Home by Michael Buble
Another(G) summer day
Has(D/F#m) come and gone away
In(Em) Paris and Rome(D)
But I wanna go (C)home(D)
Mmmmmmmm
(G) May be surrounded by a million people I
(Em)Still feel all alone(D)
I just wanna go home (C)
Oh, I(D) miss you, you(G) know
And I’ve been keeping(C) all the letters that I wrote(Em) to you
Each one a line(A) or two“I’m fine baby, how(C) are you?(D)”
Well I would send(C) them but I know that it’s just(Em) not enough
My words were cold(F) and flat
And you deserve more(D) than that
Another aeroplane
Another sunny place
I’m lucky, I know
But I wanna go home
Mmmm,
I’ve got to go home
Let me go home
I’m just too far from where you are
I wanna come home
And I feel just like
I’m living someone else’s life
It’s like I just stepped outside
When everything was going right
And I know just why you could not
Come along with me
'Cause this was not your dream
But you always believed in me
Another winter day has come
And gone away
In even Paris and Rome
And I wanna go home
Let me go home
And I’m surrounded by
A million people I
Still feel all alone
Oh, let me go home
Oh, I miss you, you know
Let me go home
I’ve had my run
Baby, I’m done
I gotta go home
Let me go home
It will all be all right
I’ll be home tonight
I’m coming back home
As you examine this song remember what we have learnt in class. The setting, the tone, character, theme, metaphors and point of view of a song is important just as it is in a play.
Wednesday, November 26, 2008
Exploring the theme of missing home: My Love
My Love by Westlife
(C)An empty street
(G)An empty house
(Em) A hole inside my heart (Am)
(F) I'm all alone
The rooms are getting (G) smaller
I wonder(C) how I wonder(G) why I wonder(Em) where they are(Am)
The days(F) we had
The songs(F) we sang(G) together
Oh yeah And(Dm) all (F) my love(G)
We're holding(Am) on forever(F)
Reaching(Dm) for the love that seems so far (G)
Chorus:
So I say(F) a little prayer(C)
Hope my(F) dreams will take me(C) there
Where the skies(Dm) are blue
To see you(c) once again(Dm) my love(G)
Overseas from (F) coast to coast(C)
Find the(F) place I love(C) the most
Where the fields(Dm) are green
To see you(C) once again(G) my love(C)
I try to read I go to work
I'm laughing with my friends
But I can't stop
To keep myself from thinking
Oh no I wonder how I wonder why I wonder where they are
The days we had
The songs we sang together
Oh yeah And all my love
We're holding on forever
Reaching for the love that seems so far
Background to song
This song talks about feeling a longing for home. It talks about the separation between the physical, and the emotional (and mental) state of the person who is feeling homesick. How does your own experience of being homesick compare to this song? How does this song differ from Michael Buble's song Home?
(C)An empty street
(G)An empty house
(Em) A hole inside my heart (Am)
(F) I'm all alone
The rooms are getting (G) smaller
I wonder(C) how I wonder(G) why I wonder(Em) where they are(Am)
The days(F) we had
The songs(F) we sang(G) together
Oh yeah And(Dm) all (F) my love(G)
We're holding(Am) on forever(F)
Reaching(Dm) for the love that seems so far (G)
Chorus:
So I say(F) a little prayer(C)
Hope my(F) dreams will take me(C) there
Where the skies(Dm) are blue
To see you(c) once again(Dm) my love(G)
Overseas from (F) coast to coast(C)
Find the(F) place I love(C) the most
Where the fields(Dm) are green
To see you(C) once again(G) my love(C)
I try to read I go to work
I'm laughing with my friends
But I can't stop
To keep myself from thinking
Oh no I wonder how I wonder why I wonder where they are
The days we had
The songs we sang together
Oh yeah And all my love
We're holding on forever
Reaching for the love that seems so far
Background to song
This song talks about feeling a longing for home. It talks about the separation between the physical, and the emotional (and mental) state of the person who is feeling homesick. How does your own experience of being homesick compare to this song? How does this song differ from Michael Buble's song Home?
Describing our identity: Who am I?
http://nz.youtube.com/watch?v=VU_rTX23V7Q (original)
http://nz.youtube.com/watch?v=kDc6hyFsS-c
(F)Who am I?
That the Lord(C) of all the earth(Dm),
Would care(C) to know my name(Bb),
(Bb)Would care to feel my hurt.
(F)Who am I?
(C)That the bright and morning star (Dm),
(C) Would choose to light the way(Bb),
(Bb) For my ever wondering heart.
Not because(Bb) of who I am(C).
But because(Dm) of what you've done(C).
Not because(Dm) of what I've done(C).
But because of who you are.
Chorus:
(F)I am a flower(C) quickly fading(Dm),
Here today(C) and gone tomorrow(Bb).
A wave(C) tossed in the ocean(Bb),
A vapor(C) in the wind(F).
Still you hear(C) me when I'm calling(Dm),
Lord you catch(C) me when I'm falling(Bb),
And you told(C) me who I am(Bb).
I am yours (F).
Who am I?
That the eyes that see my sin
Would look on me with love
And watch me rise again
Who am I?
That the voice that calm the sea,
Would call out through the rain,
And calm the storm in me.
Not because of who I am.
But because what of you've done.
Not because of what I've done.
But because of who you are.
Background
Often we think of famous of successful people as people with identities worth emulating but this song inverts this view of success. It makes our identities secure because we are created by God and are cared for and sustained by God's power. It answers the question who am I in a different way.
Consider the famous people game that we played in class. Why do you think these accomplishments may not actually represent who people are? How would you describe yourself in a formal setting and how would you describe who you really are? Should these be different? If so why or why not?
http://nz.youtube.com/watch?v=kDc6hyFsS-c
(F)Who am I?
That the Lord(C) of all the earth(Dm),
Would care(C) to know my name(Bb),
(Bb)Would care to feel my hurt.
(F)Who am I?
(C)That the bright and morning star (Dm),
(C) Would choose to light the way(Bb),
(Bb) For my ever wondering heart.
Not because(Bb) of who I am(C).
But because(Dm) of what you've done(C).
Not because(Dm) of what I've done(C).
But because of who you are.
Chorus:
(F)I am a flower(C) quickly fading(Dm),
Here today(C) and gone tomorrow(Bb).
A wave(C) tossed in the ocean(Bb),
A vapor(C) in the wind(F).
Still you hear(C) me when I'm calling(Dm),
Lord you catch(C) me when I'm falling(Bb),
And you told(C) me who I am(Bb).
I am yours (F).
Who am I?
That the eyes that see my sin
Would look on me with love
And watch me rise again
Who am I?
That the voice that calm the sea,
Would call out through the rain,
And calm the storm in me.
Not because of who I am.
But because what of you've done.
Not because of what I've done.
But because of who you are.
Background
Often we think of famous of successful people as people with identities worth emulating but this song inverts this view of success. It makes our identities secure because we are created by God and are cared for and sustained by God's power. It answers the question who am I in a different way.
Consider the famous people game that we played in class. Why do you think these accomplishments may not actually represent who people are? How would you describe yourself in a formal setting and how would you describe who you really are? Should these be different? If so why or why not?
Finite and Infinite verbs: Morning has broken
Words of the song: Morning has broken
http://nz.youtube.com/watch?v=1TWd3skb-Rw (orginal)
http://nz.youtube.com/watch?v=ILqGdVJ3noA
Morning (C) has bro(Am) ken (D), like(G) the first(F) morning (C)
Blackbird has(Em) spoken(Am), like(C) the first(G7) bird
Praise(C) for the singing(F), praise(C) for the morn(Am) ing(D)
Praise(G) for them(C) springing(F) fresh(G7) from the word(C)
Sweet the rain's new fall, sunlit from heaven
Like the first dewfall, on the first grass
Praise for the sweetness of the wet garden
Sprung in completeness where his feet pass
Mine is the sunlight, mine is the morning
Born of the one light, Eden saw play
Praise with elation, praise every morning
God's recreation of the new day
Language Item
Finite and non-finite verbs
If an ordinary sentence contains just one verb, this verb will be finite. (Why 'finite'?)
This is [finite] a finite verb.
In a verb chain, the first verb in the chain is almost always finite, and the other verbs are always non-finite.
They have [finite] looked [non-finite] at it
The finite verb in a clause defines the way the clause works. It gives key information about:
who is doing the thing - i.e. the subject:
e.g. They have ... but: She has ...
and when it is being done - i.e. the tense:
e.g. They have ... but: They had ...
Non-finite verbs are not restricted in these ways, though they are restricted in other ways. For example, the infinitive have can be used for any time and any subject:
He seems to have a cold. (present time, singular subject)
They seemed to have colds. (past time, plural subject)
Underline all the finite verbs and circle all the infinite verbs in this song
http://nz.youtube.com/watch?v=1TWd3skb-Rw (orginal)
http://nz.youtube.com/watch?v=ILqGdVJ3noA
Morning (C) has bro(Am) ken (D), like(G) the first(F) morning (C)
Blackbird has(Em) spoken(Am), like(C) the first(G7) bird
Praise(C) for the singing(F), praise(C) for the morn(Am) ing(D)
Praise(G) for them(C) springing(F) fresh(G7) from the word(C)
Sweet the rain's new fall, sunlit from heaven
Like the first dewfall, on the first grass
Praise for the sweetness of the wet garden
Sprung in completeness where his feet pass
Mine is the sunlight, mine is the morning
Born of the one light, Eden saw play
Praise with elation, praise every morning
God's recreation of the new day
Language Item
Finite and non-finite verbs
If an ordinary sentence contains just one verb, this verb will be finite. (Why 'finite'?)
This is [finite] a finite verb.
In a verb chain, the first verb in the chain is almost always finite, and the other verbs are always non-finite.
They have [finite] looked [non-finite] at it
The finite verb in a clause defines the way the clause works. It gives key information about:
who is doing the thing - i.e. the subject:
e.g. They have ... but: She has ...
and when it is being done - i.e. the tense:
e.g. They have ... but: They had ...
Non-finite verbs are not restricted in these ways, though they are restricted in other ways. For example, the infinitive have can be used for any time and any subject:
He seems to have a cold. (present time, singular subject)
They seemed to have colds. (past time, plural subject)
Underline all the finite verbs and circle all the infinite verbs in this song
Joy of my Desire: Song for Sunday School 3
Words of Song Joy of my desire
http://nz.youtube.com/watch?v=ZevbJ2X6Q7U&feature=related (original version)
http://nz.youtube.com/watch?v=G7vYWawHv0I
(G)Joy of my desire (Bm)
(Em) All consuming fire (Bm)
(C) Lord of glory, Rose(Am) of Sharon
(D) Rare and sweet(G) (G7)
(G) You are now my peace (Bm)
(Em) Comforter and friend (Bm)
(C) Wonderful, so beautiful (Am)
You(D) are to me(G)
(C)I worship You (D)
In spirit(G) and in truth(Em)
(C)I worship You (D)
In spirit(G) and in truth (Em)
There will never(C) be a friend(G)
As dear(Am) to me(C) as You(G).
Teaching English through Song
Parallelism in English promotes style and fluency in song, speech and essay writing.
Example 1
Lacking parallelism:
She likes cooking, jogging, and to read.
Parallel:
She likes cooking, jogging, and reading.
Example 2
Lacking parallelism:
He ran across the yard, jumped over the fence, and down the alley he sprinted.
Parallel:
He ran across the yard, jumped over the fence, and sprinted down the alley.
Famous quotes
If you do not conquer self, you will be conquered by self.
You can't do anything about the length of your life, but you can do something about its width and depth.
Don't let what you cannot do interfere with what you can do.
A life lived in fear is half lived.
Two possible themes in this song
What do really want?
Brainstorm what is our desire/ dream/hope?
In us we have many desires some of them are good for us and others are not. God is the joy of my desire. God is the joy that is lasting and sustaining us to such a degree that it consumes us. God is in charge and beautiful in every way.. God is not just joy but peace who brings comfort and companionship. Our response to God is to respect and speak of God's worthiness. Giving a spiritual response and in speaking what is true, God is worshiped. God is our dearest friend.
What do people who are special in your life mean to you?
Using picture language(metaphors) we can express our appreciation for each other better.
The picture language used here is the Rose of Sharon a flower that is rare and sweet to show that God is unusual and kind. Love songs often compare the people they love to rare objects like gold, stars or heaven. Brainstorm what would be a good object to describe the person you love or who loves you.
Teaching English at all levels
Kindergarten and Lower Primary
Phonetic pairs for fun
Tick tock, Kit kat, Tip top, Knick knack, Chit chat.
Rhyming pairs
desire/fire, sing song sang,
Upper Primary
Paired expressions in English
Rare and sweet
Comforter and friend
In spirit and in truth
Prim and proper
To and fro
Odds and ends
Hard and fast
Tooth and nail
Pros and cons
By and large
Down and out
Length and breadth
Safe and sound
Cart and horse
http://nz.youtube.com/watch?v=ZevbJ2X6Q7U&feature=related (original version)
http://nz.youtube.com/watch?v=G7vYWawHv0I
(G)Joy of my desire (Bm)
(Em) All consuming fire (Bm)
(C) Lord of glory, Rose(Am) of Sharon
(D) Rare and sweet(G) (G7)
(G) You are now my peace (Bm)
(Em) Comforter and friend (Bm)
(C) Wonderful, so beautiful (Am)
You(D) are to me(G)
(C)I worship You (D)
In spirit(G) and in truth(Em)
(C)I worship You (D)
In spirit(G) and in truth (Em)
There will never(C) be a friend(G)
As dear(Am) to me(C) as You(G).
Teaching English through Song
Parallelism in English promotes style and fluency in song, speech and essay writing.
Example 1
Lacking parallelism:
She likes cooking, jogging, and to read.
Parallel:
She likes cooking, jogging, and reading.
Example 2
Lacking parallelism:
He ran across the yard, jumped over the fence, and down the alley he sprinted.
Parallel:
He ran across the yard, jumped over the fence, and sprinted down the alley.
Famous quotes
If you do not conquer self, you will be conquered by self.
You can't do anything about the length of your life, but you can do something about its width and depth.
Don't let what you cannot do interfere with what you can do.
A life lived in fear is half lived.
Two possible themes in this song
What do really want?
Brainstorm what is our desire/ dream/hope?
In us we have many desires some of them are good for us and others are not. God is the joy of my desire. God is the joy that is lasting and sustaining us to such a degree that it consumes us. God is in charge and beautiful in every way.. God is not just joy but peace who brings comfort and companionship. Our response to God is to respect and speak of God's worthiness. Giving a spiritual response and in speaking what is true, God is worshiped. God is our dearest friend.
What do people who are special in your life mean to you?
Using picture language(metaphors) we can express our appreciation for each other better.
The picture language used here is the Rose of Sharon a flower that is rare and sweet to show that God is unusual and kind. Love songs often compare the people they love to rare objects like gold, stars or heaven. Brainstorm what would be a good object to describe the person you love or who loves you.
Teaching English at all levels
Kindergarten and Lower Primary
Phonetic pairs for fun
Tick tock, Kit kat, Tip top, Knick knack, Chit chat.
Rhyming pairs
desire/fire, sing song sang,
Upper Primary
Paired expressions in English
Rare and sweet
Comforter and friend
In spirit and in truth
Prim and proper
To and fro
Odds and ends
Hard and fast
Tooth and nail
Pros and cons
By and large
Down and out
Length and breadth
Safe and sound
Cart and horse
You are my all in all: Song for Sunday School 2
Words of the song
You are my all in all
http://nz.youtube.com/watch?v=zC617kE1maU&feature=related (original)
http://www.youtube.com/watch?v=tn-Rw0AMulc
1. (C)You are my strength(G) when I (Am) am weak.
You are the (Em) treasure that(F) I seek
(G)You are my all(C) in all(G).
(C)Seeking you(G) as a precious(Am) jewel.
Lord(Em) to give up, I'd be(F) a fool
(G)You are my(C) all in all(C).
Chorus
(C)Jesus,(G) Lamb(Am) of God(Em),
(F)Worthy is Your(G) name (C).
(C)Jesus, (G) Lamb(Am) of God(Em),
(F)Worthy is(G) Your name(C).
2. Taking my sin,my cross, my shame
Rising again, I bless your name
You are my all in all
When I fall down, You pick me up
When I am dry, You fill my cup
You are my all in all.
Teaching English through this song
Giving clear instructions
work out the right order for your instructions
keep your sentences short and simple
number your instructions if you wish
use command verbs
use the present or sometimes the future tense
How To Make A Toy Car
What you will need:
A small box
A large box
Cardboard
Scissors
Chop Sticks
Paint and a Paint Brush
Glue
Take your small box and glue the bottom of it and stick it to your large box.
Pierce two holes in on both sides of the large box with a pencil and put the chopsticks in through one side and out of the other.
Take your cardboard and cut four circles out and put them on the ends of the chop sticks.
Two possible themes in this song
1) Ideals or being perfect.
Think about what situation is perfect, or a perfect room, or a perfect day. This song is about God who is perfect in every situation in our lives. God is the perfect match, provider and complete. The singer acknowledges that to give up God would be foolish. Write about a perfect______ and why it is foolish to give it up.
2) Writing Odes or words of praise and address it to an object or a person. The ode to the classroom for example. It is a poem of celebration.
Pronoun use
Addressing another person.
The use of the “you” is used to address other people. You is used most often in speech writing or giving advice. There is a very personal quality about using the word you. You are my all in all means the song gives the idea of sharing information in a direct and personalised manner.
The use of you is used in giving instructions on how to do something or in a speech in a formal setting.
Language Items at all levels
Kindergarten:
Personal pronouns: I, you, we, it
Demonstrative pronoun: This, that these, those
Lower Primary:
Possessive pronoun: mine, his, hers, yours, theirs, ours.
The problem with “its”.
Relative: who, which, that, whose, where, whom.
Reciprocal pronoun: each other, one another
Upper Primary/ Secondary
Sentence stretching
The cat ate the food
The fat cat ate the fresh food quickly. (Add adjectives and adverbs)
The fat cat, who had not eaten for a few days, ate the fresh food that his owner bought. (Add relative pronoun)
The plumb Persian cat who had been starving for a few days gobbled down the fresh fish that his owner has bought for dinner. (Add precise words)
You are my all in all
http://nz.youtube.com/watch?v=zC617kE1maU&feature=related (original)
http://www.youtube.com/watch?v=tn-Rw0AMulc
1. (C)You are my strength(G) when I (Am) am weak.
You are the (Em) treasure that(F) I seek
(G)You are my all(C) in all(G).
(C)Seeking you(G) as a precious(Am) jewel.
Lord(Em) to give up, I'd be(F) a fool
(G)You are my(C) all in all(C).
Chorus
(C)Jesus,(G) Lamb(Am) of God(Em),
(F)Worthy is Your(G) name (C).
(C)Jesus, (G) Lamb(Am) of God(Em),
(F)Worthy is(G) Your name(C).
2. Taking my sin,my cross, my shame
Rising again, I bless your name
You are my all in all
When I fall down, You pick me up
When I am dry, You fill my cup
You are my all in all.
Teaching English through this song
Giving clear instructions
work out the right order for your instructions
keep your sentences short and simple
number your instructions if you wish
use command verbs
use the present or sometimes the future tense
How To Make A Toy Car
What you will need:
A small box
A large box
Cardboard
Scissors
Chop Sticks
Paint and a Paint Brush
Glue
Take your small box and glue the bottom of it and stick it to your large box.
Pierce two holes in on both sides of the large box with a pencil and put the chopsticks in through one side and out of the other.
Take your cardboard and cut four circles out and put them on the ends of the chop sticks.
Two possible themes in this song
1) Ideals or being perfect.
Think about what situation is perfect, or a perfect room, or a perfect day. This song is about God who is perfect in every situation in our lives. God is the perfect match, provider and complete. The singer acknowledges that to give up God would be foolish. Write about a perfect______ and why it is foolish to give it up.
2) Writing Odes or words of praise and address it to an object or a person. The ode to the classroom for example. It is a poem of celebration.
Pronoun use
Addressing another person.
The use of the “you” is used to address other people. You is used most often in speech writing or giving advice. There is a very personal quality about using the word you. You are my all in all means the song gives the idea of sharing information in a direct and personalised manner.
The use of you is used in giving instructions on how to do something or in a speech in a formal setting.
Language Items at all levels
Kindergarten:
Personal pronouns: I, you, we, it
Demonstrative pronoun: This, that these, those
Lower Primary:
Possessive pronoun: mine, his, hers, yours, theirs, ours.
The problem with “its”.
Relative: who, which, that, whose, where, whom.
Reciprocal pronoun: each other, one another
Upper Primary/ Secondary
Sentence stretching
The cat ate the food
The fat cat ate the fresh food quickly. (Add adjectives and adverbs)
The fat cat, who had not eaten for a few days, ate the fresh food that his owner bought. (Add relative pronoun)
The plumb Persian cat who had been starving for a few days gobbled down the fresh fish that his owner has bought for dinner. (Add precise words)
Just let me say: Song for Sunday School 1
SONG
Just let me say
http://nz.youtube.com/watch?v=qi5yDcWJ88I (orginal)
1. Just let me say(D) how much(A) I love(Bm) You.
Let me speak(G) of your mercy(D) and (C)grace(A).
Just let me live(D) in the shadow(A) of Your beauty(Bm).
Let me(G) see you(D) face to face(A)
And the earth(F#m) will shake as Your word(Bm) goes forth.
And the heavens(G) can tremble(D) and (C)fall(A)
But just let me say(D) how much(A) I love You(Bm).
O my Saviour(G), my Lord(A) and friend(D).
2. Just let me hear Your finest whispers
As You gently call my name
And let me see Your power and Your glory
Let me feel Your spirit's flame
Let me find You in the desert
Till this sand is Your holy ground
And I am found completely surrendered
To You, my Lord and friend.
3. So let me say how much I love You
With all my heart I long for You
For I am caught in this passion of knowing
This endless love I've found in You.
And the depth of grace, the forgiveness found.
To be called a child of God
Just makes me say how much I love You.
O my Saviour, my Lord and friend.
Meaning of the song
There is a repeated use of the word “let” which means grant me the permission to speak about God's grace ( love given that I do not deserve) and mercy (pardon from wrong) and my response in love to God. I wants to live the shadow of God's beauty that is so beautiful it covers all other types of beauty and going a step even further I want to see God face. In the bible only Moses managed to do so and he glowed afterwards but it is wanting to be with God in a very intimate manner. When God speaks back he imagines the earth shaking and the heavens trembling and falling. But I love God as Saviour, Lord and friend.
In the next verse, I respond to God rather than speak to God. I hear God's call, observe his power and glory (magnificence) and feel God. It is a multi-sensory connection with God in a very dry and parched place that has become holy. It it this encounter with God that echoes of Moses encounter/ call at the burning bush that makes the person completely surrender to God.
In the next verse, again the person speaks of love but this time with an intensity a longing and a passion of God's love that is enduring and deep and special towards a child belonging to Him.
Background to the song
This song is sung by one of the most famous Christian singers and song writers of 1995. He was a worship leader at the Hills Christian Centre in Australia. At the height of his career, Geoff Bullock's felt a inner sense of failure as a Christian performer and when he left the church his marriage fell apart. By the end of the year, he had hooked up with a long time friend and he had to leave all the ministries he was involved in. In his very public shame and brokeness, he has learnt what it means to live by grace.
Today, he has learnt in his own words, “It's easy to say let's build a church out of good services, good praise and worship, good preaching, an 'if you do this, God will do that' philosophy. Then all we have to do is show you what we've got in God and say, 'You do this and become like us'. It's easy to advertise that - it's successful, it's attractive. "People want to be part of the winning team. It's easy to say, 'Come to our church. We have great lights and great music.' I used to say that. But I never said, 'Listen. Come and meet the people who know what pain is like, and what brokenness is like. Come to meet people who are going to make you feel at home with your failure, because they're not pretending to be anybody. And come and meet Jesus, the person who gives us the ability to keep starting again and not feel so despairing that we give up.'
English teaching item
Kindergarten: The senses and action words.
Lower primary: Just let me say....
Upper primary/ Secondary:
Common Coordinating Conjunctions
and, but, for, nor, or, so, yet.
Common Conjunctive Adverbs and Transition Phrases
accordingly, hence, in summary, on the other hand, also, however, likewise, otherwise, besides, in addition, meanwhile, similarly, consequently, in conclusion, moreover, therefore, finally, in contrast, nevertheless, then, for example, indeed, nonetheless, thus, furthermore, instead, on the contrary.
Common Subordinating Conjunctions
after, if , when, although, since, whenever, as, so that, where, as if, than, wherever, as soon as, that, whether, because, though, which, before, unless, while, even though, until, who/whom, how, what, whose.
Just let me say
http://nz.youtube.com/watch?v=qi5yDcWJ88I (orginal)
1. Just let me say(D) how much(A) I love(Bm) You.
Let me speak(G) of your mercy(D) and (C)grace(A).
Just let me live(D) in the shadow(A) of Your beauty(Bm).
Let me(G) see you(D) face to face(A)
And the earth(F#m) will shake as Your word(Bm) goes forth.
And the heavens(G) can tremble(D) and (C)fall(A)
But just let me say(D) how much(A) I love You(Bm).
O my Saviour(G), my Lord(A) and friend(D).
2. Just let me hear Your finest whispers
As You gently call my name
And let me see Your power and Your glory
Let me feel Your spirit's flame
Let me find You in the desert
Till this sand is Your holy ground
And I am found completely surrendered
To You, my Lord and friend.
3. So let me say how much I love You
With all my heart I long for You
For I am caught in this passion of knowing
This endless love I've found in You.
And the depth of grace, the forgiveness found.
To be called a child of God
Just makes me say how much I love You.
O my Saviour, my Lord and friend.
Meaning of the song
There is a repeated use of the word “let” which means grant me the permission to speak about God's grace ( love given that I do not deserve) and mercy (pardon from wrong) and my response in love to God. I wants to live the shadow of God's beauty that is so beautiful it covers all other types of beauty and going a step even further I want to see God face. In the bible only Moses managed to do so and he glowed afterwards but it is wanting to be with God in a very intimate manner. When God speaks back he imagines the earth shaking and the heavens trembling and falling. But I love God as Saviour, Lord and friend.
In the next verse, I respond to God rather than speak to God. I hear God's call, observe his power and glory (magnificence) and feel God. It is a multi-sensory connection with God in a very dry and parched place that has become holy. It it this encounter with God that echoes of Moses encounter/ call at the burning bush that makes the person completely surrender to God.
In the next verse, again the person speaks of love but this time with an intensity a longing and a passion of God's love that is enduring and deep and special towards a child belonging to Him.
Background to the song
This song is sung by one of the most famous Christian singers and song writers of 1995. He was a worship leader at the Hills Christian Centre in Australia. At the height of his career, Geoff Bullock's felt a inner sense of failure as a Christian performer and when he left the church his marriage fell apart. By the end of the year, he had hooked up with a long time friend and he had to leave all the ministries he was involved in. In his very public shame and brokeness, he has learnt what it means to live by grace.
Today, he has learnt in his own words, “It's easy to say let's build a church out of good services, good praise and worship, good preaching, an 'if you do this, God will do that' philosophy. Then all we have to do is show you what we've got in God and say, 'You do this and become like us'. It's easy to advertise that - it's successful, it's attractive. "People want to be part of the winning team. It's easy to say, 'Come to our church. We have great lights and great music.' I used to say that. But I never said, 'Listen. Come and meet the people who know what pain is like, and what brokenness is like. Come to meet people who are going to make you feel at home with your failure, because they're not pretending to be anybody. And come and meet Jesus, the person who gives us the ability to keep starting again and not feel so despairing that we give up.'
English teaching item
Kindergarten: The senses and action words.
Lower primary: Just let me say....
Upper primary/ Secondary:
Common Coordinating Conjunctions
and, but, for, nor, or, so, yet.
Common Conjunctive Adverbs and Transition Phrases
accordingly, hence, in summary, on the other hand, also, however, likewise, otherwise, besides, in addition, meanwhile, similarly, consequently, in conclusion, moreover, therefore, finally, in contrast, nevertheless, then, for example, indeed, nonetheless, thus, furthermore, instead, on the contrary.
Common Subordinating Conjunctions
after, if , when, although, since, whenever, as, so that, where, as if, than, wherever, as soon as, that, whether, because, though, which, before, unless, while, even though, until, who/whom, how, what, whose.
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