Tag Archives: song

Which is correct ? It sounds good or it sounds well??

What is your bet? Before you go on reading, try to guess which one is correct. Say it aloud! Once again!  Ok! I’m sure your guess is correct!

So, what do you say…

♥ it sounds good or it sounds well?

♥ it feels good or it feels well?

♥ it tastes good or it tastes well?

♥ it smells good or it smells well?

The verbs  in the sentences above are all  verbs of sense; with them, we use the adjective “good“. Using  “well” would be a mistake ( very common, by the way, in non native speakers) but which would  sound weird to native speakers .

But English can’t be that simple, can it? Look at these two examples where both sentences are correct:

♥He looks good-  it means he has a pleasing appearance

♥He looks well- it implies that yesterday he was ill


Anyway, if you have difficulty remembering which one is correct, just sing along  the great James Brown.

Lesson Plan : Money

Level: Intermediate

Step 1.  Warm up

A: Students watch the video. Unless they beg for more, I would just play the first  15 seconds, enough for students to focus on the pronunciation of the word “money” which they tend to mispronounce, and on the chorus Money makes the World Go Round, which students will later need to discuss.

B: This second warm-up is a great one. I got it straight from George Chilton‘s blog Designer Lessons  I copy/paste from him–, which I highly recommend.

Ask your students how they would spend a day in their city/town/village without spending any money. What activities could they do? They’re not allowed to stay at home, they have to be out of the house for the whole day.

Put them in small groups and get them to come up with a plan of the day – from 10 am until 8 pm. Conditions – They are allowed to drink water from city water fountains and any food that they find. They should present their plans at the end of this activity.

Step 2. A Bit of Fun with Translation.

Previous to this exercise students have studied Vocabulary related to money, so now it’s their time to show what they have learned.

Students work in pairs or in threes. To make things easier for me, I’ll provide them with slips of paper so that when the time’s up they can raise it up and I can have a quick check. Sentences with mistakes will be automatically discarded and the correct translations will get one point. Time limit: 90 seconds.


Step 3. Speaking. Speed Dating Technique.

♥Photo and explanation of the technique here 

♥Money Questions here

 

Using a Song to Revise Vocab Related to Fashion

This song will fit like a glove if you are learning/teaching a Fashion- and- Clothes related semantic field.
This song You Look Good on Me is performed by Natasha Bedingfield, one of my favourite singers, and though I don’t think she had English teachers on her mind when she wrote it, the thing is that it is just perfect for teaching fashion and clothes related vocabulary. So, this is how I am planning to use it with my intermediate students- nothing to write home about, really. I intend to play the song as a revision exercise, so my students will already be familiar with most of the words/expressions in the song.

First and Second Time– they listen to the song twice without seeing the lyrics and in pairs they will have to write down as many words as they identify, related to the above- mentioned semantic field. Students, in turns, say the words or expressions they’ve jotted down and explain them to the rest of the class while I write them on the board for everybody to see.

Once this is done, I’ll write on the board the words/expressions they‘ve missed and ask students to explain the meaning of them.

♥Finally I’ll give them the lyrics or display them with OHP ( we need to save the planet, don’t we? – even though it is a small drop in the ocean, it is still something)

Here’s the song

 

Here are the lyrics

Da da da da da da
Oo oo oo
Da da da da da da

Goin’ on a shopping spree
Pick something out to look good on me
I want quality
Not quantity
Want a classic
Not a trend
Casual yet still high end
I know what I want
and I’m not afraid to spend

So if you
Fit me tight but let me breathe
Let me wear your heart on my sleeve
Be the thread that winds the seams
You could look so good on me
Fit me like a second skin
My favourite jeans that I could live in
Wouldn’t need accessories
You would look so good on me

I’m checking out
Goods on display
Don’t play it safe or too risque
I’m done window shopping
I’m ready to pay
I’m going up
Fifth floor
The best stuff’s in store
Cos that’s where they keep
What every girl would die for

So if you
Fit me tight but let me breathe
Let me wear your heart on my sleeve
Be the thread that winds the seams
You could look so good on me
Fit me like a second skin
My favourite jeans that I could live in
Wouldn’t need accessories
You would look so good on me

ahh ahh ahhh
da da da da da da

ahh ahh ooo

Everything’s perfect
When you’re looking through the glass
The colours can fade as seasons pass
This time I wanna, wanna nail them to the mast

Fit me tight but let me breathe
Let me wear your heart on my sleeve
Be the thread that winds the seams
You could look so good on me
Fit me like a second skin
My favourite jeans that I could live in
Wouldn’t need accessories
You would look so good on me

Fit me tight but let me breathe
Let me wear your heart on my sleeve
Be the thread that winds the seams
You could look so good on me
Fit me like a second skin
My favourite jeans that I could live in
Wouldn’t need accessories
You would look so good on me

A Five-Minute Activity to Bring Music into the Classroom

Wouldn’t you like to be listening  to the latest hit on the radio and find out that you are able to understand the lyrics? Wow!!! Don’t you, every now and then,  sing along even though you can only remember some  of the words from the chorus and you don’t have the slightest clue about what it means? I’m sure you do! We have all been there!

But time flies and the course is short  and even though I feel listening to a song can be as good as doing a traditional listening comprehension exercise  the truth is that dedicating 20 minutes to a song never seems to fit into my lesson plan .

The idea is to bring music into the class as often as possible but without this activity taking too much time off my lessons. My focus in this five- minute-maximun activity will be on teaching  vocabulary – a structure , an idiomatic expression, a phrasal verb or a certain word. The idea is to help students  improve their listening skills and pronunciation, as well as teaching vocabulary.

In this song, we focus on the verb “to try”.

STEPS

♥Orally introduce the word you want students to learn by giving examples and asking them to infer the meaning. In the case of the verb “to try” I might want to teach the structure: Try+inf

♥Choose a song that contains the word or words you want to teach

♥Crop the video with, for example, tubechop; remember you don’t want to play the whole song .

♥First time: Students listen to the cropped video and identify when, in the song, the highlighted word(s) has been used -they can raise their hand when they hear the target word(s) .

♥ Second time: students do a fill- in- the- gaps exercise or a spot- the -mistakes exercise with the lyrics.

♥ Third time: students sing along; yes, why not? It’s  a very good pronunciation exercise!!!

♥ HOMEWORK: Now, very important, students need to go home and write a sentence containing the highlighted word(s). Ask for volunteers to translate the cropped song .

My Fill in the Blanks

DESIRE,DIE,GET UP, SOMETIMES,SOMEONE’S, LIES,WONDER,JUST

Ever _____ about what he’s doing
How it all turned to ______
__________ I think that it’s better to never ask why

Where there is ____
There is gonna be a flame
Where there is a flame
____ bound to get burned
But ______ because it burns
Doesn’t mean you’re gonna _____
You’ve gotta _____ and try try try
Gotta ……

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Some nice activities to practise Reported Speech

I love teaching reported speech. I don’t know if students can feel when a teacher enjoys teaching something though I have the impression that somehow it shows. Here are some ideas to get my students “love” (well, maybe I’m getting a bit carried away) reported speech. Hopefully, some of them will do the trick.

Video: How to tell  if your boyfriend is a slob from the British Council

How to tell if your boyfrid is a slob

This video is great to practise statements, questions, orders and suggestions!

Setting the context: tell students they have had a big argument with their boyfriend or girlfriend and they are going to meet their closest friend to tell them all about it. Divide the class into “girls” and “boys” and ask each group to focus on what the girl or the boy says in the video. Ask them to write down as much as they can using the exact words said in the video. Working together within their groups, they’ll need to report in as much detail as possible the conversation to their closest friend (the teacher).

For weaker students I would  do the whole lesson plan as presented by the British Council. Click here

Song: My name is Luka by Suzanne Vega. A song about child abuse. It tells the story of a frightened boy who is forbidden to talk about what he’s going through.

The idea is the same as above. I´ll let the students do all the work (we, teachers, need a break from time to time, don’t we?). The song is quite easy to understand and though they might not pick up everything, they will still be able to come up with some good reported statements. The idea is:

  • Students listen to the song once and write down whole sentences. (ex. My name is Luka, I live on the second floor…)
  • Students in pairs share with their partners.
  • Students listen a second time and pair again one last time.
  • Correct using the video+lyrics and ask students as a class to report the sentences one by one. (For ex. He said his name was Luka)

 

 

♥ Gossiping about the teacher (from Begem Tonyali -original post here)

Students think about 10 things they want to know about their teacher and ask the questions, which are written on the board. The class is divided into 2 groups. The first group leave the class and wait outside. The first group members take turns in asking the teacher the questions and write down the answers. Now, they leave and the second group does the same thing. However, what they do not know is that the teacher is honest and gives correct answers to only one group, but lies to the other. It’s a good idea not to tell them beforehand. Then, students pair off as 1st and 2nd group partners. The activity goes like this and one of the students tells his partner “I asked the teacher how old she was and she told me she was 16.” Then the other partner goes “I asked the same question, but she told me she was 36.” etc…until all the questions are reported. Here they have to pay attention to the usage of the reporting verbs and have fun in finding which group the teacher lied to.

♥ A funny idea from A Journey in TEFL. Kids will adore me! 😉

Preparation: before the game, students have been taught the following reporting verbs: ask, tell, warn, advise, suggest and offer.
Students are given some scrap paper and asked to write a yes/no question, a Wh-question, a request, a warning, a suggestion, a piece of advice and an offer .

When they finish, they are asked to make balls from the papers. And the fun begins….Time to play snowballs!! Allow them to play snowballs for some time and play some music. Tell them they can play snowball for as long as there is music. Stop the music and ask students to open the ball of paper and report the things written on it. Remember, the bigger the ball, the easier it will be to catch it! You don’t want to be looking for missing balls!

♥ Indirect into Direct Speech Cards.

Not so funny, maybe, but still worth doing! Students love competitions- me too, if you want to know the truth- so I’m planning to disguise this exercise as a competition with the students  getting the card and scoring points for each correct answer. Now, this activity requires some preparation on my part, namely writing on one side of a card reported speech and, on the other side, direct speech of the same sentence. I’m planning to include statements, questions, commands, suggestions, offers…etc. Show the students the reported speech side of the card. The student who guesses the direct speech sentence, gets the card and the point.

Have a nice week!

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