Songs and Poetry in a Language Classroom - neflt

Transcription

INVESTICE DO ROZVOJE VZDĚLÁVÁNÍ
Projekt Síť vzdělavatelů učitelů cizích jazyků NEFLT
registrační číslo CZ.1.07/2.4.00/31.0074
Songs and Poetry in a Language Classroom
Projekt Síť vzdělavatelů učitelů cizích jazyků NEFLT
registrační číslo CZ.1.07/2.4.00/31.0074
je součástí IPRM Ústí nad Labem Centrum.
Tento projekt je spolufinancován Evropským sociálním fondem a státním rozpočtem České republiky
Tato publikace byla vytvořena na Pedagogické fakultě Masarykovy university v Brně v
rámci projektu NEFLT (Network of Educators of Foreign Language Teachers).
Projekt je zaměřen „na prohloubení vazeb mezi vzdělavateli budoucích učitelů cizích
jazyků na veřejných vysokých školách a následně vazeb na učitele samotné. Cílem projektu je
spolupráce mezi institucemi a oboustranný transfer zkušeností, tj. ze strany aplikační sféry
soubor aktuálních problémů a potřeb (zejména v kontextu reformy školství a globalizačních
tendencí) - ze strany terciárního školství reakce v rámci výuky a odborná pomoc skrze
workshopy, semináře, odborné studijní materiály, kontaktní platformy a metodická centra“
(http://neflt.ujep.cz/).
Jedním z výstupů projektu je série příruček a brožur pro učitele cizích jazyků, v nichž
autoři předkládají nové nápady pro výuku. Tato série se snaží pokrýt celou škálu úrovní a
typů vzdělávacích institucí. Čtenáři v ní najdou např. nové přístupy k práci s překladem,
učitelé mladších žáků typy pro komunikativní výuku prostřednictvím her a aktivit založených
na dětském příběhu. Jiné materiály přicházejí s nápady, jak tvořivě pracovat s písněmi, poezií
a literárními texty. Konkrétní postupy a návody popsané krok za krokem jsou většinou
doplněny o kopírovatelné pracovní listy připravené k přímému použití ve třídě a přinášejí
osvěživé činnosti, které nelze běžně najít v učebnicích.
Oddíl písně a poezie v jazykovém vyučování nabízí škálu činností souvisejících
s původními písněmi a básněmi, stejně jako možnosti tvoření vlastních textů. Najdete v něm
výstižné vyučovací plány, včetně kopírovatelných materiálů. Aktivity lze použít beze změny,
anebo adaptovat pro jinou např. věkovou skupinu studentů. Přejeme hodně kreativní zábavy
v hodinách.
This publication has been created at the Faculty of Education, Masaryk University,
Brno within the framework of the NEFLT project.
The Network of Educators of Foreign Language Teachers is aimed at “creating a
cooperative network of relationships between the tertiary education of future teachers of
foreign languages and the practical or applied sphere, i.e. between extramural, secondary,
primary, and pre-school educational levels, deepening the ties between the educators of
future foreign language teachers in public schools of higher education and the resulting ties
with the teachers themselves and enhancing cooperation between institutions and the
mutual transfer of experience, i.e. from the applied sphere - a set of real problems and
requirements (especially in the context of school reforms and globalizing tendencies), and
from the tertiary school sphere - reactions within the framework of instruction and expertise
through workshops, seminars, scholarly study materials, contact platforms, and
methodological advisory centres” (http://neflt.ujep.cz/en).
One of the outcomes of the project is a series of handbooks and booklets for teachers
of foreign languages in which the authors provide new ideas for the lessons. This series tries
to address the whole range of levels and types of educational institutions. The readers will
find, for example, new approaches to working with translation; teachers of young learners
will get a lot of tips for communicative teaching through games and activities based on a
children’s story. Other materials provide new ideas on how to work creatively with songs,
poetry and literary texts. Procedures and step-by-step instructions are mostly completed by
photocopiable worksheets ready to be used in the classroom and offer creative activities
which cannot be usually found in textbooks.
The Songs and Poetry in a Language Classroom section offers a wide range of
activities exploiting original songs and poetry in a language classroom context and also a list
of possible creative writing tasks. You’ll find there ready-made lesson plans, including
handouts that you can print and copy. You can either use the lessons the way they are
designed or adapt them to your own e.g. age group of students/pupils. Have some great
creative lessons.
Music is an integral part of life. There is no human society without its music
(Murphey, Tim. Music & Song, Oxford University Press, 1992, p. 3). Music surrounds us every
day and literally everywhere. Music and “songs have been part of the human experience for
as long as we can remember … adults sing at religious services, bars, in the shower, and
when listening to the car radio. Songs have become an integral part of our language
experience, and if used in coordination with a language lesson they can be of great value”
(Kevin Schoepp, The Internet TESL Journal, Vol. VII, No. 2, February 2001).
Similarly to music, school is an integral part of life, too. It is “a part of the child’s real
world, the part where familiar experience is formalized and extended into new concepts”
(Widdowson, H.G., Teaching Language as Communication, Oxford University Press, 1990,
p.16).
The word “child” in the quoted Widdowson’s sentence can be replaced by the word
“pupil” or “student” and thus it can be concluded that school is an integral part of life of
every student. It often happens to students – it is their “familiar experience” from the quote
above – that they hear a song on the radio, TV, etc. which they like but because of their low
level of English they do not understand as much as they would like to. The lyrics are a
mystery. If such a song is taught in an English lesson, the teacher helps the students uncover
the mystery and teaches them what they want to learn. Teaching students what they want
to learn is always easier than teaching anything else. Moreover, putting two integral parts of
life together – music and school – multiplies the effect and enhances learning.
We are surrounded by music and songs all the time – when we turn on the radio or
switch on television, or intentionally when we listen to compact discs, cassettes, etc., or
when we work with multimedia. Multimedia can support teacher’s work in the classroom
because they advance putting education and entertainment together, creating so called
“edutainment” – the phenomenon of connecting learning with having fun (Průcha, Jan.
Moderní pedagogika, Portál, 1997, pp. 306-307). Therefore, teachers can make good use of
music in the classroom and teach motivated students, who learn what they are interested in.
There are some effective ways of achieving this.
Firstly, as mentioned above, it is always easier and more effective to teach what the
students want to learn. Music and songs have a positive impact on students’ motivation and
effectively influence the psychology of learning on condition that they enhance students’
interests outside the classroom, or as Murphey puts it, “Highly motivated language learning
starts with the students and what they are interested in” (Murphey, Tim. Music & Song,
Oxford University Press, 1992, p. 5). Music and songs are, undoubtedly, one of the top
interests of learners.
Secondly, English is the language of media aimed at the young generation (magazines
for teenagers, British and American television programs, etc.). Also, English is the
information technology language (Průcha, Jan. Vzdělávání a školství ve světě, Portál, 1999, p.
258). There are numerous television programs connected with music, as well as numerous
magazines about music that students watch and read. In this way, the teacher’s classroom
work gets automatically supplemented without any special effort of the teacher.
Students do not have to produce any special effort, too. If the teacher finds a way of
using music in the classroom effectively, it will find its way to students’ minds and support
the teacher’s work in the way that John Haycraft suggests:
You may then be able to teach as much without their [students] realizing it, as when
you press them to learn.
(Haycraft, John. An Introduction to English Language Teaching, Longman, 1978, p. 96)
In other words, if a teacher decides to use a piece of music, i.e. a song, for her or his
lesson, sooner or later, usually, the song will be played on the radio, TV, etc., providing
revision, or even extension, for what was done in the classroom. Alan Maley, in the foreword
to Tim Murphey’s Music & Song, puts it in the following way:
Music is highly memorable. Whether this is because it creates a state of relaxed
receptivity, or because its rhythms correspond in some way with basic body rhythms,
or because its messages touch deep-seated emotional or aesthetic chords, or
because its repetitive patterning reinforces learning without loss of motivation –
whatever the reason, songs and music ‘stick’ in the head.
(Murphey, Tim. Music & Song, Oxford University Press, 1992, p. 3)
Through songs, students can be exposed to colloquial language. Songs can be
extensively used for teaching listening comprehension, too. The first “resource” of spoken
English in class is the teacher. However, she or he can be effectively supplemented by “the
use of taped material which can exemplify a wide range of topics such as advertisements,
news broadcasts, poetry reading, plays, (pop) songs with lyrics, speeches, telephone
conversations and all manner of spoken language” (Harmer, Jeremy. How To Teach English,
Longman, 1998, p. 98).
For all these reasons, music is a very useful tool for English language
classrooms. If used properly, it is beneficial for teachers, whose work is thus enhanced, and,
more importantly, it is beneficial for the learners, who learn without knowing it.
Have You Ever Really Loved a Woman
Topic
Relationships
Aims
To learn/revise present perfect for experience
To explore the topic of woman/man relationships
Age group
Upper secondary and above
Level
B1 +
Time
Approx. 45 minutes
Materials
Song: http://www.youtube.com/watch?v=hq2KgzKETBw
Procedure
1 Lead-in
Brainstorm – individually, in groups / pairs + put on board:

If a man asked you how to have a successful relationship with a woman,
what would you say?

2 Listening
Put on board
1. Which of the ideas on the board match the song? – listen and compare
2. Predict the blanks
3 Have you ever
3. Listen and check
1. Work with “Have you ever” for experience:
-
elicit the form from the song
have
Have
+subject
you
+(ever)
+participle
ever really loved
+object
a woman?
-
Ask: “Is it past simple? Is it present simple?”
-
HE, SHE – elicit
-
Ask: Have you ever loved a man?
-
And elicit: Yes, I have + draw a little girl and elicit the negative + he, she
4 Extension
-
Each student will make one question for each person in the classroom
-
Mingle
- Each student will tell us one thing about one person
Students may be asked to come up with more “Have you ever question for
homework – for the next lesson / virtual learning management system /
Facebook, etc.
Sources: http://www.youtube.com/watch?v=hq2KgzKETBw
Worksheet:
Put the following expressions into the blanks: blood; give her wings; hold her tight; hold you; it’s
gonna last forever; she’s really wanted; she’s the one; taking good care of you; you’ll always be
together
Bryan Adams: Have You Ever Really Loved a Woman
To really love a woman, to understand her - you gotta know her deep inside
Hear every thought - see every dream, and _____________________ when she wants to fly
Then when you find yourself lying helpless in her arms you know you really love a woman
When you love a woman you tell her that _________________________
When you love a woman you tell her that _________________________
’Cause she needs somebody to tell her that _______________________
So tell me have you ever really - really, really ever loved a woman?
To really love a woman - let her ___________ - till you know how she needs to be touched
You've gotta breathe her - really taste her till you can feel her in your ________________
When you can see your unborn children in her eyes you know you really love a woman
When you love a woman … ’Cause she needs somebody to tell her that ________________________
You got to give her some faith - ________________, a little tenderness - gotta treat her right
She will be there for you, _________________________, you really gotta love your woman...
Then when you find yourself lying helpless in her arms you know you really love a woman
When you love a woman … ’Cause she needs somebody to tell her that ________________________
Just tell me have you ever really, really, really, ever loved a woman? You got to tell me
Just tell me have you ever really, really, really, ever loved a woman?
Living Next Door to Alice
Topic
Predictions
Aims
To revise expressing future / to talk about future
Age group
Level
B2 +
Time
Min. 45 minutes
Materials
Song: http://www.youtube.com/watch?v=NDvuskOGiY0
It is suitable to prepare: two pictures of girls, one picture of a boy, and if possible real objects: car
(limousine), telephone.
Procedure
1 Lead-in
Put the pictures on the board. Tell students that the girls are Alice and Sally. Ask
them to decide what the boy’s name is. Using real objects, elicit the words
“phone” and “limousine”.
2 Listening
Listen and answer the following questions:
-
How old are the girls?
-
Where does he live?
-
What are the relationships?
-
How do the limousine and telephone fit in?
-
If needed, listen and check.
-
If there is enough time, use jumbled lyrics before giving out the complete
text.
-
Give students time to read the lyrics and ask about new words /
expressions
3 Future
-
ask students to speculate about the main characters’ destinies (what’s
going to happen to the characters in a year and a day) using at least some
of the new words they learned from this song (students work in groups
and come up with stories)
-
now ask students to say where they see themselves in a year and a day
-
if a longer lesson is available, students may be asked to contrast the
“used to” + “-ing” structure for habits to the “used to” + infinitive
structure for past habits and practice both of them
4 Extension
If a longer lesson is available, students may be asked to contrast the “used to” +
“-ing” structure for habits to the “used to” + infinitive structure for past habits
and practice both of them
Sources: http://www.youtube.com/watch?v=NDvuskOGiY0
Worksheet: Complete lyrics – see below
Smokie: Living Next Door To Alice
Sally called when she got the word
She said: “I suppose you’ve heard
About Alice”
Well I rushed to the window and I looked outside
And I could hardly believe my eyes
As a big limousine moved up into Alice’s drive
CHORUS:
Oh, I don’t know why she’s leaving and where she’s gonna go
I guess she’s got her reasons but I just don’t wanna know
‘Cause for 24 years I’ve been living next door to Alice
24 years just waiting for a chance
To tell her how I feel and maybe get a second glance
Now I gotta get used to not living next door to Alice
Grew up together, two kids in the park
Carved our initials deep in the bark
Me and Alice
Now she walks through the door with her head held high
Just for a moment I caught her eye
As the big limousine moved slowly out of Alice’s drive
CHORUS
Sally called back and asked how I felt
She said: “I know how to help
Get over Alice.”
She said: “Now Alice is gone but I’m still here
You know I’ve been waiting for 24 years”
Then the big limousine disappeared
I don’t know why she’s leaving and where she’s gonna go
I guess she’s got her reasons but I just don’t wanna know
‘Cause for 24 years I’ve been living next door to Alice
24 years just waiting for a chance
To tell her how I feel and maybe get a second glance
But I’ll never get used to not living next door to Alice
No, I’ll never get used to not living next door to Alice
That’s Me
Topic
Eliciting personal information / group formation (if applicable)
Aims
To learn something about other students, could be suitable as a group formation activity at the
beginning of the school year
Age group
Level
B2 +
Time
Min. 45 minutes
Materials
Song: http://www.youtube.com/watch?v=mP_dk429rbc
Worksheet (see below)
Procedure
1 Lead-in
-
Tell students that by the end of the lesson they will have learned some
information about themselves inspired by a song
-
Before listening, you might want the students to do this:
Put the following words into rhyming pairs or groups:
Be, disguise, door, dove, end, face, for, free, light, loud, love, me, meek, more,
proud, realize, see, seek, sore, style, then, tonight, ways, while.
-
Ask the students to predict which words go with which line (see
worksheet below)
2 Listening
3 Personal info
Listen and check
-
Encourage students to think (in writing – time permitting) how they
would answer the following:
1. Characterize yourself using the words and expressions from the song:
Worthwhile, style, sweet, jealous, proud, mild, meek, an angel in disguise
2. Finish the sentences so that they are true for you:
If you hurt my feelings I'll
I'll never be
I don't believe in
But I do believe in
I can't help
4 Extension
-
-
If a longer lesson is available, students may be asked to really do this in
writing, then read all their classmates’ sheets and note down any
information that’s of interest for them. Later on share it and ask for
additional information.
Students may be asked to use the notes to produce a concise paragraph
about themselves for homework – for the next lesson / virtual learning
management system / Facebook, etc.
Sources: http://www.youtube.com/watch?v=mP_dk429rbc
Worksheets:
Rhyming words (below):
Abba - That's Me
Are you sure you wanna hear ________
What if I ain't worth the ________
Not the ________ you'd be looking ________
If I'm sweet ________
Things look different in the morning ________
I'm jealous and I'm ________
If you hurt my feelings I'll cry out ________
I'm Carrie not-the-kind-of-girl-you'd-marry
That's me
Would I be the one you ________
Mild and ________ like the girl next ________
Don't you ________
I may be an angel in ________
It's lonely to be ________
But I'm not a man's toy, I'll never ________
That's me
I don't believe in fairy-tales
Sweet nothings in my ear
But I do believe in sympathy
That's me, you see
Won't you have a drink with ________
Just to ________ you're not really _______
I can't help my ________
I'm just not the girl to hide my ________
[:I'm Carrie not-the-kind-of-girl-you'd-marry
That's me:]
There's a special ________
Like an eagle flying with a ________
I'll find it in the ________
If I keep on searching, but until ________
That's me
Complete lyrics:
Abba - That's Me
Are you sure you wanna hear more
What if I ain't worth the while
Not the style you'd be looking for
If I'm sweet tonight
Things look different in the morning light
I'm jealous and I'm proud
If you hurt my feelings I'll cry out loud
That's me
Would I be the one you seek
Mild and meek like the girl next door
Don't you realize
I may be an angel in disguise
It's lonely to be free
But I'm not a man's toy, I'll never be
That's me
I don't believe in fairy-tales
Sweet nothings in my ear
But I do believe in sympathy
That's me, you see
Won't you have a drink with me
Just to see you're not really sore
I can't help my ways
I'm just not the girl to hide my face
[:I'm Carrie not-the-kind-of-girl-you'd-marry
That's me:]
There's a special love
Like an eagle flying with a dove
I'll find it in the end
If I keep on searching, but until then
That's me
Everything at Once
Topic
Students’ wishes
Aims
To extend vocabulary
To share some of the students’ wishes
Age group
Upper primary and above
Level
B1 +
Time
Approx. 45 minutes
Materials
Song: http://www.youtube.com/watch?v=Tfy5CBfjZ8s
Procedure
1 Lead-in

This song seems to be quite famous – you might want to try to play the
opening bars to learn whether the students can recognize the song

Some fact about the singer – Lenka – might be useful as she’s CzechAustralian
2 Listening
3 Wishes
4 Extension

Give students the worksheet – see below:
-
Students try to predict
-
Teacher helps with vocabulary if necessary
Listen and check
Ask students which of those (comparisons in the song) they wish to be
and why
Students may write an extra stanza of their own (time permitting)
-
Sources: http://www.youtube.com/watch?v=Tfy5CBfjZ8s
Worksheet (below):
Lenka: Everything at Once
Put the following words in the blanks (the two missing words on the line usually rhyme):
be (2x), bee, bear, bird, bite, day, glider, hare, house, family, fire, fixture, fox, fun, ice, line, melody,
mouse, nails, nice, night, ox, play, picture, queen, road, sea, song, sugar, sun, tiger, time, toad, tooth,
tree, whale, word, wolf, wrong,
As sly as a ________, as strong as an ________
As fast as a ________, as brave as a ________
As free as a ________, as neat as a ________
As quiet as a ________, as big as a ________
All I wanna be (3x) is everything
As mean as a ________, as sharp as a ________
As deep as a ________, as dark as the ________
As sweet as a ________, as right as a ________
As long as a ________, as ugly as a ________
As pretty as a ________ hanging from a ________
Strong like a ________, strong as I wanna ________
Bright as ________, as light as ________
As hard as ________, as grand as a ________
Everything at once (3x)
As warm as the ________, as silly as ________
As cool as a ________, as scary as the ________
As hot as ________, cold as ________
Sweet as ________ and everything ________
As old as ________, as straight as a ________
As royal as a ________, as buzzed as a ________
As stealth as a ________, smooth as a ________
Pure as a ________, pure as I wanna ________
Everything at once
Lenka: Everything at Once – complete lyrics
As sly as a fox, as strong as an ox
As fast as a hare, as brave as a bear
As free as a bird, as neat as a word
As quiet as a mouse, as big as a house
As mean as a wolf, as sharp as a tooth
As deep as a bite, as dark as the night
As sweet as a song, as right as a wrong
As long as a road, as ugly as a toad
As pretty as a picture hanging from a fixture
Strong like a family, strong as I wanna be
Bright as day, as light as play
As hard as nails, as grand as a whale
Everything at once (3x)
As warm as the sun, as silly as fun
As cool as a tree, as scary as the sea
As hot as fire, cold as ice
Sweet as sugar and everything nice
As old as time, as straight as a line
As royal as a queen, as buzzed as a bee
As stealth as a tiger, smooth as a glider
Pure as a melody, pure as I wanna be
Everything at once
The Lady in Red
Topic
Compliments
Aims
To learn/revise present perfect
To learn how to pay compliments using the present perfect tense
Age group
Upper primary and above
Level
Strong A2+
Time
Approx. 45 minutes
Materials
Song: http://www.youtube.com/watch?v=iFcuN2zI3u0
Procedure
1 Lead-in

PLEASE NOTE THAT SOME SUGGESTED STEPS IN THIS LESSON
PLAN ARE SUITABLE ONLY FOR AN EXTEREMELY FRIENDLY
CLASSROOM ATMOSPHERE – UP TO YOU TO JUDGE – YOU
KNOW YOUR CLASS 

Tell students that they will be paying compliments inspired by a
song
 Pre-teach the following words:
Lovely, shine, bright, look for, half, chance, blind, cheek, wanna, hardly, a
beauty, gorgeous, amazing, by my side, turn, take my breath away, utter.
2
Listening
With a strong class:
-
-
Listen – how many DIFFERENT DIRECT compliments does the singer
make?
Listen and put down as many compliments as you can
Start with lyrics with blanks (see worksheet):
 Many blanks but only 5 different words to be filled in
 Words at the end of the lines rhyme with the line before or after
Elicit the sentences with the present perfect – students write them
on the board and after that revise (present) the form of present
perfect.
Build on the board:
I’ve never seen
Negative (with “never”)
I’ve never had
I haven’t seen
Negative (simple)
I haven’t had
I have been
Positive
Have you been … ?
Question (simple)
Have you had … ?
Have you ever been … ?
Have you ever had … ?
Yes, I have.
Question (with “ever”)
Short answers
No, I haven’t.
Structure:
I
You
+ HAVE
S/He, It
+ HAS
We
+ PARTICIPLE
+ HAVE
You
They
3

Compliments
4
Extension
Ask students to choose their favorite person in the class – girls
boys if possible, boys girls if possible,
 When the pairs (if the number of students is even, the teacher
might want to participate or have one group of three) are
formed, ask them to:
Make a compliment using the present perfect for her/him
Say the sentence
If you have a karaoke version available, you might want to try this one
with the students – it’s nice and slow and manageable.
Sources: http://www.youtube.com/watch?v=iFcuN2zI3u0
Worksheet:
Chris De Burgh: THE LADY IN RED
I’ve never ____ you looking so lovely as you did _______,
I’ve never ____ you shine so bright,
I’ve never ____ so many men ask you if you wanted to _____,
They’re looking for a little romance,
Given half a chance,
And I have never ____ that dress you’re wearing,
Or the highlights in your hair that catch your eyes,
I have ____ blind,
The lady in red is dancing with me,
Cheek to cheek,
There’s nobody here, just you and me,
it’s where I wanna be,
But I hardly know this beauty by my side,
I’ll never forget the way you look _______;
I’ve never ____ you looking so gorgeous as you did _______,
I’ve never ____ you shine so bright,
You were amazing,
I’ve never ____ so many people wanna be there by your side,
And when you turned to me and smiled, it took my breath away,
And I have never ____ such a feeling,
such a feeling of complete and utter love, as I do _______,
Cheek to cheek,
There’s nobody here, it’s just you and me,
I’ll never forget the way you look _______;
I never will forget the way you look _______.
(The lady in red)3x
My lady in red.
Chris De Burgh: THE LADY IN RED – complete lyrics
I’ve never seen you looking so lovely as you did tonight,
I’ve never seen you shine so bright,
I’ve never seen so many men ask you if you wanted to dance,
They’re looking for a little romance,
Given half a chance,
And I have never seen that dress you’re wearing,
Or the highlights in your hair that catch your eyes,
I have been blind,
Cheek to cheek,
There’s nobody here, just you and me,
I’ll never forget the way you look tonight;
I’ve never seen you looking so gorgeous as you did tonight,
I’ve never seen you shine so bright,
You were amazing,
I’ve never seen so many people wanna be there by your side,
And when you turned to me and smiled, it took my breath away,
And I have never had such a feeling,
such a feeling of complete and utter love, as I do tonight,
Cheek to cheek,
There’s nobody here, it’s just you and me,
I’ll never forget the way you look tonight;
I never will forget the way you look tonight.
(The lady in red)3x
My lady in red.
D.I.S.C.O.
Topic
Personality adjectives – describing a friend or a close person
Aims
To learn/revise personality adjectives
To talk about a friend or a close person
Age group
Upper primary and above, ideal for high school teenagers and adults
Level
Strong A1+
Time
Approx. 45 minutes
Materials
Song: http://www.youtube.com/watch?v=EmS4po8hIeo
Procedure
Lead-in

Think of a close person (friend, relative, boyfriend, girlfriend…) and put
the name down
Listening

Write one word that characterizes the person

Listen to the beginning of the song – what word is being spelled?

Listen and fill in the chart (see below)

Sing A:B (in two groups) –i.e.:
Group A: She is D … Group B: Desirable, etc.
Extension

Use another chart (see below) to write about the person you mentioned

Tell us  (or you can rotate charts – everybody reads about everybody’s
friend – the option more suitable for your class)

Sing the song with what you have written and said about the person – try
to fit it in music.

Alternative if applicable: Use the words to write a poem (acrostic) about
the person + talk to your partner and ask additional questions + class
feedback

Read the poems

Students can share the poems in a virtual learning management system,
on Facebook, etc.
Sources: http://www.youtube.com/watch?v=EmS4po8hIeo
Worksheets:
D.I.S.C.O. - Ottawan – chart key
D.I.S.C.O (4x)
She is disco (4x)
She is D
Delirious
Desirable
Disastrous
Delightful
She is I
Incredible
Irresistible
Impossible
Incredible
She is S
Superficial
Super sexy
Super special
Sensational
She is C
Complicated
Such a cutie
Crazy, crazy
Sweet as candy
She is O
Oh, oh
Oh, oh
Oh, oh
Oh, oh
D.I.S.C.O. - Ottawan – complete lyrics
D.I.S.C.O (4x)
She is disco (4x)
She is D delirious
She is I incredible
She is S superficial
She is C complicated
She is O oh, oh
She is D desirable
She is I irresistible
She is S super sexy
She is C such a cutie
She is O oh, oh
D.I.S.C.O (4x)
She is disco (4x)
She is D disastrous
She is I impossible
She is S super special
She is C crazy, crazy
She is O oh, oh
She is D delightful
She is I incredible
She is S sensational
She is C sweet as candy
She is O oh, oh
D.I.S.C.O (4x)
She is disco (4x)
She is D
She is I
She is S
She is C
She is O
Oh, oh
Oh, oh
Oh, oh
Oh, oh
Oh, oh
Oh, oh
Oh, oh
Oh, oh
Oh, oh
Oh, oh
D.I.S.C.O (4x)
She is disco (4x)
She is D
She is I
She is S
She is C
She is O
Oh, oh
Oh, oh
D.I.S.C.O (4x)
She is disco (4x)
She is D
She is I
She is S
She is C
She is O
Oh, oh
Oh, oh
D.I.S.C.O (4x)
She is disco (4x)
She is D
She is I
She is S
She is C
She is O
Oh, oh
Oh, oh
D.I.S.C.O. - Ottawan
D.I.S.C.O. – Ottawan – example: My boyfriend is…
A
amiable
airy-fairy
D
desirable
delightful
O
R
A
B
L
E
Etc.
CANADA IN MY POCKET
Topic
Symbols of Canada
Aims
To learn basic facts about Canada
To practice listening for details
Age group
Lower-secondary
Level
A2 – B1
Time
30 mins
Materials
Song: http://www.youtube.com/watch?v=VnZlAOSEmYQ
Canadian coins or their photos (e.g. http://www.banffnationalpark.com/articles/banff-and-canadaat-a-glance-for-foreigners.html)
For younger students Worksheet 1
Introduction
Start a discussion about money and images on it. Try to elicit what is usually found on coins and
banknotes. Sort the students into groups and let them come up with the images which are depicted
on the Czech coins.
Procedure
1 Lead-in
2
3
4 Extension
Ask the students what they think might be on Canadian coins. (If they do not
know much about Canada, start by talking about the country and then eliciting
possible images.)
The students will listen to the song Canada in my pocket. They will note down the
objects and animals which appear on the coins.
During the second listening they will write down the names of the coins and then
together with the whole class and the teacher will match them with their nominal
value and the image.
The teacher will show real Canadian coins or photos of them (see the link above).
- Students will be given the lyrics and will sing the song. They can be
divided into groups and each group will practice one verse first and then
they will sing the song taking turns. The chorus will be sung by the whole
class.
- Groups will work on creating a new coin for an imaginary country. They
will create the symbol of the country which will be on the coin. Then they
5 Variation
Worksheet 1:
Maple leaf
Beaver
Schooner
Caribou
will present the country briefly and will explain what the symbol means.
It is also possible to start directly with a song and set the listening task without
talking about Canada and its symbols. Then, after filling in the table (Worksheet
2) ask students to elicit some facts about the country from the symbols on its
coins.
Worksheet 2:
Symbol
Name of the coin
Nominal value
Name of the coin
Nominal value
Worksheet 2 - key:
Symbol
Maple leaf
penny
1 cent
Beaver
nickel
5 cents
Schooner
dime
10 cents
Caribou
quarter
25 cents
Lyrics:
Chorus:
I've got Canada in my pocket
A little bit of history
A penny, and a nickel
And a quarter and a dime
Mean a lot to you and me
It's more than pocket money
They're the symbols of our land
They're pictures of important things
For which this country stands
The maple leaf, the maple leaf
Is a beautiful sight to see
It waves 'hello'' to us below
From the top of a maple tree
And with every year that passes
It grows like you and me
So should we all grow straight and tall
Like the lovely maple tree
The beaver, oh the beaver
He's a happy, furry animal
Like a teddy bear with teeth
He's never ever lazy
He works all night and day
Building houses for his family
He's got no time to play
The schooner, oh the schooner
It's a great big wooden sailing ship
That can sail across the sea
It brings to other countries
The things their people need
And brings back things
Like chocolate bars
And books for us to read
The caribou, the caribou
He's a really big strong animal
I'm sure you'll all agree
He looks like Santa's reindeer
And he loves it when
The wind blows cold
So he lives up north
With the polar bears
'Cause he likes the ice and snow
http://www.songsforteaching.com/canada/canadainmypocket.htm
LOG DRIVER´S WALTZ
Topic
Jobs, features of Canada, a bit of history
Aims
To learn about a typical job in Canada connected with its natural source
To discuss jobs and the skills one needs for doing them
To practice listening skills
Age group
Upper-secondary
Level
B1 – B2
Time
30 mins
Materials
Song: http://www.youtube.com/watch?v=upsZZ2s3xv8
Sheets of paper or pieces of cardboard paper of A3 size.
Procedure
1 Lead-in
2
3
4
Divide the students into two or three teams. Put the sheets of paper on the floor
and play the song. While the song is playing, the students have to move around
the place by hopping from one piece of paper to another. When they step on the
floor they are out of the game. During the game when there are fewer players,
remove gradually some pieces of paper. After some time or, when the song is
over, stop the game and the teams will count the members who stayed in the
game. The team with the highest number of players is the winner.
The students will sit down. Ask them the following questions: What skills have
you practiced during the game? Write them on the board. If you look at them – in
which profession do you think you could need these skills? Elicit ideas. You can
also set up a group discussion first.
Play the beginning of the video clip
http://www.youtube.com/watch?v=KcWk0R4QRXo(0.09 – 0.45) and ask the
students: What´s the name of the profession? What else must these men be good
at? Why do you think they are admired by girls and women? Elicit ideas.
Listen to the song and check.
Give the students the lyrics and sing the song.
Worksheet 1:
Lyrics:
If you ask any girl from the parish around,
What pleases her most from her head to her toes;
She'll say, "I'm not sure that it's business of yours,
But I do like to waltz with a log driver."
For he goes birling down a-down white water,
That's where the log driver learns to step lightly;
It's birling down, a-down white water,
A log driver's waltz pleases girls completely.
When the drive's nearly over, I like to go down
To see all the lads as they work on the river;
I know that come evening they'll be in the town,
And we all want to waltz with a log driver.
To please both my parents I've had to give way,
And dance with the doctors and the merchants and lawyers;
Their manners are fine but their feet are of clay,
And there's none with the style of a log driver.
Now I've had my chances with all sorts of men,
There's none is so fine as my lad on the river;
And when the drive's over, if he asks me again,
I think I will marry my log driver.
Birling down, a-down white water,
(Albert) Wade Hemsworth [1916-2002]
http://www.wtv-zone.com/phyrst/audio/nfld/11/logdriver.htm
Cultural note:
"The Log Driver's Waltz" was written by Albert Wade Hemsworth (1916 – 2002), Canadian folk singer
and songwriter. The song is a celebration of the traditional profession of log driving. The workers
delivered wood for the lumber industry; they transported felled timber by walking or running on the
logs as they floated down rivers. The men had to be very strong and physically agile. Their steps and
moves resembled dancing, which probably inspired the author to write this song.
Note: "Birl" is an old Scottish verb which means "to revolve or cause to revolve”.
Source: www.wikipedeia.org
LITTLE BOXES
Topic
Uniformity vs. originality
Aims
To think and discuss about creativity and originality.
Language aims – to practice conditionals.
Age group
Upper-secondary
Level
B1 – B2
Time
35 – 45 minutes
Materials
Song: http://www.youtube.com/watch?v=XUwUp-D_VV0
Introduction
Start a discussion asking students a question: What if everybody looked the same? What would
probably happen if everybody had the same clothes, same hairstyles, same accessories etc.,
everybody owned the same car and lived in the same house, at home they had the same furniture
and equipment?
Put students into groups of three or four and let them discuss for about 5 – 6 minutes. Then elicit
the students´ ideas.
Procedure
1
2
Divide the students into groups of 4 or 5. Each student will be given one
photograph which they cannot show to other members of the group. They will
take turns to describe their photos and then, still without seeing the others, they
will try to find out what the pictures have in common. After eliciting the answers
from students they are allowed to look at all the photos.
Then write the following questions on the board:
- Why do you think people wear the same or similar clothes?
- Are there any different reasons in different photos?
Give students some more time to discuss the answers, then summarize them with
the whole class.
Go back to the topic of the same houses. Ask students to prepare a list of things
that might happen if all the houses were identical. They will practice would or
might. First give an example on the board. E.g. If all the houses were the same,
people would not envy each other. If all the houses were the same, it might be
difficult to find yours. etc.
3
4 Discussion
5
6 Follow-up
Variation
Tell students they are going to listen to a song in which several things are
mentioned that are the same, or activities which people do in the same way. The
task is to write them down. (Same houses, studying at universities, same jobs,
playing golf, drinking martini dry, having pretty children, sending the children to
summer camps and later to universities, boys starting businesses, marrying and
raising families.)
What do you think is the main message of the song? (See Cultural note 1)
It is possible to cut the lyrics into individual parts and ask the students to put
them into the right order before the listening (it is easy to do so – the rhymes will
help and also the stages have a logical order).
Students can sing the song.
Students will work in groups and will prepare a set of advantages and
disadvantages of wearing uniforms at schools or living in the same houses or
flats.
It is also possible to start directly with the song and set the listening task without
talking about uniformity and then start a discussion on why people want to be
the same, have the same things and do the same activities.
Lyrics:
Little boxes on the hillside
Little boxes made of ticky-tacky
Little boxes on the hillside,
Little boxes all the same.
There's a green one and a pink one
And a blue one and a yellow one,
And they're all made out of ticky tacky
And they all look just the same.
And the people in the houses
All went to the university,
Where they were put in boxes
And they came out all the same,
And there's doctors and there´s lawyers,
And business executives,
And they all play on the golf course
And drink their martinis dry,
And they all have pretty children
And the children go to school,
And the children go to summer camp
And then to the university,
Where they are put in boxes
And they come out all the same.
And the boys go into business
And marry and raise a family
In boxes made of ticky tacky
There's a green one and a pink one
And a blue one and a yellow one,
http://people.wku.edu/charles.smith/MALVINA/mr094.htm
Cultural note: 1) “ "Little Boxes" is a song written by Malvina Reynolds in 1962, which became a hit
for her friend Pete Seeger in 1963. The song is a political satire about the development of suburbia
and associated conformist middle-class attitudes. It refers to suburban tract housing as "little boxes"
of different colours "all made out of ticky-tacky", and which "all look just the same." "Ticky-tacky" is a
reference to the shoddy material used in the construction of housing of that time.”
(http://en.wikipedia.org/wiki/Little_Boxes)
2) Definition of TICKY-TACKY: sleazy or shoddy material used especially in the
construction of look-alike tract houses; also: something built of ticky-tacky (Merriam-Webster.com.
Retrieved October 13, 2013, from http://www.merriam-webster.com/dictionary/ticky-tacky)
Worksheet 1
----------------------------------------------------------------------------------------------------------------------------------Student A
Work in groups of 4 or 5. Each of you will be given a different photo. Describe your photo to the other
members of your group without showing it. Then try to discuss what the pictures might have in
common.
Student B
common.
----------------------------------------------------------------------------------------------------------------------------------Student C
common.
Student D
common.
----------------------------------------------------------------------------------------------------------------------------------Student E
common.
WONDERFUL TONIGHT (ERIC CLAPTON)
Topic
Going to a party, collocations
Aims
To learn about collocations
To talk about parties, preparations for a party etc.
Age group
Upper-secondary
Level
B1
Time
30 - 45 mins
Materials
Song: http://www.youtube.com/watch?v=nfgg7DjMtwE
Worksheet 1
Cards with words (Worksheet 2) – photocopy and cut them – 1 set for a pair or group of three
Introduction
Ask students if they know what collocation means. If not, start with the activity in Worksheet 1 to
show some examples. (You can also create your own according to the vocabulary your students
need to learn.)
Explain the difference between strong (Worksheet 1b – Upper Int. level) and weak collocation
(Worksheet 1c – Intermediate level)
Worksheet 1c can be left as revision after working with the song.
Procedure
1
2
3
4 Extension
Distribute the shuffled cards with the words and explain the task to students.
They need to match the words to form collocations or short phrases. Tell them
that there are several possibilities of how to combine the cards.
As the students work, monitor and help if necessary. After they finish, tell them
that all the words and phrases come from a song. Could they possibly guess the
song?
Play the song for the students, they check their combinations and correct them
where necessary. Play for a second time if needed. Another possibility is to ask
students to move to “swap desks” with the neighbouring pair and check their
combinations.
Talking about parties – there are many possibilities regarding what to talk about
and you can choose a concrete topic according to your needs. E.g. – what to wear
(practicing vocabulary of clothes, talking about dress code), talking about various
types of parties, how to organize a party, group discussion, virtual preparations
etc.). Another option is to prepare a dialogue between a man and woman who
are preparing for a party or a dialogue after a party.
Worksheet 1a
Match the words from A with words from B to form collocations:
A
make shake stick to blow
commit give run perform
solve lose catch pay
cause do expect break
B
a promise birth a cold live
attention a business problems
hands a horn a crime a child
temper a favour the point
a puzzle an offer
1
make an offer
2 ___________________
3 ___________________
4 ___________________
5 ___________________
6 ___________________
7 ___________________
8 ___________________
9 ___________________
10 ___________________
11 ___________________
12 ___________________
13 ___________________
14 ___________________
15 ___________________
16 ___________________
Key:
1 make an offer
2 shake hands
3 stick to the point
4 blow a horn
5 commit a crime
6 give a hand
7 run a business
8 perform live
9 solve a puzzle
10 lose temper
11catch a cold
12 pay attention
13 cause problems
14 do a favour
15 expect a child
16 break a promise
Worksheet 1b
Fill in the gaps with words from the box below.
1 We __________ deny any involvement in the scandal.
2 I __________ regret the loss of your loved one.
3 I __________ endorse the local cancer society.
4 We __________ appreciate the current difficulties in this market.
5 I __________ recognize your need to improve your career.
6 I __________ believe he is telling the truth.
7 We'd like to __________ encourage you to buy this stock.
8 Our company __________ endorses his run for office.
9 I __________ hope you are able to find employment soon.
10 I'd like to __________ recommend you visit an employment specialist.
11 They __________ reject any compromise in these negotiations.
12 I'm afraid I __________ refuse to believe anything he says.
deeply
utterly
categorically
freely
enthusiastically
honestly
positively
readily
sincerely
strongly
KEY:
1 categorically deny
2 deeply regret
3 enthusiastically endorse
4 freely appreciate
5 fully recognize
6 honestly believe
7 positively encourage
8 readily endorses
9 sincerely hope
10 strongly recommend
11 totally reject
12 utterly refuse
Source: http://esl.about.com/od/advancedwriting/a/eexpressions.htm
freely
totally
Worksheet 1c
Put the words below into the right boxes. Each has four items.
Late
Put on
Brush
Feel
Turn
Walk
Go
Car
Time
difficulties aside
a floor
around with sb
in the evening
booking
pale
keeper
factory
over a new leaf
a hat
ahead
ten miles
bomb
one´s hair
six pounds
into pieces
all right
like a fool
with the crowd
time
wonderful
a make-up
unwanted
out the light
the streets
to look at sb
slowly
afternoon
away a fly
accident
to a party
to go home
the light alarm
keys
consuming
time
a hat
a floor
all right
to look at sb
ten miles
to a party
keys
to go home
afternoon
the light
away a fly
wonderful
pale
slowly
into pieces
alarm
keeper
KEY:
Late
Put on
Brush
Feel
Turn
Walk
Go
Car
Time
in the evening
six pounds
difficulties aside
like a fool
out the light
around with sb
with the crowd
factory
consuming
booking
a make-up
one´s hair
unwanted
over a new leaf
the streets
ahead
accident
bomb
Worksheet 2
LATE
IN THE EVENING
WONDER
WHAT TO WEAR
PUT ON
MAKE-UP
BRUSH
ONE´S HAIR
LOOK
WONDERFUL
GO
TO A PARTY
TIME
TO GO HOME
CAR
KEYS
WALK AROUND
WITH SOMEONE
TURN
TO SEE
ACHING
HEAD
TURN OUT
THE LIGHT
FEEL
ALLRIGHT
SEE
THE LIGHT IN ONE´S EYES
WONDER
OF SOMETHING
Lyrics:
Eric Clapton Wonderful Tonight
It's late in the evening
She's wondering what clothes to wear
She puts on her make-up
And brushes her long blonde hair
And then she asks me
Do I look alright
And I say yes, you look wonderful tonight
We go to a party
And everyone turns to see
This beautiful lady
That's walking around with me
And then she asks me
Do you feel alright
And I say yes, I feel wonderful tonight
I feel wonderful
Because I see the love light in your eyes
And the wonder of it all
Is that you just don't realize
How much I love you
It's time to go home now
And I've got an aching head
So I give her the car keys
She helps me to bed
And then I tell her
As I turn out the light
I say my darling, you were wonderful tonight
Oh my darling, you were wonderful tonight
Note 1: “Collocation – 1 the way in which some words regularly collocate with others, 2 a habitual
combination of words which sounds natural: ´Strong coffee´ is a typical collocation in English but
´powerful coffee´ is not. (Longman Dictionary of English Language and Culture, Longman 1998)
In any collocation, one word will "call up" another word in the mind of a native speaker. The higher
the predictability of the other word, the stronger collocation it is.
Note 2: For working with the song at A2 level see New Headway Elementary Teacher´s Book.
HOLLYWOOD
Topic
Being (young and) famous
Aims
Developing discussion and argumentation skills
Talking about pros and cons of being famous
Age group
Upper-secondary
Level
B1 – B2
Time
Min. 45 minutes
Materials
Song: http://www.youtube.com/watch?v=QBrlYtV60GA
Worksheets 1and 2
Introduction
Show some photos of Hollywood. Elicit what place it is and give students a few minutes to put down
all the words and phrases which come to their minds in connection with this place (e.g. film
industry, actors and actresses, fame etc.). Then elicit ideas. Students can write some words and
phrases on the board. They can be used for the later discussion.
Procedure
1
2
3
4 Discussion
Elicit the topic of the song: play the first 30 seconds of the video clip WITHOUT
sound. Ask the students what they think the topic of the song is. Ask the students
if they know some young singers who became famous very fast. You can briefly
let them comment on this.
Write BEING FAMOUS on the board. Divide the students into two groups. Within
the groups the students will first work in pairs. One group will be asked to list the
advantages of being famous, while the other group will list the disadvantages.
Set a time limit. Then ask students in the two groups to put their ideas together
to form one list of advantages or disadvantages for a group.
Play the whole song Hollywood by Michael Bublé and ask the students to tick the
items on their lists which are seen in a clip or heard in the song. After listening
compare whether their predictions were the same, similar or different.
Organize the seating in the classroom so that the two groups face each other and
tell the students to imagine they are in a radio programme whose aim is to
discuss the problems of becoming famous at a young age and the positive or
negative influences on a young “star”. The group who was working on the
advantages will have to be positive about being young and famous; the other
group will be negative. Give the students time for preparing their arguments and
for going through a list of useful phrases (Worksheet 1).
5
6
Follow-up
Homework
Be a moderator of the discussion (or, if you´ve got a student who is able to do so,
give them the role) and open the discussion like this: In the studio today we´ve
got a group of experts who are going to discuss the upsides and downsides of
young stars´ fame…. During the discussion try to ask the quieter members what
they think of the topic; and, as kindly as possible, rein in the members who don't
let others speak. Make sure every participant has an opportunity to be heard. If
the discussion dies out, have one or two “questions from the listeners” prepared.
After the discussion, as a reward, tell the students they are going to listen to the
song once more. You can either distribute the lyrics and let them sing, or as
another challenge give them Worksheet 2 with lyrics in which some of the words
have been changed. Their task is to tick the correct lines and mark the lines with
the changed words with a cross. Check the numbers of incorrect lines. During the
second listening the students will correct the changed words.
(In the lyrics on page … the words changed in the students’ worksheet are in
bold.)
If time permits, you can discuss some parts of the song with the students.
For homework you can ask your students to write a short essay about the
advantages and disadvantages of being famous. To help them, you can give them
the structure of the essay and useful expressions (see
http://www.ssag.sk/SSAG%20study/AJL/advantages_and_disadvantages.pdf)
Worksheet 1 - Expressions for Agreeing and Disagreeing
Stating an opinion
In my opinion...
The way I see it...
According to Lisa...
As far as I'm concerned...
If you ask me...
Expressing agreement
I agree with you 100 percent.
I couldn't agree with you more.
That's so true.
That's for sure.
You're absolutely right.
Absolutely.
That's exactly how I feel.
Exactly.
I'm afraid I agree with James.
No doubt about it.
(agree with negative statement) Me neither.
(weak) I suppose so./I guess so.
You have a point there.
I was just going to say that.
Interruptions
Can I add something here?
Is it okay if I jump in for a second?
If I might add something...
Sorry to interrupt, but...
(after accidentally interrupting someone) Sorry,
go ahead.
OR Sorry, you were saying...
(after being interrupted) You didn't let me finish.
Asking for an opinion
What's your idea?
How do you feel about that?
Do you have anything to say about this?
What do you think?
Do you agree?
Expressing disagreement
I don't think so.
(strong) No way.
I'm afraid I disagree.
(strong) I totally disagree.
(strong) I'd say the exact opposite.
Not necessarily.
That's not always true.
That's not always the case.
No, I'm not so sure about that.
Settling an argument
Let's just move on, shall we?
Let's drop it.
(sarcastic) Whatever you say./If you say so.
Source: http://www.englishclub.com/speaking/agreeing-disagreeing-expressions.htm
Worksheet 2 - Hollywood
Could you be a teenage idol?
Could you be a TV star?
When I switch on my TV, will you smile and wave at me,
telling Oprah who you are?
So you want to be a pop star,
with blue-eyed bunnies in your flat?
Well, remember when you're rich that you sold yourself for this,
you'll be famous 'cause you're mad
So don't go higher for desire
Put it in your bed,
baby, Hollywood is dead,
you can find it in yourself
______________1
______________2
______________3
______________4
______________5
______________6
______________7
______________8
______________9
______________10
______________11
______________12
I don't want to make you dancin'
when you're dancin' with the world
You can flush your caviar and your million dollar car,
I don't need that type of girl
But could you be the next sensation?
Will you set the newest style?
You don't need a catchy song
'cause the kids'll sing along when you sing it with a smile
______________13
______________14
______________15
______________16
______________17
______________18
______________19
______________20
Put it in your bed,
baby, Hollywood is dead, you can find it in yourself.
So don't fly higher for your fire
Put in your bed,
______________21
______________22
______________23
______________24
______________25
______________26
Na na na na na na (Keep it in your head, Hollywood is dead)
Well, you can do the money tango
You can set your little band
You can run from vine to vine while the cuties wait in line
with the money in their palms
But if you get to California, save a piece of gold for me.
And it's the only thing you'll save,
but I'll bet you'll never wave when I spot you on TV.
______________27
______________28
______________29
______________30
______________31
______________32
______________33
Put it in your bed,
So don't fly higher for your fire.
Put it in your bed,
Keep on lovin' what is true and the folk will come to you,
Love what is true and the world will come to you,
No no no no no...
______________34
______________35
______________36
______________37
______________38
______________39
______________40
______________41
______________42
______________43
Lyrics:
"Hollywood"
Could you be a teenage idol?
Could you be a movie star?
When I turn on my TV, will you smile and wave at me,
telling Oprah who you are?
So you want to be a rock star,
with blue-eyed bunnies in your bed?
Well, remember when you're rich that you sold yourself for this,
you'll be famous 'cause you're dead
Put it in your head,
baby, Hollywood is dead,
I don't want to take you dancin'
when you're dancin' with the world
You can flush your caviar and your million dollar car,
I don't need that kind of girl
But could you be the next sensation?
Will you set the latest style?
You don't need a catchy song
'cause the kids'll sing along when you sell it with a smile
So don't fly higher for your fire
Put in your head,
Na na na na na na (Keep it in your head, Hollywood is dead)
Well, you can do the money tango
You can start your little band
You can swing from vine to vine while the cuties wait in line
with the money in their hands
But if you get to California, save a piece of gold for me.
And it's the only thing you'll save,
but I'll bet you'll never wave when I watch you on TV.
So don't fly higher for your fire.
Keep on lovin' what is true and the world will come to you,
Love what is true and the world will come to you,
No no no no no...
Source: http://www.azlyrics.com/lyrics/michaelbuble/hollywood.html
Have you ever written a poem?
Whenever we ask this question, the answer is almost always a unanimous yes. Most
of us have the experience, don’t we? Be it simple rhymes for our teenage romances or more
elaborate poetry. As we do have this experience, why not try a similar thing in the
classroom?
Let us open the “poetry in a language classroom” section with a quote:
“Poetry … wasn’t written to be analyzed; it was meant to inspire without reason, to
touch without understanding.” (Nicholas Sparks: The Notebook, p. 64). The author mentions
inspiration – this can lead to what we ultimately aim at in language education – students
using as much as possible of the language they have acquired so far – for creating their own
poems or talking about existing ones.
Also, poetry enhances emotions – as the same author (Nicholas Sparks) suggests later
in his book (p. 141): “Poetry brings great beauty to life, but also great sadness… “. Alan
Maley and Alan Duff in The Inward Ear describe things similarly: Whenever the poem is seen
in isolation, then, two extreme attitudes emerge: a) The poem is a rare flower - an orchid –
to be admired but not touched, or b) a thorn in the flesh, a bothersome text in odd
language, involving a ritual of tedious questions which merely slow up the learning.
To prevent the slowing up of the learning the authors mention, we suggest that pair
work, group work or teamwork is employed on a regular basis as we are convinced that even
a student who may be too shy to produce their own poetry or it is simply not the person’s
cup of tea, can still be an integral part of a team.
Alan Maley and Alan Duff “further suggest that: Poetry offers a rich resource for
input to language learning. As such it is at least as relevant as the more commonly accepted
types of input (e.g. contrived dialogues, isolated texts for reading comprehension,
simulations, etc.). So, it should be given at least equal weight” and that “…if poetry is
integrated with other forms of language, and thus demystified through a hands-on
approach, [students] will come to an understanding that it is no more special than any other
forms of language (e.g. sports reports, advertisements, labels, etc.)”.
Let’s give it a try, and have some poetry.
Note: the examples below were produced by one of the authors.
Me in Questions
Topic
Introducing oneself in a poetic way
Aims
Guided/Free writing practice
Age group
Secondary and above
Level
B1 +
Time
Approx. 45 minutes
Materials
A4 sheets of paper
Procedure
Lead-in

Put this on the board:
Imagine you meet a person who really interests you. Be it whoever - a
relative, someone really attractive, a celebrity - whoever... What
question(s) would you ask?

1st draft writing
Extension
Students brainstorm the questions and these are written on the board
Students are encouraged to use the questions to write a poem to introduce
themselves (basically answer the questions).
Students may be advised to create an A4 page with the poem and perhaps
pictures, illustrations, etc. to be displayed on the classroom notice-board,
website, Facebook or wherever appropriate.
An example of a possible final product (below; please note that using quotes from other sources is
not compulsory at all):
Carpe diem (Is that what I am?)
“They ask me how I am
I tell them I don’t care”1
What I got from them
‘s experience to share:
I’ve heard someone say:
“Getting old”.
Or “same sh…oot every day”
Another person’s told.
A different kind of question is
Quo vadis?
“I don’t know where I’m going
Only God knows where I’ve been
I’m a devil on the run, a six”2 string “lover, a candle in the wind”.2
Happy? When I look around, yes.
All the better when listening to, like, Chess,
Or walking barefoot in the grass.
And watching her beauty I can caress.
Future? “If you want to see God laugh, make a plan”.3
Our lifespan?
“How would it be if you were standing in my shoes?”4
“No pleasure cruise”5
I definitely could make some scrambled eggs.
But I’d much rather have …
Something else for breakfast in my lodge.
Perhaps even a drop of Scotch
To get high
As you’re kinda
As cuddly as a panda
More questions wanna try?
1)
2)
3)
4)
5)
Chris Norman:
John Bon Jovi:
Jodi Picoult:
Brian May (Queen):
Queen:
One Way Love Affair
Blaze of Glory
My Sister’s Keeper
Too Much Love Will Kill You
I Want It All
That’s Me
Topic
Introducing oneself in a poetic way – another option
Aims
Guided/Free writing practice
Age group
Secondary and above
Level
B1 +
Time
Can be squeezed into approx. 45 minutes with a strong class but a 90’ period or two separate
lessons are recommended
Materials
Pen and paper, CD player
Procedure
Lead-in
1st draft writing
Extension
Students work with Abba’s song That’s Me (lesson plan in Songs)

After that they are asked to write a poem about themselves inspired by the song
Students may be advised to create an A4 page with the poem and perhaps
pictures, illustrations, etc. to be displayed on the classroom notice-board,
website, Facebook or wherever appropriate.
Source:
An example of a possible final product (below):
(Please note, that this one is actually a combination of “Me in Questions” and “That’s Me)
That’s Me
What do you look like’s the question in the morn
At dawn,
Stepping on the floor.
Look into the mirror and, damn it,
OK, I’ll wash you though I’ve never seen you before
Is told the reflection standing opposite.
That creature must have started to exist
Just about when my mother put me on the population list.
Shy? Not really. Just at times.
Sometimes even when creating rhymes.
Name? Jerry, E.T. whatever sounds better,
The name doesn’t really matter.
Leaving home, getting in the car,
Putting on some music, let’s have some crazy superstar.
Sinful Bodies, Butterfly Wings
That’s the song that in my ears often rings
Not when reading though
Silence is preferred then
Reading about an arrow in a bow
Shot when
The Amazons met the Swallows
And lived their dreams
Sailing the lakes of the Lake District.
How far it seems!
I seem to be tricked
Being asked what I like.
Riding my bike
But there’s no time for that
Which drives me mad
No, serious,
Good drinks and female beauty mysterious
And stroking the guitar strings,
Then the soul sings.
That’s where this poem ends.
Take it as it is, perhaps we can be friends.
Poem(s) on (a) T-Shirt(s)
Topic
What poem you would print on a t-shirt
Aims
Free writing practice
Age group
Primary and above
Level
A1 +
Time
Approx. 45 minutes
Materials
A4 sheets of paper
Procedure
1 Lead-in

Ask students about what’s written on their t-shirts (other articles of
clothing) – see what’s available in the classroom

After a short discussion ask them to design poem(s) for their own or
other people’s t-shirts
2 1st draft
writing
Students are asked to consider:
-
3 Final draft
4 Extension
Who the t-shirt’s for
Where the poem(s) should go - front, back, sleeve(s), anywhere else? Or
any other combination?
After this students produce their first draft .
- If needed, students produce the final draft.
- Encourage volunteers to read their poems out loud and present the
design.
Students may be advised to really print the poems on t-shirts (voluntary task, of
course, unless the institution can provide the material. Alternatively, textile
markers can be used and even decorate the t-shirts.
An example of a possible final product (below):
FF (female front)
The thing is:
You like these?
Don’t disguise
Look into my eyes!
This Room
Topic
Instant Poetry - Poetic Room Description
Aims
Guided/free writing practice
Age group
Secondary and above
Level
B1 +
Time
Approx. 45 minutes
Materials
It is helpful to prepare the instructions below in Power Point so they could be projected one by one
and available to students for a longer period of time.
Procedure
1 Lead-in

Ask students about their experience with poetry writing

Announce they the are going to gain some (more) experience during the
following activity
2 1st draft
writing
Give students the following instructions one by one:
1. Look around you and notice the things you don’t normally notice.
2. Look at one item in the room – furniture or object. Write one sentence
describing the object. Don’t try to be clever. Don’t use your imagination.
Really look and write just what you see. Don’t be poetic – you are not
writing a poem yet. You are trying to look and write accurately what you
can see.
3. Notice the light in the room – the shadows and patterns. Write one
sentence about this.
4. Look at one other person. Don’t just half-look at them, really study them.
I give you permission to stare, as if you’d never seen a human before!
Write one sentence about one person you see.
5. Write a sentence about what he/she’s thinking.
6. Look at yourself in the same way. Your hands, your clothes, etc. Write
one sentence about one thing you see.
7. Describe the view through the window in a few words.
8. Listen to the noises around and outside the room. Write one sentence
about what you can hear.
9. How do you feel now? Really? Check it out. Write one sentence.
10. Write something about the future.
11. Now you have 10 minutes. Look at what you have written. Change
anything you want to. Put things in a different order. Cross things out.
Think about how it sounds and looks. Your aim is to finish with a short
poem (which could be shared between individuals or read out or put up
on a poster, etc.).
3 Reading
4 Extension
Encourage volunteers to read their poems out loud.
Students may be asked to create a poster with their poems (see above), share
their poetry using a virtual learning management system / Facebook, etc.
Sources: Instant poetry – Jim Scrivener - Learning Teaching, 2011, p. 367
Worksheet: N/A
An example of a possible final product: The following is one of the results of an online task:
My den
Everything looks surprisingly familiar
Peculiar
A glass of wine
Its red blood shine
Semidarkness
Your touch I miss
No-one near
Here
My hands caressing the glass
Time does quickly pass
In the night
No-one beside
The sound of silence
The real thing
Relaxing stance
A tired wink
Feels calm
Tomorrow’s another day
Your arm
May find my way
Word Pool Poem
Topic
Up to the teacher to specify (if necessary)
Aims
Guided/free writing practice; acquisition of new words (if applicable)
Age group
Secondary and above
Level
B1 +
Time
Approx. 45 minutes
Materials
Pen and Paper.
Procedure
1 Lead-in
2
1st draft
writing
3 Reading
4 Extension

Students are asked to produce their favorite English words or
alternatively:
 If you need to revise vocabulary taught before, the groups of words
concerned may be used for this task
- Students are encouraged to choose approx. 5 of the words available
- At this point ask them to use the words to write a poem
- The words used could be highlighted (see example below).
Students may be asked to create a poster with their poems, share their poetry
using a virtual learning management system / Facebook, etc.
Sources: SPIRO, Jane. Creative poetry writing. 1st ed. Oxford: Oxford University Press, 2004. xiii, 194.
ISBN 0-19-442189-9.
An example of a possible final product (read the title backwards; please note that using quotes
from other sources is not compulsory at all):
HTIAF (own epitaph?)
Would not trade for anything
My guitar’s sing
“We had joy, we had fun,
We had seasons in the sun”1
Though a good guy
To be I just pretend.
“The breath of a life gone by”2
Can be named Fulfillment?
Perhaps indeed.
Planted the right seed?
Of an intriguing hyacinth
Grown by this mystery man
In a flower pot labyrinth.
A soul‘s scan
Showing an ephemeral delight
Simply irresistible
Home all right
Wanting to be
In a genuine relationship unbreakable.
Enjoy the key
To good luck, friendly advice
A heartily dedicated surprise
Our Father’s offering
Fabulous, mind-boggling
Oh my, so pretty…
Me not witty
Enough to open your marvelous gown
Humbly praying for considerateness
“with emptiness
all around. And if you won’t come back to me, then they can bring the curtain down“3.
The quotes in the poem are from:
1. Terry Jacks: Seasons in the Sun
2. Nicholas Sparks: The Notebook, p. 1
3. Elvis Presley: Are you lonesome tonight?
(song)
(book)
(book)
A CHOSEN WORD BECOMES A POEM TITLE
Topic
The topic for each student’s poem will be given by the title chosen
Aims
Guided/free writing practice; vocabulary extension / practice
Age group
Secondary and above
Level
B1 +
Time
Approx. 45 minutes
Materials
Pen and Paper. / set of words if necessary
Procedure
Lead-in



1st draft writing
Reading
Extension
Depending on what the teacher needs to do, students may be given
words that need to be revised/presented/practiced
Encourage them to choose one or have somebody pick one for them
Alternatively, students could come up with words until there are enough
for each student to choose
Students are told that the word they chose is the title of their poem. The rest is
up to them. I.e. if a student chooses the word FIRE, it becomes the title of the
student’s poem.
Students may be asked to share their poetry using a virtual learning management
system / Facebook, etc.
An example of a possible final product:
FIRE
Ray of the Sun
Piercing the shoulder
Sinking in
5, 4, 3, 2, 1, lift off. Gone.
Spark grows older
Lightning flames within.
Like fireplace
Candle in the dark
Hearts on the card. Ace.
All for one tiny spark.
But … why?
Did you Sun just wanna try?
Can the flames’ warmth be any good?
Or … fade away is what they should?
Can they light a path?
Make someone lose some breath?
Will there be a hand
To put on few more branches?
Or Noman’s land
Dark and fist that clenches?
Will the fire burn
The way it does tomorrow?
Point of no return
Fire or … any matchbox to borrow?
Acrostic Poem
Topic
Aims
Guided/free writing practice; vocabulary extension / practice
Age group
Secondary and above
Level
B1 +
Time
Approx. 45 minutes
Materials
Pen and Paper.
Procedure
Lead-in
1st draft writing


Depending on what the teacher needs to do, students may be given
words that need to be revised/presented/practiced
Encourage them to choose one

Alternatively, students could work with a word of their choice
Students are encouraged to write the word they are working with like this:
E
N
T
E
R
T
A
I
N
E
R
Reading
Extension
At this point students are instructed that each letter is the beginning of a line of
their poem.
Students may be asked to create a poster with their acrostics, share their poetry
using a virtual learning management system / Facebook, etc.
Sources: SPIRO, Jane. Creative poetry writing. 1st ed. Oxford: Oxford University Press, 2004.
Eternal time paints hair silver
Nor you, and me neither
Tame it can
Every now and then
Recollections of the past
Time won’t let last
Almighty omnipresent
Irresistible memories
Naked they enchant
Endlessly over the debris
Requiem for dreams it is
Alphabet Poem
Topic
Aims
Age group
Secondary and above
Level
B1 +
Time
Approx. 45 minutes
Materials
Pen and Paper.
Procedure
Lead-in
1st draft writing
 Students are asked to choose a name for a poem they are going to write
Put this instruction on the board:
Use the name you have chosen for this poem. The pattern should be sort of
acrostic:
A…
B…
C…
.
.
.
Z
Reading
Extension
system / Facebook, etc.; with this particular one – as it is quite long, another
lesson could be devoted to students’ silent reading of their classmate’s poems
and discussing i.e. which one they could relate to most and why, etc.
Sources: SPIRO, Jane. Creative poetry writing. 1st ed. Oxford: Oxford University Press, 2004.
Winding Ribbon
Appeal … equals you - anything else won’t do
Bittersweet taste of delicious herbal liqueur
Cold pond so calming in hot summer
Devotion than my coffee thicker
Eternity desired … as bodies beat like one drummer
Figurine sexy
Galaxy
High above we watch as we lay then in the grass … that’s what I
Imagine when you’re gone by
Just like time
Keel and water sublime…
Lost, in the cleavage, crocodile tears
Mold the better within
Nothing but, with you, high spheres
One out of many … in a crinoline …
Peanuts in your top make me
Quiver like surge of the sea
Reminder – our life here’s a gift
So far so good. Any season on a string you uplift
Thoughts of intimacy
U
Very privacy
Winding ribbon reveals my wishes for a
Xebec cruise with
You, and like the moon, in the sky stellar,
Zenith
Fridge Poem
Topic
Writing a note to be left on the fridge for a close person / to teach a short English poem
Aims
Age group
Secondary and above
Level
B1 +
Time
Approx. 45 minutes
Materials
Pen and Paper.
Procedure
Lead-in

1st, students are asked to think of a close person. When they can do so,

The teacher introduces this on the board:
I have eaten the plums that were in the icebox and which you were probably
saving for breakfast. Forgive me they were delicious so sweet and so cold.



1st draft writing
Reading
Extension
Students are asked if they think it’s a poem
The answer is yes, it’s “This Is Just To Say” by William Carlos Williams
Students should also be informed that it is believed to be a message on
the fridge
 Students should now remember the person they named at the very
beginning of the lesson.
 Encourage them to imagine what kind of poem they could write for that
person as a surprise to be found in the morning when they're gone (to
school or anywhere...) on the fridge.
 Students write the first draft
system / Facebook, etc.; Also, encourage them to really put it on the fridge so as
the person they wrote it for could read it.
Open, reach your mistress
Grab softly, enjoy her kiss
Squeeze her neck soft
Press her mouth against your lips
Sip her till feeling aloft
Sense her drive drips
Only she, and no other, will never forsake
Only she and no other, will always be there
Only she, waiting patiently till you take
Her, only she, and no other, will always care
Taste her, give in, marvel in her fire burn
Allow her cool to enter in and yearn
When she feels empty
Make sure you fill her up
Irresistible and tempting
Delicious, taste her drop by drop
She’s the only faithful
Casual, pretty, trendy
Enjoy her just mouthful
Your dear mistress Brendie
When I’m Down
Topic
Writing a poem about “being down”
Note: this is a topic that creative poetry writing participants repeatedly ask for – they have required
“something darker”, for instance. It brings a challenging change to the otherwise more or less
positive topics (although even a positive topic sometimes stimulates a “down” or moving poetry). So
it’s included here.
Aims
Age group
Secondary and above
Level
B1 +
Time
Approx. 45 minutes
Materials
Pen and Paper.
Procedure
Lead-in
1st draft writing
Reading
Extension
Students are asked to brainstorm a moment/moments in life when they felt really
down or miserable
Students are encouraged to write their poem. With this topic, silent dark music
could aid the atmosphere.
 Students may be asked to share their poetry using a virtual learning
management system / Facebook, etc.;
 With this one, time and situation permitting (you know your class best) a
follow up discussion as to what had caused the “down” situations and
what can be done about them may be appropriate and even helpful.
Prologue
When I’m down
I’m sinking lower
Lonely clown
A fading flower
Painful frown
And losing power
When I’m down there’s no way out
When I’m down there’s no entrance
When I’m down I’ve got my sentence
When I’m down I hear a cloud:
Deny yourself
Take up your cross
And follow me
At 6.50am, 10 or 12
Sure or at a loss
Use your eyes to see
Losers Song De Profundis Epitaph
When the kitchen knife cuts deep
The floor touches the vase
Inside you one more misery
See, it’s one of those days
Your world’s falling off your palms
Restlessness in you dwells
Even don’t feel like party, no,
You wanted something else
You just
Wake up from a nightmare and feel alone
When seeing the mirrored face’s just yours
Your right hand seems left and you do give in
An empty day without no pause
Feeling two empty pockets
Tickets’d been left at home
Coming back for them your key breaks
See, it’s one of those days
You just
Wake up from a nightmare and feel alone
When seeing the mirrored face’s just yours
Your right hand seems left and you do give in
An empty day without no pause
Epilogue
Beautiful spring day dawning
Sunrise, the forest, church towers
Pretty young girl on this sunny morning
Picking a bunch of flowers
Follow her up to the village’s outskirts
Sunrise over the hills and the meadow
Follow her gentle steps causing the dirt’s
Swirled by this gorgeous young widow
See her lay flowers on this gravestone
Whisper prayers and the amen
Above her birds sing early spring tone
The sign says: “here lies a man
Who didn’t dare
Take up his cross
And follow Him”
Beware
Just because
This could be anyone’s theme.
Poem / Song Translation
Topic
Translating students’ favorite poems and/or songs (i.e. if you want to give your students a real
challenge)
Aims
Guided/free writing practice / pronunciation practice (i.e. with songs – the text should fit the
pattern and rhythm)
Age group
Secondary and above
Level
B1 +
Time
Approx. 45 minutes
Materials
Pen and Paper, CD player (if needed)
Procedure
Lead-in
1st draft writing
Reading
Extension
Students are asked to tell the others what their favorite Czech poem and/or song
is (you might give them a choice or work with each of these - song and poems separately). With poetry, it may be easier to set homework prior to the lesson –
ask students to bring their favorite poem to the lesson.
 Students are asked to translate – or rather to produce an English version
of their favorite Czech poem/song.
 Tell them that the song should be translated in such a way that it could
be sung.
Encourage volunteers to read/sing their English version out loud.
 Time and situation permitting, the English versions of poems could be
exhibited and the English versions of songs sung together (karaoke or –
better – with musical instruments
A poem:
Original by Markéta Forró:
Věže kostelů ční do výše
A těhotným mrakům
Provádí interrupci
Bez umrtvení
A jejich slzy a děti se mísí ve vzduchu
V šíleném reji
Rosnička ve sklenici
Prošlápla příčky žebříku
Je mi jich líto
A tak zašívám mrakům roztrhaná břicha
A prosím
Ať už nepláčou
Translation:
Church spires penetrate the heights
Performing abortions
To the pregnant clouds
Without anesthetics
A mixture of their tears and kids fills the air
In a frantic whirl
The weather frog in the jar
Broke the ladder rungs
I’m sorry for them
So I’m sewing up the clouds’ ripped wombs
Asking them
Not to cry anymore
A song:
J. Nohavica:
Zítra ráno v 5 – česky
J. Nohavica:
2morrow 5am
Až mě zítra ráno v pět
ke zdi postaví
ještě si naposled
dám vodku na zdraví
z očí pásku strhnu si
to abych viděl na nebe
a pak vzpomenu si
lásko na tebe
a pak vzpomenu si na tebe
Tomorrow 5 a.m.
My back against the wall
Without no requiem
Before my body’s fall
The last shot will I drink
And take my last look at the sun
Remember you my only one
And face the barrel of a loaded gun
The barrel of a loaded gun
Až zítra ráno v pět
přijde ke mně kněz
řeknu mu, že se splet
že mně se nechce do nebes
že žil jsem, jak jsem žil
a stejně dožiju
a co jsem si nadrobil
to si i vypiju
a co jsem si nadrobil
si vypiju
Tomorrow 5 a.m.
To my priest I’ll confess
I don’t regret my deeds
And don’t need him to bless
My soul before I’m dead
‘cause I’ve lived the way I did,
Heaven’s no place for me
My soul’s fate’s clear, that’s it
My soul’s fate is just clear
That’s it
poručík řekne: pal
škoda bude těch let
kdy jsem tě nelíbal
ještě slunci zamávám
a potom líto přijde mi
že tě lásko nechávám
samotnou tady na zemi
že tě lásko nechávám
na zemi
Tomorrow 5 a.m.
When sergeant orders fire
I’ll be sorry for those years
That I did not admire
Enough your ruby lips
And tender fingertips
But the saddest thing I’ll find
Will be to leave you alone behind
To leave you all alone
Behind
prádlo půjdeš prát
a seno obracet
já u zdi budu stát
tak přilož na oheň
a smutek v sobě skryj
prosím nezapomeň
nezapomeň a žij
na mě nezapomeň
a žij
Tomorrow 5 a.m.
Make sure you do not cry
When a bullet made of lead
Sentences me to die
And forces us apart,
Please just don’t forget ‘bout me
Carry on and live your life
With a memory in your heart
With a memory of me
In your heart
Love Poem
Topic
Love (this is also a topic requested by students). If not introduced, they smuggle love into other
topics anyway (which is OK, of course)
Aims
Free writing practice
Age group
Secondary and above
Level
B1 +
Time
Approx. 45 minutes
Materials
Pen and Paper
Procedure
Lead-in
For inspiration, students can get acquainted with real poems from the past, i.e.:
By Elizabeth Barrett Browning (1806-1861)
How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of Being and ideal Grace.
I love thee to the level of everyday's
Most quiet need, by sun and candle-light.
I love thee freely, as men strive for Right;
I love thee purely, as they turn from Praise.
I love thee with a passion put to use
In my old griefs, and with my childhood's faith.
I love thee with a love I seemed to lose
With my lost saints, --- I love thee with the breath,
Smiles, tears, of all my life! --- and, if God choose,
I shall but love thee better after death.
Doubt thou, the stars ...
by William Shakespeare (1564-1616)
Doubt thou, the Starres are fire,
Doubt, that the Sunne doth moue:
Doubt Truth to be a Lier,
But neuer Doubt, I loue.
from Hamlet Act 2 scene 2, as it appears in the 1623 First Folio. In modern form:
Doubt thou the stars are fire,
Doubt that the sun doth move,
Doubt truth to be a liar,
But never doubt I love.
(Arden Shakespeare, 1982)
1st draft writing
Reading
Extension


Students are encouraged to write a love poem.
Tell them that writing it for a specific person may be helpful but make
sure they know that this is not a request
An example of a possible final product: Not needed, I’m quite sure you’ll be surprised what deep
love poetry students are capable of.
What Does the Bee Do? by Christina Rossetti
Topic
Duties and responsibilities in the family
Aims
To talk about duties and responsibilities in children´s homes.
Language aims: to practice and revise present simple and present continuous, contrasting these two
tenses. To practice negative sentences and questions in interaction. To learn and practice
vocabulary connected with housework.
Age group
Young learners, approximately 5th – 6th grade
Level
A1
Time
45 mins
Materials
Worksheets 1 – 3
Introduction
Ask the pupils what kind of housework they can name in English. Make a list on the board. Then ask
them about other common duties that are done in their homes but which they don´t know how to
say in English. Write them on the board and translate them (choose just the simple ones). Practice
the right pronunciation.
Procedure
1
Point to one item on the board and say e.g. I cook meals every Saturday and Sunday. I
don´t work in the garden.
Ask one or two pupils to give a similar example.
2
Ask the pupils e.g. Are you working in the garden? and elicit the answer – No, I´m not. I´m
learning English. Stress the difference between the two tenses by giving your own
example: I´m not cooking a meal now, I am teaching. I cook at the weekends.
3
Divide the pupils into four groups A, B, C and D. Each group will get a corresponding
worksheet. They will work on describing the pictures. Tell them that the people in the
pictures are doing the activities just now. If necessary, write an example sentence on the
board. While the pupils are working in their groups, check their work; if necessary, help
them. Also encourage those who finish earlier to help others in their groups.
4
The learners will form new groups of 4 – this time each of them will have a different
worksheet. They will put all the worksheets on the desk so as to be able to see all the
activities. They will read the others´ sentences.
5
Each pupil gets Worksheet 2. They will first fill in the first line (Me) with duties and
activities they do at home – they can choose them from Worksheet 1, or from the board.
They will write 2 activities – just verbs in their infinitive forms. It´s good to copy part of
6
7
8
9
the table on the board and give them an example.
Then they will fill in two activities which they think the other group members must do at
home. They are not allowed to ask them at this moment.
When everybody finishes, they work in their groups, asking questions – e.g. Peter, do you
wash up? Marta, do you walk a dog? etc. If they guess the activity correctly, they will put
a tick into the right column (T/F?), so in each line they can get two ticks. Again,
demonstrate the question and answer with one of the pupils. Tell them to answer with
short answers – Yes, I do, No, I don´t. After finishing, they count their ticks/points. The
pupil with the highest number of points is the winner.
Worksheet 3 – learners can work on it in groups again – their task is to fill in the gaps with
do or does.
The pupils read a poem. They can be divided into two halves (e.g. boys, girls) – one half
reads the questions, the other answers. Afterwards you can ask the pupils if the duties
are divided fairly in the poem and then you can discuss with the class how the duties are
divided among the members of their families.
What Does the Bee Do?
Christina Rossetti
What does the bee do?
Brings home honey.
And what does Father do?
Brings home money.
And what does Mother do?
Lays out the money.
And what does baby do?
Eats up the honey.
Source: http://www.storyit.com/Classics/JustPoems/beesdo.htm
Worksheet 1a
What are the people doing?
She is __________________________________________________
She is ______________________________________________
He is _______________________________________________
She is ______________________________________________
Worksheet 1b
She is _____________________________________________
He/she is ___________________________________________
He is _______________________________________________
She is _______________________________________________
Worksheet 1c
He is _______________________________________________
He is _______________________________________________
He is _______________________________________________
He is _______________________________________________
Worksheet 1d
He is _______________________________________________
He/she is ____________________________________________
He is ________________________________
She is ________________________________________
Worksheet 2
Name
Me
_________________
_________________
_________________
Duties
T/F?
Worksheet 3
1 Fill in do or does.
What ________ the bee ________?
Brings home honey.
And what ________Father ________?
Brings home money.
And what ________ Mother ________?
Lays out the money.
And what ________ baby ________?
Eats up the honey.
2 Who does what in your home?
EARTH POEMS
Topic
Environment and its protection
Aims
To write a poem about Earth and practice reciting it to others.
To discuss environmental issues.
To realize the importance of environmental protection.
To practice and enlarge vocabulary of the environment.
Age group
Teenagers, adults
Level
A2 – B2
Time
Min. 45 mins., if doing all the follow-up activities – 90 mins.
Materials
Video http://front.moveon.org/is-there-anything-more-beautiful-than-this/#.UpMcw8RLM2U
Introduction
(Do not reveal the students are going to write a poem.) Play the first 30 seconds of the video
(http://front.moveon.org/is-there-anything-more-beautiful-than-this/#.UpMcw8RLM2U) with the
sound only. Ask the students to listen carefully and identify what they can hear. Let them discuss in
pairs what they think is shown in the video – elicit ideas.
Procedure
1
Then play the video once more with the picture. Stop it on 0.33. Students will write down
everything they can see. They will write just words or short phrases. With younger
students – after watching this first part you can first ask some questions and let the
students tell you what the video is about.
2
Let the students say the words they´ve put down. Then play the video to the 41st second
– write “She´s alive” and “She´s home” on the board. Ask the students who “she” is
according to their opinion.
3
Divide the students into groups of three. Each student will get 3 slips of paper. On each
slip they will write one word (from the list of words they made after watching the first
part of the video). They place the slips face down and shuffle them.
4
Play another part of the video (up to 3:40)
5
Then each student picks up three slips. Students work individually creating sentences
with the words on the slips. The sentences should be no longer than 8 words. Students
write their sentences on the other side of the slip. Once everybody finishes, they will put
all the slips together. Bring their attention to the two sentences on the board – these will
be the beginning and ending of the poem about the Earth they are going to create with
6
7
Followup 1
Followup 2
Followup 3
the help of the sentences on their slips. They can get rid of three slips and instead they
can write three new lines if they wish but they don´t have to. They can also rearrange the
wording of the sentences if needed. The verses don´t have to rhyme. With younger
students two sentences per student will do. And for the poem they can use just four of
them.
After finishing the students will read their poems, to make it more impressive, you can
play the sound from the video as an accompaniment. You can let the students rehearse in
groups first.
Give the students a poem (below) to read (“Look outside” for lower levels, “The winter
has gone” for more advanced students).
They will read the poem and will discuss what the poems have in common with their
poems and in what aspects they are the same or different (things, ideas, images, fears
etc.).
Note: the two poems are taken from a webpage for amateur poets; the source is given
below.
Play the rest of the video (from ´In memoriam´ till the end). Divide the students into five
groups and give them Worksheet 1. Each group will be given one category of the table
(e.g. when the activist lived and at what age (s)he died) and they are supposed to fill in
their parts. They will work individually and then they can compare within their groups. If
necessary, stop the video for a while so that the students have time to put the
information down.
Then form new groups in which there will be one representative of each category.
Through questioning everybody will fill in the missing parts of their worksheets.
This can be set for homework – students can look some more information about e.g.
wildlife protection, environment protection, or about the activists or the parts of the
world which they were trying to protect. In the next lesson students can make posters
about environmental issues.
Poem 1 (written by an 11-year old)
Look Outside
© Josie Greveling
Look Outside, see the trees
Watch the flowers in the breeze
Things won't be like this in a year or two
If polluting is all we do
Seize the night
Seize the day
Things won't always be this way
Thousands of people are dying
In the night you hear children crying
Let's stop the war
Our people are sore
The world can't help itself
Who cares about your wealth
Help me to help you
Show the world what you can do.
Source: Poem On Pollution, Look Outside http://www.familyfriendpoems.com/poem/if-polluting-isall-we-do#ixzz2kvAl82Yf
Poem 2
The Winter Has Gone
© Stephan Banks
cold snap on a morning the frost on the ground
the snowy landscape as you look all around
an old man´s nose swollen red and it glows
the whistle you hear as the wind blows
the warmth of the fire a few more logs you would add,
cooking toast from a fork when I was a lad
as I look back at before I fill with tear
remembering winters as they once were
this is all in the past why should we ponder,
at the winters gone by that seemed to last ever longer
well the climate has changed the winters no more
we boil in the sun heat rose from the core
what have we done where's the winter gone
you might ask as you boil in the sun
well think back to when the winters once were
no spoiling the ozone and polluting the air
greed rose from you all in the race against haste
money no option you chose your fate
blinded by the greed that filled your sense,
you've ruined the earth have you no sense?
the heat rising faster this is the end...
cant turn back the hand that created this crime
lets all hope it eases with a little time
Source: The Winter Has Gone, Earth Poem http://www.familyfriendpoems.com/poem/the-winterhas-gone#ixzz2kvEpap3c
Text from the video:
Chico Mendes (1944 – 1988) – Brazilian environmental activist and rubber tapper who led his people
to protect the Amazonian rainforest from burning and logging. Assassinated by rich cattle ranchers.
Ken Sarowiwa (1941 – 1995) – Nigerian leader of Ogoni people, he launched a non-violent campaign
to protect their homeland against petroleum companies, including Shell. Arrested under false
charges. Swiftly put to death by General´s Abacha military tribunal.
Dian Fossey (1932 – 1985) – American zoologist who devoted her life to the protection of gorillas in
Rwanda. Her efforts gave the peaceable apes a second lease of life. Hacked to death by poachers.
Joan Root (1936 – 2006) – Kenyan born conservationist and filmmaker under whose influence vast
African landscapes were set aside for the protection of wildlife. Killed by poachers.
P.D. Majhi (1959 – 2007) – forest guard at the evergreen forest of the Pakke Tiger Reserve in
Arunachal Pradesh. He broke the back of armed gangs working for the wildlife trade. Killed by
poachers.
Amit Jethwa (1975 – 2010) – wildlife defender, environmentalist and RTI activist working to protect
the lion forests of Gir from illegal limestone miners. Shot dead outside the Gujarat High Court by
contract killers. (RTI – Right to Information – an organization of environment protectors in India)
Glossary:
Rubber tapper – a person who collects latex from rubber trees
Logging – cutting trees and processing them for transportation
Hack to death – to kill very violently with a cutting weapon
Poacher – a person who illegally hunts animals
Limestone - a white or light grey rock that is used as a building material
HOW (S)HE DIED
AGAINST WHOM
WHAT (S)HE
PROTECTED
COUNTRY WHICH
(S)HE CAME FROM
WHEN (S)HE LIVED
AND At WHAT AGE
DIED
NAME OF THE
ACTIVIST
Chico Mendes
Ken Sarowiwa
Ken Sarowiwa
Joan Root
?
P.D. Majhi
?
Amit Jethwa
WORKSHEET 1
THE TIME I LIKE BEST by Roger McGough
Topic
Favourite part of the day and favourite activities
Aims
To write a poem about students´ favourite activities and their favourite part of the day / week.
Age group
Teenagers, adults
Level
A2 – B2
Time
45 mins.
Materials
Paper and pen
Introduction
Ask the students to discuss in pairs which is their favourite day and why. Elicit ideas.
Procedure
1
Students work individually filling in the mind map in Worksheet 1. An example of how to
fill it in is given under the worksheet. Before you distribute the worksheets fold them so
that Task 2 can´t be seen (and instruct the students not to look at it).
2
Using their notes in mind maps they will choose one place, one time and one activity to
write a poem using the template on the other half of the Worksheet.
3
After the students finish their poems, they can either read them or display them on the
walls of the classroom. Than you can show them the poem by Roger Mc Gough and they
can compare their poems with that of a professional poet.
The Time I Like Best
Roger McGough
The time I like best is 6am
when the snow is 6 inches deep
which I'm yet to discover
'cause I'm under the covers
fast, fast asleep.
Source: http://www.poemhunter.com/poem/the-time-i-like-best/
Worksheet 1
Part 1
The time
I like best
Place(s)
Times
Activities
--------------------------------------------------------------------------------------------------------------------------------------
Part 2:
The Time I Like Best
The time I like best is _________________________
when _________________________
which _________________________
'cause _________________________
_________________________.
Example of the mind map:
NO MORE CLICHÉS by Octavio Paz
Topic
Beauty seen from different points
Aims
To learn or discuss the meaning of the word ´cliché´.
To discuss inward and outward appearance and its importance for people.
To practice and enlarge vocabulary of human character.
Age group
Young adults, adults
Level
B2 and above
Time
Min. 45 mins.
Materials
Worksheet 1, a poem
Introduction
Ask the students to define a cliché and to think where most clichés can be found.
Cliché is an expression or idea used so often that it has lost much of its expressive force. (Dictionary
of English Language and Culture, Longman, 1988).
Clichés are mostly used in everyday communication, in songs and literature of not very high quality.
(More on clichés - http://grammar.about.com/od/qaaboutrhetoric/f/whatarecliches.htm)
Procedure
1
Distribute Worksheet 1 and divide the students into groups of three or four. Tell them to
go through the worksheet and underline all the adjectives describing a human character.
If there is an adjective they do not know, ask them to write it on the board. During the
procedure, make sure they check if the adjective has not already been written by another
student.
2
When the students finish, give each pair or group a dictionary (ideally English-English) and
divide the adjectives on the board, so that each group has their own ones to look up.
When everybody finishes, they take turns in explaining what the adjectives mean.
Students can make a glossary on the board or in their notebooks.
3
Students work according to the instructions in point 3.
4
Give your students the poem No More Clichés. Tell them to read the first two strophes.
Can they find any clichés? (beautiful face that like a daisy opens its petals to the sun,
enchanting smile, to be under the spell).
Students read strophe 3.
What does the poet mean by manufactured beauty in strophe 3? What is the ideal
women´s beauty presented in magazines?
Let the students read the rest of the poem. What kind of a woman does the poet want to
5
Followup
write about? Could you describe her characteristic features? What adjectives would
describe her?
Let the students work in groups again and ask them to rewrite a poem about a man.
(They can write just a part “without clichés”. If time permits, you can have a discussion
about the importance of outward appearance.
Worksheet 1
Below are ten examples of stock characters that started their long lives as archetypes and have
grown into clichés.
1) Underline all the adjectives that describe a human character. Go to the board and write those
which you do not know.
2) Work with a dictionary and find the meaning of the adjectives (according to your teacher´s
instructions). Then take turns to explain “your” adjectives to others.
3) Have a look at the examples of individual types; find those you know and in group discuss in
what ways these characters are clichés. Then look at the types and try to think of examples
that appear in the Czech literature or film.
The Brooding Rebel
He's taciturn, he's despondent, he's tormented. He's from the wrong side of the tracks. He's
gorgeous but surly. He disdains company - but he shows an unexpected sensitive side to the woman
he loves.
Example: Heathcliff from Wuthering Heights.
The Femme Fatale
She's mysterious and seductive, she is dangerous. She has only her own interests at heart, and God
help you if you get in her way. She's got wiles and she's not afraid to use them.
Example: Becky Sharp from Vanity Fair.
The Hooker With A Heart Of Gold
She sells her body but her soul remains pure. She's here to overcome societal expectations and help
the protagonist, who often thinks badly of her at first before growing to admire her. She's a tragic
character and she often dies tragically.
Example: Belle Watling from Gone With the Wind.
The Libertine
He's lascivious. He's a lout. He's a rich prince of debauchery and he cares not a whit for your virtue or
his own. Occasionally he's hiding a delicate heart underneath that alarming libido, but don't count on
it.
Example: Vicomte de Valmont from Les Liaisons Dangereuses.
The Mad Scientist
His desperate, inexorable search for progress has left him senseless and amoral. His aspirations are
always noble but the consequences are always disastrous.
Example: Victor Frankenstein from Frankenstein, or The Modern Prometheus.
The Mary Sue
She's the ideal woman. She's beautiful but unaware of it, pure of heart and incapable of doing wrong.
She suffers from a tragic past that she overcomes when the right man comes along.
Example: Bella Swan from Twilight.
The Nice Guy Who Finishes Last
He's affable but humble, considerate and self-effacing. He places everyone ahead of himself while
single-mindedly pursuing one woman, the woman of his dreams. Therefore, he deserves to get the
girl, right? Tough. He won't.
Example: Jay Gatsby from The Great Gatsby.
The Plain Jane
She is unassuming, unadorned. She seems a little homely until you get to know her and discover her
incomparable wit and kind heart. She blooms under attention and once you've fallen in love with her,
you wonder how you ever thought her plain.
Example: Jane Eyre from Jane Eyre.
The Reluctant Hero
He doesn't want adventure; he eschews grandiose gestures. He's ordinary and he likes it that way.
When he is called to a quest, he refuses it until compelled by circumstances bigger than himself and
he rises to the occasion with verve.
Example: Bilbo Baggins from The Hobbit.
The Rich Old Bitch
She has all the money in the world but it hasn't made her happy. She lives alone in her cold mansion,
bitterly despising those who have less money than she has yet more love than she will ever know.
She loathes the young and joyous and will use her considerable resources to destroy their happiness.
Example: Miss Havisham from Great Expectations.
Adapted from: http://litreactor.com/columns/top-10-character-cliches-that-drive-me-nuts
No More Clichés
Octavio Paz
Beautiful face
That like a daisy opens its petals to the sun
So do you
Open your face to me as I turn the page.
Enchanting smile
Any man would be under your spell,
Oh, beauty of a magazine.
How many poems have been written to you?
How many Dantes have written to you, Beatrice?
To your obsessive illusion
To your manufacture fantasy.
But today I won't make one more Cliché
And write this poem to you.
No, no more clichés.
This poem is dedicated to those women
Whose beauty is in their charm,
In their intelligence,
In their character,
Not on their fabricated looks.
This poem is to you women,
That like a Shahrazade wake up
Every day with a new story to tell,
A story that sings for change
That hopes for battles:
Battles for the love of the united flesh
Battles for passions aroused by a new day
Battle for the neglected rights
Or just battles to survive one more night.
Yes, to you women in a world of pain
To you, bright star in this ever-spending universe
To you, fighter of a thousand-and-one fights
To you, friend of my heart.
From now on, my head won't look down to a magazine
Rather, it will contemplate the night
And its bright stars,
And so, no more clichés.
Source: http://www.poemhunter.com/poem/no-more-clich-s/
STEREOTYPE by John Agard
Topic
Stereotypes and generalising
Aims
To let students discuss and realize the dangers of generalisations and stereotypes.
To learn something about West Indian culture.
To discuss how it might feel to be a part of minority and have to face all sorts of prejudices.
Age group
Young adults, adults
Level
B2 and above
Time
Min. 45 mins.
Materials
Worksheet 1, a poem
Introduction
Tell the students you are going to talk about the West Indies. If you want to save time, you can set
homework in the previous lesson – to do point 1 and also to read something about this part of the
world.
Procedure
1
2
3
4
First ask the students if they know where the West Indies are situated. If they do not
know, show them the map on
https://maps.google.cz/maps?q=z%C3%A1padn%C3%AD+indie&ie=UTF8&hq=&hnear=0x8eb9e309d5a038b7:0xc67ecf32cac5dbdc,Caribbean&gl=cz&ei=13e
DUsHPIMjBtQan3IGADQ&sqi=2&ved=0CMEBELYD. (For more information about West
Indies – see http://www.britannica.com/EBchecked/topic/640195/West-Indies)
Ask the students what they know about West Indies – ask them to work in pairs and
put down any information they know – about the people there – their clothes, typical
features, about their culture, about the weather, nature etc.
Elicit answers. You can show some pictures of West Indian people in their traditional
costumes (e.g. http://www.lonelyplanet.com/guatemala/images/traditionalcostume-guatemala$14375-1#content). Students might know something about
music, religion etc.
Give your students the poem Stereotypes and tell them it is about a man who lives in
England but is of Afro- Caribbean origin. (Give them the poem without the ending).
Tell the students to read the poem and list all the stereotypes which are presented in
the poem. (wearing straw hats and colourful clothes, having a sense of rhythm,
doing nothing else but play the drums in steel bands, drinking rum and chasing
women, living in relaxed relationships, dancing limbo, singing calypso songs, being
5
6 Follow-up
7
Variation
happy all the time, knowing nothing about English culture, being uneducated.) You
can help the students by writing some hints on the board like e.g. – clothes, music,
relationships, education etc. and instruct them to look for information about these in
the poem. Discuss the right answers. Tell the students that for Agard´s poems irony is
very typical. Could they possibly find the passages which are not meant seriously?
Tell the students that they were not given the whole poem; a few lines are missing.
Ask them to discuss a possible ending. They can either say how they think the poem
will finish, or as a challenge they can try to write the ending.
Show them the ending and ask them what they think about stereotypes and why they
might be dangerous.
As a follow up ask the students to think about some stereotypes for us, Czechs, and
discuss in groups. They can also think about some experiences with being judged
according to certain stereotypes when they were abroad.
Another discussion point might be – why there are so many immigrants to the UK
from the West Indies (and parts of the world).
In groups students can think about stereotypes for other countries, e.g. Americans,
Canadians, Germans etc.
More information on John Agard - http://literature.britishcouncil.org/john-agard
Notes for the poem:
Limbo – a West-Indian dance in which a dancer leans backwards and passes under a rope or bar
which is lowered closer and closer to the floor.
Calypso – a West-Indian song based on a subject of interest in the news often played by a steel band.
Steel band – a band of a type originally heard in the West Indies, playing drums cut from metal oil
barrels to sound particular notes.
Source: Longman Dictionary of English Language and Culture (Longman, 1998).
Stereotype
I´m a fullblooded
West Indian stereotype
See me straw hat?
Watch it good
I´m a fullblooded
You ask
if I got riddum
in me blood
you going ask!
Man just beat de drum
and don´t forget
to pour de rum
I´m a fullblooded
you say
I suppose you can show
us the limbo, can´t you?
How you know!
How you know!
You sure
you don´t want me
sing you a calypso too
How about that
I am a fullblooded
You call me
happy-go-lucky
Yes, that´s me
dressing fancy
and chasing women
if you think ah lie
bring yuh sister
I´m a fullblooded
You wonder
where do you people
get such riddum
could it be the sunshine
My goodness
just listen to that steelband
Isn´t there one thing
you forgot to ask
go on man ask, ask
This native will answer
Anything
How about cricket?
I suppose you´re good at it
Hear this man
good at it!
Put de willow
in me hand
and watch me stripe
de boundary
Yes I´m a fullblooded
------------------------------------------------------------------------------------------------------------------------------
That´s why I
graduated from Oxford University
with a degree
in anthropology.
Source: http://windies4wi.wordpress.com/2010/01/13/stereotype-by-john-agard-guyanese-poet/

Songs and Poetry in a Language Classroom - neflt

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