation
Educational Services 
Usage Guidelines
Let’s get started
In this box, the students will get to know curious 
facts about the song, the artist or the context of the 
words. The students might know the song and/or 
the performer and may be able to add some more 
information, as well as expressing opinions and 
musical preferences.
Pre-listening
The aim of these activities is to prepare the 
students for the main listening task and to put 
them in contact with subjects and topics that will 
be relevant to understanding the song. As for any 
possible vocabulary questions, let the students know 
beforehand that either you will clear them up directly 
or help them use a bilingual dictionary.
While listening
At this stage, the students should carry out a task while they are listening to 
the song. Before playing the song, request that they read the words and the 
proposed activity. Clear up any doubts or allow them to exchange ideas among 
themselves for a limited amount of time. Play the song twice. If necessary, 
allow students to compare their answers before playing the song a third time.
Lyrics and Translation
In this section you will find the 
words and a translation. You 
may take photocopies in order to 
maximize exploitation of the song 
focusing on reading comprehension. 
Guidelines for Teachers
Present the link to the song on 
Youtube; the teaching aims, 
suggestions for usage together with 
our published teaching material; 
and the answers to each activity. 
After listening
Because these are more 
interpretative, at this stage it 
might be more productive to 
allow the students to work in 
pairs or groups so that they 
can exchange opinions and 
personal experiences and/or use 
reference material to do some 
research. You can, at anytime, 
revise any linguistic topics listed 
on the teacher guideline sheets.
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Pre-Listening
1. The underlined words in the sentences are important to understand Counting Stars. Match them to their definition.
a. Sometimes Ashley loses sleep over her school exams. She always wants to get the best grades.
b. Every time I come across a church, I feel the urge to get inside, kneel down and pray for some minutes.
c. When I was a child, I loved to see the way my mom’s earrings would swing every time she moved her head.
d. During his track in the jungle, Lukas grabbed a vine to help him walk over the bridge that crossed the river.
e. My grandma is a bold and determined woman. Although she is 70, she has decided to do a parachute jump. 
f. Since there wasn’t much the firefighters could do at that point, the family just watched in consternation their house burn to the ground. 
[ ] Be destroyed by fire.
[ ] Make regular movements from one side to another.
[ ] A plant with long stems that attaches itself to another plant or tree.
[ ] Be unable to rest your mind and body by closing your eyes because you are too worried about something.
[ ] Speak to God in order to say thanks or ask for help or comfort.
[ ] Not afraid of taking risks and making difficult decisions.
2. Read some of the most significant lines in Counting Stars. What do they say about the song? Write down your ideas.
 “Said no more counting dollars
 We'll be counting stars
 Yeah, we'll be counting stars”
Name: ________________________________________________________________________________________________ Date: ______ /______ /_______
STEP
I 21 3
SONG
Counting Stars | OneRepublic
by Ryan Teder
Let’s Get Started...
Lead vocalist Ryan Tedder and guitarist Zach Filkins formed One Republic in Colorado, U.S., in 2002. They first drew attention 
on MySpace, a social networking website that was popular among musicians who wanted to break into the industry, but only 
had their first hit with Apologize, in 2005. Besides Tedder and Filkins, Drew Brown (guitar), Brent Kutzle (bass guitar) and Eddie 
Fisher (drums) also make part of the band.
Released in the album Native (2013), Counting Stars has become One Republic’s most popular song, reaching number one in 
several countries, such as the United Kingdom and Canada. It is a folk pop song with a disco beat, written by lead vocalist Ryan 
Tedder. Its music video has reached over 1.9 billion views on YouTube so far.
Source: http://en.wikipedia.org/wiki/OneRepublic; http://www.songfacts.com/facts-onerepublic.php; http://en.wikipedia.org/wiki/Counting_Stars
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STEP
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SONG
COUNTING STARS | ONEREPUBLIC
While Listening
3. Listen to the song Counting Stars. Pay special attention to the underlined sentences. 
Cross out an extra word – or words – in each of them.
Counting Stars
One Republic
Lately I’ve been, I’ve been losing sleep
Dreaming about the things that we could be
But baby I’ve been, I’ve been praying hard
Said no more counting dollars
We'll be counting stars
Yeah, we'll be counting stars
(a) I see this wonderful life
Like a swinging vine
(b) Swing my heart wildly across the line
In my face’s flashing signs
(c) Seek it out and you shall find love
Old, but I'm not that old
Young, but I'm not that bold
(d) And I don't think the whole world is sold
I'm just doing what we're told
(e) I feel something so right about us
Doing the wrong thing
I feel something so wrong
But doing the right thing
I could lie, could lie, could lie
(f) Everything that kills me makes me feel so alive
[Chorus]
Lately I’ve been, I’ve been losing sleep
Dreaming about the things that we could be
Baby I’ve been, I’ve been praying hard
Said no more counting dollars
We'll be counting stars
Lately I’ve been, I’ve been losing sleep
Dreaming about the things that we could be
But babyI’ve been, I’ve been praying hard
Said no more counting dollars
We'll be, we'll be counting stars
(g) I feel the love between us
And I feel it burn
(h) Down this river of love every turn
Hope is a four-letter word
(i) Make that money grow
Watch it burn
Old, but I'm not that old
Young, but I'm not that bold
(j) And I don't think the entire world is sold
I'm just doing what we're told
(k) I feel something so wrong about life
But doing the right thing
I could lie, could lie, could lie
(l) Everything that drowns me makes me wanna fly high
[Chorus]
Take that money and watch it burn
Sink in the river the lessons I learned (4x)
Everything that kills me makes me feel alive
[Chorus]
Take that money and watch it burn
Sink in the river the lessons I learned (4x)
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STEP
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SONG
COUNTING STARS | ONEREPUBLIC
After Listening
4. Now that you have listened to the song, take a look at the images and check your predictions about the lines below in Activity 2.
 “Said no more counting dollars
 We'll be counting stars
 Yeah, we'll be counting stars”
 
5. There are references to religion and philosophy in Counting Stars. Find the lines the comments refer to.
a. This line refers back to the line “I‘ve been praying hard” and alludes to the Bible verse “…seek, and you shall find” from Mathew 7:7. 
b. This line plays with philosopher Friedrich Nietzche’s quote “That which does not kill us makes us stronger”.
6. Work in small groups. In an interview to Billboard, Ryan Tedder talked about Counting Stars and its album, Native. 
Read the excerpt. Then, discuss the questions in your group.
Billboard: Given "Counting Stars"' uplifting, faith-based message, it must be gratifying to be connecting with such a 
meaningful song.
RT: I think it's our responsibility as a band, and what separates us from everyone else. I took that from being a fan of U2 for two 
 decades now, since "Achtung Baby." To this day, they might be the only band on that level who sings about things other than 
 just boy-girl troubles or the kind of selfish, "I'm a badass" stuff. […] I felt a responsibility to actually write and sing about things 
 that have a level of human gravity to them. If everybody else sings about sex and love and lust and money, then somebody's 
 gotta be singing about life and faith and hope and things of that nature. 
 Source: http://www.billboard.com/articles/columns/pop-shop/5800825/ryan-tedder-qa-on-onerepublics-counting-stars-new-beyonce-bonos
a. Do you think singers and bands should worry about writing and singing “about things that have a level of human gravity to 
 them”? Why (not)? 
b. What kind of music do you prefer listening to – songs with light lyrics and topics or songs that discuss more serious issues? Why?
c. What is your favorite song? What is it about? Why do you like it so much?
a. counting sheep b. counting money c. counting stars
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Name: ________________________________________________________________________________________________ Date: ______ /______ /_______
STEP
I I 21 3
SONG
Lucky | Jason Mraz & Colbie Caillat
Let’s Get Started...
American singer and songwriter Jason Mraz started his musical career playing at coffee shops in San Diego, California. He 
reached commercial success in 2005, with the release of Mr. A-Z, his second album. International success came in 2008, with the 
hit I’m Yours, which is the main track of his third studio album, We Sing. We Dance. We Steal Things.
Lucky, featuring singer Colbie Caillat, is also in Mraz’s third album. He came to know Caillat through MySpace, a social networking 
website that was popular among musicians who wanted to break into the industry. Mraz said in an interview that Lucky “was written 
back and forth with Colbie Caillat over e-mail”. The song won the 2010 Grammy Award for Best Pop Collaboration with Vocals. 
Sources: http://www.songfacts.com/detail.php?id=11685; https://en.wikipedia.org/wiki/Lucky_(Jason_Mraz_and_Colbie_Caillat_song); https://en.wikipedia.org/wiki/Jason_Mraz
Pre-Listening
1. Do you consider yourself to be a lucky person? Why (not)? 
Write about things you have or that happened to you which 
make you think you are (un) lucky.
2. Work in small groups. Share your ideas from Activity 1 with your classmates. 
3. The words on the left column will help you understand the lyrics of Lucky. Try to match them to the definitions on the right. 
a. whisper [ ] a gentle wind
b. hard [ ] difficult 
c. sail [ ] travel across an area of water in a boat
d. breeze [ ] turn around very quickly
e. spin [ ] something you say in a very quiet voice
4. Now use the words in Activity 3 to complete the sentences. Pay attention to verb and noun forms.
a. It is always _______________ to say goodbye to someone you love.
b. A small boat _______________ through shark-infested waters off the coast of South Africa yesterday.
c. Alice could lie on her bed and watch the ceiling fan _______________ above her head for hours. 
d. Jake’s brown hair kept blowing in the cool afternoon _______________ as he was riding his bike.
e. The students who were cheating during the final exams kept talking in _______________, so that the teacher couldn’t hear them.
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STEP
I I 21 3
SONG
LUCKY | JASON MRAZ & COLBIE CAILLAT
While Listening
5. Listen to the song Lucky. Complete the lyrics with the words in the second column – not all the words will be used.
Lucky
Jason Mraz & Colbie Caillat
Do you (a) ____________ me?
I’m talking to you
Across the water
Across the deep blue (b) ____________
Under the (c) ____________ sky
Oh my, baby I’m trying
closed ocean
hear open
listen to sea 
Boy I hear you in my (d) ____________
I feel your (e) ____________ across the sea
I keep you with me in my heart
You make it easier when life gets (f) ____________
dreams prayers
easy voice
hard whisper
Lucky I’m in love with my best friend
Lucky to have been (g) ____________ I have been
Lucky to be coming (h) ____________ again
back home 
doing where
They don’t (i) ____________ how long it takes
Waiting for a (j) ____________ like this
Every time we say goodbye
I wish we had one more (k) ____________
I’ll wait for you, I (l) ____________ you I will
hug love
kiss person
know promise
learn tell
[Chorus]
Lucky I’m in love with my best friend
Lucky to have been (m) ____________I have been
Lucky to be coming (n) ____________again
Lucky we’re in love in every way
Lucky to have stayed where we have stayed
Lucky to be coming home (o) ____________
back someday 
doing somehow
home where
And so I’m (p) ____________ through the sea
To an island where we’ll (q) ____________
You’ll hear the (r) ____________ fill the air
I’ll put a (s) ____________ in your hair
be together rose
flower sailing
meet song
music traveling
Though the (t) ____________, through the trees
Move so (u) ____________, you’re all I see
As the world keeps (v) ____________ round
You hold me right here right now
[Chorus]
breezes smoothly
pretty turning
spinning wind
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STEP
I I 21 3
SONG
LUCKY | JASON MRAZ & COLBIE CAILLAT
After Listening
6. Now that you have listened to the song, what kind of luck are the song narrators talking about? 
Did you mention it in your notes in Activity 1? 
7. What are two themes of the song? Check .
[ ] a. Arguments between best friends.
[ ] b. The importance of friendship in hard times.
[ ] c. The good fortune of being in love with a friend. 
[ ] d. The difficulties of sailing across the sea.
[ ] e. Long-distance love relationships.
[] f. Different types of good luck and their consequences.
8. Work in small groups. Discuss the questions.
a. Do you think that falling in love with someone who loves you back is a matter of luck? Why (not)? 
b. Have you ever fallen in love with a friend? If you feel comfortable, talk about how it happened.
c. Some people believe it is easier to date someone who is already your friend. Do you agree? Why (not)?
d. What is your opinion about long-distance relationships?
9. Read an imaginary e-mail message sent from the male narrator of the song to the female narrator. 
Then, write her reply on a separate sheet of paper.
To: julietinlove@woohoo.net
Subject: Miss u
My dear love,
I arrived at Santorini yesterday. It is a wonderful place, just as we imagined. The sea is deep 
blue and the sun shines so brightly in the sky. 
My heart is gloomy, though… and you know why. It is hard to enjoy the island while you’re 
not by my side. I’ll be counting the minutes till you arrive. I wanna share all this beauty with 
my best friend, the love of my life.
I’ll be waiting for you at the airport tomorrow, at 10. You’re lucky to be traveling to 
Santorini by plane. The ferryboat journey was smooth, but long – it took me 7 hours to get 
here from Athens! I talked to you in my thoughts, so that time would go by faster <3.
Well, I hope you have a safe and smooth journey.
Sleep well, my love!
Yours,
Romeo
PHOTOCOPIABLE
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Name: ________________________________________________________________________________________________ Date: ______ /______ /_______
STEP
I I I 21 3
SONG
Pre-Listening
1. Work in pairs. The word “rise”, the title of Katy Perry’s song, has several meanings as a verb. 
Look some of them up in a dictionary.
 
2. Analyze the meanings you listed in Activity 1. 
Which do you think is most likely to be the meaning of “rise” in the song? Check .
3. Read the sentences. Match the underlined words to their meaning.
a. Daniel was the archetype of the bully: strongly-built, authoritarian and arrogant.
b. Although Gabrielle injured her leg two months before the Olympics, she never lost faith in her ability to get a medal.
c. The stadium was in a complete state of mayhem and madness after the fight between the supporters of the two teams.
d. After all the difficulties to find sponsorship, our basketball team is finally thriving and participating in the state championship.
e. After intense physical activity, athletes’ veins might pop out, but the blood flow continues to be the same.
[ ] blood vessels
[ ] a state of wild and chaotic activity
[ ] a very typical example of a certain person or thing
[ ] complete trust or confidence in someone or something, or a spiritual conviction
[ ] growing or develop well or vigorously
Rise | Katy Perry
Let’s Get Started...
Katy Perry’s Rise was released in July 2016, as a theme song for the coverage of the 2016 Olympics by NBC, an 
American TV network. At the time it was released, Perry stated that “This is a song that’s been brewing inside me 
for years, that has finally come to the surface”. In an interview to Mashable, she added that the song is “…a little 
bit like the story of the phoenix, about overcoming… rising up again and finding that inner strength again and 
again, that’s a lifelong theme for me.”
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STEP
I I I 21 3
SONG
RISE | KATY PERRY
While Listening
4. Listen to the song Rise. Fill in the blanks with the words from the box.
Rise
Katy Perry
1 I won’t just (a) _____________
2 Oh, you will see me thrive
3 Can’t (b) _____________ my story
4 I’m beyond the archetype
5 I won’t just conform
6 No (c) _____________ how you shake my core
7 Cause my roots, they run deep, oh
8 Oh ye of so little faith
9 Don’t doubt it, don’t doubt it
10 (d) _____________ is in my veins
11 I know it, I know it
12 And I will not (e) _____________
13 I’ll fight it, I’ll fight it
14 I will (f) _____________
15 When, when the fire’s at my (g) ____________ again
16 And the vultures all start circling
17 They’re whispering, “you’re out of (h) _____________. “
18 But still, I rise
19 This is no (i) _____________, no accident
20 When you think the final nail is in, think again
21 Don’t be surprised, I will still rise
22 I must stay conscious
23 Through the madness and (j) _____________
24 So I call on my (k) _____________
25 They say
26 Oh ye of so little (l) _____________
27 Don’t doubt it, don’t doubt it
28 Victory is in your veins
29 You know it, you know it
30 And you will not negotiate
31 Just (m) _____________ it, just fight it
32 And be transformed
33 Cause when, when the fire’s at my feet again
34 And the (n) _____________ all start circling
35 They’re whispering, “you’re out of time”
36 But still, I rise
37 This is no mistake, no (o) _____________
38 When you think the final (p) _____________ is in, think again
39 Don’t be surprised, I will still rise
40 Don’t doubt it, don’t doubt it
41 Oh oh, oh oh
42 You know it, you know it
43 Still (q) _____________
44 Just fight it, just fight it
45 Don’t be surprised, I will still rise 
accident • angels • chaos • faith • feet • fight 
matter • mistake • nail • negotiate • rise • survive 
time • transform • victory • vultures • write
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STEP
I I I 21 3
SONG
RISE | KATY PERRY
After Listening
5. Now that you have listened to the song Rise, check your predictions for the meaning of the word in the song, which you 
discussed in Activity 2.
6. What is the main theme of the song? 
[ ] a. human resilience [ ] c. dreams vs. reality
[ ] b. unrequited love [ ] d. religious belief
10. Work in small groups. Discuss the following questions.
a. Can you find in the song words related to the world of sports? Circle all of them.
b. Do you think the song was an appropriate choice for the news coverage of the Rio Olympics? Why (not)? 
c. Think of a challenging situation you faced in your life. How did you deal with it? Did the practice of sports help you in anyway?
[ ] Still I Rise
Maya Angelou
You may write me down in history
With your bitter, twisted lies,
You may trod me in the very dirt
But still, like dust, I'll rise.
Does my sassiness upset you?
Why are you beset with gloom?
'Cause I walk like I've got oil wells
Pumping in my living room.
[ ] The Hours Rise Up Putting Off Stars And It Is 
E. E. Cummings
dawn
into the street of the sky light walks scattering poems
on earth a candle is
extinguished the city
wakes
with a song upon her
mouth having death in her eyes
9. Work in pairs. Read the initial lines of two poems with the word “rise” in its title. 
One of them is considered to be an inspiration for the song. Which one is it?
8. In the following lines of the song Rise, the words in bold have a figurative meaning. 
What do you think the lines mean? Work in pairs.
a. “No matter how you shake my core” 
b. “Cause my roots they run deep” 
c. “And the vultures all start circling” 
d. “When you think the final nail is in” 
7. Check the best meaning for the following lines from the song.
b. “Victory is in my veins”
[ ] I’m a very healthy person. 
[ ] I’m a successful, winning person.
c. “Cause when, when the fire’s 
 at my feet again”
[ ] Because when I recover my strength.
[ ] Because when I am on fire again.
d. “I will still rise”
[ ] I will fly away and escape. 
[ ] I will face the challenges.
[ ] I’m not a typical person. 
[ ] I’m not a hero.
a. “I’m beyond the archetype” 
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Name: ________________________________________________________________________________________________ Date: ______ /______ /_______
STEP
IV 21 3
SONG
Pre-Listening
1. You are going to listen to a song called The 3Rs, by Jack Johnson. 
What do you think the three “Rs” in the title of the song stand for? Check three words.
[ ] a. Restore [ ] g. Raise[ ] b. Race [ ] h. Reach 
[ ] c. Reduce [ ] i. Rebuild
[ ] d. Respect [ ] j. Recall
[ ] e. Roll [ ] k. Recycle
[ ] f. Reuse [ ] l. Run
2. Work in small groups. Analyze the images. How could they be related to the song? 
Discuss with your classmates and write down some ideas.
The 3Rs | Jack Johnson
Let’s Get Started...
American singer Jack Johnson was born in Hawaii, in 1975, and started playing the guitar when he was a teenager. He has 
sold millions of albums since his first record, in 2001, but his first official musical work was the composition of two songs for 
a low-budget surfer movie called Thicker Than Water, which soon became a cult hit.
The 3Rs was written by Jack Johnson in 2006, as one of the songs for the soundtrack of the movie Curious George. A 
professional surfer in his teenage years, Johnson is deeply worried about the environment and sustainability. In 2003, he 
and his wife Kim founded the Kokua Hawaii Foundation, which helps kids to connect to their food through school gardens, 
recycling programs and farm field trips. 
Sources: https://www.usatoday.com/story/life/music/2015/04/18/jack-johnson-green/25947893; https://jackjohnsonmusic.com/greening/2017
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STEP
IV 21 3
SONG
THE 3RS | JACK JOHNSON
While Listening
3. Listen to the song The 3Rs. There is at least one incorrect word in each stanza (except for the chorus). 
Cross them out and write the correct word in the last column.
The 3Rs
Jack Johnson
a. Three, it’s a magic number
Yes it is, it’s a super number
b. Because two times three is six
three plus six is eighteen
c. And the seventeenth letter in the alphabet is “R”
We’ve got three R’s
We’re gonna discuss about today
We’ve got learn to
[Chorus]
Reduce, Reuse, Recycle
Reduce, Reuse, Recycle
Reduce, Reuse, Recycle
Reduce, Reuse, Recycle
d. If you’re going to the market to buy some lettuce
You gotta take your own bags
And you learn to reduce your waste
We gotta learn to reduce
e. And if your brothers or your friends
Got some nice clothes
You can try them on
Before you buy some over those
Reuse
We have to learn to reuse
f. And if the first two R’s don’t work out
And if you gotta make some garbage
Well don’t make it all
Recycle [2x]
We gotta learn to reduce, reuse, recycle
[Chorus]
g. Because three, it’s a super number
Yes it is, it’s a magic… number
h. Three (x4)
Three, six, nine, twelve, sixteen
Three
Eighteen, twenty-one, twenty-four, twenty-eight
Three
Thirty, thirty-three, thirty-seven
Three
Thirty-three, thirty, twenty-seven
Three
Twenty-four, twenty-one, nineteen
Three
Fifteen, twelve, nine, six and
Three
It’s a magic number
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STEP
IV 21 3
SONG
THE 3RS | JACK JOHNSON
After Listening
4. Now that you have listened to the song, check your predictions about it in Activities 1 and 2. 
What do the 3Rs in the title of the song stand for? 
5. Which action does Jack Johnson suggest for each R? Read the song lyrics again and write his advice.
a. R ___________________________________: ______________________________________________________ 
b. R ___________________________________: ______________________________________________________ 
c. R ___________________________________: ______________________________________________________ 
6. Work in small groups. Think of other two pieces of advice for each R in Activity 5. Write them in the chart.
 
7. Work with a partner. At the end of The 3Rs, Jack Johnson plays with a sequence of numbers. Create a similar sequence, as 
a math challenge for your partner.
8. Work in small groups. Discuss the questions below.
a. In 2015, Jack Johnson became a Goodwill Ambassador for the United Nations Environment Program. Do you know any other 
 famous people who are involved with the protection of the environment?
b. What do you think of celebrities who embrace social and environmental causes?
c. Do you support any social or environmental cause? If so, which one? How do you support it?
a.
b.
c.
a. R______________________________ b. R______________________________ c. R______________________________
3Rs
PHOTOCOPIABLE 1
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Name: ________________________________________________________________________________________________ Date: ______ /______ /_______
STEP
V 21 3
SONG
Treat You Better | Shawn Mendes
Let’s Get Started...
Shawn Mendes was born on August 8, 1998 in Toronto, Canada. He started his musical career in 2013, posting cover videos 
on the social video app Vine. He picked up millions of followers in a few months, becoming famous for his 6-second snippets 
of popular songs – in his first video, he sang As Long As You Love Me, by Justin Bieber. Eventually, he signed with Island 
Records and launched his first single, Life is a Party, in June 2014. Treat You Better was released two years later, in 2016.
Source: http://www.imdb.com/name/nm6658398/bio; http://www.songfacts.com/detail.php?id=40316
Pre-Listening
1. When you think of the title of the song Treat You Better, what comes to your mind? 
What is the song about? Write your ideas in the mind map below.
Treat You Better
2. The verbs on the left are important to understand the lyrics of Treat You Better. Are you familiar with them? 
Try to match them to their definitions on the right.
a. deserve [ ] Have the right to something good (or bad) due to your actions and behavior.
b. lie [ ] Use your time doing a particular thing.
c. miss [ ] When something, such as money or time, are not used in an effective or sensible way.
d. seek [ ] Feel sad because you do not have something.
e. spend [ ] Deliberately say something that is not true.
f. waste [ ] Look for.
3. Now use the words in Activity 2 to complete the sentences. Pay special attention to verb forms.
a. Eric keeps _______________________ to his girlfriend about what he does on the weekend. He says he needs to study when he 
 actually goes out with his friends.
b. Alyssa ______________________ the time she was with Axel, the boy she dated while she lived in Canada as an exchange 
 student. She feels they were really happy together.
c. I think John is __________________________ his time with that girl. In my opinion, she doesn’t like him at all. She treats him badly.
d. Harper’s parents are worried about her. She _______________________ all her time texting her boyfriend, instead of studying 
 and interacting with her friends and family.
e. Don’t you think that Alice _________________________ someone better than Ethan? He’s not in love with anyone but himself! 
 She should find someone who is less self-centered…
f. Daniel has been ________________________ the love of his life on relationship apps, but I don’t think this is the right way to 
 find a girlfriend…
PHOTOCOPIABLE1
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STEP
V 21 3
SONG
TREAT YOU BETTER | SHAWN MENDES
While Listening
4. Listen to the song Treat You Better. In each underlined segment, circle the word(s) you hear.
Treat You Better
Shawn Mendes
I won’t lie to you
I know he’s just not (a) right / correct for you
And you can tell me if I’m off
But I see it (b) in your eyes / on your face
When you say that he’s the one that you want
And you’re spending all your time
In this wrong (c) relationship / situation
And anytime you want it to stop
I know I can treat you better than he can
And any girl like you deserves a gentleman
Tell me why are we wasting time
On all your wasted (d) shouts / crime
When you should be with me instead
I know I can treat you better
Better than he can
I’ll stop (e) time / my life for you
The second you say you’d like me to
I just wanna give you the (f) loving / kisses that you’re missing
Baby, just to wake up with you
Would be everything I need and this could be so (g) magic / different
Tell me what you want to do
[Chorus]
‘Cause I know I can treat you better than he can
And any girl like you deserves a gentlemanTell me why are we wasting time
On all your wasted (h) shouts / crime
When you should be with me instead
I know I can treat you better
Better than he can [2x]
Give me a (i) sign / moment
Seek my hand, we’ll be (j) fine / happy
Promise I won’t let you down
Just know that you don’t
Have to do this (k) alone / by yourself
Promise I’ll never let you down
I know I can treat you better [3x]
Promise I’ll never let you down
[Chorus]
Better than he can [3x]
PHOTOCOPIABLE 1
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STEP
V 21 3
SONG
TREAT YOU BETTER | SHAWN MENDES
After Listening
5. Now that you have listened to the song, check your predictions in Activity 1. What is its main theme? 
6. The theme of Treat You Better is a popular topic of love songs. Read the song excerpts. Check the one that has the 
same theme as Shawn Mendes’ hit.
7. Check the best meaning for the following lines. Pay attention to the context in which they are used.
a. “And you can tell me I’m off”
 [ ] And you can tell me I’m wrong. [ ] And you can tell me I’m in love with you. 
b. “Promise I won’t let you down”
 [ ] Promise I will love you a lot. [ ] Promise I will not disappoint you.
 
8. Work in small groups. Discuss the questions.
a. What do you think about the singer’s feelings towards the person he loves? Is it worth loving someone who is dating someone 
 else? Why (not)?
b. Have you ever fallen in love with someone who was in a relationship with another person? What was it like? How did you feel?
9. The video for Treat You Better shows scenes of abusive relationships and domestic violence and it ends with hotline 
numbers for victims of this type of aggression in the United States. Discuss the questions with your teacher and classmates.
a. Have you ever witnessed domestic violence or been in an abusive relationship? If so, what was your reaction? 
b. If you have never witnessed this type of aggression, what do you think you would do if you saw a person being assaulted by his/ 
 her partner?
c. Do you know if there are any ways to report this kind of aggression anonymously in Brazil? Or if there are any hotlines for victims?
[ ] Fake Love
Drake
“I've been down so long, it look like up to me
They look up to me
I got fake people showing fake love to me
Straight up to my face, straight up to my face”
[ ] Roar 
Katy Perry
“I used to bite my tongue and hold my breath
Scared to rock the boat and make a mess
So I sat quietly, agreed politely
I guess that I forgot I had a choice
I let you push me past the breaking point
I stood for nothing, so I fell for everything”
[ ] She Will Be Loved
Maroon 5
“Beauty queen of only eighteen
She had some trouble with herself
He was always there to help her
She always belonged to someone else”
[ ] Thinking Out Loud
Ed Sheeran
“And darling I will be loving you 'til we're 70
And baby my heart could still fall as hard at 23
And I'm thinking 'bout how people fall in love in 
mysterious ways
Maybe just the touch of a hand
Oh me I fall in love with you every single day
And I just wanna tell you I am”
PHOTOCOPIABLE1
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Name: ________________________________________________________________________________________________ Date: ______ /______ /_______
STEP
VI 21 3
SONG
Pre-Listening
1. Think of words you would associate with the color yellow. Use the mind map to organize your ideas.
Yellow | Coldplay
Let’s Get Started...
Lead vocalist and keyboardist Chris Martin and lead guitarist Jonny Buckland formed Coldplay in 1996, being joined by Guy 
Berryman (bassist) and Will Champion (drummer and backing vocalist) sometime later. The bandmates all came together 
while studying at the University College of London. 
They self-issued two EPs before signing with a record studio, in April 1999. Major success only came when the band’s first 
album, Parachutes, was launched in July 2000. The song Yellow made the former college students achieve worldwide fame 
in the same year. It also received wide critical acclaim – according to Rolling Stone’s journalist Brian Hiatt, Yellow is “a 
career-making record”.
Source: http://www.allmusic.com/artist/coldplay-mn0000775877/biography; https://en.wikipedia.org/wiki/Yellow_(Coldplay_song)
2. Work with a classmate. Compare your mind maps in Activity 1. Did you and your partner come up with similar ideas?
3. In the lyrics of Yellow, the words on the left column are used with the words on the right column. Match the words.
a. look at [ ] a song
b. write [ ] something beautiful
c. take [ ] the stars
d. turn into [ ] a line
e. draw [ ] my turn
4. Work in small groups. The underlined words in the sentences are important to understand the lyrics of Yellow. 
Discuss with your classmates what they mean.
a. The full moon was shining bright in the sky last night.
b. Kate broke a bone in her arm when she fell from a tree. 
c. The burglars jumped over a back wall to break into the house. 
d. Ugh! Your nose is bleeding! You’d better lie down to stop that…
YELLOW
PHOTOCOPIABLE 1
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STEP
VI 21 3
SONG
YELLOW | COLDPLAY
While Listening
5. Listen to the song Yellow. Number the stanzas in the order you hear them.
Yellow
Coldplay
[ ] It’s true, look how they shine for you,
Look how they shine for you
Look how they shine for...
Look how they shine for you [2x]
Look how they shine...
[ ] Look at the stars
Look how they shine for you
And everything you do
Yeah, they were all yellow
[ ] Look at the stars,
Look how they shine for you
And all the things that you do
[ ] I came along
I wrote a song for you
And all the things you do
And it was called “Yellow”
[ ] Your skin,
Oh yeah, your skin and bones
Turn into something beautiful
Do you know?
You know I love you so
You know I love you so
[ ] Your skin,
Oh yeah, your skin and bones
Turn into something beautiful
And you know
For you I’d bleed myself dry
For you I’d bleed myself dry
[ ] I swam across
I jumped across for you
Oh, what a thing to do
‘Cause you were all yellow
[ ] I drew a line
I drew a line for you
Oh, what a thing to do
And it was all yellow
[ ] So then I took my turn
Oh, what a thing to have done
And it was all yellow
PHOTOCOPIABLE2
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STEP
VI 21 3
SONG
YELLOW | COLDPLAY
After Listening
6. Compare your ideas for the word “yellow”, brainstormed in Activity 1, to the lyrics of Coldplay’s song. 
Were any of your ideas mentioned in the song? 
7. Which things have the color “yellow” in the song? Read and check .
[ ] a. the sun shining in the sky 
[ ] b. the stars shining in the sky
[ ] c. things the song narrator’s beloved one does
[ ] d. a song the narrator wrote for his beloved one
[ ] e. a poem the narrator wrote for his beloved one
[ ] f. clothes the narrator is wearing
[ ] g. the person the narrator loves
8. What is the song narrator’s attitude towards the person he loves? 
Underline all the answers that apply and write down the line(s) that justifies your answers.
a. He admires the person.
b. He is sad for the person.
c. He is devoted to the person.
d. He feels angry at the person.
e. He thinks the person is beautiful.
9. Work with a partner. Do a quiz with facts about Coldplay and the song Yellow. Bet from 1 to 10 points on each of your answers.
Your bet
a. Coldplay’s frontman Chris Martin was married to actress Gwyneth Paltrow for ten years.
 [ ] True [ ] False
b. He has a neurological condition known as synaesthesia, which makes him see sounds as colors.
 [ ] True [ ] False
c. The original name of the band was Pectoralz. Then, they changed it to Starfish before picking Coldplay.
 [ ] True [ ] False
d. Since its debut album in 2000, Coldplay has released eight records.
 [ ] True [ ] False
e. Yellow won a Grammy Award for Best Rock Song in 2002.
 [ ] True [ ] False
f. Chris Martin is the only songwriter of Yellow.
 [ ] True [ ]False
g. The video for the song shows Chris Martin walking on a beach. The other members of the band were attending Will 
 Champion’s mother’s funeral.
 [ ] True [ ] False
h. Yellow is Chris Martin’s favorite color.
 [ ] True [ ] False
Your score:
Source: http://www.songfacts.com/detail.php?id=762; https://en.wikipedia.org/wiki/Chris_Martin#Relationships; http://coldplay.wikia.com/wiki/Main_Page; https://en.wikipedia.
org/wiki/Yellow_(Coldplay_song); http://www.songfacts.com/facts-coldplay.php
PHOTOCOPIABLE 2
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a. ashamed (adj) b. cash (n.) c. challenge (v.) d. herald (v)
 e. release (v.) f. spin (v.) g. stare (v.) h. unfold (v.)
Name: ________________________________________________________________________________________________ Date: ______ /______ /_______
STEP
VII 21 3
SONG
You Gotta Be | Des’ree
Let’s Get Started...
According to Des’ree, her song You Gotta Be is, like all the songs on its parent album Ain’t Movin’, “about having the inner strength to 
figure out who you are”, with You Gotta Be specifically being “born out of me stopping myself and thinking everyday how you gotta be 
something. You have to be cool and calm in one situation, and then you have to be bold and strong in another situation”. Des’ree drew 
inspiration for You Gotta Be from the Shakti Gawain book Creative Visualization which had abetted the singer’s recovery from a painful 
romantic break-up; “I’ve always been blindly optimistic, and that book helped me rise from my melancholia,” explains Des’ree.
Sources: https://en.wikipedia.org/wiki/You_Gotta_Be
Pre-Listening
1. Work in small groups. Discuss the questions.
a. Does music help you feel better when you are sad or upset? If so, how? If not, what does?
b. Think about how you behave during a typical day in your life. Do you keep the 
 same attitude throughout the day? Why (not)? How does it change?
c. Do you believe that songs have the power to inspire people? If so, how? If not, why?
2. The underlined adjectives in the sentences are used to describe people’s attitudes in the lyrics of You Gotta Be. 
Match them to their definitions.
a. Stay away from Mike. He’s a bad guy and there’s nothing good to be learned from his actions.
b. Lucy was bold enough to follow her dreams, despite what other people would say.
c. My grandpa was a very wise person. I loved to listen to his fun stories – I always learned a valuable life lesson from them.
d. My grandma, on the other hand, was a tough woman who strived to raise a family during very hard times.
e. Our school principal looks cool and in control even when facing the most difficult situations.
[ ] Calm and not nervous or excited.
[ ] Behaving in a negative, evil or cruel way.
[ ] Emotionally strong and able to deal with difficult situations.
[ ] Making good decisions or being able to give good advice, mainly due to life experience.
[ ] Not afraid of taking risks or making difficult decisions.
3. Work with a classmate. Look up the meaning of the words in the chart in a dictionary. 
They will help you understand the lyrics of the song. 
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STEP
VII 21 3
SONG
YOU GOTTA BE | DES’REE
While Listening
4. Listen to the song You Gotta Be. Complete the lyrics with the words in the box.
You Gotta Be
Des’ree
Listen as your day (a) _____________ 
(b) _____________ what the future holds
Try and keep your (c) _____________ up to the sky
Lovers, they may cause you tears
Go ahead, (d) _____________ your fears
Stand up and be counted
Don’t be (e) _____________ to cry
[Chorus]
You gotta be
You gotta be (f) _____________, you gotta be (g) _____________
you gotta be wiser
You gotta be (h) _____________, you gotta be (i) _____________
you gotta be stronger
You gotta be (j) _____________, you gotta be (k) _____________
You gotta stay together
All I know, all I know, love will save the day
(l) _____________ what your mother said
Read the (m) _____________ your father read
Try to solve the puzzles in your own sweet time
Some may have more (n) _____________ than you
Others take a different view, my oh my, heh, hey
[Chorus]
Time asks no (o) _____________, it goes on without 
you
Leaving you behind if you can’t stand the pace
The world keeps on (p) _____________
You can’t stop it, if you try to
This time it’s danger (q) _____________ you in the 
face
Remember, listen as your day (r) _____________
(s) _____________ what the future holds
Try and keep your (t) _____________ up to the sky
Lovers, they may cause you tears
Go ahead (u) _____________ your fears, my oh my 
heh, hey, hey
[Chorus] 
ashamed • bad • bold • books • calm
cash • challenge (2x) • cool • hard • head (2x
herald • questions • release (2x) • spinning 
staring • tough • unfolds (2x)
PHOTOCOPIABLE 2
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STEP
VII 21 3
SONG
YOU GOTTA BE | DES’REE
After Listening
5. What are the two main themes of the song? Check . 
[ ] a. Inner strength to deal with life. [ ] c. The different roles we play every day.
[ ] b. The importance of friends in life. [ ] d. How bad influences can affect us. 
6. Work in pairs. Answer the questions.
a. In the song, the reduced verb form gotta is used several times. What does it stand for? What is its function?
 [ ] going to – talk about the future
 [ ] have (got) to – give strong advice
 [ ] get to – express actions in the present 
b. Find synonyms for these words in the song:
 tough: ______________ cool: ______________ 
c. In the chorus of the song, which two words used to describe attitudes are different from the others? 
 
 _____________________ and ___________________________
 They are different because they are: [ ] comparative forms / [ ] adverbs.
d. What is the function of the words in bold in each line?
 [ ] They express actions in the past. [ ] They give strong advice.
 “Listen as your day unfolds 
 Challenge what the future holds
 Try and keep your head up to the sky
 Lovers, they may cause you tears
 Go ahead, release your fears
 Stand up and be counted
 Don’t be ashamed to cry” 
e. Find other two examples of the imperative form in the song.
Example #1: ___________________________________________________________________
Example #2: ___________________________________________________________________
7. The narrator in You Gotta Be gives several pieces of advice. Imagine they are titles of chapters in a self-help book. 
Choose one piece and, in your notebook, write a paragraph about it.
The verbs in bold are in the: 
[ ] imperative.
[ ] past.
[ ] present.
8. Work in small groups. Discuss the questions.
a. Many people describe You Gotta Be as an uplifiting, motivating song. How did you feel when you listened to it?
b. Do you think it is really necessary to be “bad”, as the song narrator advises? Why (not)?
c. How do you deal with difficult situations in your life?
Chapter 1: 
Challenge what the future holds
Chapter 2:
Don’t be ashamed to cry
Chapter 3:
Go ahead, release your fears
Chapter 4:
Herald what your mother says
Chapter 5:
Listen as your day unfolds
Chapter 6:
Try and keep your head up to the sky
Chapter 7:
Try to solve the puzzles in your own sweet time
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STEP
I 54
SONG
FOR TEACHERS
Objectives:
• Develop listening comprehension skills.
• Expand and practice vocabulary.
• Discuss possible meanings for lines in a song.
• Discuss external references of lines in a song.
• Discuss the role of songs in discussing more serious issues.
Guidelines and Answer Key
 Hand out worksheet 1 – Let’s Get Started.
Let’s Get Started…
Before reading the information in the box with the class, ask 
students what they know about OneRepublic. Then, allow 
them some time to go through the text. Ask students if they 
were impressed by the number of online views of the music 
video and if they have seen it. Clarify vocabulary, if necessary.
Pre-Listening
1. Allow students sometime to do the task individually. When 
they are finished, students can compare their answers in pairs. 
Answer(s): f; c; d; a; b; e.
2. When students are finished, you can hold a discussion with 
the whole class.
Note: In an interview to Radio.com, Ryan Tedder said that he 
wrote these lines to anyone who loses sleep thinking 
about how they are going to be able to pay their 
rent or provide for their family. (source: http://radio.
com/2013/06/04/how-beyonce-adele-and-an-aloof-
folk-singer-helped-onerepublic-make-counting-stars)
Answer(s): personal answers.
Teacher’s Notes
Counting Stars | OneRepublic
Song writer: Ryan Tedder
Link: <http://www.youtube.com/watch?v=hT_nvWreIhg>
 Hand out worksheet 2 – While Listening.
While Listening
3. Have students read the lines of the song before listening to 
it. They can predict some of the words that should be crossed 
out. Then, play the song twice for students to do the task.
Answer(s): (a) wonderful; (b) wildly; (c) love; (d) whole; 
(e) about us; (f) so; (g) between us; (h) of love; (i) grow; 
(j) entire; (k) about life; (l) high.
 Hand out worksheet 3 – After Listening.
After listening
4. Have students justify their answers.
(Possible) Answer(s): The value of dreams, love and 
happiness over money. 
5. Have students work individually.
Answer(s): a. Seek it out and you shall find; b. Everything 
that kills me makes me feel alive.
6. Read the interview excerpt with the whole class. Have 
students work in small groups (3-4 students) to discuss the 
questions. 
Answer(s): personal answers.
PHOTOCOPIABLE 2
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STEP
I 54
SONG
FOR TEACHERS
Counting Stars
Lately I’ve been, I’ve been losing sleep
Dreaming about the things that we could be
But baby I’ve been, I’ve been praying hard
Said no more counting dollars
We’ll be counting stars
Yeah, we’ll be counting stars
I see this life
Like a swinging vine
Swing my heart across the line
In my face’s flashing signs
Seek it out and you shall find 
Old, but I’m not that old
Young, but I’m not that bold
And I don’t think the world is sold
I’m just doing what we’re told
I feel something so right 
Doing the wrong thing
I feel something so wrong
But doing the right thing
I could lie, could lie, could lie
Everything that kills me makes me feel alive
[Chorus]
Lately I’ve been, I’ve been losing sleep
Dreaming about the things that we could be
Baby I’ve been, I’ve been praying hard
Said no more counting dollars
We’ll be counting stars
Lately I’ve been, I’ve been losing sleep
Dreaming about the things that we could be
But baby I’ve been, I’ve been praying hard
Said no more counting dollars
We’ll be, we’ll be counting stars
I feel the love 
And I feel it burn
Down this river every turn
Hope is a four-letter word
Make that money 
Watch it burn
Old, but I’m not that old
Young, but I’m not that bold
And I don’t think the world is sold
I’m just doing what we’re told
I feel something wrong 
But doing the right thing
I could lie, could lie, could lie
Everything that drowns me makes me wanna fly 
[Chorus]
Take that money and watch it burn
Sink in the river the lessons I learned 
 
Everything that kills me makes me feel alive
[Chorus]
Take that money and watch it burn
Sink in the river the lessons I learned
Contando Estrelas
Ultimamente, eu tenho, tenho perdido o sono
Sonhando com as coisas que poderíamos ser
Mas, amor, eu tenho, tenho rezado muito
Eu disse, não vamos mais ficar contando dólares
Contaremos estrelas
Sim, contaremos estrelas
Vejo esta vida 
Como uma videira que balança
Balança meu coração além do limite
E meu rosto está dando sinais
Procure e você há de encontrar
Velho, mas não sou tão velho
Jovem, mas não sou tão ousado
Não acredito que o mundo esteja vendido
Apenas estou fazendo o que nos mandaram
Eu sinto algo tão certo
Ao fazer a coisa errada
Eu sinto algo tão errado
Mas ao fazer a coisa certa
Eu poderia mentir, poderia mentir, poderia mentir
Tudo o que me mata me faz sentir mais vivo
[Refrão]
Ultimamente, eu tenho, tenho perdido o sono
Sonhando com as coisas que poderíamos ser
Amor, eu tenho, tenho rezado muito
Eu disse, não vamos mais ficar contando dólares
Contaremos estrelas
Ultimamente, eu tenho, tenho perdido o sono
Sonhando com as coisas que poderíamos ser
Mas, amor, eu tenho, tenho rezado muito
Eu disse, não vamos mais ficar contando dólares
Contaremos, contaremos estrelas
Sinto o amor
E sinto ele queimar
Ao longo deste rio, em cada curva
“Hope” (esperança) é uma palavra de quatro letras
Ganhe esse dinheiro
Veja-o queimar
Velho, mas não sou tão velho
Jovem, mas não sou tão ousado
Não acredito que o mundo esteja vendido
Apenas estou fazendo o que nos mandaram
Eu, sinto algo tão errado
Ao fazer a coisa certa
Eu poderia mentir, poderia mentir, poderia mentir
Tudo o que me afoga me faz querer voar
[Refrão]
Pego esse dinheiro e vejo-o queimar
Afundo no rio as lições que aprendi 
Tudo o que me mata me faz sentir mais vivo
[Refrão]
Pego esse dinheiro e vejo-o queimar
Afundo no rio as lições que aprendi 
(4x) (4x)
(3x) (3x)
PHOTOCOPIABLE2
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STEP
I I 54
SONG
FOR TEACHERS
Objectives:
• Develop listening comprehension skills.
• Discuss what being lucky means.
• Expand and practice vocabulary.
• Identify themes in a song.
• Discuss love between friends and long-distance relationships.
• Read and write an e-mail.
Guidelines and Answer Key
 Hand out worksheet 1 – Let’s Get Started.
Let’s Get Started…
Before reading the information in the box with the class, ask 
students what they know about singers Jason Mraz and Colbie 
Caillat. Then, allow them some time to go through the text. Ask 
students if they have ever learned about new singers and bands 
through social media platforms, such as MySpace. Also, ask them if 
they have heard the song before. Clarify vocabulary, if necessary.
Pre-Listening
1. Allow students some time to do the task individually.
Answer(s): personal answers.
2. Organize students into small groups (3-4 students) for the 
activity. Walk around the classroom to check their work and 
help, if necessary.
Note: Since this might be a sensitive issue for some students, 
respect those who do not feel comfortable talking 
about it.
Answer(s): personal answers.
3. Have students do the task individually.
Answer(s): d; b; c; e; a.
Teacher’s Notes
Lucky | Jason Mraz & Colbie Caillat
Songwriters: Jason Mraz, Colbie Caillat and Timothy Fagan
Link: < https://www.youtube.com/watch?v=acvIVA9-FMQ>
4. Students can compare their answers to a partner’s before 
correction.
Answer(s): a. hard; b. sailed; c. spin; d. breeze; e. whispers.
 Hand out worksheet 2 – While Listening.
While Listening
5. Have students read the lines of the song before listening to 
it. They can predict some of the words they will use to fill in 
the gaps. Then, play the song twice for students to do the task.
Answer(s): a. hear; b. ocean; c. open; d. dreams; 
e. whisper; f. hard; g. where; h. home; i. know; j. love; 
k. kiss; l. promise; m. where; n. home; o. someday; p. sailing; 
q. meet; r. music; s. flower; t. breeze; u. pretty; v. spinning.
 Hand out worksheet 3 – After Listening.
After listening
6. Have students justify their answers.
Answer(s): They are talking about how luck they are 
because they fell in love with a friend. They also mention 
they are lucky to know they will be together someday. / 
Personal answer.
7. Have students work individually first. Then, encourage 
students to compare their answers with a classmate’s.
Answers: c; e.
8. Have students work in small groups (3-4 students) to 
discuss the questions. 
Answers: personal answers.
9. Have a student read the e-mail aloud. Then, set a time limit 
for students to write the replies. Walk around the classroom, 
checking their work and offering help. When they are finished, 
they can compare e-mails with a partner.
Answers: personal answers.
PHOTOCOPIABLE 2
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STEP
I I 54
SONG
FOR TEACHERS
Lucky
Do you hear me?
I’m talking to you
Across the water
Across the deep blue oceanUnder the open sky
Oh my, baby I’m trying
Boy I hear you in my dreams
I feel your whisper across the sea
I keep you with me in my heart
You make it easier when life gets hard
Lucky I’m in love with my best friend
Lucky to have been where I have been
Lucky to be coming home again
They don’t know how long it takes
Waiting for a love like this
Every time we say goodbye
I wish we had one more kiss
I’ll wait for you, I promise you I will
[Chorus]
Lucky I’m in love with my best friend
Lucky to have been where I have been
Lucky to be coming home again
Lucky we’re in love in every way
Lucky to have stayed where we have stayed
Lucky to be coming home someday
And so I’m sailing through the sea
To an island where we’ll meet
You’ll hear the music fill the air
I’ll put a flower in your hair
Though the breezes, through the trees
Move so pretty, you’re all I see
As the world keeps spinning round
You hold me right here right now
[Chorus]
Sortudo
Você me ouve?
Estou falando com você
Através das águas
Através do oceano azul profundo
Sob o céu aberto
Oh, meu amor, eu estou tentando
Garoto, eu ouço você nos meus sonhos
Eu sinto o seu sussurrar através do mar
Eu trago você comigo no meu coração
Você faz ser mais fácil quando a vida fica difícil
Tenho sorte por estar apaixonada(o) pelo(a) meu/minha melhor 
amigo(a)Tenho sorte por ter estado onde estive
Tenho sorte por estar voltando pra casa de novo
Eles não sabem quanto tempo leva
Esperar por um amor como esse
Cada vez que dizemos adeus
Queria só mais um beijo
Vou esperar por você, prometo que vou
[Refrão]
Tenho sorte por estar apaixonada(o) 
pelo(a) meu/minha melhor amigo(a)
Tenho sorte por ter estado onde estive
Tenho sorte por estar voltando pra casa de novo
Temos sorte por estarmos apaixonados de todas as formas
Temos sorte por termos estado onde estivemos
Temos sorte por voltarmos pra casa algum dia
E então estou velejando pelo mar
Na direção de uma ilha onde vamos nos encontrar
Você vai ouvir a música preencher o ar
Vou por uma flor no seu cabelo
E apesar das brisas, através das árvores
Moverem-se de forma tão graciosa, só tenho olhos para você
Enquanto o mundo continua girando
Você me abraça, bem aqui e agora
[Refrão]
PHOTOCOPIABLE2
8
STEP
I I I 54
SONG
FOR TEACHERS
Teacher’s Notes
Rise | Katy Perry
Song writers: Katy Perry, Savan Kotecha, Max Martin and Ali Payami
Link: <http://www.youtube.com/watch?v=hdw1uKiTI5c>
Objectives:
• Develop listening comprehension skills.
• Develop reading comprehension skills.
• Expand and practice vocabulary.
• Analyze the figurative meaning of words and expressions.
• Discuss how students deal with challenges in life.
Guidelines and Answer Key
 Hand out worksheet 1 – Let’s Get Started.
Let’s Get Started…
• Read the information in the box with the class. Ask 
students what they know about Katy Perry. Mention that 
Rise was released as a single, just one month before the 
Rio Olympics, in 2016.
• Ask students if they are familiar with other TV network theme 
songs associated with sports coverages. They might mention 
Formula 1’s Tema da Vitória or theme songs created by 
Brazilian TV networks for the FIFA World Cup competitions.
Pre-Listening
1. Organize students into pairs for this activity. In case 
students don’t have access to printed dictionaries in the 
classroom, they can use their smartphones to check the 
meanings online.
When they are finished, encourage students to share the 
information they found with the whole class.
Answer(s): possible answers: some dictionary meanings 
for the word are increase, go upwards, stand up, become 
successful, be tall, fight against.
2. In order to help students associate one of the meanings 
they listed in Activity 1 to the song, refer them to the 
information about the song in Let’s Get Started….
Answer(s): personal answer.
3. When they are finished, students can compare their 
answers in pairs, before the correction.
Answer(s): e; c; a; b; d.
 Hand out worksheet 2 – While Listening.
While Listening
4. Have students read the lines of the song before listening to 
it. They can predict some of the words in the gaps. Then, play 
the song twice for students to do the task.
Answer(s): a. survive; b. write; c. matter; d. Victory; 
e. negotiate; f. transform; g. feet; h. time; i. mistake; j. chaos; 
k. angels; l. faith; m. fight; n. vultures; o. accident; p. nail; q. rise.
 Hand out worksheet 3 – After Listening.
After listening
5. Have students justify their answer.
Answer(s): become successful.
6. Have students justify their answer.
a. (the speaker of the song talks about how she will resist 
and face the challenges, even feeling weak now)
7. a. I’m not a typical person; b. I’m a successful, winning 
person; c. Because when I recover my strength; d. I will 
face the challenges. 
8. Refer students to the meaning of the words in activity 2 
before they do the task.
(Possible) Answer(s): a. No matter how much you affect 
my spirit/soul; b. Cause my strength comes from within; 
c. And my enemies start criticizing me; d. When you think 
I’m defeated.
9. Organize students into pairs for this activity. Have pairs 
justify their answer. They can read the complete poems and 
find information about their authors at the links below:
• Maya Angelou - <https://www.poets.org/poetsorg/
poem/still-i-rise>
• E. E. Cummings - <https://hellopoetry.com/poem/1584/
the-hours-rise-up-putting-off-stars-and-it-is>
10. Have students work in small groups (3-4 students) 
to discuss the questions. When they are finished, hold a 
discussion with the whole class.
Answer(s): personal answers.
PHOTOCOPIABLE 2
9
Rise
I won’t just survive
Oh, you will see me thrive
Can’t write my story
I’m beyond the archetype
I won’t just conform
No matter how you shake my core
Cause my roots, they run deep, oh
Oh ye of so little faith
Don’t doubt it, don’t doubt it
Victory is in my veins
I know it, I know it
And I will not negotiate
I’ll fight it, I’ll fight it
I will transform
When, when the fire’s at my feet again
And the vultures all start circling
They’re whispering, “you’re out of time”
“But still, I rise
This is no mistake, no accident
When you think the final nail is in, think again
Don’t be surprised, I will still rise
I must stay conscious
Through the madness and chaos
So I call on my angels
They say
Oh ye of so little faith
Don’t doubt it, don’t doubt it
Victory is in your veins
You know it, you know it
And you will not negotiate
Just fight it, just fight it
And be transformed
Cause when, when the fire’s at my feet again
And the vultures all start circling
They’re whispering, “you’re out of time”
But still, I rise
This is no mistake, no accident
When you think the final nail is in, think again
Don’t be surprised, I will still rise
Don’t doubt it, don’t doubt
You know it, you know it
Still rise
Just fight it, just fight it
Don’t be surprised, I will still rise
Erguer-se
Eu não irei apenas sobreviver
Oh, você vai me ver triunfar
Você não pode escrever minha história
Eu estou além do arquétipo
Não vou apenas me conformar
Não importa o quanto você me abale
Pois as minhas raízes são profundas
Oh, você, com tão pouca fé
Não duvide, não duvide
A vitória está em minhas veias
Eu sei, eu sei
E eu não vou negociar
Vou lutar, vou lutar
Vou me transformar
Quando, quando o fogo estiver sob meus pés novamente
E todos os abutres comecem a voar em círculos
Eles estarão sussurrando, “Seu tempo acabou”
Mas ainda assim, eu me ergo
Isso não é um erro, não é um acidente
Quando você achar que o final está próximo, pense de novo
Não se surpreenda, ainda assim vou me erguer
Devo continuar consciente
Através da loucura e do caos
Então eu clamo por meus anjos
Eles dizem
Oh você, com tão pouca fé
Não duvide, não duvide
A vitória está em suas veias
Você sabe, você sabe
E você não vai negociar
Apenas lute, apenas lute
E seja transformada
Porque quando, quando o fogo está sob meus pés novamente
E os abutres começarem a voar em círculos
Eles estarão sussurrando, “Seu tempo acabou”
Masainda assim, eu me ergo
Isso não é um erro, não é um acidente
Quando você achar que o final está próximo, pense de novo
Não se surpreenda, ainda assim vou me erguer
Não duvide, não duvide
Você sabe, você sabe
Ainda vou me erguer
Apenas lute, apenas lute
Não se surpreenda, ainda assim vou me erguer
STEP
I I I 54
SONG
FOR TEACHERS
PHOTOCOPIABLE3
0
STEP
IV 54
SONG
FOR TEACHERS
Teacher’s Notes
The 3Rs | Jack Johnson
Song writer: Jack Johnson
Link: <http://www.youtube.com/watch?v=U6IbRSRe8MQ>
Objectives:
• Develop listening comprehension skills.
• Discuss the meaning of the concept of the 3Rs.
• Relate images to a song.
• Discuss attitudes to reduce, reuse and recycle.
• Discuss the roles of artists in social and environmental causes.
Guidelines and Answer Key
 Hand out worksheet 1 – Let’s Get Started.
Let’s Get Started…
Before reading the information in the box with the class, ask 
students what they know about Jack Johnson. Then, allow 
them some time to go through the text. Ask students if they 
have ever heard Johnson’s The 3Rs. Clarify vocabulary, if 
necessary.
Pre-Listening
1. Allow students some time to do the task individually. When 
they are finished, students can compare their answers in pairs. 
Don’t correct the activity at this moment – students will check 
their guesses as they listen to the song.
Answers: c; f; k.
2. Organize students into small groups for the activity. When 
they are finished, you can hold a discussion with the whole 
class. Once again, don’t confirm or reject students’ guesses at 
this moment.
Answer(s): personal answers.
 
 Hand out worksheet 2 – While Listening.
While Listening
3. Have students read the lines of the song before listening to 
it. They can predict some of the words that should be crossed 
out and corrected (for example, in stanza h, they can realize 
that all the numbers are supposed to be multiplied by 3). Then, 
play the song twice for students to do the task. The gaps on 
the last column indicate the exact number of words to correct.
Answer(s): a. super - magic; b. plus - time; c. seventeenth - 
eighteenth, discuss - talk; d. lettuce - juice, take - bring; 
e. friends - sisters, nice - cool; f. garbage - trash, make - do; 
g. super - magic; h. sixteen - fifteen, twenty-eight - twenty-
seven, thirty-seven - thirty-six, nineteen – eighteen.
 Hand out worksheet 3 – After Listening.
After listening
4. Have students justify their answers.
Answer(s): a. reduce; b. reuse; c. recycle.
5. Allow students some time to do the task individually.
Answer(s): a. Reduce: take your own bags when you go 
shopping, reduce your waste, don’t buy things you can 
borrow; b. Reuse: share clothes with brothers/sisters; 
c. Recycle: recycle the recyclable items from your trash.
6. Organize students into small groups for the activity. When 
they are finished, encourage students to share their ideas with 
the whole class.
(Possible) Answer(s): a. reduce: buy only what you will use, 
purchase products packaged with less waste, fix broken 
objects instead of throwing them out; b. reuse: give new 
life to old objects, choose durable goods over disposable 
ones, donate things you don’t use, use washable dishware 
over paper and plastic; c. recycle: transform objects to play 
new functions, separate recyclables from trash and take it 
to a recycling center.
7. Answer(s): personal answers.
8. Have students work in small groups (3-4 students) to 
discuss the questions. 
Answer(s): a. Leonardo DiCaprio, Gisele Bündchen, Cate 
Blanchett, Maroon 5, Al Gore, Mark Rufallo, Matt Damon, 
Edward Norton, Daryl Hannah, Jamie Oliver; b./c. Personal 
answers.
PHOTOCOPIABLE 3
1
The 3Rs
Three, it’s a magic number
Yes it is, it’s a magic number
Because two times three is six
three times six is eighteen
And the eighteenth letter in the alphabet is “R”
We’ve got three R’s
We’re gonna talk about today
We’ve got learn to
[Chorus]
Reduce, Reuse, Recycle
Reduce, Reuse, Recycle
Reduce, Reuse, Recycle
Reduce, Reuse, Recycle
If you’re going to the market to buy some juice
You gotta bring your own bags
And you learn to reduce your waste
We gotta learn to reduce
And if your brothers or your sisters
Got some cool clothes
You can try them on
Before you buy some over those
Re-use
We gotta learn to reuse
And if the first two R’s don’t work out
And if you gotta make some trash
Well don’t do it all
Recycle [2x]
We gotta learn to reduce, reuse, recycle
[Chorus]
Because three, it’s a magic number
Yes it is, it’s a magic… number
Three [x4]
Three, six, nine, twelve, fifteen
Three
Eighteen, twenty-one, twenty-four, twenty-seven
Three
Thirty, thirty-three, thirty-six
Three
Thirty-three, thirty, twenty-seven
Three
Twenty-four, twenty-one, eighteen
Three
Fifteen, twelve, nine, six and
Three
It’s a magic number
Os 3 Erres
Três é um número mágico
Sim ele é, é um número mágico
Porque duas vezes três é seis
E três vezes seis é dezoito
E a décima oitava letra do alfabeto é o R
Nós temos três erres 
Vamos falar sobre eles hoje
Temos que aprender a
[Refrão]
Reduzir, Reutilizar, Reciclar
Reduzir, Reutilizar, Reciclar
Reduzir, Reutilizar, Reciclar
Reduzir, Reutilizar, Reciclar
Se você está indo ao mercado comprar suco
Você deve trazer suas próprias sacolas 
E aprender a reduzir o seu lixo
Temos que aprender a reduzir
E se seus irmãos e irmãs 
Têm algumas roupas legais
Você pode experimentá-las 
Antes de comprar novas
Reutilizar, 
Você deve aprender a reutilizar
E se os dois primeiros erres não funcionarem
E você tiver que produzir um pouco de lixo
Bem, não faça isso
Recicle [2x]
Temos que aprender a reduzir, reutilizar e reciclar
[Refrão]
Por que três é um número mágico
Sim ele é, é um número... mágico
Três [x4]
Três, seis, nove, doze, quinze
Três
Dezoito, vinte e um, vinte e quatro, vinte e sete
Três
Trinta, trinta e três, trinta e seis
Três
Trinta e três, trinta, vinte e sete
Três
Vinte e quatro, vinte e um, dezoito
Três
Quinze, doze, nove, seis e
Três
É um número mágico
STEP
IV 54
SONG
FOR TEACHERS
PHOTOCOPIABLE3
2
STEP
V 54
SONG
FOR TEACHERS
Teacher’s Notes
Treat You Better | Shawn Mendes
Song writer(s): Shawn Mendes, Scott Harris and Teddy Geiger
Link: <http://www.youtube.com/watch?v=lY2yjAdbvdQ>
Objectives:
• Develop listening comprehension skills.
• Expand and practice vocabulary.
• Discuss the main theme of a song.
• Discuss the issue of abusive relationships and domestic violence.
Guidelines and Answer Key
 Hand out worksheet 1 – Let’s Get Started.
Let’s Get Started…
• Before reading the paragraph in the box with the class, 
ask students what they know about Shawn Mendes. Then, 
allow them some time to go through the information. Clarify 
vocabulary, if necessary.
Pre-Listening
1. When they are finished, students can compare their ideas 
in pairs. Do not confirm or reject their predictions at this 
moment – students will check their guesses as they listen to 
the song.
Answer(s): personal answers.
2. Don’t expect students to be familiar with all the words. You 
can check answers now or after they do Activity 3.
Answer(s): a; e; f; c; b; d.
3. Reinforce the fact that students should pay close attention 
to verb forms in the activity.
Answer(s): a. lying; b. misses; c. wasting; d. spends; 
e. deserves; f. seeking.
 Hand out worksheet 2 – While Listening.
While Listening
4. Have students read the lines of the song before listening to 
it. They can predict some of the correct words. Then, play the 
song twice for students to do the task.
Answer(s): a. right; b. on your face; c. situation; d. crime; 
e. time; f. loving; g. different; h. crime; i. sign; j. fine; k. alone.
 Hand out worksheet 3 – After Listening.
After listening
5. Have students justify their answers.
Answer(s): The main theme is being in love with someone 
who is in another relationship/in love with someone else 
(unrequited love).
6. Make sure students understand the theme of Treat You 
Better before they do the task. Encourage students to justify 
their answers.Answer(s): She Will Be Loved, by Maroon 5.
7. Have students analyze the context in which the lines are 
used in order to understand their meaning.
Answer(s): a. And you can tell me I’m wrong; b. Promise I 
will not disappoint you.
8. Have students work in small groups (3-4 students) to 
discuss the questions. 
Note: Since this might be a sensitive issue for some students, 
respect those who do not feel comfortable talking about it.
Answer(s): personal answers.
9. If possible, show them the video for Treat You Better, pausing 
it at the moment the hotline numbers are on the screen. Then, 
hold a discussion with the whole class about it. If they don’t 
know any ways to report domestic violence or seek help as a 
victim, encourage them to do some research about it and share 
information with their classmates in the following class. 
Note: Since this might be a sensitive issue for some students, 
respect those who do not feel comfortable talking about it.
Answer(s): personal answers. 
Suggested sites: <http://www.brasil.gov.br/cidadania-e-
justica/2013/11/ha-7-anos-mulheres-vitimas-de-violencia-
recorrem-ao-ligue-180>
<http://claudia.abril.com.br/sua-vida/violencia-domestica-
contra-a-mulher-quando-voce-pode-e-deve-acionar-a-
justica/>
<http://www.justicadesaia.com.br/ongs-e-associacoes-na-
capital-combate-a-violencia-contra-a-mulher/>
PHOTOCOPIABLE 3
3
Treat You Better
I won’t lie to you
I know he’s just not right for you
And you can tell me if I’m off
But I see it on your face
When you say that he’s the one that you want
And you’re spending all your time
In this wrong situation
And anytime you want it to stop
I know I can treat you better than he can
And any girl like you deserves a gentleman
Tell me why are we wasting time
On all your wasted crime
When you should be with me instead
I know I can treat you better
Better than he can
I’ll stop time for you
The second you say you’d like me to
I just wanna give you the loving that you’re missing
Baby, just to wake up with you
Would be everything I need and this could be so different
Tell me what you want to do
[Chorus]
‘Cause I know I can treat you better than he can
And any girl like you deserves a gentleman
Tell me why are we wasting time
On all your wasted crime
When you should be with me instead
I know I can treat you better
Better than he can [2x]
Give me a sign 
Seek my hand, we’ll be fine 
Promise I won’t let you down
Just know that you don’t
Have to do this alone
Promise I’ll never let you down
I know I can treat you better [3x]
Promise I’ll never let you down
[Chorus]
Better than he can [3x]
Tratar Você Melhor
Eu não mentirei para você
Eu sei que ele não é o cara certo para você
E você pode me dizer se estou errado
Mas eu vejo em seu rosto
Quando você diz que ele é quem você quer
E você está desperdiçando todo o seu tempo
Nessa situação errada
E a qualquer momento você quer que ela termine
Eu sei que posso tratar você melhor do que ele
E qualquer garota como você merece um cavalheiro
Me diga por que estamos perdendo tempo
Com seu crime inútil
Quando, em vez disso, você deveria estar comigo
Eu sei que posso tratar você melhor
Melhor do que ele
Eu vou parar o tempo por você
No segundo em que disser que também gosta de mim
Eu só quero te dar o amor que você está perdendo
Querida, só acordar com você
Seria tudo o que eu preciso e isso poderia ser bem diferente
Me diga o que você quer fazer
[Refrão]
Porque sei que posso tratar você melhor do que ele
E qualquer garota como você merece um cavalheiro
Me diga por que estamos perdendo tempo
Com seu crime inútil
Quando, em vez disso, você deveria estar comigo
Eu sei que posso tratar você melhor
Melhor do que ele [2x]
Me dê um sinal
Procure minha mão, nós vamos ficar bem
Prometo que não vou decepcionar você
Saiba apenas que
Você não precisa fazer isso sozinha
Prometo que nunca vou decepcionar você
Eu sei que posso tratar você melhor do que ele [3x]
Prometo que nunca vou decepcionar você
[Refrão]
Melhor do que ele [3x]
STEP
V 54
SONG
FOR TEACHERS
PHOTOCOPIABLE3
4
STEP
VI 54
SONG
FOR TEACHERS
Teacher’s Notes
Yellow | Coldplay
Songwriters: Chris Martin, Jonny Buckland, Guy Berryman, Will Champion.
Link: <http://www.youtube.com/watch?v=yKNxeF4KMsY>.
Objectives:
• Develop listening comprehension skills.
• Discuss words/ideas associated to a color.
• Expand and practice vocabulary.
• Do a quiz on interesting facts about a band and a song.
Guidelines and Answer Key
 Hand out worksheet 1 – Let’s Get Started.
Let’s Get Started…
Before reading the information in the box with the class, 
ask students what they know about Coldplay. Then, allow 
the class some time to go through the text. Ask students if 
they are familiar with the song Yellow. Clarify vocabulary, if 
necessary.
Pre-Listening
1. Allow students some time to do the task individually. Tell 
them not to think too long about the words – they should 
write down the ideas that come to their mind.
Answer(s): personal answers.
2. When students are finished, you can hold a discussion with 
the whole class to check the most popular words.
Answer(s): personal answer.
3. Have students work individually with the task. 
Answer(s): b; d; a; e; c.
4. Organize students into small groups for the task. Have 
groups report their ideas, encouraging them to explain the 
words in English.
Answer(s): a. producing a bright light; b. one of the hard 
parts that form the skeleton; c. push yourself over an area/
object; d. losing blood.
 Hand out worksheet 2 – While Listening.
While Listening
5. Have students read the lines of the song before listening to 
it. Then, play the song twice for students to do the task.
Answer(s):
 
 Hand out worksheet 3 – After Listening.
After listening
6. Have students justify their answers.
Answer(s): personal answer. 
7. Go through the items with the whole class. Make sure 
students understand that the song narrator is the singer’s 
persona. Have students work individually with the activity. 
When they are finished, they can compare their answers with a 
classmate’s.
Answe(s): b; d; g. 
8. Students can work in small groups to do this activity.
Answer(s): a; c; e.
9. Organize students into pairs. They should compete with 
each other for the highest score on the quiz. When they make 
a mistake in an answer, the points bet on it are deducted from 
their total score. Make sure students understand that the 
more certain they are about an answer, the higher their bet 
should be. If possible, you can ask them to research on the 
band on internet the class before the work with the song, so 
they can get prepared.
Answer(s): a. T; b. T; c. T; d. F (They have released seven 
albums.); e. F (The song was nominated for the Grammy 
Award, but didn’t win it.); f. F (All the members of the 
band are credited as songwriters); g. T; h. F (His favorite 
color is blue.)
8 1
9 2
4 7
5 6
3
PHOTOCOPIABLE 3
5
STEP
VI 54
SONG
FOR TEACHERS
Yellow
Look at the stars
Look how they shine for you
And everything you do
Yeah, they were all yellow
I came along
I wrote a song for you
And all the things you do
And it was called “Yellow”
So then I took my turn
Oh, what a thing to have done
And it was all yellow
Your skin,
Oh yeah, your skin and bones
Turn into something beautiful
Do you know?
You know I love you so
You know I love you so
I swam across
I jumped across for you
Oh, what a thing to do
‘Cause you were all yellow
I drew a line
I drew a line for you
Oh, what a thing to do
And it was all yellow
Your skin,
Oh yeah, your skin and bones
Turn into something beautiful,
And you know
For you I’d bleed myself dry
For you I’d bleed myself dry
It’s true, look how they shine for you,
Look how they shine for you,
Look how they shine for...
Look how they shine for you [2x]
Look how they shine...
Look at the stars,
Look how they shine for you,
And all the things that you do
Amarelo
Olhe as estrelas
Veja como elas brilham para você
E para tudo que você faz
Sim, e elas eram todas amarelas