The summaries provide the high level information from the documents in 3 sentences or less:
Some of the documents discuss loving relationships and heartbreak, memories captured in photographs, and the pain of a fading love. Other documents talk about using music as an escape, questioning beliefs, and finding meaning even in difficult times. The documents explore themes of love, memory, hardship, and finding purpose through music.
This appears to be a summary of song lyrics from multiple songs. The lyrics discuss themes of love, relationships, and self-empowerment. Key details include references to dreaming of a loved one, feeling lonely since a breakup, resisting being dependent on others, and expressing love and a turning heart.
CANCIONES GRATUITAS EN INGLÉS-GRANOLLERS -BARCELONAAprendamos Facil
CURSO DE INGLÉS ONLINE Y/ O PRESENCIAL
MODÚLO DE 100 horas
Tipos de cursos: Personalizados según objetivos del alumno.
Características:
• Método exclusivo
• Horarios flexibles
• PC, Windows, acceso a Internet.
EL CURSO INCLUYE:
• Libro de gramática
• Dossier vocabulario
• Acceso al campus virtual
• Tutoría online
Posibilidad de clases de presenciales de conversación. Consultar precios y horarios
**Se tendrá en cuenta si Usted se interesa por otros horarios, somos flexibles.
OTROS CURSOS: FRANCÉS, ESPAÑOL PARA EXTRANEJEROS, REPASO ESO
Para más información de los cursos llamar a
Tel : 93 879 23 67 / 678 60 58 03 / 676 18 97 63
Horarios
Lunes a Sábados de 7h00 am a las 22h00 pm
Email: info@aprendamosfacil.com
Web: www.aprendamosfacil.com
The document is a jumbled set of lyrics from the Adele song "Someone Like You". It contains rearranged and incomplete verses that need to be ordered and filled in correctly. When organized properly, the lyrics tell the story of a woman who hears that her ex-lover has settled down and married someone new, though she still has lingering feelings for him and hasn't gotten over their relationship ending.
This song expresses gratitude for the love and support provided by another person. It describes how the loved one lifted them up when they were weak, helped them see truth, and brought joy to their life. The loved one is thanked for standing by their side, giving them strength, helping them achieve their dreams, and making the singer into the person they are today because of their love.
The First Lady Michelle Obama was interviewed on a television program. She discussed her initiative Joining Forces which supports military service members and their families. She also jokingly discussed her attempts to go out in public unrecognized, including a story where a woman at Target asked her to reach a detergent on a high shelf without realizing she was speaking to the First Lady.
The poem is a dialogue between a father and son. The father advises the son to not rush into making changes and to relax and take his time. He tells the son that he is still young and has much to learn. The father reflects on being young like the son and knowing that it's difficult when you've found something meaningful, but to take his time and think things through. The son expresses his frustration at always feeling constrained and wanting to break free, though acknowledges he has to leave eventually. The summary captures the key elements of the father counseling patience to the son and the son feeling constrained but knowing he must go.
The document encourages the reader to stop being so hard on themselves and let go of their demons. It advises opening their eyes to see the light shining within and letting it shine through, as that light is all that really matters. The document suggests the reader may be surprised by what they see and feel like smiling if they clear their head and see their inner light.
This document provides the lyrics to 9 songs:
1) "If You Don't Know Me By Now" by Simply Red
2) "(I Can't Help) Falling In Love With You" by UB40
3) "Again" by Janet Jackson
4) "Against All Odds (Take A Look At Me Now)" by Phil Collins
5) "Don't Let The Sun Go Down On Me" by Elton John and George Michael
6) "It Must Have Been Love" by Roxette
7) "Never Too Much" by Luther Vandross
8) "When You Tell Me That You Love Me" by Diana Ross
9) "If
This appears to be a summary of song lyrics from multiple songs. The lyrics discuss themes of love, relationships, and self-empowerment. Key details include references to dreaming of a loved one, feeling lonely since a breakup, resisting being dependent on others, and expressing love and a turning heart.
CANCIONES GRATUITAS EN INGLÉS-GRANOLLERS -BARCELONAAprendamos Facil
CURSO DE INGLÉS ONLINE Y/ O PRESENCIAL
MODÚLO DE 100 horas
Tipos de cursos: Personalizados según objetivos del alumno.
Características:
• Método exclusivo
• Horarios flexibles
• PC, Windows, acceso a Internet.
EL CURSO INCLUYE:
• Libro de gramática
• Dossier vocabulario
• Acceso al campus virtual
• Tutoría online
Posibilidad de clases de presenciales de conversación. Consultar precios y horarios
**Se tendrá en cuenta si Usted se interesa por otros horarios, somos flexibles.
OTROS CURSOS: FRANCÉS, ESPAÑOL PARA EXTRANEJEROS, REPASO ESO
Para más información de los cursos llamar a
Tel : 93 879 23 67 / 678 60 58 03 / 676 18 97 63
Horarios
Lunes a Sábados de 7h00 am a las 22h00 pm
Email: info@aprendamosfacil.com
Web: www.aprendamosfacil.com
The document is a jumbled set of lyrics from the Adele song "Someone Like You". It contains rearranged and incomplete verses that need to be ordered and filled in correctly. When organized properly, the lyrics tell the story of a woman who hears that her ex-lover has settled down and married someone new, though she still has lingering feelings for him and hasn't gotten over their relationship ending.
This song expresses gratitude for the love and support provided by another person. It describes how the loved one lifted them up when they were weak, helped them see truth, and brought joy to their life. The loved one is thanked for standing by their side, giving them strength, helping them achieve their dreams, and making the singer into the person they are today because of their love.
The First Lady Michelle Obama was interviewed on a television program. She discussed her initiative Joining Forces which supports military service members and their families. She also jokingly discussed her attempts to go out in public unrecognized, including a story where a woman at Target asked her to reach a detergent on a high shelf without realizing she was speaking to the First Lady.
The poem is a dialogue between a father and son. The father advises the son to not rush into making changes and to relax and take his time. He tells the son that he is still young and has much to learn. The father reflects on being young like the son and knowing that it's difficult when you've found something meaningful, but to take his time and think things through. The son expresses his frustration at always feeling constrained and wanting to break free, though acknowledges he has to leave eventually. The summary captures the key elements of the father counseling patience to the son and the son feeling constrained but knowing he must go.
The document encourages the reader to stop being so hard on themselves and let go of their demons. It advises opening their eyes to see the light shining within and letting it shine through, as that light is all that really matters. The document suggests the reader may be surprised by what they see and feel like smiling if they clear their head and see their inner light.
This document provides the lyrics to 9 songs:
1) "If You Don't Know Me By Now" by Simply Red
2) "(I Can't Help) Falling In Love With You" by UB40
3) "Again" by Janet Jackson
4) "Against All Odds (Take A Look At Me Now)" by Phil Collins
5) "Don't Let The Sun Go Down On Me" by Elton John and George Michael
6) "It Must Have Been Love" by Roxette
7) "Never Too Much" by Luther Vandross
8) "When You Tell Me That You Love Me" by Diana Ross
9) "If
Material diseñado con el fin de practicar el tiempo presente simple y aprender algunos adjetivos para describir sentimientos y estados de ánimo. Desarrolla habilidades comunicativas.
The author uses both simple present and simple past tense in the song lyrics. The simple present is used to describe recurring or ongoing actions ("I try hard to make it") while the simple past is used to describe specific past events and experiences ("Did you know you used to be my hero?"). By using both tenses, the author conveys how past actions still affect the present relationship between the singer and their father.
This document contains activities to practice using modal verbs like "can" and "can't" to describe abilities. Activity 1 has questions about playing chess. Activity 2 rearranges sentences about abilities using modal verbs. Activity 3 asks to write 5 sentences describing abilities using modal verbs. Activity 4 provides a song lyrics with blanks to fill in using modal verbs about dreaming. The key is provided to fill in the blanks.
The song talks about losing someone and wondering if they will forget the past and dangers they experienced together. It expresses longing for the past and questions if cherishing the past is possible now. The singer worries they will never get to heaven because they don't know how to let go, and raises a glass to everything they've lost with this person.
1) The document provides advice on how badly you must want success through an anecdote about a man who was taken into deep water and nearly drowned by a guru to prove his commitment.
2) It emphasizes that you must want success and be willing to sacrifice as much as breathing, sleeping, and eating if needed to achieve your dreams.
3) True success will only come when you are self-motivated from within rather than seeking external rewards like money or praise from others. Remain committed through pain and adversity to realize your goals.
Socorro can, could, be able to and manage to.cris03glu
This document provides examples of using modal verbs like can, could, be able to, and manage to in different contexts. It includes a story about two women who immigrated to the US from Italy and had to find creative ways to preserve their eggplant harvest when traditional methods were not available to them. It also includes exercises for students to practice using these modal verbs in their own stories about overcoming difficulties and in filling in the lyrics of a song.
This document provides instructions and exercises for English language learners during their second week of classes. It includes fill-in-the-blank exercises practicing the use of articles (a, an, the) and demonstrative adjectives (this, that, these, those). There are also exercises focused on conjugating the verb "to be" in the present tense and using prepositions of place. Links are provided to additional online exercises on prepositions of place.
The song is about a girl who is in love with her neighbor boy but he is dating the popular cheerleader. The singer feels she understands and cares for the boy better than his girlfriend does. She watches him from the bleachers at games and dreams that he will realize she is the one he truly belongs with.
This listening activity asks students to listen to and fill in the gaps of the song "Hello My Love" by Westlife. It provides a partially filled lyrics sheet for the song with blanks for students to complete as they listen. It also asks students to identify any irregular verbs they find in the song lyrics and provide the infinitive, simple past, and past participle forms along with the translation. The goal is for students to practice their English listening comprehension and vocabulary skills through interacting with a popular song.
The document provides tips on how to make business phone calls and take messages. It discusses introducing yourself, being polite and informative, repeating important details, leaving messages, and ending calls pleasantly. Useful expressions for business calls are provided. The document then demonstrates taking a message on the phone and provides an example conversation and messages. It encourages the reader to practice leaving messages and provides exercises to check understanding.
This document contains the lyrics to a Thai love song translated into English, along with vocabulary and comprehension questions about the song. The song describes a chance meeting between two people that turned into a meaningful relationship. It expresses how their love changed the singer's lonely life and how they will stay together from now until eternity, with the singer promising to always take care of and be by the loved one's side.
The document describes a visioning exercise where the reader imagines their ideal life over the next 40 years in 5 year increments. They are prompted to describe where they will live, who their friends and family will be, what they will do for work and hobbies, and how they will spend their time. The goal is for readers to develop a vision for their future that motivates them to work towards specific goals and dreams rather than feeling locked into their current circumstances.
The document describes a visioning exercise where the reader imagines their ideal life over the next 40 years in 5 year increments. They are prompted to describe where they will live, who their friends and family will be, what they will do for work and hobbies, and how they will spend their time. The goal is for readers to develop a positive vision for their future that they can work towards rather than feeling stuck in their current circumstances. The document encourages readers not to limit themselves and to push past any negative self-imposed limitations.
This document contains a collection of oral language practice prompts compiled by Larry Ferlazzo for English language learners. The prompts cover a wide range of topics including school, feelings, jobs, photos, music, words, memories, travel, food, movies, and more. Students are prompted to provide short responses and explanations to the questions and sharing activities.
This document discusses the differences between using "will" and "going to" to refer to the future in English. It explains that the speaker chooses between these future forms depending on whether the decision was already made ("going to" for plans that are certain) or is more uncertain ("will" when accompanied by words like "maybe", "probably"). It provides examples of how to form affirmative and negative sentences using these future forms. The document also covers other uses of "will" like for voluntary actions or promises. Finally, it discusses modals like "must", "need to", and "should" when expressing necessity or making suggestions.
The document describes a guessing game where students guess an animal based on clues about the first letter of its name, the sound it makes, and where it lives. It then transitions to an excerpt where the speaker finds themselves in a strange place that is not their bedroom or home planet, expressing confusion over what has happened to them.
Michael Jackson sings about creating a better world where people care for each other and end suffering. He calls for healing the world and making it a better place for all people by ending conflict and poverty. The song encourages creating a world with no hurt, fear or sadness through love, caring, and working together.
Someone like you - Adele - Study English with songs - ESL Anna Breslavskaya
A lesson plan based on a great Adele's song "Someone like you". Fits best the topic "Relatioships". Students describe a picture, think of love relatioships issues, do the gap-fill task while listening to the song, learn new expressions, and talk about the song's story.
Material diseñado con el fin de practicar el tiempo presente simple y aprender algunos adjetivos para describir sentimientos y estados de ánimo. Desarrolla habilidades comunicativas.
The author uses both simple present and simple past tense in the song lyrics. The simple present is used to describe recurring or ongoing actions ("I try hard to make it") while the simple past is used to describe specific past events and experiences ("Did you know you used to be my hero?"). By using both tenses, the author conveys how past actions still affect the present relationship between the singer and their father.
This document contains activities to practice using modal verbs like "can" and "can't" to describe abilities. Activity 1 has questions about playing chess. Activity 2 rearranges sentences about abilities using modal verbs. Activity 3 asks to write 5 sentences describing abilities using modal verbs. Activity 4 provides a song lyrics with blanks to fill in using modal verbs about dreaming. The key is provided to fill in the blanks.
The song talks about losing someone and wondering if they will forget the past and dangers they experienced together. It expresses longing for the past and questions if cherishing the past is possible now. The singer worries they will never get to heaven because they don't know how to let go, and raises a glass to everything they've lost with this person.
1) The document provides advice on how badly you must want success through an anecdote about a man who was taken into deep water and nearly drowned by a guru to prove his commitment.
2) It emphasizes that you must want success and be willing to sacrifice as much as breathing, sleeping, and eating if needed to achieve your dreams.
3) True success will only come when you are self-motivated from within rather than seeking external rewards like money or praise from others. Remain committed through pain and adversity to realize your goals.
Socorro can, could, be able to and manage to.cris03glu
This document provides examples of using modal verbs like can, could, be able to, and manage to in different contexts. It includes a story about two women who immigrated to the US from Italy and had to find creative ways to preserve their eggplant harvest when traditional methods were not available to them. It also includes exercises for students to practice using these modal verbs in their own stories about overcoming difficulties and in filling in the lyrics of a song.
This document provides instructions and exercises for English language learners during their second week of classes. It includes fill-in-the-blank exercises practicing the use of articles (a, an, the) and demonstrative adjectives (this, that, these, those). There are also exercises focused on conjugating the verb "to be" in the present tense and using prepositions of place. Links are provided to additional online exercises on prepositions of place.
The song is about a girl who is in love with her neighbor boy but he is dating the popular cheerleader. The singer feels she understands and cares for the boy better than his girlfriend does. She watches him from the bleachers at games and dreams that he will realize she is the one he truly belongs with.
This listening activity asks students to listen to and fill in the gaps of the song "Hello My Love" by Westlife. It provides a partially filled lyrics sheet for the song with blanks for students to complete as they listen. It also asks students to identify any irregular verbs they find in the song lyrics and provide the infinitive, simple past, and past participle forms along with the translation. The goal is for students to practice their English listening comprehension and vocabulary skills through interacting with a popular song.
The document provides tips on how to make business phone calls and take messages. It discusses introducing yourself, being polite and informative, repeating important details, leaving messages, and ending calls pleasantly. Useful expressions for business calls are provided. The document then demonstrates taking a message on the phone and provides an example conversation and messages. It encourages the reader to practice leaving messages and provides exercises to check understanding.
This document contains the lyrics to a Thai love song translated into English, along with vocabulary and comprehension questions about the song. The song describes a chance meeting between two people that turned into a meaningful relationship. It expresses how their love changed the singer's lonely life and how they will stay together from now until eternity, with the singer promising to always take care of and be by the loved one's side.
The document describes a visioning exercise where the reader imagines their ideal life over the next 40 years in 5 year increments. They are prompted to describe where they will live, who their friends and family will be, what they will do for work and hobbies, and how they will spend their time. The goal is for readers to develop a vision for their future that motivates them to work towards specific goals and dreams rather than feeling locked into their current circumstances.
The document describes a visioning exercise where the reader imagines their ideal life over the next 40 years in 5 year increments. They are prompted to describe where they will live, who their friends and family will be, what they will do for work and hobbies, and how they will spend their time. The goal is for readers to develop a positive vision for their future that they can work towards rather than feeling stuck in their current circumstances. The document encourages readers not to limit themselves and to push past any negative self-imposed limitations.
This document contains a collection of oral language practice prompts compiled by Larry Ferlazzo for English language learners. The prompts cover a wide range of topics including school, feelings, jobs, photos, music, words, memories, travel, food, movies, and more. Students are prompted to provide short responses and explanations to the questions and sharing activities.
This document discusses the differences between using "will" and "going to" to refer to the future in English. It explains that the speaker chooses between these future forms depending on whether the decision was already made ("going to" for plans that are certain) or is more uncertain ("will" when accompanied by words like "maybe", "probably"). It provides examples of how to form affirmative and negative sentences using these future forms. The document also covers other uses of "will" like for voluntary actions or promises. Finally, it discusses modals like "must", "need to", and "should" when expressing necessity or making suggestions.
The document describes a guessing game where students guess an animal based on clues about the first letter of its name, the sound it makes, and where it lives. It then transitions to an excerpt where the speaker finds themselves in a strange place that is not their bedroom or home planet, expressing confusion over what has happened to them.
Michael Jackson sings about creating a better world where people care for each other and end suffering. He calls for healing the world and making it a better place for all people by ending conflict and poverty. The song encourages creating a world with no hurt, fear or sadness through love, caring, and working together.
Someone like you - Adele - Study English with songs - ESL Anna Breslavskaya
A lesson plan based on a great Adele's song "Someone like you". Fits best the topic "Relatioships". Students describe a picture, think of love relatioships issues, do the gap-fill task while listening to the song, learn new expressions, and talk about the song's story.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
1. alive
broken
but
get
hard
hurt
keep
know
loving
made
memories
only
ourselves
photograph
sometimes
thing
our
Photograph
Ed Sheeran
_____ can hurt, loving can ___
sometimes
___ it's the only ____ that I know
When it ___ hard, you ___ it can get _____
sometimes
It's the ___ thing that makes us feel ___
We ___ this love in a _______
We ____ these _______ for ____
Where our eyes are never closing
____ hearts were never _____
And time's forever frozen, still
So _____ can ___ me
Inside the pocket of your ripped ____
Holding me ____ until our eyes meet
The Scientist
Coldplay
_____ up to meet ___,
Tell you I'm _____,
You ____ know how ____ you are.
I ___ to find ___,
Tell ___ I need you,
____ you I set you ____.
_____ me your _____,
And ask me your ________,
Oh, ______ go back to the start.
_______ in circles,
Coming up tails,
Heads are a _______ _______.
_________ said it was easy,
It's _____ a shame for us to ____.
Nobody said it was ____,
No one ever said it _____ be this hard.
Oh, take me back to the _____.
apart
come
don`t
easy
had
let`s
lovely
nobody
questions
running
science
secrets
such
tell
would
2. be
believe
didn`t
don`t
dying
forgive
letter
never
slowly
think
time
wasting
will
word
world
wrinkle
Prayer In C
Robin Sch ulz
Y a , y o u _ _ _ __ s ai d a __ __
Y o u _ _ _ _ _ _ s e n d m e n o _ _ _ _
_ _ _ _ _ t h i n k i c o u l d _ _ _ _ __ y o u
S e e , o u r _ _ __ _ i s s l o w l y _ _ _ _ _
I ' m n o t __ _ _ n o m o r e _ _ __
_ _ _ _ _ t h i n k i _ _ _ _ _ b e l i e v e _ _ _
S e e , o u r _ _ __ i s _ _ __ _ d y i n g
I ' m n o t __ _ __ n o m o r e _ __ _
D o n ' t _ _ _ _ _ i c o u l d b e l i e v e _ _ _ _
Y a , o u r h a n d s _ _ _ _ _ g e t m o r e _ _ _ _
A n d o u r h ai r , i t w i l l _ _ _ g r e y
_ _ _ _ _ t h i n k i c o u l d _ _ _ _ y o u
R o l l i ng I n T h e D e e p
A d e l e
_ _ _ _ _ _ a f i r e s t a r t i n g i n _ _ _ _ h e ar t
_ _ _ _ _ _ a f e v e r _ _ _ _ an d i t ' s _ _ _ _ __ _
m e o u t t h e d a r k
_ _ _ _ _ _ _ , I __ _ s e e _ _ _ __ c r y s t al c l e a r
G o _ _ _ _ an d s e l l m e o u t an d I 'l l _ _ _ _
y o u r s h i t b ar e
S e e _ _ _ __ I 'l l l e a v e w i t h _ _ _ _ _ p i e c e
o f y o u
D o n ' t _ _ _ _ _ __ t h e _ _ _ _ _ t h a t I w i l l _ _
T h e r e ' s a _ __ _ _ s t ar t i n g i n m y _ _ _ _
_ _ _ _ _ _ _ a f e v e r p i t c h a n d i t ' s b r i n g i n g
m e o u t t h e __ _ _ _
T h e _ _ _ _ o f y o u r l o v e r e m i n d m e o f u s
T h e y k e e p m e t h i n k i n g t h a t w e
_ _ _ _ _ _ _ h ad i t al l .
there`s reaching pitch can ahead lay how
understimate things do scars bringing almost
leave finally every
3. Someone Like You
Adele
I ________ that you're _______ down
That you _________ a girl and you're __________ now
I ________ that your dreams _________ true
Guess she _______ you things, I ________ to you
Old ____
Why are you so shy?
It ain't like ____ to hold back
Or hide from the light
I hate to turn up out of the blue, uninvited
But I couldn't stay away, I couldn't fight it
I had ______ you'd see my _____ and that you'd ___
__________
That for me, it isn't over
_____ mind, I'll find ______ like you
I wish ______ but the best for you, too
_____ forget me, I beg, I remember you _______
_________ it lasts in ____
But sometimes it hurts instead
__________ it lasts in love
But sometimes it hurts instead, yeah
You ___how the time flies
Only yesterday _____ the time of our lives
We ______ born and ______ in a summery haze
Bound by the surprise of our ______ days
Cristina Aguilera
Beatiful
Every ____ is so ______
Then ______ it's hard to breathe
____ and then I get ____
From ____ the pain
I'm so ______
I am ______ no matter what ______ say
Words can't ______ me ____
I am beautiful in _____ single way
Yes, _____ can't bring ___ down, oh no
___ don't ____ bring me down ____
___ all your ____ you're ____
So ________ in all your ____
Trying _____ to fill the ________
4. Bruno Mars
The way you are
Oh, ____ eyes, her _____
Make ____ stars look ____ they're not _____
Her hair, her hair
____ perfectly _______ her tryining
She's so ______ and I tell her _________
Yeah, I know, I know
When I __________ her, she won't _______ me
And ____ so, it's so
Sad to _____ that she _____ see what I ___
But ____ time she asks me, "Do I ____ okay?"
I say
When I see ____ face
______ not a thing that I _____ change
'Cause _____ amazing
Just the way you are
And _____ you smile
The _____ world stops and ______ for a while
'Cause girl, you're _________
______ the way you are
Yeah
Her ___, her lips
I ____ kiss them all ____ if she'd let ___
Her laugh, her ____
She ____, but I think it's so _____
Yellow Submarine
(The Beatles)
I looked out this ______ and the ___ was
gone
Turned on _____ music to ____ my day
I ____ myself in a familiar ____
I closed my ____ and I slipped ____
It's ___ than a feeling
(More than a _____)
______ I hear that old song they _____ to
play
(More than a feeling)
I ____ dreaming
(More than a feeling)
'Til I _____ Marianne ____ away
___ see my Marianne walkin' ___
So ____ people have ____ and gone
Their faces ____ as the years ____ by
Yet I still recall as I wander on
As _____ as the sun in the ______ sky
It's more than a feeling
____ I hear that old ____ they used to ____
I begin dreaming
(_____________________)
5. Over the Rainbow / What a Wonderful
World
Way up high
Wake up where the clouds are far
behind me.
Somewhere over the rainbow
Somewhere over the rainbow
Someday I'll wish upon a star
Once in a lullaby, oh
Dreams really do come true-ooh-ooh
Bluebirds fly
And the dreams that you dream of
And the dreams that you dream of
Close to you
(The carpenters)
Why do birds suddenly appear
Every time you are near?
Just like me, they long to be
Close to you
Why do stars fall down from the sky
Every time you walk by?
Just like me, they long to be
Close to you
On the day that you were born the
angels got together
And decided to create a dream come
true
You are so beautiful
(Joe Cocker)
You are so _______, yes
You are to me
6. You _____ so beautiful
You are to me
_______ you see? Can’t you see?
You are _______ I hoped for
And you are __________ I need
______ you are so beautiful to ___
You are so _________
____ wonderful to me
_____ are so wonderful, _______
Can’t you ____, can’t you see, ___
You’re everything I hoped for and
_______ everything, yeah everything
What a wonderful day
(Louis Armstrong)
I _____ trees of green, ______ roses too
i see them bloom for me and you
and i think to myself what a wonderful ______
I see skies of ______ and clouds of ______
the ____ blessed day, the dark sacred _____
and i think to myself what a ________ world.
The colors of the ________ so pretty in the
____
are ____ on the faces of people going by
I see _______ shaking hands saying how do
you _____
they’re really saying i _______ you.
I hear _______ crying, I ______ them grow
they’ll learn much ____ than i’ll never _____
and i _______ to myself what a _______
world
Happy
Pharrell Williams
It might seem crazy what I'm about to say
Sunshine she's here, you can take a break
I'm a hot air balloon that could go to space
7. With the air, like I don't care baby by the way
Because I'm happy
Clap along if you feel like a room without a
roof; truth, you,
Because I'm happy
Clap along if you feel like happiness is the
truth
Because I'm happy
Clap along if you know what happiness is to
you
Because I'm happy
Clap along if you feel like that's what you
wanna do
Here come bad news talking this and that
Yeah, give me all you got, don't hold back
Yeah, well I should probably warn you I'll be
just fine
Yeah, no offense to you don't waste your time
Here's why
Happy, come on, bring me down
Happy, come on, bring me down
Love is too happy to bring me down
Come on, bring me down
I said bring me down
Come on, bring me down
Love is too happy to bring me down
Come on, bring me down
I said
Bring me down? can't nothing?
Bring me down? your love is too high?
Bring me down? can't nothing?
Bring me down, I said (let me tell you now)
James Bay
(Us)
_________ I'm beaten
Sometimes I'm _____
8. ______ sometimes this is ______ but
smoke
Is there a _____?
___ _____ a code?
___ we make ___ better?
_____ I'm losing ___
____ me how to ____ in this ___
Tell ___ how to ___ in and feel no ___
Tell me ___ could I ____ in something
___ believe in ___
After ___ wreckage
____ the dust
I ___ hear the ____, I still feel the ____
Over the riots, ____ all the noise
______ all the worry, I still hear your ___
UNIDAD EDUCATIVA
“CUELLAJE”
HIGH SCHOOL
NAME:________________
GRADE: ______________
OUR SPOTIFY
MUSIC