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METHODS School: Normal Nº6/ Course: 5º3º Teacher: Stella Goldenzweig Trainee: Florencia Aubin Analysis of the Unit of Work Topic: Let’s Start a Band! Narrative goals: In this unit, we will explore and share opinions as regards what entertains teenagers, focusing on hobbies that are typically taken up by teenagers in our country. Later on, we will focus on music as one source of entertainment and we will go over different types of music in order to choose the one that is preferred by teenagers. We will work on what steps someone should follow in order to start a band and be successful. We will work on bands’ greatest hits and change their lyrics, in order to make them the songs that help us catapult our band to fame. In their lyrics students will choose what they want to sing about depending on the starting line they decide on.

Topic: Let’s start a band! Trouble 1:What entertains teenagers?

Questions What are typical hobbies for teenagers in your country? What do you think of these hobbies?

Trouble 2: Is music a source of

What types of music are there?

entertainment?

What type do teenagers prefer?

Trouble 3: What is necessary to make a band?

What are the steps someone should follow to start a band? What is necessary for a band to be successful?

Content ●

Thematic:

Linguistic: -Grammar

-Hobbies -Music

Function -talking about the recent past

Form

Exponent

-Present perfect simple with just -I’ve just finished my exam or yet - I haven’t phoned Beth yet.

-emphasising that something -Present perfect simple with -We’ve seen this film already has happened before already -saying that it is the first time -Present perfect simple with -Tom hasn’t played the guitar in something has happened before a concert before -saying that something has not -Present perfect simple with -Tom has never failed in an happened before never exam -inquiring about experience

-Present perfect simple with -Have you ever had an accident ever at school? Yes, I have

-talking about actions and states -Present perfect simple and -I’ve known Maria for three 1


that started in the past and continuous with for and since continue up to the present

years. -Tim’s been playing the guitar since he was eleven.

-describing experiences that -Superlatives with have happened in comparison perfect simple to others

present -This is the best present I’ve ever had.

-talking about the indefinite -Present perfect simple past numbers and amounts

for -Connie

has

written

three

books. -Matt has won lots of prizes for her school work.

-Lexis Hobbies: to play video games, to play the guitar, to play chess, to listen to music, to read books, to watch films, to cook, to collect stamps Phrases to talk about hobbies: have a go/to be up for it/ it’s dead easy/ Hard luck/ it’s my turn Musical instruments: Wind: the trumpet, the clarinet, the flute, the saxophone String: the guitar(acoustic, lead, bass), the cello, the violin Other: the piano, (play) the keyboards, the drums. Musical terminology: an album, a backing singer, a band, a beat, the charts, a producer, the lead singer, the lyrics, a rapper, a single, a song, a songwriter, a track, a voice. Music styles: Jazz, pop, country, metal, rock, hip-hop, classical music, grunge, blues, punk, rock and roll, bossa nova, -Discourse -Procedural language ●

Strategic:

Culture: Students will reflect on the hobbies that are usually taken up by teenagers, especially in their country. Also, they will reflect upon music and the styles that are frequently listened to by teenagers.

Trouble What entertains teenagers?

Minor Questions

Tasks

What are typical hobbies -given pictures of different hobbies: for

teenagers

country?

in

your chess, video games, playing the guitar, listening

to

music,

reading

books,

watching films, collecting things, etc What do you think of these students will categorize them into the hobbies?

hobbies that children/ teenagers/ adults have. -students will rank the hobbies they have included under the teenagers’ category. They will justify their choices by giving their opinions on each of those hobbies.

Is music a source of entertainment?

What types of music are -the teacher will play different tracks of there?

known songs from different music styles 2


What type do teenagers so that students can recognise them and prefer?

label them. - students will work on a survey in order to find out which music style is preferred by teenagers. Then, students will share the survey among each other and all together will come up with one style as the favourite one.

What is necessary to make a band?

What

are

the

steps -watch 3 different mini biographies to see

someone should follow to how many of the greatest bands/ start a band?

musicians of all times first started. we will

What is necessary for a write the steps necessary to start a band band to be successful?

and in groups students will start a band of their own. -They will choose the name and the logo - we will have a budget and we will decide on which instruments we should spend money on.

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Process Class 1: June, 3rd -Pre-task

Time: 10 min

Dynamics: whole class Resources: cards I will start the lesson by showing students different cards including pictures of hobbies (playing chess, playing video games, playing the guitar, listening to music, reading books, watching films, collecting stamps, gardening, fashion, fishing, photography) . I will take one and ask “What can you see in the picture?” I will try to make students name the hobby or at least describe it. Then, I will encourage students to tell me what they think of it: “What do you think of ‘reading books’? Do you like watching films?”

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-Task

Time: 10 min

Dynamics: whole class Resources: cards/sticky tape On the board, I will draw three columns: CHILDREN, TEENAGERS, ADULTS. I will ask for volunteers to come to the front, if no one volunteers I will ask a specific student to come. I will give the student one of the cards and ask “Do you think this is a hobby for children, teenagers or adults?” The student will name one, or maybe more than one. Then, I will tell the student to stick it under the right place or in the middle of two, to entail they belong to both categories. Different students will come to the front for each card. Then, I will ask students if they can think of other hobbies, for either children, teenagers or adults. They will write the ones they mention on the board.

-Task

Time: 10 min

Dynamics: individually/ whole class Resources: Worksheet nº1: crossword. Students will work with the worksheet on the crossword. They will have to solve the puzzle, some words are given so they will have to think of clues for those cases. I will read the first clue to elicit the first answer and then I will mention that in number four, they don’t have the clue and therefore they will have to provide it for the word that is already written. We will do this one altogether. T: What clue can we provide for the word ‘films’? After five minutes, we will read the answers all together. 5


What’s the hobby? Solve the puzzle by looking at the clues or add clues when they are needed

Across 2. The occupation of catching fish 4. _____________________________________ 5. _____________________________________ 6. The planning and cultivation of a garden 7. To prepare food 8. _____________________________________ Down 1. _____________________________________ 3. A game of skill for two players using a chessboard 4. 'I'm very interested in ______. I love clothes' 6. 'I really like playing the _______. It's my favourite musical instrument'

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Class 2: June, 10th -Task

Time: 10 min

Dynamics: in pairs/ whole class Resources: 2 ranking posters Teacher will ask students to work in pairs: “You will have to rank the hobbies we have been working with into a ‘Top 3 of the best hobbies ever!’ and a ‘Top 3 of the worst hobbies ever!’(she will stick two posters that have that title on the board) After 5 minutes, I will ask students to share their rankings and give reasons for it. The teacher will encourage students to start their sentences with “I think, I believe, In my opinion” she will write these on the board. Depending on the options, we will vote to have a Top 3 for the whole class. And the teacher will write the hobbies on the posters.

-Pre-task

Time: 10 min

Dynamics: whole class Resources: funfair poster/ three tins/ one ball/ prizes I will take down the posters and erase the board. I will stick on the board a poster that says: “Welcome to the funfair”. Then, I will say: So far, we’ve been working with hobbies. what are hobbies: Students will say: “things people do for fun/in their free time.” Teacher: “Great, some people have fun at...” (I will point at the funfair poster) and she will have three tins and one ball (one small one that is really light) “Who wants to have a go at it?” A student will come to the front, the teacher will use certain phrases that will appear later on. “Whose turn is it?” “Come on, it’s dead easy” “who wants to try it?” “Are you up for it?” “oh sorry, hard luck” The students who are willing to try it, will come to the front and try it once. If someone throws all the tins, “you’ve won a prize” (a lollipop or something of the sort)

-Pre-Task

Time: 5 min

Dynamics: whole class 7


I will say: “Now, we are going to listen to a dialogue among friends at a funfair” “Have you ever been to a funfair?” “Would you like to go to one?” “What games have you played there?” “Have you ever won a prize?” “Now let’s listen and see who wins a prize in the dialogue...” -Task

Time: 5 min

Resources: Upbeat CD/ CD player Students will listen to the audio once. They will try to say the name of the person who has won the prize and who has he given it to. -Task

Time 5 min

Dynamics: whole class Then, we will work on activity 2. We will read the dialogue aloud, each student will represent one of the people from the dialogue. Students will try to decide who is being talked about. We will correct altogether. Class 3-4: June, 13th -Task

Time: 10 min

Dynamics: in small groups/ whole class Resources: sentences cut in separated words/ sticky tape T: What did we do last class? S: We’ve listened to a dialogue T: a dialogue about what? S: people at a funfair. T: Good, who were the participants, do you remember? While students name the participants of the dialogue, I will write their names on the board in columns. T: Very good, now get in groups of three and you will receive one sentence, first you’ll have to unscramble it and then, decide who is being talked about or who said it. After 3 minutes, I will ask one student from each group to come to the front and stick the sentence on the board under the correct name. I will ask the rest of the class whether they think it is right or wrong. If it is wrong, a volunteer will go to the front to correct it. Sentence 1: ‘I have thrown three balls’ Sentence 2: She has won a necklace Sentence 3: ‘I have spent all my money’ Sentence 4: ‘I have never won anything at a fair’ Sentence 5: He has lost at the darts game Sentence 6: He has won a teddy bear

-Language Focus Analysis

Time: 5 min

I will ask them: Are these sentences referring to the past, present or future? Students will most probably say: “to the past” T: but do we know when exactly these events happened?” Students: “No.” T: Very good, so they happened in the past but we don’t know when. Now, what can we say about the words in blue, what are they? S: Verbs. T: Very good! We said it was in the past, but is it simple past, the verbs in the second column? Take a look at thrown and done (pointing at them) Are these verbs in the third column? S: Yes, in the third column. T: Good, and what can we see before the verbs in these sentences? S: have/has T: good, those are the auxiliaries. So, we use have when the subject is.... (Pointing at the example) S: I T: great, and also with: we you they. But we only use has with...? S: he, she T: and also it, to 8


refer to animals or objects. Well done, so do you remember what do we call this tense? It’s present perfect. At this point I will take down the poster of the funfair and I will write “Present Perfect” as the title. I will ask: When do we use the present perfect? We said it was to talk about the past but when we don’t know exactly when something has happened. Present Perfect: expressing past actions that are connected with the present and we don’t know when exactly they have happened

-Language Focus Practice

Time: 10 min

Dynamics: individual/ whole class Resources: Worksheet nº2: Present perfect Students will work with another dialogue in which they have to circle the correct option in terms of auxiliaries or verbs. We will correct it all together.

We use the Present Perfect to:

-express actions in the recent past -express past actions that are connected with the

present and we don’t know when exactly they have happened Circle the correct option Hannah: Hi James. Do you want to meet tomorrow? James: Yes, OK. Hannah: What shall we do? James: Have/ Has you ever did/ done any fishing? Hannah: Fishing! I went fishing once with my brother. It was so boring! James: It isn’t boring! I joined a fishing club last week. It have/ has been great so far! Hannah: Have/ Has you ever catch/ caught anything? James: Well, not exactly. I caught an old shoe yesterday. I haven’t bought/ hasn’t bought all the equipment yet. I’m going shopping later to buy everything I need. Hannah: I have/has just start/started a new hobby, too. My parents bought me a really good camera for my birthday last month. I has/ have already took/taken a lot of photos but I hasn’t taken/ haven’t taken any really special ones yet. James: So, come on and take a photo of me catching a giant fish! That would be a great photo!

-Pre-task

Time: 5 min

Dynamics: whole class

9


I will stick cards on the board in two columns and three lines. The ones on the left will have sentences: “The best holiday I’ve ever had” “The most delicious meal I’ve ever eaten” “The most difficult game I’ve ever played” but they will be facing the board. The ones on the right will have pictures that reflect my experience (students will be able to see them) T: What is the name of this unit? S: The most fun I’ve had for ages T:” Now, tell me what is the best hobby you’ve ever taken up? And what is the most difficult sport you’ve ever practised? What is the most boring book you’ve ever read? -Task

Time: 5 min

Dynamics: in pairs/ whole class Resources: memo game Great, now I want you to choose one of these (pointing to the column that is facing the board) to find out things about me.” I will choose one student and he/she will come to the front and choose one of the cards, he/she will read it aloud and then try to match the sentence to one of the pictures. I will comment on it: Yes! The best holiday I’ve ever had was when I went to Paris, etc. -Task

Time 5 min

Dynamics: individually/ whole class I will ask them to work on activity four to make the superlative sentences. I will give them less than five minutes. We will correct all together.

-Task

Time: 10 min

Dynamics: in pairs I will say: now, it’s your turn. You can choose the same categories I’ve chosen or others from activity 4. Make the memo game in pairs, choose two categories each, and illustrate your choices, then we will exchange them with other pairs. After 5 minutes, the teacher will take one group’s cards and give them to another group, and so on, so that they all play with some cards. When they finish matching, orally we will share some of them. Students will construct phrases such as: “The best place she has ever been to is Italy” -Language Focus Analysis

Time: 10 min

Dynamics: whole class I will write on the board some of the sentences students provide or others in which different types of superlative forms appear such as: That’s the best place she has ever been to, that’s the most difficult game he has ever played, that’s the fastest car he has ever driven. I will underline the adjectives in the superlative form and ask students: “What is this? Is it a verb, a noun, an adjective? S: It’s an adjective T: Good! But are we using it to describe one thing or to compare it to other things? S: To compare T: Do you remember what is that form of the adjective called? Superlative form. Can you tell me what the structure of it is? Take a look at the examples.... First, we have the word.... (Pointing at ‘the’) S: The T: and then, the adjective in the superlative form. What is the root adjective in this case? (Pointing at the third example) S: fast T: Good, with short adjectives we only add...? S: -est T: Great, can you provide other examples of short adjectives? And what happens with long adjectives like ‘difficult’? (Pointing at it) S: We have to write ‘more’ T: Can you think of other examples of long adjectives? And, who can tell me what is the root adjective of ‘best’ S: Good T: Great, the adjectives good and bad are irregular so they have a different form. What is the superlative form of the adjective bad? S: Worst. T: Well done! Now, in what tense are these sentences? S: Present Perfect T: Great! -Language Focus Practice

Time: 15 min

Dynamics: individually/in pairs Resources: Worksheet nº3: Superlatives

10


Students will have to match the beginnings to the endings and put the words in brackets into the correct form to make questions. Then, in order to make pairs I will have pieces of cord and I will hold them from the middle. I will ask every student to get one end of the cord. When everyone has the cord on their hands I will ask them not to let go. Then I will and the students that have the same cord will work together. Each student will interview the other mate and ask him/her the questions they’ve made. We will share some answers orally.

An interview with _____________ (Complete with the name of your mate)

Match the beginnings (1-6) to the endings (a-f). Then put the words in brackets into the correct form. Ask the questions to your mate and write the answers below. 1. 2. 3. 4. 5. 6.

What’s the best place What’s __________ (big) prize What’s the tastiest food What’s __________ (good) computer game What’s the most boring book Who’s ___________ (nice) person

a) you’ve ever played? b) your mum ___________ (ever read)? c) you____________ to (ever be)? d) you ___________ (ever meet)? e) your sister has ever won? f) you ___________ (ever eat)?

Now, ask the questions and write his/her answers 1.______________________________________________________________________ 2. ______________________________________________________________________ 3. ______________________________________________________________________ 4. ______________________________________________________________________ 5. ______________________________________________________________________ 6. ______________________________________________________________________

Class 5: June, 17th -Pre-task

Time: 10 min

Dynamics: whole class Resources: slips of paper T: One of our previous classes we’ve talked about funfairs, who can tell me what a funfair is? S: A place where you play games and you can win prizes. T: Great, and... what about an amusement park? Have you ever been to an amusement park? You know, those places where you may have games like in funfairs but you also have rollercoasters and other rides...Wait, instead of telling me about it, write a sentence describing your experience at an amusement park. If you have never been to one, just write that and you may include the games you would like to try. Don’t let anyone see your sentence. For example, here I wrote mine: “It was terrible, I felt as if my heart was coming out of my chest” OK? When you finish give it back to me. I will give each student a slip of paper. They will write their sentences in 5 minutes. I will collect them and I will take one and read it, the rest will try to guess who was the one who wrote it. The one who guesses comes to the front and reads the next one, and so on... -Task

Time: 15 min

Dynamics: whole class/ in groups Resources: pictures that illustrate the uses of the time adverbs just, already, before, never, yet, ever. Students will be divided into 4 groups. They will receive the 3 pictures and 4 sentences. I will say: Now, you have to decide which of these phrases were mentioned by each of the characters in the pictures; you’ll notice there’s extra sentence and one picture is blank. You’ll have to draw in order to illustrate the meaning of that sentence. Each group will have a different sentence. Then, we will share orally, the sentences and the drawings they’ve made. ‘You’ve already won three!’ ‘We haven’t tried this yet’ ‘No way! We’ve just had a burger’ ‘I’ve never been on this rollercoaster’ ‘I haven’t done this before’ 11


The words just, already and never will be in green The words yet and before will be in purple

What about this one??___________ _________________ _________________ _________________ __________

No way! _____________ _____________ _____________ ____________--_____________ _____________ __

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I don’t know. _____________ _____________ _____________ _____________ _____________ _____________

I have no idea. _____________ _____________ _____________ _____________ ______

-Language Focus Analysis

Time: 5 min

Dynamics: whole class I will ask students: What do the words in green have in common? Pay attention to their position in the sentence. They come before.... S: the verb T: Good! and after.... S: have T: which is the auxiliary, remember? What about the words in purple? S: they are at the end T: That’s right! And the word yet usually appears in sentences that are... positive or negative? Look at the example... S: negative T: Yes! Now, let’s complete the rules in the book on page 35. We will read it and complete them all together.

-Language Focus Practice

Time: 10 min

Dynamics: individually/whole class 13


I will tell students to work on activity 1 on page 114. We will read the instructions and the example all together (they have sentences and a time adverb in brackets; they have to place it in the right place). Then, they will have 5 min to work on the activity individually. After that, I will name random students to come to the front and copy their answers so that we correct all together.

Class 6: June 24th Pre-Task

Time: 10 min

Dynamics: whole class T: Let’s play a game, it’s called “Have you ever...?” (I will write it on the board) T: The game goes like this, we have to be standing up and I will start asking a questions that starts: have you ever...? If your answer is yes, you have to continue standing, if it is no, you have to sit. For example, let’s see if you understand: Have you ever eaten sushi? The other thing is that we’ll take turns asking questions, I start, and then each of you will ask one. -Task

Time: 15 min

Dynamics: In groups of three/ whole class Resources: slips of paper with sentences/ Incomplete text for each group/ T: Ok, so the game we’ve just played is often played on the internet. Someone writes a question and then, somebody else answers it and writes another one. Now, I’ve brought different answers to the question: Have you ever been to London? In groups of three and you’ll have to complete the answers, because they are incomplete. The options will be stuck on the board. Let’s see if you can find the right one. After 5 minutes We will classify the answers into: Never/ Several Times/ Only once. I will stick the options in different parts of the classroom and each group has to decide where they will stand, depending on their text. T: Now, you’ll realise I’ve stuck some papers on the walls (while they were working) Let’s see if you can find the correct label for your text. When they are all under a section, each group will read their part so that the rest can decide if where they are standing was the correct choice. haven’t been have been Have you ever been I have already seen haven’t read have just arrived I ___________ to London before and I need some ideas of fun things to do. I don’t want to do the normal touristy things. Thanks

I ___________ to London several times. Last time, I went to Kew Gardens. It’s really interesting and it’s free if you’re under 17.

14


___________ on a real warship? My parents took me to HMS Belfast last years. It’s near Tower Bridge. It was great!

I’m going to London next week and my family and I are going to the Globe Theatre (again!). I ___________ three plays there. This time we’re going to see Hamlet. I ___________ it but my parents told me what it’s about.

Hi. I ___________ in London. I’m in an internet café in Camden. There’s a cool market here! I ______________________ but I’m going back now for some trousers! -Task

Time: 10 min

Dynamics: whole class/ boys vs girls Resources: cards with hobbies written on them Now we are going to play another game, it’s pictionary. Have you ever played pictionary? Good, who can explain what it consists of? A student will try to explain... T: That’s right, in this class we are going to play girls against boys. So, one girl starts and comes to the front, she takes a card and starts drawing. The other girls on her team have to decide what is it that she’s drawing. They’ll have 1 minute to guess. If they can’t, they get no points and then it’s the boys turn to come. Class 7-8: June, 27th TEST

Normal 6

5º3º

Test – Set A

Name: ______________________________

Date: ________________________________

1. Read the article and write T for true or F for false. Then, correct the false sentences. (40 p.)

On Top of the World Mark Inglis is 47 years old and is from New Zealand. He has just climbed Mount Everest. Lots of people try to climb Everest but it isn’t easy: every year, climbers die. For Mark, it was even more difficult. Why? Because Mark hasn’t got any legs. Mark hasn’t always been disabled. When he was young he loved sports and he was always active. But in 1982 he lost his legs in a climbing accident. He couldn’t walk and he certainly couldn’t climb. He thought his life was over, but he had a mad dream to climb Everest, the world’s highest mountain. So he started climbing again, using legs made of metal and plastic. Last month, Mark’s dream came true. He started climbing with three friends. The weather on Everest was terrible, the temperature was -30ºC. But six days later they arrived at the top of the mountain, Mark was very tired, but very happy. He has become the first person with no legs to climb Everest. a. b. c. d.

Mark had a car accident in 1982 _________________________________________________ He made his dream come true _________________________________________________ Mark has climbed Everest with two friends ___________________________________________ It took him one week to reach the top of Everest _____________________________________

2. Answer the questions with true and complete answers. (30 p) a. What’s the most delicious food you’ve ever eaten? __________________________________________________________________________________ b. What’s the biggest prize you’ve ever won? __________________________________________________________________________________ c. Who’s the nicest person you’ve ever met? _______________________________________________________________________________

3. Look at the timeline and complete the sentences using the adverbs in the box so that they reflect the timeline. (20 p) 15


Just – Yet – Already – Never – Before - Ever

Reach the top

a. b. c. d.

No w Descend

Rest

Mark has reached the top. _____________________________________________________________ He has descended. ___________________________________________________________________ Mark hasn’t had a rest. ________________________________________________________________ Mark has climbed the Himalayas. ________________________________________________________

4. Write a paragraph describing a hobby you like. You have to: mention the hobby, describe it and say why you like it. (min 40 words) (10 p) _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________ _______________________________________________________________________________________________________

Normal 6

5º3º

Test – Set B

Name: ______________________________

Date: ________________________________

5. Read the article and write T for true or F for false. Then, correct the false sentences. (40 p)

On Top of the World Mark Inglis is 47 years old and is from New Zealand. He has just climbed Mount Everest. Lots of people try to climb Everest but it isn’t easy: every year, climbers die. For Mark, it was even more difficult. Why? Because Mark hasn’t got any legs. Mark hasn’t always been disabled. When he was young he loved sports and he was always active. But in 1982 he lost his legs in a climbing accident. He couldn’t walk and he certainly couldn’t climb. He thought his life was over, but he had a mad dream to climb Everest, the world’s highest mountain. So he started climbing again, using legs made of metal and plastic. Last month, Mark’s dream came true. He started climbing with three friends. The weather on Everest was terrible, the temperature was -30ºC. But six days later they arrived at the top of the mountain, Mark was very tired, but very happy. He has become the first person with no legs to climb Everest. a. Mark Inglis has just climbed the tallest mountain in the world ___________________________ b. Every year climbers die trying to climb Mount Everest _________________________________ c. The weather on Everest was very nice ______________________________________________ d. Disabled people have already climbed the Everest ________________________________________

6. Answer the questions with true and complete answers. (30 p) a. What’s the most beautiful place you’ve ever visited? _______________________________________________________________________________ b. What’s the best video game you’ve ever played? _______________________________________________________________________________ c. What’s the most boring book you’ve ever read? _______________________________________________________________________________

7. Look at the timeline and complete the sentences using the adverbs in the box so that they reflect the timeline. (20 p) 16


Just – Yet – Already – Never – Before - Ever No w

Reach the top

a. b. c. d.

Descend

Rest

Mark has reached the top. _____________________________________________________________ He has descended. ___________________________________________________________________ Mark hasn’t had a rest. ________________________________________________________________ Mark has climbed the Himalayas. ________________________________________________________

8. Write a paragraph describing a hobby you like. You have to: mention the hobby, describe it and say why you like it. (min 40 words) (10p) ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

-Pre-Task Dynamics: whole class Resources: CD player/ CD with different styles of music

Time: 10 min

I will copy the word ‘music’ on the board. I will play the first track of a CD and tell sts to listen carefully. Is this rock? S: No, it’s Pop. T. Great, which pop bands or pop singers do you know? what other styles do you know? While they mention them, I will write a list on the board and when we finish brainstorming music styles I will tell them to copy it. T: Now I will play the CD and I want you to tick the styles that you hear. I will play 10-15 secs of each track once. Then, I will ask them to try and recall the order in which they’ve heard each style and to write the numbers in their lists. I will play the audio once more so that they check if the order they’d written was correct. We will read out the styles in order. -Task

Time: 5 min

Dynamics: whole class T: I’ve noticed that there are different preferences. To find out which is the music style that is preferred by teenagers in this class, we will vote. Remember you can only vote once, raise the hands the ones who prefer Rock (so on through the styles... if there’s a tie, everyone will vote between those two styles)

Class 9-10: July, 4th -Pre-task

Time: 10 min

Dynamics: whole class Resources: pictures of Elvis Presley, Jimi Hendrix and Kurt Cobain After we figure out which is the preferred style (after students take the survey), I will say: OK, so.... the preferred style is (ex: rock) so now, we are going to make a rock band! But in order to find out which are the steps we should follow, we will see how many musicians, who have been really successful, started. Let’s see... who is regarded as the king of rock and roll? S: Elvis? T: Yes! What do you know about Elvis Presley? Anything that you know about him. (I’ll copy his name and stick his picture) Students will mention facts or guesses about him and I will copy key words of what they mention on the board as a spider graph. T: Now, who is one of the best guitar players? He is from the States, he is AfroAmerican... any guesses? His name is Jimi.... S: Hendrix T: Yes! (I will write his name and stick his picture) What do you know about him? Again I will write things they mention on the board. T: In one of the previous classes we’ve listened to grunge music. Who do you think is an icon of this style? The lead singer in Nirvana? S: Kurt Cobain T: Well done! What other things do you know about him? I will copy them, as well. 17


Now, we’ll watch their biographies and later on we’ll see whether our guesses were correct or not. -Task

Time: 30 min 18


Dynamics: whole class/ individually Resources: Worksheet nº 4: Biographies/ MiniBios videos: http://www.biography.com/people/elvis-presley-9446466/videos/elvis-presley-mini-biography-2078938730 http://www.biography.com/people/jimi-hendrix-9334756/videos/jimi-hendrix-mini-biography-2185813825 http://www.biography.com/people/kurt-cobain-9542179/videos/kurt-cobain-mini-biography-6831171970

Students will receive a comparative chart in which they’ll have to complete certain facts about the musicians; facts that will appear in their biographies. First, we will discuss what kind of information is needed in each section. (ex: Age when they started playing the musical instrument T: What kind of information is necessary here? A word? A number? S: A number! T: Yes, we need to find out how old they were when they started playing) Then, we will watch each video and share the information we’ve written (before watching the next one) We will compare the musicians and find things they all have in common.

19


Icons of Rock Watch the mini-biographies and complete the chart Elvis Presley Year of birth Place of birth He received his first guitar in His band’s name was His greatest hit was…

He married…

Jimi Hendrix

For his ______ birthday

---------

---------

The Jimi Hendrix ________

‘Heartbreak ________’ topped the charts

‘________ Haze’ and reached nº3 in the charts

________ in the year 1967

---------

Year of death Cause of death

Kurt Cobain

________ overdose

Using the information above and the things you remember from the videos, complete the answers with the information needed It is the year 1977… Who has been influenced by Elvis? __________ have been influenced by Elvis How long has he been married to Priscilla? He has been married since the year __________

It is the year 1994… How long has Kurt Cobain been playing the guitar? Kurt has been playing the guitar for __________ years How many albums has Nirvana made? They’ve made __________ albums

It is the year 1970… How long has Jimi Hendrix been playing the guitar? Jimi has been playing the guitar for __________ years How many bands has he been part of? He has been part of __________ bands

20


Class 11: July, 8th -Task

Time: 10 min

Dynamics: individually/ whole class Resources: Worksheet nº4: Biographies Then, students will use the information in the charts to complete the answers of certain questions (students will be exposed to Present perfect with for and since and amounts) Orally we will check our answers -Task

Time: 15 min

Dynamics: in groups of 4 Resources: chart of factfiles Students will be divided in groups, they will receive a chart of fact files about contemporary bands/ musicians that they like (I will get this information when we vote, so that I’m aware of their preferences) They’ll have to make sentences similar to the ones they had in the worksheet 6 to share the band information with the rest of the class. They’ll write them down. The groups won´t be aware of the bands other groups got. Each group will give the sentences as clues and the other groups will have to guess who they are talking about.

Guns N’ Roses Years active Origin Music Style First album Their first hit Most famous members

1985 - present Hollywood Hard Rock Appetite for Destruction ‘Sweet Child O’ Mine’ Axl Rose and Slash

Coldplay Years active Origin Music Style First Single Last performance in our country Lead singer

1996 - present London Alternative Rock ‘Yellow’ 2010. Viva la Vida Tour Chris Martin

Daddy Yankee Real name of the singer Years active Origin Music Style Movie Last Album reached nº1 of the Latin Charts

Ramón Luis Ayala Rodríguez 1992 - present Puerto Rico Reggaeton ‘Talento de Barrio’ ‘Prestige’

Calle 13 Years active Origin Music Style Won the Latin Grammy Award for ‘Best Song of the Year’ Lead Singer

2004 - present Puerto Rico Alternative Rap ‘Latinoamérica’ René Pérez Joglar (Residente) 21


- Task

Time: 15 min

Dynamics: individually/ whole class Resources: Worksheet nº7: Word search Students will work on a word search, which includes vocabulary that has appeared in the previous task. Instead of giving them the words, I’ve included clues, that are related to the biographies and they will have to come up with the words. (If we cannot finish it in class, we will give it as homework and we will correct it on the following class.)

Music Time Read the clues and find the words O

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    

     

Jimi Hendrix’s first ________ was ‘Are you experienced?’ Kurt Cobain’s ________ was Nirvana Mick Jagger is the ________ of The Rolling Stones Elvis Presley’s ________ ‘Heartbreak Hotel’ topped the charts Kurt Cobain’s ________ single ‘Smells like Teen Spirits’ marked the beginning of his career Hendrix’s single ‘Purple Haze’ reached nº3 on the ________ The words of a song. ________ A musical instrument similar to a piano. ________ Kurt Cobain received a ________ for his 14th birthday Krist Novoselic was the ________ player in Nirvana A percussion instrument played by beating with sticks. ________ 22


Class 12-13: July, 11th -Task

Time: 15 min

Dynamics: in small groups Resources: Cards to make groups Students will get in groups of four and one of three, which will be the ‘bands’ In order to make the groups I will make each student choose a card, which will have one of four different pictures (musical instruments). Students with the same picture will sit together and they’ll work together. I will say: We’ve seen how some of the most successful musicians/ bands of all times have started. Now, I want you to discuss in your groups what is the most important thing for a band to be successful and write down the steps necessary to achieve that. I will give them 5 minutes and then, I will ask each group to either read or explain what they’ve discussed. We will vote for the best steps a band should follow.

-Task

Time: 15 min

Dynamics: small groups Resources: Worksheet nº8: Musical Instruments Students will have pictures of musical instruments. First they’ll have to unscramble the words so that they write the name of the instrument. Then, I will mention that each band has a budget of USD 1500 and that they will have to decide on what instruments they would spend money on. And also, they would have to choose the place (and use money from their budget) where they want to have their first gig. We will share this information orally.

23


Let’s start a band! Unscramble the words to label the instruments. Then, choose and tick the instruments you want for your band and decide on the best place to perform. Remember you count with a budget of $1500

A-R-E-K-S-D-B-O-Y  $250 _________

U-S-D-M-R  $300 _____

P-A-X-H-N-E-O-S-O $175 _________

Double neck guitar  $350 Jazz guitar  $300 Electric guitar  $250 Acoustic guitar  $200

T-S-A-R-G-I-U _______

R-U-M-T-E-P-T  $130 _______

Places to play…

S-A-B-S  $275 ____

Hotel in Las Vegas  $550

Garage  $ 200

Small theatre  $400 Item

Stadium  $750

-Task

Amount

Subtotal

Total:

Time: 40 min

Dynamics: same groups Resources: one poster paper per group/ some markers/ bands flyers

24


After they’ve chosen that information in the previous task, I will mention: Now, you already have a place to perform for the first time. You’ll make a flyer for your band, to let everyone know you’re going to perform. Have you ever seen a band’s flyer? I brought some. I will stick on the board 2 bands flyers as examples to show them. What do you think you have to include in the flyer? I will listen to what they say, and later on I will enumerate the things they should include. T: In the flyer, you should include: as you are new, and nobody knows you yet, a brief history of the band members (you can include nicknames), also, you need to come up with the name of the band and a band logo. Don’t forget to include the place where you’re playing and the date and time. (I will write these things on the board, while I mention them) When students finish with their flyers, each group will come to the front and they will tell us about their band (I will stick that band’s flyer on the board) and show us their flyers (later on we will vote for the best flyer) I will ask specific questions, to encourage them to speak. “Who is the guitarist? How long have you been playing the guitar? Who is the bassist? How many basses have you got?, etc” After all the groups have shown their work, we will vote for the best flyer.

Their creations:

25


WINTER HOLIDAYS

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Class 14-15: August, 8th -Pre-Task Time: 10 min Dynamics: whole class T: Do you remember when we worked with the biographies? Great, in this lesson we are going to make your band’s biography. But first, what do you know about John Lennon? Students will name things they know about him while I write them on the board. -Task Time: 15 min Dynamics: small groups Resources: John Lennon’s biography Students will be divided in groups of three. Each student will get a different section of the biography. I will ask students to find the ones that have the same section as they do and get together. Each group will read their section and try to summarise it in order to re-tell the rest (with their own words) what their section is about. After 10 minutes, one member of each group will expose their section. All together we will try to put the three sections in order.

John Lennon was born in 1940 in Liverpool, England. His dad left home when he was five and John went to live with his aunt and uncle. His aunt gave him a guitar for his birthday and he quickly learnt to play it very well. Lennon soon met George Harrison and they started a pop group.

Lennnon played the guitar and piano in the pop group, and he also sang. He was good at music, but he could also draw well and after leaving school he studied painting at an art college. He continued to play in the band and soon they changed the name to The Beatles. The Beatles quickly became very famous. Lennon wrote most of the Beatles’ songs with Paul McCartney.

In 1969 Lennon got married for the second time, to Yoko Ono, a Japanese artist. In 1970 the Beatles split up and Lennon and Ono moved to the USA. They lived in a flat in New York. John Lennon died on 8 December 1980. He was shot by one of his fans, Mark Chapman.

-Task Time: 15 min Dynamics: small groups Resources: Worksheet: John Lennon T: One member from each group will now make a new group. You need to be with people that don’t have the same section as you. Now, put the biography in order and work on the worksheet. You have to choose the correct option for the answers. Then, decide with your group which is the order of the events. We will correct all together.

27


John Lennon Read the complete text and complete the sentences. 1. At the age of __________ John went to live with his uncle and aunt. 2. After school, John studied at __________ 3. Yoko Ono was John’s __________ wife. 4. The Beatles’ songs were mainly composed by John and __________ 5. John Lennon died at the age of __________

Put these events of John Lennon’s life in order He moved to New York He received a guitar for his birthday His dad left home They changed the name of their band to The Beatles He got married to Yoko Ono He was shot by a fan He went to live with his uncle and aunt He started a band with George Harrison

-Task Time: 30 min Dynamics: individually Now that you have the order in which events were mentioned. You’ll have to write your band’s biography. Each of you will write a few lines about yourselves. I will give you my example: Florencia Aubin was born in 1990 in the city of Buenos Aires. For her eighth birthday her parents gave her her first guitar and she soon started having guitar lessons. On her fifteenth birthday she received an acoustic guitar. She loves the Beatles, and she has played their songs since then. Use the biography we’ve used about John Lennon and my example to write about you. They will have approximately ten minutes. When they have finished writing something, they will exchange their pieces. Then, each person will read some of their mates’ writing. Class 16: August, 12th -Task

Time: 15 min

Dynamics: in pairs Resources: Worksheet. Miley Cyrus interview Do you know who Miley Cyrus is? We are going to work on an interview about her. But some of you will have some of the questions and some will have some of the answers. You will need to ask your mate in order to complete the missing information. First, with the person sitting next to you, work on the answers, so that you complete them. Then, you will work with the people that have the other worksheet. You will have to ask them the questions and then complete the blanks with the answers they give you and they will ask you some other questions and you will answer them. When they finish, one person will read the questions and the other will read the answers.

An interview with Miley Cyrus – Student A Q: How long has Miley Cyrus been singing and acting? 28


A: ______________________________________________________________________ __________________________________________________________________________ Q: Her best friends are Emily Osment and Mitchel Musso from Hannah Montana. How long has she known them? A: ______________________________________________________________________ Q: How long has she been going out with Justin Gaston? A: They/ not / go out/ together/ for long __________________________________________________________________________ Q: How long have they been friends? A: They/ be/ friends/ he appeared on a reality TV show in 2008 __________________________________________________________________________

An interview with Miley Cyrus – Student B Q: How long has Miley Cyrus been singing and acting? A: She/ act/ she was nine __________________________________________________________________________ She/ sing/ about four years __________________________________________________________________________ Q: Her best friends are Emily Osment and Mitchel Musso from Hannah Montana. How long has she known them? A: She/ know/ them/ several years __________________________________________________________________________ Q: How long has she been going out with Justin Gaston? A:_______________________________________________________________________ Q: How long have they been friends? A:_______________________________________________________________________ __________________________________________________________________________

-Language Focus Analysis Time: 10 min Dynamics: whole class I will copy some of the answers given on the board: She has been acting since she was nine/ She has been singing for four years Then, I will ask…. When do we use ‘for’? S: for time. T: Yes, four years…. But comparing it to since. What comes after since? S: she was nine. T: that refers to a specific point in the past. But after ‘for’ we don’t have an specific point, instead we have…. Duration. Yes, it is a period of time. Great, now, what is the tense of these sentences? We have an auxiliary+ been that is in which column? S: third T: Great and after ‘been’ we have? S: a verb T: yes, a verb in the –ing form. This is present perfect continuous: to talk about actions and states that started in the past and continue up to the present

-Language Focus Practice

Time: 10 min

Dynamics: whole class/ individually Resources: two cards for each student. One that says ‘for’ and the other ‘since’

29


I will enumerate a list of time adverbs and students will have to raise the right card, depending if what I mention is ‘a period of time’ or a ‘point in time’. The ones who get it right will get a point. Time adverbs: I have been working on this project _____ six months, So far, it hasn’t rained _____ last month, I haven’t seen Julia _____ October, Tom has been studying non-stop _____ Friday, Jenna has been in England _____ five days, It hasn’t stopped raining _____ five o’clock, I haven’t phoned home _____ Christmas, I haven’t been to the cinema _____ ages, I haven’t seen my parents _____ my birthday, I have had a driving license _____ a long time, I have been here _____ six o'clock, I have been here waiting _____ half an hour, Peter has been my best friend _____ I was born -Language Focus Practice

Time: 10 min

Dynamics: individually Resources: Upbeat books Students will work on activity 1 on page 30 of the Language Builder. They will complete the sentences. We will correct the activity all together and clear any doubts that may crop up. If we don’t have enough time, they will get it as homework.

30


Class 17-18: August, 15th -Pre-task Time: 10 min Dynamics: whole class I will give students pieces of paper with titles of well-known songs by Queen. I will ask them to pass them round and share them. I will ask them if they can say what these papers have in common….We will agree that they are all songs by the band Queen. Then, I will encourage students to mention any other songs they know... Or to share orally things they know about this band or about Freddie Mercury. Songs: The Show Must Go On - Somebody To Love - We Will Rock You - Bohemian Rhapsody - Another One Bites The Dust - I Want To Break Free -Pre-task Time: 15 min Dynamics: individually I will ask students: What is to be a champion? Have you ever felt like a champion? When? I will ask them to copy the word CHAMPION vertically in their binders. I will do the same on the bb. Then, I’ll tell them to try to come up with words they relate to that one and write them vertically, using the letters in the main word. I will give them 5 minutes. Then, students will share some of the words they’ve written. -Task

Time: 20 min

Dynamics: individually Resources: Worksheet: We are the champions I will say we’re going to listen to a song and ask students if they can guess what song that is. We will listen to the song and work on the activities included. Then, we will read the lyrics, in order to correct it. We will listen to it once more.

31


We are the Champions by Queen Write the correct form of the verbs between brackets, and then match the beginning of each line with the corresponding ending I ______________ (pay) my dues,

but I ______________ (come) through

I ______________ (do) my sentence,

I ______________ (make) a few.

And bad mistakes,

time after time;

I ______________ (have) my share of sand kicked in my face,

but committed no crime

Complete with the missing words CHORUS We are the champions, my ______________ And we’ll keep on ______________ till the end. We are the champions (x2) No time for ______________ ‘cos We are the champions of the ______________.

Write the correct form of the verbs between brackets I ______________ (take) my bows and my curtain call You ______________ (bring) me fame and fortune and everything that goes with it; I thank you all, But it’s been no bed of roses, no pleasure cruise. I consider it a challenge Before the whole human race And I ain't gonna lose. (Repeat Chorus x3)

Find the underlined words in the text and match them to the following meanings      

a lowering or inclination of the head or body as a mark of respect or greeting: _________________________ to have earned one's right to something through hard work or suffering: _________________________ A test of one's abilities: _________________________ An activity that goes against the law: _________________________ A court judgment, especially a decision of the punishment to be inflicted on one found guilty: _______________ to emerge successfully: _________________________

32


-Task

Time: 20 min

Dynamics: in pairs Resources: Worksheet: We are the champions incomplete T: What do you think this song is about? We will share interpretations and then I will mention that some people believe this song is about Queen’s struggle to become one of the top bands. Do you know any other songs that talk about this? Now, let’s change this song’s lyrics. In pairs we will complete the missing words of these songs, but with any words you want. It only needs to make sense. Then, we will share some verses orally. If they want they can sing their new versions.

“We are the ______________________” by ____________________________ I've paid my ___________________________________ Time after time I've done my __________________________________ But committed no crime And bad ______________________________________ I've made a few I've had my share of __________________________ Kicked in my __________________________________ But I've come through

And we mean to go on and on and on and on

CHORUS We are the ___________________________________ And we'll keep on _____________________________ Till the end We are the ___________________________________ We are the ___________________________________ No time for __________________________________ 'Cause we are the _____________________________ Of the ________________________________________ Class 19-20: August, 22th TEST II

Normal 6

5º3º

Test – Set A

Name: ______________________________ Date: ________________________________ 9. Read the article and complete the sentences below with the correct information. (40 p) 33


THE ART OF TATTOOS Have you ever thought about having a tattoo? Nowadays lots of young people copy their favourite footballers and pop singers and experiment with ‘body art’. Singers such as Mel C, from the Spice Girls already have as many as seven tattoos, and Robbie Williams has paid to have a lion tattooed on his shoulder. Body art has become an essential fashion accessory, and recently, more and more people have been spending money on it. Originally the word tattoo comes from the Tahitian word ‘tatu’ which means ‘to mark something’. Polynesian warrior kings had tattoos across their entire body –including the eyelids- to reflect their status. However, when tattoos were introduced in Britain in the early eighteenth century, they began to develop quite different associations. ‘Body art has developed a negative image because of criminals,’ explains tattoo artist Jon Hanson. ‘In the past, prisoners were tattooed as a form of identification. In fact, it was only prisoners, sailors and members of the army who had them.’ But this image seems to be part of the attraction –at least for teenagers. ‘Recently young people have started to have tattoos because they think it makes them look rebellious,’ explains sociologist Mark Dean. ‘They use them to establish a tough image.’ If you haven’t had a tattoo yet and you are thinking about it, think carefully. Tattoos are very difficult to remove without leaving a scar. a. Robbie Williams has decided to have a ____________ tattooed on his shoulder b. In the past, Polynesian warrior kings used tattoos to ___________________ c. For Mark Dean, teenagers like tattoos because _______________________ d. People have to be careful because if they want to remove a tattoo, it will leave _________________ 10. Match the words underlined words in the text with the correct definition. There are some extra

words. (30 p) a. ____________________________: inclined to violent or disruptive behaviour. b. ____________________________: a thin fold of skin that covers and protects an eye. c. ____________________________: art made on, with, or consisting of, the human body. The most common forms of body art are tattoos and body piercings

11. Complete the sentences with: for or since. (30 p) a. b. c. d. e. f.

We have lived in California ________ 1994. Tina has been married ________ three years. I have worked here ________ a long time. Robert hasn't smoked ________ his birthday. We’ve been friends ________ we started school. They’ve lived here ________ over seven years.

12. Write a short biography of the band including the information below (min 40 words) (20 p) The Arctic Monkeys Years active Origin Music Style First album

2002 - present Sheffield, England Indie Rock ‘Whatever People Say I Am, That's What I'm Not’ ‘Fluorescent Adolescent’ Alex Turner

Their most famous hit The lead singer

Normal 6

5º3º

Test – Set B

Name: ______________________________ Date: ________________________________ 13. Read the article and complete the sentences below with the correct information. (20 p)

THE ART OF TATTOOS 34


Have you ever thought about having a tattoo? Nowadays lots of young people copy their favourite footballers and pop singers and experiment with ‘body art’. Singers such as Mel C, from the Spice Girls already have as many as seven tattoos, and Robbie Williams has paid to have a lion tattooed on his shoulder. Body art has become an essential fashion accessory, and recently, more and more people have been spending money on it. Originally the word tattoo comes from the Tahitian word ‘tatu’ which means ‘to mark something’. Polynesian warrior kings had tattoos across their entire body –including the eyelids- to reflect their status. However, when tattoos were introduced in Britain in the early eighteenth century, they began to develop quite different associations. ‘Body art has developed a negative image because of criminals,’ explains tattoo artist Jon Hanson. ‘In the past, prisoners were tattooed as a form of identification. In fact, it was only prisoners, sailors and members of the army who had them.’ But this image seems to be part of the attraction –at least for teenagers. ‘Recently young people have started to have tattoos because they think it makes them look rebellious,’ explains sociologist Mark Dean. ‘They use them to establish a tough image.’ If you haven’t had a tattoo yet and you are thinking about it, think carefully. Tattoos are very difficult to remove without leaving a scar. a. b. c. d.

Mel C already has ______________________ Tattoos started having different associations when they were ___________________________ As Jon Hanson explains in the past the only people who had tattoos were ________________________ Sociologist Mark Dean explains that teenagers use tattoos to establish ______________________

14. Match the words underlined words in the text with the correct definition. There are some extra

words. (30 p) d. ____________________________: A mark left on the skin after a surface injury or wound has healed. e. ____________________________: a small accompanying item of dress, especially of women's dress. f. ____________________________: a mental representation or picture; idea produced by the imagination.

15. Complete the sentences with: for or since. (30 p) a. They have studied Spanish ________ six weeks. b. Nobody has seen Peter ________ Christmas. c. Paula has worked here ________ March 2000. d. ________three days, George has been telling the same old jokes. e. John has lived here ________ his divorce. f. I’ve been waiting for a bus ________ ages. 16. Write a short biography of the band including the information below (min 40 words) (20 p) The Strokes Years active Origin Music Style Debut Album Their most famous hit The lead singer

-Task

1998 - present New York City Indie Rock ‘Is this It?’ ‘Last Nite’ Julian Casablancas

Time: 15 min

Dynamics: individually/whole class Resources: slips of paper I will give each student a little slip of paper and they will have to write some lines about their favourite band/ singer and why they like it. They have to be anonymous. I will mention that they should try to change their handwriting as well. Then, I will collect all the papers in a bag and one by one students will come to the front and read the lines and try to guess who wrote it. -Task

Time: 15 min 35


Dynamics: whole class Resources: cards with hobbies or musical instruments written on them Now we are going to play another game, it’s pictionary. Have you ever played pictionary? Good, who can explain what it consists of? A student will try to explain... T: That’s right, in this class we are going to play girls against boys. So, one girl starts and comes to the front, she takes a card and starts drawing. The other girls on her team have to decide what is it that she’s drawing. They’ll have 1 minute to guess. If they can’t, they get no points and then it’s the boys turn to come.

Class 21: August, 26th -Pre-task

Time: 5 min

Dynamics: whole class I will ask students if they know a band called Flyleaf. If they do, they’ll mention what they know about them. If not, I will mention that we will read how one fan feels about them. -Task

Time: 10 min

Dynamics: individually Resources: photocopy I will give students an activity based on one from the book. They will have to fill in the blanks with the appropriate word. We will correct all together

Complete the text with the words from the box album – charts – beat – single – lyrics – bands – track – voice - lead singer One of my favourite rock ___________ is Flyleaf. The ___________ is a girl called Lacy Mosley. She’s got a great ___________. Their first ___________ was simply called Flyleaf. It reached number 18 in the ___________ in 2007. My favourite ___________ on it is called All around me. It’s great for dancing because it’s got a good ___________ and the ___________ are simple but very powerful. I know all the words to it. They later released it as a ___________. -Task

Time: 10 min

Dynamics: individually Resources: photocopy Then, they will have to re-write the text, changing the words that are underlined with information they know about a band/singer they like. They can choose the one they’ve written about last class (they can invent some of the data) Students will read their texts. -Task

Time: 20 min

Dynamics: girls vs. boys Resources: taboo cards We are going to play a game now. It’s going to be boys vs. girls. Have you ever played taboo word? One member of the girls’ team will come to the front first. Also a boy will come, to make sure girls aren’t cheating. The girl will pick a card and try to explain the meaning of the word they get, without saying any of the other words she has in the card. For example I get this card. The taboo word is ‘song’ and what I can’t say is ‘sing’ and ‘band’. I need to explain it in other ways: Something that you can listen. There are many of these in CDs.... etc. etc. If I use any word of the ones I can’t use, the member of the other group will say ‘taboo’ and then that group loses one point.

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MUSIC

ALBUM

Songs

CD

Bands

Tracks

BAND

LYRICS

Instruments

Words

Participants

Song

GUITAR

SINGER

Instrument

Microphone

Strings

Voice

SINGLE

VIOLIN

Song

Instrument

Album

Classical Music

KEYBOARDS

TRUMPET

Instrument

Instrument

Keys

Wind

RAPPER Singer Rap

37


VOICE Singer Microphone Class 22-23: August, -Pre-task

29th Time: 10 min

Dynamics: whole class Resources: CD with covers T: Which song did we sing the other day? Great! Who knows what a cover is? Which famous covers do you know? Now, I’m going to make you listen to different covers of the song “We are the Champions.” While you listen try to guess who the one singing is. (Three covers: Glee/ Robbie Williams/ Green Day) -Task

Time: 10 min

Dynamics: in groups Now, we are going to make our own cover. But we are also going to change the lyrics of that song, so that we make it our own. First, get in groups and choose which song you would like to base your cover on. It can be any song but you need to know the rhythm. I will give them five minutes to decide. Then, we will share all together. -Final Task

Time: 40 min

Dynamics: in groups T: Now, I’m going to write some sentences on the board. You need to base your lyrics on that sentence. Maybe you can use it as the title, or as the beginning of the verse or as the beginning of the chorus. It’s up to you. You can do as we did with We will rock you song, that we kept some lines. You need to write a verse and a chorus, no more than that.

After they finish writing the new lyrics (I will give them 20 min approx.), they will perform their songs for the rest of the class. We will vote for the most creative lyrics/ cover. -Assessment

Time: 15 min

I will ask students to individually and anonymously write in a piece of paper I will give them, how they felt about their classes with me these months, what they liked, what they did not like, if they enjoyed the classes, or anything they want to comment.

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Flor Aubin's Lesson Plan