LYRICS Sailing I’m sailing, I’m sailing Home again, across the sea I’m sailing stormy waters To be near you, to be free I’m flying, I’m flying Like a bird across the sky I’m flying, passing high clouds To be near you to be free Can you hear me? Can you hear me? Through the dark night far away I’m dying forever crying To be with you, who can say We are sailing, we are sailing Home again, across the sea We are sailing, stormy water To be near you, to be free   ROD STEWART Activities I. Before presenting a song, I tell or write the title of the song and won the students to guess vocabulary that might come in the lyrics, topic on the song. Moreover I want them to draw a picture that reflects it, they can do it on a piece of paper or on the board then, in pairs they make guesses about what the song is about and write them down on a piece of paper by asking questions or just saying the title suggested by the student’s picture. II. In the second activity I give students lyrics with some blanks. They listen to song once, and at the second time they will fill in the blanks as much as possible. Next, they listen to it once more to check if they got the blanks filled in correctly. It can be very helpful for me when I teach simple continuous tense Or, before listening I want them to read the words for the song “Sailing” and try to complete the blanks spaces with one word in each. Then compare their guesses with a partner, later on, I have the song listened and checked their guesses, I’m sailing, I’m sailing Home again, across the sea I’m _______ stormy waters To _____ near you, to ______ free I’m _______, I’m ________ Like a bird across the sky I’m ________, passing high clouds To _____ near you to _______ free Can you hear me? Can you hear me? Through the dark night far away I’m ______ forever crying To ______ with you, who can say We are ________, we are ________ Home again, across the sea We are _________, stormy water To ________ near you, to _______ free III. In the third activity, first of all I divide the song into two part (first and second half of the song) then, I split the class into two teams. Next, each group listen to their part and make up questions such as (for the first half of the song). 1. Why is the singer sailing? 2. What does he mean like a bird? 3. What does his purposes by passing high clouds? for the second half: 1. Whom does the singer ask; “Can you hear me?” 2. Is he upset? How do we understand this? 3. What does it mean “we”? Who are they? etc. Then, students just listen to the other group’s song. Finally, I pair students with a member of the opposite team and have them take turns asking their questions. IV. In this activity, I cut the lyrics into as many paragraphs it has and I distribute them to groups or pairs (the lines in the paragraph in a random way) then, I ask them to put the paragraphs in order, later on, I play the song and let them check their order. V. In this activity, I chose one word that is repeated many times and is clearly recognizable for example. In this song I choose the “sailing” or “flying” these words are repeated many times. Then I ask them to listen and count how many times the word is repeated in the song. It is very enjoyable I think. VI. I write eight words on the boards in a random way such as; dying, sailing, crying, free, near, passing, hear, flying.then, students (in groups of 3 or 4) write a quick story that uses the words for example; I’m dying and crying when I think of you. So, in order to be near you I’m flying and passing high mountains in my dreams, I want to hear your voice to be  free. Next, I play the tape, and students must shout, stop when they hear on of the new vocabulary words. First student to shout correctly gets a point for their team. Submitted by Neslihan AVAN