I wrote the ‘tense review with the stones’ lesson a couple of weeks ago:
and here, as promised, is the follow up!
It is intended as a short follow up, so shouldn’t take too long, but focuses on listening and picking things out from the song.
Rather than picking this song for its specific merits, I picked a song I liked and then looked for what was there. Hopefully some of the ideas here can be applied to songs you or your students like too.
now where is my black paint?
Level: Int (and surrounding levels)
Procedure: A lot of this is just following the worksheet.
Discussion: – warmer – associations with the colour black, think about collocations as well, get as much as you can from the students.
Listening: Play the song twice or as many times as needed for students to complete the table.
Answer – the girls are walking by – not painted or want to paint
Grammar: Highlighting causatives
follow the exercise, you could always revise this later in the wk / class. This is more a case of exposing students to it, getting them to think about it and showing them that get can also be used.
Vocab: Here you can either do this as a reading or a listening, but I would go for a listening and then read to check.
Once they have completed the phrases put them in groups and ask them to work together to think about the meaning.
Check it as a class.
Pronunciation: This section is just to draw attention to natural features, something that we think is important for students to enable them to listen well outside the classroom.
You could drill them and ask them to think of other words that like ‘happening’ are written with what seems like 3 syllables but often pronounced with 2.
For the linking /j/ you could follow this up with the maze activity from pronunciation games by Mark Hancock.
Word: Paint it Black worksheet
Song without lyrics: https://www.youtube.com/watch?v=fPVUa29kHu8
Song with lyrics: https://www.youtube.com/watch?v=O4irXQhgMqg