On March 29th, 2002, in Fortaleza, at the Universidade Federal do Ceará,during EREL 2002, I presented the workshop Integrating the four skills through popular songs. One of the activities was to prepare an exercise about a song. Participants were given the lyrics of songs and came up with really nice activities. These have been locked in my locker for a long time, you know? So, I’ve decided to post them here for you. Some of them were written in Portuguese and translated into English here. I hope they help you create your own activities based on songs.
INTERESTING: As you read the suggestions, try to get the participants’ conceptions of skills and teaching styles.
IMPORTANT: these were activities developed during the workshop. They were not copied from anywhere, but elaborated from the knowledge and experience of the members of each group.
NOTE: I’d like to thank all the participants in this workshop for sharing their ideas. You are very creative!
Activity 1 (Song – not mentioned)
1. Talk about the theme. (speaking)
2. Listen to the song. (listening)
3. Talk about the singer and the title. (speaking)
4. Oral – discuss the lyrics. (speaking)
5. Exercise. (writing and reading)
6. Homework: vocabulary, grammar or pronunciation (writing and reading)
Authors: not identified
Activity 2 (Song – You’ve got a freind)
1. Brainstorm the title. (speaking)
2. Talk about a friend who has let you down. (speaking – pair work)
INTERESTING: As you read the suggestions, try to get the participants’ conceptions of skills and teaching styles.
IMPORTANT: these were activities developed during the workshop. They were not copied from anywhere, but elaborated from the knowledge and experience of the members of each group.
NOTE: I’d like to thank all the participants in this workshop for sharing their ideas. You are very creative!
Activity 1 (Song – not mentioned)
1. Talk about the theme. (speaking)
2. Listen to the song. (listening)
3. Talk about the singer and the title. (speaking)
4. Oral – discuss the lyrics. (speaking)
5. Exercise. (writing and reading)
6. Homework: vocabulary, grammar or pronunciation (writing and reading)
Authors: not identified
Activity 2 (Song – You’ve got a freind)
1. Brainstorm the title. (speaking)
2. Talk about a friend who has let you down. (speaking – pair work)
3. Feedback moment (speaking/listening)
4. Listen to the song and check that it describes the kind of friend we “desired” in #1. Find verses in the song that translate this “idea”. (pair work)
5. Feedback moment.
6. Homework – composition: Describe your best friend (physical and psychological description). Do you have a photo of him/her that you can put on your composition? Be prepared to talk about your best friend next class.
Authors – Patrícia and Amilton (USCAL); Rivanildo e Amanda (UPE); Jocely (UFC)
Activity 3 (Song – All I have to give)
1. Title and theme – explore the first stanza.
2. Compare the ‘circumstances’ and the conditional tenses.
3. Composition: If you were in the singer’s shoes, what would you offer the beloved person.
4. Listen to the song.
Authors – Daniela dos Santos (UNIT – SE); Emílio (UFRN); Raquel Duarte (UECE); Fernanda (UFRN); Claudiane Felix (UFC); Luciana Bessa (UFC)
Activity 4 (Song – not mentioned)
Level/objective: advanced or intermediate/ integrate the four skills
What are you going to integrate?
a. Speaking, writing, reading and listening.
Follow-up task (to get the lyrics).
Procedures:
1. Divide your class into 2 groups.
2. Use one chair for each group – one student from each group sits on the chair.
3. Students stand in line and, one by one, go to the board and read a verse of the song. Then dictate it to the student on the chair.
4. By the end of the activity, the winner is the group with more correct verses.
Authors: not identified
Activity 5 - (Song – not mentioned)
Level: Pre-Intermediate or Advanced
Skills: Listening – reading – writing – speaking
1. Unscramble the words given.
2. Fill in the blanks with the words your unscrambled.
3. Listen to the song and check your answers (group work).
4. Listen and sing along.
5. Make sentences with these words.
Authors: not identified
Activity 6 – (Song – not mentioned)
Level: Upper-intermediate
Objective: understanding, speaking, writing and listening.
Steps:
1. Divide the class in 3 groups and give each one a stanza of the song.
2. Tell students to draw a picture based on that.
3. They show their drawings and explain them.
4. Tell students to write another story based on the theme of the song.
Authors: Del Veras, Marcela Perez, Patrícia, Ludmila Mourão, Eduardo, Pedro Jorge (FISK 6 Bocas)
Activity 7 – (Song – not mentioned)
Level: Advanced
Objectives: Recalling the past. Expressing feelings. Improving vocabulary.
Skills: Speaking, listening, vocabulary
Follow-up: Choose a picture (magazine, etc) that best describes their feelings.
Steps:
1. Warm-up: talk about their first kiss
2. Brainstorming
3. Sharing
4. Vocabulary explanation
Authors: Daniel Oriá, Dulce, Daniela Gaspar, Florência
Activity 8 – (Song – not mentioned)
Level: any level
Skills: reading, listening, speaking
1. Plan some riddles.
2. Put the song on cards and cut them as puzzles.
3. Put the answers of the riddles in the back of each piece.
4. Ask them what the riddles are.
5. The one with the correct answer sticks it to the board.
6. Continue the activity until you have the whole song on the board.
Authors: not identified
Activity 9 – (Song – All I have to give)
Topics (suggestions)
Reading: read the text and identify the verb tenses, underline grammatical categories using different colors.
Listening: listen to the song. Then listen to the song and sing along. Check vocabulary.
Speaking: Read and repeat the stanzas to work on students’ pronunciation. Discuss the lyrics.
Writing: Fill in the blanks or find the antonyms of some verbs in the song.
Authors: Luana, Juliano, Vicente Augusto, Juliana Sales, Ana Angélica (UEFS-BA); Márcia Cordeiro (UEMA-MA)
Activity 10 – (Song – You’ve got a friend)
Step 1 – Try to discover the wrong words
Step 2 – Complete with the correct verb tense
Step 3 – Imagine you are Carole King. Make a video clip about friendship.
Step 3 – Write a composition about yourself as a friend ‘Am I good friend?’
Authors: Lícia, Luzinete, Alcione, Fabão, Jaime Bala (UFS-SE); Sabrina, Gim (USCAL – BA)
Activity 11 – (Song – Not mentioned)
1. rewrite some stanzas in order to change their meaning.
2. Identify the phrasal verbs.
Authors: Socorro, Sheila (UEMA); Thiago (FAFOPA-PE); Claudio, Richardson (UFS)
Activity 12 – (Song - You learn)
You can ask students to:
• Identify some familiar words.
• Organize the verses – put the lyrics in order.
• Identify grammatical categories (nouns, regular verbs, irregular verbs, pronouns)
Authors: Andrezza (UFS), Neto (UFPI), Alda (UFC), Eliene (UEMA), André Luiz (UFPI)
Activity 13 – (Song – Missing)
1. Discuss the title
2. Listening: organize the lyrics
3. Reading: search for key-words
4. writing: write a composition about the topic
5. speaking: focus on the pronunciation of some words
Authors: Geane (FUNESA), Gerardo, Natália, Olyanna, Shirley, Valdirene (UFPI)
Activity 14 – (Song – All I have to give)
1. Contextualization and discussion
2. Listen to the song
3. Write about the topic
Authors: Caio, Wanuska (UFPB), Aline, Tammer (UECE), Alexandre (FUNESA)
Activity: Learning vocabulary through popular songsLevel: Intermediate - Advanced
Time: 20 min
Aim: Reading Comprehension and vocabulary building
Year: 2009
Song: Livin’ on a Prayer (album Slippery When Wet) by Jon Bon Jovi /Richie Sambora /Desmond Child (1986)
Photo: google images
Source: http://www.songfacts.com/
Once upon a time
Not so long ago…
Tommy used to work on the docks
Union’s been on strike
He's down on his luck, it's tough, so tough
Gina works the diner all day
Workin’ for her man, she brings all her pay
For love, for love
She says, we've got to hold on to what we've got
And it doesn't make a difference
If we make it or not
We've got each other and that's a lot
For love, we'll give it a shot
Oh, Oh, we're half way there
Livin' on a prayer
Take my hand, we'll make it, I swear
Livin' on a prayer
Tommy’s got his six strings in hock
Now he's holding in what he used
To make it talk, so tough, it's tough
Gina dreams of running away
When she cries in the night
Tommy whispers, baby it's okay, someday
We've got to hold on to what we've got
And it doesn't make a difference
If we make it or not
We've got each other and that's a lot
For love, we'll give it a shot
We’ve got to hold on ready or not
You live for the fight, it’s all that you’ve got
Activity
1. Complete the definitions below with words from the song:
a) The area of water between two piers or alongside
a pier that receives a ship for loading, unloading, or repairs is
known as _____________________.
b) When nothing seems to go right in one’s life we say that s/he is ____.
c) When something is difficult, demanding or troubling, it’s _____.
d) An organization made by workers to protect their rights is called a _____.
e) To make a solemn declaration, invoking a deity or a sacred person or thing,
in confirmation of and witness to the honesty or truth of such a declaration is to ______.
2. Choose the correct letter:
If someone says he will give something a shot he means that ____
a) he will kill someone with a gun.
b) he will make an attempt.
c) he will throw something at someone.
d) he will try different guns.
To put something in hock means _____
a) to pawn it to get money.
b) to put it down because it’s heavy.
c) to sell it to get money for something else.
d) to throw it away because it’s old.
3. Answer the questions below.
a) What do you understand by the title livin’ on a prayer?
b) Summarize the song in one statement.
4. Listen to the slow version of Livin’ on a prayer and underline the differences in the lyrics.
Level: Basic
Time: 15 min
Aim: Exchange personal information (yes/no questions and information questions)
Year: 2010
Song: Baby
Photo: Google images
Note: I've used this activity with beginners. Girls loved it; boys didn't!Guess why?
Note: The song was just an excuse to practice asking personal questions.
Note: You can take your students to the computer lab and have them find the information on the net to complete the profile.
Before listening
Pair work:
1. Ask questions to complete Justin's Profile:
First Name: ____________________
Middle Name: __________________
Last Name: ____________________
Age: _________________________
Nationality: ____________________
Hometown: ____________________
Mother: _______________________
Father: ________________________
Favorite kind of music: ____________
Eye color: _____________________
Hair color: _____________________
Height: ________________________
Weight: _______________________
Pets: _________________________
2. Have students sing along
Homework
3. Now write your own profile or choose a famous person
you admire and write his/her profile.
Baby
By Justin Bieber
Writtenby: Usher / Justin Bieber / Ludacris
Ohh wooaah (3x)
You know you love me,I know you care
You shout whenever, And I'll be there
You want my love, You want my heart
And we will never ever ever be apart
Are we an item? Girl quit playing
We're just friends, What are you saying
So there's another one, Looks right in my eyes
My first love broke my heart for the first time,
And I was like
Baby, baby, baby oooh
Like baby, baby, baby noo
I thought you'd always be mine mine (2x)
For you, I would have done whatever
And now I just can't believe, We ain't together
And wanna play it cool, But I'm losin' you
I'll buy you anything, I'll buy you any ring
And now I am in peaces, baby fix me
Come and shake me til' you wake me from this bad dream
I'm going down, down, dooown
And I just can't believe, my first love
Won't be around - (Ludacris)
Luda!
When I was thirteen
I had my first love
There was nobody that compared to my baby
And nobody came to between us,
No-one could ever come above
She had me going crazy
Oh I star-struck
She woke me up daily
Don't need no Starbucks
She make my heart pound
I skip a beat when
I see her in the street and
At school on the playground
But I really wanna
See her on the weekend
She knows she got me dazing
Cuz she was so amazing
And now my heart is breaking
But I just keep on saying
Baby, baby, baby oooh …
Like baby, baby, baby noo
Like baby, baby, baby oooh
I thought you’d always be mine (2x)
Level: Intermediate - Advanced
Time: 20 min
Aim: Reading and comprehension
Song: Unwell
Artist: Matchbox 20 - By Rob Thomas
Year: 2007.2
Photo: google images
Pair work
1. Read the lyrics of the song ‘Unwell’, then complete the sentences below:
a) The character feels___________
b) He tries to explain _______________
2. Answer the questions below:
a) How does he spend his days?
b) Is it possible to figure out the problem he is going through? What is it?
c) Who is taking him away?
d) Who is talking about him?
e) What is the meaning of the word ‘unwell’
Unwell
Rob Thomas
All day staring at the ceiling
Making friends with shadows on my wall
All night hearing voices telling me
That I should get some sleep
Because tomorrow might be good for something
Hold on feeling like I'm headed for a breakdown
And I don't know why
[Chorus]
But I'm not crazy, I'm just a little unwell
I know right now you can't tell
But stay a while and maybe then you'll see
A different side of me
I'm not crazy, I'm just a little impaired
I know right now you don't care
But soon enough you're gonna think of me
And how I used to be...me
I'm talking to myself in public
Dodging glances on the train
And I know, I know they've all been talking about me
I can hear them whisper
And it makes me think there must be something wrong
with me
Out of all the hours thinking
Somehow I've lost my mind
[Chorus]
But I'm not crazy, I'm just a little unwell
I know right now you can't tell
But stay a while and maybe then you'll see
A different side of me
I'm not crazy, I'm just a little impaired
I know right now you don't care
But soon enough you're gonna think of me
And how I used to be
I've been talking in my sleep
Pretty soon they'll come to get me
Yeah, they're taking me away
[Chorus]
Yeah, how I used to be, how I used to be, well, I'm just a little unwell,
how I used to be, how I used to be, I'm just a little unwell
Another suggestion for Matchbox 20 - Unwell
Activity: Fill in the blanks and order the verses
All ________ staring at the ceiling
Making _________ with shadows on my wall
All night hearing voices telling ________
That I should get some sleep
Because _________ might be good for something
Hold on feeling like I'm headed for a breakdown
And I don’t ________ why
[Chorus]
( ) But I'm not crazy, I'm just a little unwell
( ) But stay a while and maybe then you'll see
( ) I'm not crazy, I'm just a little impaired
( ) I know right now you don't care
( ) But soon enough you're gonna think of me
( ) I know right now you can't tell
( ) And how I used to be...me
( ) A different side of me
I'm talking to myself in public
Dodging glances on the train
And I know, I know they've all been talking about me
I can hear them whisper
And it makes me think there must be something wrong
with me
Out of all the __________ thinking
Somehow I've lost my mind
[Chorus]
I've been talking in my sleep
Pretty soon they'll come to get me
Yeah, they're taking me away
Yeah, how I used to be, how I used to be, well, I'm just a little unwell,how I used to be, how I used to be, I'm just a little unwell
Source: http://vagalume.uol.com.br/matchbox-20/unwell-(traducao).html
Year: 2007.2
Level: Intermediate
Time: 35 min
Song: "It's My Party"
Artist: Lesley Gore
Photo: google images
1. Read the title of the song ‘It’s my party’ by Lesley Gore and answer the questions.
a) Can you predict what it is about?
b) What words could possibly be part of this song?
2. Now listen again and read the lyrics of the song and complete it with the words you hear.
It's my (1)______________ and I'll cry if I want to
Cry if I want to, cry if I want to
You would cry too if it happened to you
Nobody knows where my Johnny has gone
But Judy left the same time
Why was he holding her (2)________________
When he's supposed to be mine
It's my (3)___________ and I'll cry if I want to
Cry if I want to, cry if I want to
You would cry too if it happened to you
Then all my records keep dancing all night
But leave me alone for a while
'Til Johnny's dancing with me
I've got no reason to smile
It’s my…
Judy and Johnny just walked thru the (4)______
Like a (5)_____________ with her (6)_______
Oh what a birthday surprise
Judy's wearing his (7)________________
It's my …
Oh-oh-oh It's my party and I'll cry if I want to
Cry if I want to, cry if I want to.....
You would cry to, if it happened to you
Pair work
3. The song tells us a story. What is it about? Write your summary below.
How does it begin?
_____________________________________________
_____________________________________________
_____________________________________________
How does it end?
_____________________________________________
_____________________________________________
_____________________________________________
4. Reading. Who is Lesley Gore?
Lesley Gore was born on May 2, 1946 in New York City as Lesley Sue Goldstein. She is one of the American singer-songwriters of the "girl group era". She is perhaps best known for her 1963 pop hit, It's My Party, which she recorded when she was only 16. Following the hit, she became one of the most recognized teen pop singers of 1963-1967.
Lesley and her younger brother, Michael, were brought up by a wealthy Jewish family in Tenafly, New Jersey. Her father, Leo Gore, was a manufacturer of children's clothes and swimwear.
Lesley was a junior at the Dwight School for Girls in nearby Englewood when "It's My Party" became a number 1 hit. The song, which sold over one million copies, was nominated for a Grammy Award for rock n' roll recording and was awarded a gold disc. (Adapted from http://en.wikipedia.org/wiki/Lesley_Gore in 2007).
Another suggestion:
Students can do some research on Lesley and other teenage singers and prepare a speech about their career and personal life.
Lyrics
IT'S MY PARTY
Lesley Gore
Nobody knows where my Johnny has gone
Judy left the same time
Why was he holding her hand
When he's supposed to be mine
It's my party, and I'll cry if I want to
Cry if I want to, cry if I want to
You would cry too if it happened to you
Playin' my records, keep dancin' all night
Leave me alone for a while
'Till Johnny's dancin' with me
I've got no reason to smile
It's my party, and I'll cry if I want to
Cry if I want to, cry if I want to
You would cry too if it happened to you
Judy and Johnny just walked through the door
Like a queen with her king
Oh what a birthday surprise
Judy's wearin' his ring
It's my party, and I'll cry if I want to
Cry if I want to, cry if I want to
You would cry too if it happened to you
SIMPLE "FILL IN THE BLANKS" ACTIVITY
Here, you simply erase the last word of each verse.
The Temptations - My Girl
I´ve got ____________
On a cloudy _____________
when it's cold __________
I´ve got the month of ___________
II
I guess you'll _________
what can make me feel this _________
my girl (my girl, my girl)
talking about my girl (my girl)
III
I´ve got so much __________
the bees envy ___________
I´ve got a sweeter ___________
than the birds in the _____________
REPEAT II
ooooh, Hooooo
hey, hey, hey
hey, hey, hey
ooooooooo yeah
IV
I don't need no _____________
fortune or ______________
I´ve got all the riches _________
one man can __________
REPEAT II
V
Talking bout my ________
I’ve got sunshine on a cloudy _______
With my _______
I’ve even got the month of _______
With my _______
Breathless Lyrics (The Corrs)
Pre- listening
1. Organize the students in two or four groups.
2. Write the questions below on separate slips of paper and give them out to each group.
3. Stick two copies of the text about the band on opposite sides of the classroom.
4. Have one volunteer from each group find the answers and give them to his/her group.
5. Give 3minutes for them to finish the task.
6. The winner is the group that finishes first and has correct answers.
7. Check the answers.
Questions:
Where is the band from?
How are its members related?
When was the band formed?
Who influenced them to sing?
What was the band called before it became The Corrs?
Answers at http://www.thecorrswebsite.com/index2.htm
Go on, go on - Leave me breathless - Come on
The daylight's fading slowly
The time with you is standing still
I'm waiting for you only
The slightest touch and I feel weak
( ) I cannot lie
( ) Can't hide it, can't fight it
( ) From you I can not hide
( ) I'm losing will to try
So go on, go on
Come on leave me breathless
Tempt me, tease me
'Till I can't deny this
Loving feeling
Let me long for your kiss
Go on, go on - Yeah come on
( ) I'm happy just to have you
( )You're all the love I need somehow
( ) And if there's no tomorrow
( ) And all we have is here and now
( ) Don't lose it, don't leave it
( ) I never want to wake up
( ) Although I'm not asleep
( ) It's like a dream
So go on, go on
Come on leave me breathless
Tempt me, tease me
'Till I can't deny this loving feeling
Let me long for your kiss
Go on, go on - Yeah come on
