Dub FX - "Made"

Students listen to the song of Dub FX and fill in the gaps with the missing words. Before the listening starts, read all the lines with the gaps and try to figure out what kind of word (what part of speach) is the missing word. Take notes aside.

Dub FX – "Made"

I've got my eyes open wide to the ceiling
I'm lying on my back in the centre of a room
I've got a voice giving me a funny feeling
It’s telling me the world's gonna end real soon

I've gotta get a job (1)……………..  I'm unappealing
Do my little dance for the man and consume
So I let my energy build for the healing
So I can reign down with my supersonic boom

I'm held down by a fog on my way to the top
All (2)……………..  and the pressure won't rise
I'm on a mission to the sky with the stars in my eyes
Yet the weather won't compromise
Like a ball on a chain that is strapped to my brain
I'm a (3)……………..  inside of my dreams
So I will appreciate the future of a day
Where the clouds open up and scream
And I sing now

I ain't gonna spend my time wondering why I never made it
I've already made it
I ain't gonna spend my days thinking about why I never made it
I never made it, I never made it

Like the pages of a (4)……………..  at the bottom of a shelf
I grow stiff yet I keep my pride
Like the one raindrop in the centre of a rose
I'm in heaven with a world outside
Like another (5)……………..  to describe my vibe
I'm just a vessel for my conscious needs
So I will appreciate the future of a day
Where the clouds open up and scream
And I sing now

I ain't gonna spend my time… etc.

It's times like this I need to lose my inhibitions
(6)……………..  my fist and forget about decisions
Help assist in the party that I'm giving
Take on the vibe and soon you will be singing
That it's times like this ya need to lose your inhibitions
Just raise your fist and forget about decisions
I'll help assist in that party that we're giving
Take on the vibe and soon ya will be singing

I ain't gonna spend my time wondering why, I never made it

After the first listening we´re checking the words and the teacher gives the hints for those still missing.

We´re preparing for the second listening, this time with the video related to the song and the performer. After listening and watching the video students answer  additional questions (the answers can be found in the explanation he gives before starting to sing):

1. Where is Dub FX from?
2. What is he doing in his life?
3. Where is he performing?
4. Why, when and where did he write this song?
5. Try to describe the way he makes his music.

 

Discussion:

Do you like his performance? Do you find his story interesting/inspirational? Do you think his dream came true? What does it mean "to loop"? Do you regret anything in your life? What is your dream job?

Complete the tasks:

1. Write the full expressions to their abbreviations below. Find them in the llyrics and underline them.

1 gonna

2 gotta

3 ain't

4 ya

2. Check the meaning of the following words and expressions in a dictionary and write their synonym or explanation in English.

1 unappealing

2 supersonic

3 strapped

4 I grow stiff

5 vibe

6 inhibitions

Język polski - Polish language :)

As you already know, Polish is considered as the most difficult and complex language out of all the slavonic languages. Here you have several most basic expressions in Polish:

dzień dobry jak się masz? dobrze bardzo dobrze niedobrze dziękuję a ty? tak nie cześć do widzenia na razie

hello how are you? fine/good very good not good thank you and you? yes no hi/bye goodbye see you (in a cool way;))

Adele - "Skyfall"

The classgroup is devided into 2 groups, so that in each bench there is one person from group number 1 and 1 person from group number 2.
Students watch the video of "Skyfall" by Adele and complete the following tasks:

GROUP 1:

What is James Bond wearing? List his clothes (e. g. a suit, a shirt etc.)

GROUP 2

What means of transportation are there in the videoclip? (e. g. train)

BOTH GROUPS:

Write down the sentence shown at the end of the videoclip.

The last task should be completed by cooperation between two students from the same bench, one from group number one, the othe from group number 2.

After completing the task we explain the new vocab connected to clothes and the transportation:

• suit, bow tie, track suit, smart shoes
• underground, subway, tube, yacht, sailboat, digger

After completing this part students listen to the song again, this time with the lyrics with the gaps to fill in and additional tasks:

Adele - Skyfall

This is the end
Hold your breath and (1) ……. to ten
Feel the earth move and then
Hear my heart burst again

For this is the end
I've drowned and dreamt this moment
So overdue I owe them
Swept away, I'm stolen

Let the sky fall
When it crumbles
We will stand tall
Face it all (2) …………

Let the sky fall
When it crumbles
We will stand tall
Face it all (2) …………
At Skyfall

Skyfall is where we start
A (3) ……… miles and poles apart
Where worlds collide and days are dark
You may have my number,

you can take my name
But you'll never have my (4) ………

Let the sky fall
When it crumbles

We will stand tall
Face it all (2) …………

Let the sky fall
When it crumbles
We will stand tall
Face it all (2) …………
At Skyfall[x2:]
(Let the sky fall
When it crumbles
We will stand tall)

Where you go I go
What you see I see
I know I'd (5) ………… be me
Without the security
Of your loving arms
Keeping me from harm
Put your hand in my hand
And we'll stand

Let the sky fall
When it crumbles

We will stand tall
Face it all (2) …………

Let the sky fall
When it crumbles
We will stand tall
Face it all (2) …………
At Skyfall

Let the sky fall
We will stand tall
At Skyfall

1. Where is Skyfall and what is this place like? Find its description in the text.

2. Find in the text and list below the parts of the body.

3. Discuss in groups and try to guess the meaning of the following expressions. Take notes from the discussion.

1. to stand tall

2. poles apart

3. to face (something)

First Conversations

Here you can find useful phrases which help you with everyday situations. Use them instead of speaking your mother tongue in the class.

• Meeting someone for the first time:

Hello! How are you?

• Fine/Good
• Not good/bad
• So so

What is your name?

How old are you? - I am ….. years old.

Where are you from/Where do you live?

What is your hobby?

What is your favorite film/book/music band?

Nice to meet you!

• Talking to a stranger on the street:

Excuse me! What time is it?

Excuse me! Where is the bus stop/railway station/hospital?

Excuse me! Do you speak English?

• At school:

I’m sorry, I don’t have homework.

I’m sorry I’m late.

Can I borrow your pen?/Can you lend me your pen?

How do you say in English…. ?

I don’t know how to say it in English….

What does ……. mean?

I don’t understand. Can you repeat, please? Can you explain, please? Can you say it again, please?

I have a question….

Can you spell it, please?

Do you understand? Is it clear? – Yes/No/More or less

Cinema and films

Discussion:
Are you interested in cinema? Do you prefer watching films at home or at the cinema? Can you recommend me any Spanish film or director?

Do you know any movies/scenes that were made in Cadiz or in Andalucia?

Now we do the film related activities:

A1/A2 - the diagram:

A2+/B1 - the crossword:

After completing the tasks we discuss the new vocab.

Speaking:

At the end of the class students in pairs tell each other about their favourite film. 

Homework:

Write 3 sentences about your partner's favourite film.

Hobbies and interests

Today we speak about our hobbies and interests. Here is the presentation to help you prepare to speak on this topic:


Hobbies and interests

To view the file you must go to the link and press "Download" to save the file on your computer. Once you save it, you can open the file and view the presentation.
(It might not be possible to download the file from other browser than Google Chrome)


Activities:

1) Ask other students about their interests. Form small groups of people of the same interest and talk about it. For example: if your hobby is music, find other people who are into music as well. Then ask each other questions like: what is your favourite kind of music? What is your favourite band/singer/composer? Do you play any instrument? What instrument to you play?

2) Teacher gives the answer and the students must create a proper question, to which the sentence might be the answer:
- I'm not very much into sport, but I like riding a bike and watching volleyball matches.
- I love rock music and my favourite band is Pink Floyd.
- I like going out with my friends and traveling.


Homework:
Write 3 sentences about your hobby or what you usually do in your free time. 

Nickelback - "Trying not to love you"

Students listen to the song and complete the following tasks:

VERSION A (A2 level):

1.    Listen to the song and fill in the gaps in the text below:

Nickelback - Trying Not To Love You

You call to me and I fall at your feet
How could anyone ask for more
And our time (1) …………. like knives in my heart
How could anyone ask for more

But if there’s a pill to help me forget
God knows I (2) …………. found it yet
But I’m dying to
God, I’m trying to

chorus:

‘Cause trying not to love you
Only goes so far
Trying not to need you
Is tearing me apart
Can’t see the silver lining
I’m down here on the floor
And I just keep on (3) ………….

I don’t know what for
Cause trying not to love you
Only makes me love you more (2x)

And this (4) …………. of pain only time takes away
That’s why it’s harder to let you go
And nothing I can do without (5) …………. of you
That’s why it’s harder to let you go

But if there’s a pill to help me forget
God knows I (2) …………. found it yet
But I’m dying to
God, I’m trying to

chorus:

‘Cause trying not to love you… etc.

So I sit here divided just stuck to myself
Was it something that I did, was there (6) …………. else
When a voice from behind me
That was fighting back tears
Sat right down (7) …………. me
Whispered right in my (8) ………….
So I've been dying to tell you

chorus:

That trying not to love you only went so far
Trying not to need you was tearing me apart
Now I see the silver lining, what we are fighting for
If we just keep on trying, we could be much more
‘Cause trying not to love you, trying not love you
Only makes me love you more (2x)

2.    Discuss in groups and try to find out the meaning of the following words and expressions:

to fall at someone’s feet

knife (pl. knives)

pill

dying to

to tear someone apart

every cloud has a silver lining

divided

3.    Write a sentence with each of the words/expressions above.

4.    Read the text again and underline the words/expressions which you don’t understand. Check their meaning in the dictionary.

     VERSION B (B1-B2 level):

1.    Listen to the song and fill in the gaps in the text below:

    

    Nickelback - Trying Not To Love You

     You call to me and I fall at your feet
How could anyone ask for more
And our time apart like (1) …………. in my heart
How could anyone ask for more

     But if there’s a (2) …………. to help me forget
God knows I haven’t found it yet
But I’m dying to
God, I’m trying to

chorus:

‘    Cause trying not to love you
Only goes so far
Trying not to need you
Is tearing me apart
Can’t see the (3) …………. lining
I’m down here on the floor
And I just keep on trying

     I don’t know what for
Cause trying not to love you
Only makes me love you more (2x)

And this kind of (4) …………. only time takes away
That’s why it’s harder to let you go
And nothing I can do without thinking of you
That’s why it’s harder to let you go

     But if there’s a (2) …………. to help me forget
God knows I haven’t found it yet
But I’m dying to
God, I’m trying to

chorus:

‘    Cause trying not to love you… etc.

So I sit here (5) ………….  just stuck to myself
Was it something that I did, was there somebody else
When a voice from behind me
That was fighting back tears
Sat right down beside me
(6) …………. right in my ear

     So I've been dying to tell you

chorus:

     That trying not to love you only went so far
Trying not to need you was tearing me apart
Now I see the (3) …………. lining, what we are fighting for
If we just keep on trying, we could be much more
‘Cause trying not to love you, trying not love you
Only makes me love you more (2x)

2.    Discuss in groups and try to find out the meaning of the following words and expressions:

to fall at someone’s feet

dying to 

to tear someone apart

every cloud has a (1) …………. lining 

3.    Write a sentence with each of the words/expressions above.

4.    Read the text again and underline the words/expressions which you don’t understand. List them below along with their definition from the dictionary.

Love letter

The full presentation about how to write a (love) letter can be found under this link:

How to write a (love) letter

To view the file you must go to the link and press "Download" to save the file on your computer. Once you save it, you can open the file and view the presentation.
(It might not be possible to download the file from other browser than Google Chrome)

Present perfect game

The teacher tells the students two true and one false “I have…” sentence. Students ask her questions (to which she can lie in response about the false one) and try to spot which one is false.

The classgroup is devided into smal 2-4 persons groups. Each group throws a dice. The bigger number they get, the earlier they start - this is to make the order of the groups to take turns. First turn is only for asking questions - the questions must contain PP structure ("Have you..." etc.). Each group asks one question in an order that was settled by throwing a dice. From the second turn on each group after asking the question has the right to have a guess. They lose that right if the question doesn't contain PP structure or is gramatically incorrect. If they guess correctly, they win. If their guess is incorrect, we cross out the sentence and now we have only 2 left, so the other groups have a bigger chance to guess which one is false. 

According to the level of the class the sentences are simplier or more complex. In the more advanced classes the groups are also marked for their questions with the points from 1 to 5. In case none of the group guesses the false sentence, the winner is the one who gathered more points.

1. I have traveled to Greece.

2. I have ridden an elephant. (F)

3. I have cooked a paella.

How to make a "have you" question from a present simple question?

e. g. instead of "Did you like Greece?" you should ask "Have you liked Greece?"

1. It has taken me a long time to learn Turkish. 

2. I have never been that cold as I was in Turkey. 

3. I haven't driven a car for more than a year. (F) 

Students must think on the strategy – better to have a guess or wait for another turn?

Students focus on using Present Perfect - they practice the structure by speaking and memorize the 3rd form of the irregular verbs.

Poland - a video about my country

Students watch the film and answer the following questions:

1. When did Poland join the European Union?
2. What traits of character do Polish people possess? (min. 3)
3. Which famous festivals take place in Poland (min. 3)
4. Which nationalities are mentioned in the Festival of Dialogue of 4 cultures
5. What is the name of the leader of Solidarity movement, who received the Nobel Prize?
6. Who else played the fundamental role in the process of liberation?

After watching the film we discuss a little bit about what we saw, what was interesting or surprising. Once we're done with the questions, we focus on the vocab from the film:  Students try to define the words, catching their meanings from the context or use the dictionary.

microcosm

myriad

juxtapose

foremost

renowned

warm-heartedness

hospitality

conscientious

differentiate from

peers

likable

at the tip of their tongue

far-flung

teaming with

to enform

drawn

multitude

millennium

persecuted

to exert influence

trade union loyees

bring about

deed

snap

flourish 

Students try to define the words, catching their meanings from the context, or simply by using the dictionary.