songs and poetry in a language classroom

INVESTICE DO ROZVOJE VZDĚLÁVÁNÍ

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

Projekt Síť vzdělavatelů učitelů cizích jazyků NEFLT registrační číslo CZ.1.07/2.4.00/31.0074

Songs and Poetry in a Language Classroom

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.

http://neflt.ujep.cz/

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.

http://neflt.ujep.cz/en

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?

Put on board

2 Listening 1. Which of the ideas on the board match the song? – listen and compare

2. Predict the blanks

3. Listen and check

3 Have you ever 1. Work with “Have you ever” for experience: - elicit the form from the song have +subject +(ever) +participle +object Have you ever really loved 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

http://www.youtube.com/watch?v=hq2KgzKETBw

- Each student will make one question for each person in the classroom

- Mingle

- Each student will tell us one thing about one person

4 Extension 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

http://www.youtube.com/watch?v=hq2KgzKETBw

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

http://www.youtube.com/watch?v=NDvuskOGiY0

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

http://www.youtube.com/watch?v=NDvuskOGiY0

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 Listen and check

3 Personal info - 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

http://www.youtube.com/watch?v=mP_dk429rbc

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):

http://www.youtube.com/watch?v=mP_dk429rbc

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 Czech-

Australian

Give students the worksheet – see below:

- Students try to predict

- Teacher helps with vocabulary if necessary

2 Listening Listen and check

3 Wishes - Ask students which of those (comparisons in the song) they wish to be and why

4 Extension Students may write an extra stanza of their own (time permitting)

Sources: http://www.youtube.com/watch?v=Tfy5CBfjZ8s

Worksheet (below):

http://www.youtube.com/watch?v=Tfy5CBfjZ8s

http://www.youtube.com/watch?v=Tfy5CBfjZ8s

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.

http://www.youtube.com/watch?v=iFcuN2zI3u0

Build on the board:

I’ve never seen

I’ve never had Negative (with “never”)

I haven’t seen

I haven’t had Negative (simple)

I have been Positive

Have you been … ?

Have you had … ? Question (simple)

Have you ever been … ?

Have you ever had … ? Question (with “ever”)

Yes, I have.

No, I haven’t. Short answers

Structure:

I

You

+ HAVE

+ PARTICIPLE

S/He, It

+ HAS

We

You

They

+ HAVE

3 Compliments 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

4 Extension 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

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 _______,

The lady in red is dancing with me,

Cheek to cheek, There’s nobody here, it’s 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 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,

it’s where I wanna be, But I hardly know this beauty by my side, 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,

it’s where I wanna be, But I hardly know this beauty by my side, 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

Write one word that characterizes the person

Listening 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

http://www.youtube.com/watch?v=EmS4po8hIeo

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

http://www.youtube.com/watch?v=EmS4po8hIeo

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 D

She is I

She is S

She is C



She is D

She is I

She is S

She is C



She is D

She is I

She is S

She is C


D.I.S.C.O. - Ottawan

D.I.S.C.O. – Ottawan – example: My boyfriend is…

A amiable airy-fairy

D desirable delightful

O Etc.

R

A

B

L

E

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-canada-at-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 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.)

2 The students will listen to the song Canada in my pocket. They will note down the objects and animals which appear on the coins.

3 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).

4 Extension - 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

http://www.youtube.com/watch?v=VnZlAOSEmYQ

http://www.banffnationalpark.com/articles/banff-and-canada-at-a-glance-for-foreigners.html

http://www.banffnationalpark.com/articles/banff-and-canada-at-a-glance-for-foreigners.html

will present the country briefly and will explain what the symbol means.

5 Variation 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 1:

Maple leaf

Beaver

Schooner

Caribou

Worksheet 2:

Symbol Name of the coin Nominal value

Worksheet 2 - key:

Symbol Name of the coin Nominal value

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 Is a beautiful sight to see

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

Is a beautiful sight to see 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 Is a beautiful sight to see

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

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 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.

2 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.

3 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.

4 Listen to the song and check. Give the students the lyrics and sing the song.

http://www.youtube.com/watch?v=upsZZ2s3xv8

http://www.youtube.com/watch?v=KcWk0R4QRXo

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, A log driver's waltz pleases girls completely.

(Albert) Wade Hemsworth [1916-2002]

http://www.wtv-zone.com/phyrst/audio/nfld/11/logdriver.htm

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

http://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 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.

2 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.

http://www.youtube.com/watch?v=XUwUp-D_VV0

3 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.)

4 Discussion What do you think is the main message of the song? (See Cultural note 1)

5 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.

6 Follow-up 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.

Variation 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're all made out of ticky tacky

And they all look just the same.

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

And they all look just 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.

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.

http://people.wku.edu/charles.smith/MALVINA/mr094.htm

http://en.wikipedia.org/wiki/Little_Boxes

Student B


-----------------------------------------------------------------------------------------------------------------------------------

Student C


Student D


-----------------------------------------------------------------------------------------------------------------------------------

Student E


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 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.

2 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?

3 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.

4 Extension 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.

http://www.youtube.com/watch?v=nfgg7DjMtwE

Worksheet 1a

Match the words from A with words from B to form collocations:

A

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

make shake stick to blow

commit give run perform

solve lose catch pay

cause do expect break

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 honestly readily sincerely freely totally

enthusiastically positively 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

http://esl.about.com/od/advancedwriting/a/eexpressions.htm

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

KEY:

Late time afternoon in the evening booking

Put on a hat the light six pounds a make-up

Brush a floor away a fly difficulties aside one´s hair

Feel all right wonderful like a fool unwanted

Turn to look at sb pale out the light over a new leaf

Walk ten miles slowly around with sb the streets

Go to a party into pieces with the crowd ahead

Car keys alarm factory accident

Time to go home keeper consuming 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 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.

2 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.

3 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.

4 Discussion 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).

http://www.youtube.com/watch?v=QBrlYtV60GA

5 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.

6 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.)

Follow-up If time permits, you can discuss some parts of the song with the students.

Homework 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)

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...

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 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.

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.

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.

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

http://www.englishclub.com/speaking/agreeing-disagreeing-expressions.htm

Worksheet 2 - Hollywood

Could you be a teenage idol? ______________1 Could you be a TV star? ______________2 When I switch on my TV, will you smile and wave at me, ______________3 telling Oprah who you are? ______________4 So you want to be a pop star, ______________5 with blue-eyed bunnies in your flat? ______________6 Well, remember when you're rich that you sold yourself for this, ______________7 you'll be famous 'cause you're mad ______________8 So don't go higher for desire ______________9 Put it in your bed, ______________10 baby, Hollywood is dead, ______________11 you can find it in yourself ______________12 I don't want to make you dancin' ______________13 when you're dancin' with the world ______________14 You can flush your caviar and your million dollar car, ______________15 I don't need that type of girl ______________16 But could you be the next sensation? ______________17 Will you set the newest style? ______________18 You don't need a catchy song ______________19 'cause the kids'll sing along when you sing it with a smile ______________20 So don't go higher for desire ______________21 Put it in your bed, ______________22 baby, Hollywood is dead, you can find it in yourself. ______________23 So don't fly higher for your fire ______________24 Put in your bed, ______________25 baby, Hollywood is dead, you can find it in yourself. ______________26 Na na na na na na (Keep it in your head, Hollywood is dead) Well, you can do the money tango ______________27 You can set your little band ______________28 You can run from vine to vine while the cuties wait in line ______________29 with the money in their palms ______________30 But if you get to California, save a piece of gold for me. ______________31 And it's the only thing you'll save, ______________32 but I'll bet you'll never wave when I spot you on TV. ______________33 So don't go higher for desire ______________34 Put it in your bed, ______________35 baby, Hollywood is dead, you can find it in yourself. ______________36 So don't fly higher for your fire. ______________37 Put it in your bed, ______________38 baby, Hollywood is dead, you can find it in yourself. ______________39 Keep on lovin' what is true and the folk will come to you, ______________40 you can find it in yourself ______________41 Love what is true and the world will come to you, ______________42 you can find it in yourself ______________43 No no no no no...

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

So don't go higher for desire

Put it in your head, baby, Hollywood is dead, you can find it in yourself

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 go higher for desire Put it in your head,

baby, Hollywood is dead, you can find it in yourself. So don't fly higher for your fire

Put in your head, baby, Hollywood is dead, you can find it in yourself.

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 go higher for desire

Put it in your head, baby, Hollywood is dead, you can find it in yourself.

So don't fly higher for your fire. Put it in your head,

baby, Hollywood is dead, you can find it in yourself. Keep on lovin' what is true and the world will come to you,

you can find it in yourself Love what is true and the world will come to you,

you can find it in yourself No no no no no...

Source: http://www.azlyrics.com/lyrics/michaelbuble/hollywood.html

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?

Students brainstorm the questions and these are written on the board

1st draft writing Students are encouraged to use the questions to write a poem to introduce themselves (basically answer the questions).

Extension 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) Chris Norman: One Way Love Affair 2) John Bon Jovi: Blaze of Glory 3) Jodi Picoult: My Sister’s Keeper 4) Brian May (Queen): Too Much Love Will Kill You 5) Queen: 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 Students work with Abba’s song That’s Me (lesson plan in Songs)

1st draft writing After that they are asked to write a poem about themselves inspired by the song

Extension 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:

- 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 .

3 Final draft - If needed, students produce the final draft. - Encourage volunteers to read their poems out loud and present the

design.

4 Extension 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 Encourage volunteers to read their poems out loud.

4 Extension 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 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

2 1st draft writing

- 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).

3 Reading Encourage volunteers to read their poems out loud.

4 Extension 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 (song) 2. Nicholas Sparks: The Notebook, p. 1 (book) 3. Elvis Presley: Are you lonesome tonight? (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 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

1st draft writing 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.

Reading Encourage volunteers to read their poems out loud.

Extension 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 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

1st draft writing Students are encouraged to write the word they are working with like this: E N T E R T A I N E R At this point students are instructed that each letter is the beginning of a line of their poem.


Extension 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 Students are asked to choose a name for a poem they are going to write

1st draft writing 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


Extension Students may be asked to share their poetry using a virtual learning management 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.

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

1st draft writing 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


Extension Students may be asked to share their poetry using a virtual learning management 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 Students are asked to brainstorm a moment/moments in life when they felt really down or miserable

1st draft writing Students are encouraged to write their poem. With this topic, silent dark music could aid the atmosphere.


Extension 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 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.

1st draft writing 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.

Reading 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

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

Až zítra ráno v pět 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

Až zítra ráno v pět 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. 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

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

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

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 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

the table on the board and give them an example.

6 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.

7 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.

8 Worksheet 3 – learners can work on it in groups again – their task is to fill in the gaps with do or does.

9 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

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

Duties

T/F?

Me

_________________

_________________

_________________

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

http://front.moveon.org/is-there-anything-more-beautiful-than-this/#.UpMcw8RLM2U

http://front.moveon.org/is-there-anything-more-beautiful-than-this/#.UpMcw8RLM2U

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.

6 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.

7 Follow-up 1

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.

Follow-up 2

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.

Follow-up 3

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-is-

all-we-do#ixzz2kvAl82Yf

http://www.familyfriendpoems.com/poem/if-polluting-is-all-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-winter-

has-gone#ixzz2kvEpap3c

http://www.familyfriendpoems.com/poem/the-winter-has-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

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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/

http://www.poemhunter.com/poem/the-time-i-like-best/

Worksheet 1

Part 1

--------------------------------------------------------------------------------------------------------------------------------------

Part 2:

The Time I Like Best

The time I like best is _________________________ when _________________________ which _________________________ 'cause _________________________

_________________________.

The time I like best

Place(s) Times Activities

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

http://grammar.about.com/od/qaaboutrhetoric/f/whatarecliches.htm

write about? Could you describe her characteristic features? What adjectives would describe her?

5 Follow-up

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

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/

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 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=UTF-8&hq=&hnear=0x8eb9e309d5a038b7:0xc67ecf32cac5dbdc,Caribbean&gl=cz&ei=13eDUsHPIMjBtQan3IGADQ&sqi=2&ved=0CMEBELYD. (For more information about West Indies – see http://www.britannica.com/EBchecked/topic/640195/West-Indies)

2 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.

3 Elicit answers. You can show some pictures of West Indian people in their traditional costumes (e.g. http://www.lonelyplanet.com/guatemala/images/traditional-costume-guatemala$14375-1#content). Students might know something about music, religion etc.

4 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

https://maps.google.cz/maps?q=z%C3%A1padn%C3%AD+indie&ie=UTF-8&hq=&hnear=0x8eb9e309d5a038b7:0xc67ecf32cac5dbdc,Caribbean&gl=cz&ei=13eDUsHPIMjBtQan3IGADQ&sqi=2&ved=0CMEBELYD



http://www.britannica.com/EBchecked/topic/640195/West-Indies

http://www.lonelyplanet.com/guatemala/images/traditional-costume-guatemala$14375-1#content

http://www.lonelyplanet.com/guatemala/images/traditional-costume-guatemala$14375-1#content

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?

5 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.

6 Follow-up 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).

7 Variation

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).

http://literature.britishcouncil.org/john-agard

Stereotype

I´m a fullblooded West Indian stereotype See me straw hat? Watch it good I´m a fullblooded West Indian stereotype 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 West Indian stereotype 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 West Indian stereotype

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 West Indian stereotype 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 West Indian stereotype

------------------------------------------------------------------------------------------------------------------------------

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/

http://windies4wi.wordpress.com/2010/01/13/stereotype-by-john-agard-guyanese-poet/

songs and poetry in a language classroom

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