EXERCISE: 1

LEVEL: Intermediate +

ACTIVITY: Cloze

SKILLS: Listening/Writing

INSTRUCTIONS

Divide the class into groups A & B
*

Hand out copies of Worksheet-A to each member of Group-A.
*

Hand out copies of Worksheet-B to each member of Group-B
*

Instruct students to fill in the missing words, as you play the song.
*

Do not allow students to compare the words they have written.

SHUT UP

Sung by The Black Eyed Peas Lyrics
(Worksheet A - Woman's words & those of others)

Chorus-1
S_ _ _ u_! J_ _ _ s_ _ _ u_! J_ _ _ u_ [x3]
S_ _ _ i _ u_ ! J_ _ _ s_ _ _ u_! S_ _ _ u_


Chorus-2
W_ t_ _ t_ t_ _ _ i_ s_ _ ,
B_ _ w_'_ _ s_ _ _ _ l_ _ _ _ _ c_ _ _ _ _
A _ _ w_ t_ _ t_ m_ _ _ i_ w_ _ ,
B _ _ i_ s_ _ _ _ e_ _ _ u_ t_ _ w_ _ _
A_ _ I'_ c_ _ _
F _ _ t_ _ _ _ _ t_ b_ y_ _ _ l_ _ .
I t _ _ _ _ I'_ g_ _ _ _ c_ _ _ _

Verse-1
Girl, me and you were just fine, you know.
We wine and dine;
(We) Did them things that couples do when in love, you know:
Walks on the beach and stuff, you know,
T_ _ _ _ _ t_ _ _ l_ _ _ _ _ s_ _ a_ _ d_,
I love you boo, I l_ _ _ y_ _ t_ _ .
I m_ _ _ y_ _ a l_ _ . I m_ _ _ y_ _ e_ _ _ m_ _ .
That's why I flew you out,
When we was on tour.
But then something got out of hand.
You start yelling when I'm with my friends,
Even though I had legitimate reasons.
B _ _ _ _ _ _ _ !
You know I have to make them dividends.
B _ _ _ _ _ _ _ !
How could you trust our private lives, girl?
That's why you don't believe my lies
And quit this lecture

Chorus-3
S_ _ _ u_! J_ _ _ s_ _ _ u_! J_ _ _ u_
S_ _ _ i _ u_ ! J_ _ _ s_ _ _ u_! S_ _ _ u_
[Repeat Chorus-2]

Verse-2
Why does she know she (‘s) got to move so fast;
Love is progress if you could make it last.
Why is it that you just lose control?
Every time you agree on taking it slow.
S_ w_ _ d_ _ _ i_ g_ _ t_ b_ s_ d_ _ _ t_ _ _ ?
’Coz fools in lust could never get enough of love.
Showing her the love that you be giving,
Changing up your living,
For a loving transition.
Girl, it's a mission trying to get you to listen.
Being mad at each other, has become our tradition.
You yell, I yell, everybody yells !
(I’ve) Got neighbours across the street, saying:
W _ _ t_ _ H_ _ _?
Who the Hell?
What the Hell's going down?
Too much of the bickering
Kill it with the sound and ....

[Repeat Chorus-3]
[Repeat Chorus-2]
[Repeat Chorus-1 (x2)]

Girl our love is dying.
Why can't you stop trying?
I (have) n _ _ _ _ b_ _ _ a q_ _ _ _ _ _,
B_ _ I d_ d_ _ _ _ _ _ b_ _ _ _ .
Believe me, I will do bad.
Let's forget the past
And let's start this new plan.
W _ ? ‘C _ _ i_'_ t_ _ s_ _ _ o_ _ r_ _ _ _ _ _
A_ _ t_ _ _ n_ _ _ w_ _ _ I h_ _ _ t_ _ _ s_ _ _ _ _ .
Girl I know you're tired of the things they say
Y_ _'_ _ d_ _ _ r_ _ _
’C _ _ I h_ _ _ _ t_ _ _ l_ _ _ d_ _ _ e_ _ _ _ _ _ j_ _ _ y_ _ _ _ _ _ _
That was a different thing
N_ , i_ i_ _’_
That was a different thing
N_ , i_ i_ _’_
That was a different thing
I_ w_ _ t_ _ s_ _ _ d_ _ _ t_ _ _
S_ _ _ a_ _ e_ _ _ _ _
B _ _ y_ _ '_ _ u_ _ _ _ _ _
Waaaaaaah!

[Repeat Chorus-1 (x2)]

"Music is the electrical soil in which the spirit lives, thinks and invents." --Ludwig van Beethoven

She calls out to the man on the street
"Sir, can you help me?
It's cold and I've nowhere to sleep,
Is there somewhere you can tell me?"

He walks on, doesn't look back
He pretends he can't hear her
Starts to whistle as he crosses the street
Seems embarrassed to be there

Oh think twice, it's another day for
You and me in paradise
Oh think twice, it's just another day for you,
You and me in paradise

She calls out to the man on the street
He can see she's been crying
She's got blisters on the soles of her feet
Can't walk but she's trying

Oh think twice...

Oh lord, is there nothing more anybody can do
Oh lord, there must be something you can say

You can tell from the lines on her face
You can see that she's been there
Probably been moved on from every place
'Cos she didn't fit in there

Oh think twice...

Teaching Kids with Music

children are natural music lovers you don't have to convince them that it will help them learn. If you feel uncomfortable singing in front of the class to teach a song, use a tape or CD player. (Don't expect your students to sing if you don't. Remember, that they don't care about the quality of your singing voice, just like you don't care about theirs.) Here are some suggested activities to use with kids (If you are not familiar with any of the songs mentioned, simply put the titles into an online search):

• Transition songs: Teach simple songs that indicate transitions from one activity to another, such as "clean up" songs and "hello/goodbye" songs.
• Energy boosters: Teach simple action songs that require kids to stand up and move around. Think of traditional birthday games that use songs, such as pass the parcel (use a classroom mascot or other favourite item instead of a gift) or musical chairs.
• Animal songs: Children love learning about animals! Teach animals and animal sounds using repetitive songs like "Old McDonald had a Farm" and "There was an Old Lady who swallowed a fly."
• Multi-culturalism: Teach about multi-cultural instruments and learn how to create them in class.
• Remembering Names: Help students remember names of their classmates (this helps teachers too) with songs like "Willoughby Wallaby Woo."
• Alphabet songs: Use lots of different alphabet songs (not just the traditional ABC) to help kids remember them in English. Chicka Chicka Boom Boom by Bill Martin Jr and John Archambault is a catchy children's book and song.
• Colours: Teach the colours with various colour songs and rhythms, such as Louis Armstrong's "What a Wonderful World" or Kermit the Frog's "It aint easy being green."
• Rewards: Reward hard working kids with "Music Time". Let them make requests for background music that they can listen to while they work on their written exercises.
• Student teachers: Encourage the kids to teach each other songs from their own language. Turn this into an English lesson by having students translate the meaning.

"Musical nourishment which is rich in vitamins is essential for children." Zolton Kodaly

Tips for Using Music Effectively

• When teaching students a song, it is a good idea to introduce an instrumental version first (If an instrumental version is not available, play the song softly in the background while they are working on something or hum the melody before introducing the lyrics). If students become familiar with the sound of the music first, they will be more likely to understand the words.
• Make a vocabulary list ahead of time. Go over the words once before you introduce the song.
• Expose students to a certain song many days in a row. Within a few days, students will not be able to get the song out of their head!
• Choose interactive songs whenever possible. Adding actions enhances language acquisition and memory.
• Have soft or upbeat music playing before class to encourage a positive atmosphere. Turning the music off is a great way to signal to a large class that it is time to begin.

	Music is the universal language of mankind.
	Henry Wadsworth Longfellow