Funny literal translations from around the world

What is it about music that helps boost your English skills, confidence and pronunciation? A song can provide an emotional connection between the music and the listener, providing learners with new ways to express their feelings. Music and rhythm have also been shown to benefit memorization, which is a key component of learning.
Here are some of our favorite lyrics to some of our favorite songs:

1. The Beatles – Blackbird

The Beatles are the best band to help you learn English. There are many Beatles songs with catchy melodies and simple lyrics, but Blackbird captures the Fab Four at their most poetic:
Blackbird singing in the dead of night
Take these broken wings and learn to fly
All your life
You were only waiting for this moment to arise

2. The Cure – Friday I’m In Love

This song is a great way to help learn the days of the week (that may be obvious). Love is also a very popular English word, so this one is for all the romantics out there.

Always take a big bite
It’s such a gorgeous sight
To see you eat in the middle of the night

3. Ed Sheeran – Thinking Out Loud

Another one for the lovers: Ed’s heartfelt lyrics usually do well on the mainstream pop charts; he's one of the world's most popular songwriters. In this ballad, he tells the sweet story of long-time love.

Take me into your loving arms
Kiss me under the light of a thousand stars
Place your head on my beating heart

A new calendar year offers a natural reset, an opportunity for your learners to pause, look back and lean forward with purpose. Reflection isn’t just a feel-good exercise; it’s a powerful learning accelerator. It helps students consolidate knowledge, develop metacognition and set actionable goals. It also helps you, the teacher, gain insights into what’s working, what needs adjustment and how to sustain momentum. Below are activities that fit into real classrooms and real schedules, with variations for different age groups and subject areas.

Why start with reflection?

Reflection builds self-awareness and agency. When students name what they’ve learned and where they want to grow, they’re more likely to persevere and achieve. For you, structured reflection provides a clearer picture of learning gaps and strengths, enabling intentional planning. Think of these routines as small investments that pay off in greater engagement, clearer goals and smoother instruction all year long.

Quick wins you can do in one class period

Rose–Thorn–Bud

• Purpose: Recognize successes ("rose"), challenges ("thorn") and emerging opportunities ("bud").
• How-to: Give students three sticky notes or three boxes on a digital form. Prompt: “One thing that went well last term”, “One challenge I faced”, “One idea I want to try”.
• Teacher moves: Sort responses to identify class-wide trends. Celebrate roses. Normalize thorns with a growth mindset. Turn buds into a short list of new strategies to try together.
• Variations: Pair-share for younger grades; content-specific (rose = strategy that helped with fractions, thorn = multi-step problems, bud = practice with word problems).

Start–Stop–Continue

• Purpose: Turn reflection into immediate behavior and study habits.
• How-to: Ask students to list one habit to start, one to stop, and one to continue this term. Provide sentence stems: “I will start…”, “I will stop…”, “I will continue… because…”
• Teacher moves: Have students star the one they’ll commit to this week and set a check-in date. Invite a brief self-assessment after two weeks.
• Variations: Subject-specific (start annotating texts, stop cramming, continue reviewing notes nightly).

3–2–1 Learning snapshot

• Purpose: Capture key learning quickly.
• How-to: Prompt with “three concepts I understand now”, “two questions I still have” and “one resource or strategy that helped me learn”.
• Teacher moves: Use the “two questions” to plan mini-lessons or office-hours topics. Share a class list of “one resource” to build a peer-sourced toolkit.
• Tools: Paper exit tickets or a quick digital form, whatever is easier and quicker for you. 

Peer reflection interviews

• Purpose: Build belonging and metacognition through conversation.
• How-to: In pairs, students ask: “What’s one thing you’re proud of from last term?”, “When did you feel stuck – and how did you get unstuck?”, “What’s a goal you have for this month?”
• Teacher moves: Teach active listening (eye contact, paraphrasing) and capture themes. Close with a 2-minute write: “One insight I gained from my partner.”
• Variations: Record short audio or video reflections for classes using multimedia tools.

Two stars and a wish (Portfolio refresh)

• Purpose: Reflect using evidence.
• How-to: Students choose two artifacts from last term to highlight ("stars") and one area to improve ("wish"). They attach a brief reflection: what it shows and why it matters.
• Teacher moves: Model with your own sample. Provide a rubric for reflective depth (specificity, evidence, next steps).
• Variations: Early grades can draw or use photos; older students link to digital artifacts.

Deeper dives for week-one routines

Personal learning timeline

• Purpose: See growth over time and connect effort to outcomes.
• How-to: Students draw a timeline of the term: key topics, pivotal moments, breakthroughs, setbacks and supports that helped. They mark future milestones: “By Week 4, I will…”
• Teacher moves: Guide students to identify strategies that worked (study groups, retrieval practice), then add them to their plan. Create wall or digital gallery for optional sharing.
• Extension: Have students revisit the timeline mid-term to add new milestones.

Goal-setting conferences

• Purpose: Craft specific, measurable goals with support.
• How-to: Provide a short goal sheet: “My priority skill”, “Evidence I’ll use”, “Daily/weekly actions”, “Support I need”, “Check-in date”.
• Teacher moves: Rotate through 3-minute conferences to coach students toward clarity and feasibility. Encourage process goals (such as practicing 10 minutes daily) alongside performance goals.
• Variations: Small-group coaching if individual conferences aren’t feasible; student-led with peer feedback for time efficiency.

Class norms refresh (Community agreements)

• Purpose: Re-center your classroom culture.
• How-to: Invite students to propose two norms that helped learning and one to adjust. Synthesize into 5–7 concise agreements.
• Teacher moves: Co-create routines that enact the norms (silent start, exit reflections, peer tutoring). Post and practice with brief weekly check-ins.
• Equity lens: Ensure norms protect voice and belonging, not just compliance.

Make it stick: Implementation tips

• Keep it short and regular. Even just 5–10 minutes a week builds powerful habits.
• Use sentence stems to reduce cognitive load: “A strategy that helped me was…”, “Next time I’ll try…”
• Celebrate progress. Highlight student reflections that show growth, not just perfection.
• Close the loop. Bring reflections back into instruction: “I noticed many of you asked about synthesizing sources—let’s start with a mini-lesson.”
• Make it visible. A reflection wall or digital board keeps goals at the forefront.

Inclusive informed considerations

• Offer multiple modalities: writing, drawing, audio or a private form. Choice increases safety and authenticity.
• Normalize struggle and curiosity. Use language that validates effort: “Challenges are data, not defects”.
• Protect privacy. Invite, but don’t require, public sharing. Summarize themes anonymously.

Using tools you already have

Many of you use courseware, dashboards and assessment reports. Use them to ground reflection in evidence:

• Pull a quick progress report to anchor 3–2–1 reflections in actual performance trends.
• Use item analysis to identify common thorns and plan targeted practice.
• Invite students to look at their data with you during goal-setting conferences.

A quick start plan for week one

• Day 1: Rose–Thorn–Bud plus a short norms refresh.
• Day 2: 3–2–1 Learning Snapshot tied to last term’s key skills.
• Day 3–4: Goal-setting conferences; peers do Two Stars and a Wish.
• Day 5: Personal Learning Timeline and a brief share-out; set check-in dates.
  

Reflection is a powerful tool. Begin small, stay consistent and let students’ feedback guide you. With clear prompts, support and the right tools, including Pearson’s, you can turn New Year’s energy into steady progress for your class.

For students applying to US universities, timing is everything. Admissions deadlines can be tight, and delays in English proficiency scores can lead to missed opportunities. Your reputation as an agent depends on helping students have a seamless process, which includes meeting timelines.

Why speed matters for US admissions

US institutions often require English test scores before issuing offers or processing visas. Traditional testing methods can take days or even weeks for results, creating stress for students and agents. PTE Express changes the game by delivering certified results within 48 hours, ensuring students can submit scores quickly and confidently.