This is a useful guide for practice full problems of english, you can easy to learn and understand all of issues of related english full problems. The more you study, the more you like it for sure because if its values.
Trang 2
TWIN TRAINING INTERNATIONAL LT
2nd Floor, 67-71 Lewisham High §
London SE13 5JX
Trang 3
TEACHER’S NOTES
lu taHb (x4
SONG LYRICS
Chorus
1 Don’t worry about a thing
‘Cause every little thing’s gonna be all right
Singing “Don’t worry about a thing
‘Cause every little thing’s gonna be all right’
Rise up this morning
Smiled with the rising sun
Three little birds beside my doorstep
Singing sweet songs of melodies pure and true
Singing ‘This is my message to you’
¢ Ask students to look at the pictures in Activity 1
and describe each one Make sure that they
understand the following words which appear in
the song: doorstep, rising sun, bird, message, to smile,
fo worry
e Ask the students questions to help them predict
the song, for example: What do you think the song is
about? What are the birds saying?
WHILE LISTENING
Activity 1
¢ Explain to students that they are going to listen to
the song and while they listen they should circle the
things mentioned in the pictures Play the tape and
then check the answers
e Play the song again so that students can check their answers Then ask individual students to come
to the board and complete each line Students write the completed version of the song in the space provided on the photocopy
AFTER LISTENING Activity 2
¢ Explain to students that they are going to identify and underline the stressed words or syllables in eacl line of the song Focus their atttention on the first lin
of the song, and ask: Which words or syllables are stressed? Underline the stressed parts on the board
Do the same with the next line Then ask students to work in pairs, and find the stressed words and syllables in the other lines
¢ Check the activity with the whole class, using the board If necessary, students listen to the song again and check their ideas before correcting Then ask students in pairs or individually to practise saying the lines with the correct stress
Key Don’t worry about a thing
‘Cause every little thing’s gonna be all right Singing ‘Don’t worry about a thing
‘Cause every little thing’s gonna be all right’
Rise up this morning Smiled with the rising sun
Three little birds beside my doorstep
Singing sweet songs of melodies pure and true
Singing ‘This is my message to you’
The sun rising
Three birds beside the doorstep
Three birds singing a happy message
¢ Ask students to look at Activity 2 In pairs, they
match the beginnings and endings of the lines
Meanwhile, write the first parts of the lines on the
For further practice, divide the class into small
groups and have a competition to find the best reggae group in the class You ‘conduct’ the song
by indicating which group should sing the lines,
ie one group starts and as soon as you point to another group they should continue and the first group should stop immediately Continue with different groups If you like, you can make them sing faster as the activity continues, and then eliminate groups or deduct points for being slow, add points for being fast or for good singing!
Trang 4
bree Little binds
Match the two parts
Don’t worry ® cơ gonna be all right’ this morning Singing ‘Don’t worry
2
1
2 ’Cause every little thing’s
4 ’Cause every little thing’s Qn the rising sun Rise up
6 Smiled with f beside my doorstep
7 Three little birds g about a thing
8 Singing sweet songs h gonna be all right
9 Singing i of melodies pure and true
1 Don’t worry about a thing 5
Photocopiabie# 3
Trang 5TEACHER’S NOTES
Vhnee Little binds
Activity 3
* Ask students to look at Activity 3 and identify
where they might see a text like this, and what
information the text has
e Explain to students that they should read the letters from the readers and, in pairs, find the
answers as quickly as possible Tell students that they
do not need to understand every word and that they only need to concentrate on finding the answers Pairs who finish first can prepare some questions to ask the rest of the class
se Check the answers with the whole class and allow students who have prepared questions to ask them
Key
1 Their first single was Simmer down
2 The song is Three little birds
3 Yes, there was 20 000 fans attended the festival The Melody Makers played at the festival
4 Ziggy Marley’s real name is David Marley The Melody Makers are all Marley’s children — Stephen, Cedella, Sharon and Ziggy
5 Bob Marley wrote the song, but Johnny Nash’s version was a big hit in 1972
6 He was Jamaican He went to America in 1966 and returned to Jamaica in 1967
7 The Wailers were: Bob Marley, Peter Tosh, Bunny Wailer Livingstone, Junior Braithwaite
and Beverley Kelso (Occasionally Rita Marley sang with them, though the text doesn’t say so.) Peter Tosh and Bunny Wailer Livingstone both had solo careers, though none of their records are named
8 Bob Marley was only 36 when he died He died
in 1981 Bob Marley’s music was successful all
over the world, from 1975 onwards Ziggy
Marley sings his own songs
Note: A Rastafarian (or Rasta) is a person who
worships the former emperor of Ethiopia, Haile Selassie, as a god The religion originated in
Jamaica Rastafarians normally have long hair arranged in a characteristic style; they often wear
hats in bright colours, too.
Trang 6and the Wailers’ first single?
Was it / shot the sheriff?
If so, w long for? ˆ _ Wayne, New York
released in the early 60s
Wailer Livingstone, Junior Braithwaite and Beverley Kel Their first single,
sold very well in Jamaica
Anderson and went to America visit his mother
known as Bob Marley, was born on 2 February
2 His first single was Judge not,
In 1964, he formed the Wailin’
Wailers with Peter Tosh, Bunny
so
Simmer down,
On 10 February 1966, he married Rita
to
he returned to Jamaica and
re-united with the Wailers Together
they released many singles, including Stir it up, and they
rians
In 1972, Johnny Nash had a UK hit with a version of Stir it up The
- Dear Editor,
Dear Editor, My friend says that the
Whee i Ziggy 2? | Nash, wrote Stir it up
Are the Melody 1972 | say Bob Marley
Makers really all Bob wrote it and it was a hit
Marley's children? _ in 1973, Can you tell us
Angela, London who is right?
: : Jim & Kevin, Edinburgh
Dear Editor, How old was Bob Marley when _ he died? Is it true his music was only successful after he _died? Dogs his ‘son Ziggy only sing Bob Marley songs?
Juan, Los Angeles
/
Wailers released two albums before
Peter Tosh and Bunny Wailer
Livingstone decided to go solo Bob Marley continued with the Wailers and from 1975 onwards they enjoyed worldwide success
Marley died on 11 May 1981
Famous songs include I shot the sheriff, No woman no cry, One love, Three little birds, Exodus, Small axe and Redemption song
On 6 August 1981, over 20000 fans went to a Reggae Festival dedicated
to Bob Marley, including his children Stephen, Cedella and Sharon These three played at the Festival; the name of their group was the Melody Makers After that, Bob's other son, Ziggy Marley, (real name David) joined the Melody Makers
Now they have made several records, including Tomorrow people written by Ziggy, and the album One bright day, all Ziggy’s own music, too
Trang 7
TEACHER’S NOTES Rock Around The Clack
SONG LYRICS
One, two, three o'clock, four o'clock rock,
Five, six, seven o'clock, eight o'clock rock,
Nine, ten, eleven o'clock, twelve o’clock rock,
We're gonna rock around the clock tonight
5 Put your glad rags on and join me, hon’
6 We'll have some fun when the clock strikes one, Chorus
7 We're gonna rock around the clock tonight,
8 We're gonna rock, rock, rock, til broad daylight
9 We're gonna rock, gonna rock around the clock tonight
10 When the clock strikes two, three and four,
11 If the band slows down, we'll yell for more Chorus
12 When the chimes ring five and six and seven,
13 We'll be rockin’ up in seventh heav'n Chorus
14 When it’s eight, nine, ten, eleven, too,
15 I'll be goin’ strong and so will you,
Chorus
16 When the clock strikes twelve, we'll cool off, then,
17 Start a rockin’ ‘round the clock again,
Chorus
BEFORE LISTENING Activity 1
¢ Students read the words and definitions in
Activity 1 Point out to them that these are informal,
colloquial expressions Ask them to think about the words and guess what the song is about
For example:
What is the song about? Is 1t a happy song or a sad song?
What kind of clothes are the people in the song wearing?
Where could they be? At the swimming pool? In a night club?
What are they doing? Are they having a good time?
Activity 2
¢ First, look at the examples in Activity 2 with whole class Then, in pairs or small groups, stuc think of words that rhyme to add to the list
e Write all the words students think of on the
If students suggest a word that does not rhyme, another group to think of a word with that sour
eg Group A suggests bone to rhyme with one, Gi suggests phone Record these separately Point o students that they can use rhyme/similar pronunciation when recording vocabulary to he them remember the correct pronunciation
Key
Possible answers
one run, fun, son
four law, more, war seven heaven
too do, menu, you
then hen, pen, when
tonight light, right, bite
¢ Play the song and let students check their ar
e Play the song again and encourage students join in
AFTER LISTENING
¢ If you have space in your classroom, or if yc use a large room, you can organize some dancit Can anyone teach the class some rock and roll? could have a rock and roll competition!
Trang 8Rock Around The Clock
emma
"| hon’ = honey, a way of ¿
saying ‘darling’ in the USA }
broad daylight = after night, ¢ - ,
when it is completely light )| 2 yell = to shout
3 Finish the lines
1 One, two, three o’clock, four o’clock, rock,
2 Five, six, seven o'clock, eight o’clock, rock,
3 Nine, ten, eleven o’clock, twelve o’clock, rock,
4 We’re gonna rock around the clock tonight
5 Put your glad rags on and join me
6 We’ll have some fun when the clock strikes one,
Chorus
7 We're gonna rock around the clock tonight,
8 We’re gonna rock, rock, rock til broad
9 We're gonna rock, gonna rock around the clock tonight
10 When the clock strikes two, three and four,
11 If the band slows down, we'll yell for
12 When the chimes ring five, six and seven,
13 We’ll be rockin’ up in seventh
14 When it’s eight, nine, ten, eleven too,
15 I'll be goin’ strong and so will
16 When the clock strikes twelve, we’ll cool off, then,
17 Start a rockin’ round the clock Chorus
otocopiable 7
Trang 9
Daniel is travelling tonight on a plane,
I can see the red tail lights heading for Spain,
Oh and I can see Daniel waving goodbye,
God if looks like Daniel, must.be the clouds in my
eyes
They say Spain's pretty, though I’ve never been, Well Daniel says it's the best place he’s ever seen,
Oh and he should know he’s been there enough,
Lord I miss Daniel, oh I miss him so much:
10 You are older than me,
11 Do you still feel the pain
12 Oƒ the scars that won't heal?
13 Your eyes have died, but you see more than I,
14 Daniel you're a star in the face of the sky
Note; The words God, Ford are used as exclamations to
offensive
BEFORE LISTENING Activity 1
° Ask students to look at the pictures in Activity 1 and to read the five sentences Ask them questions to help them predict the content of the song
e Play the song and ask students to circle the answers to the five sentences and then check in pairs
With the class, correct the activity and see if they can
tell you any more information from the song
Key brother
them in the correct order, and write the order in the
space provided Students work individually and then check their ideas with their partner
If you think your students will find this difficult, you can give them a clue by telling them that the
numbers 1, 3, 6 and 8 correspond to verse 1 and the numbers 2, 4, 5 and 7 to verse 2
e Play the song again as far as the end of verse 2 sc that students can check the order
Activity 3
¢ Ask students to look at Activity 3 Allow studer time to read the text If necessary, explain the meaning of any new words Explain that there are
some (factual) mistakes in the text, students shoul:
listen and correct the mistakes Then play the vers once or twice while the students correct the mistal They check in pairs, and then with the whole class
Trang 10is happy Daniel is going
5 The singer lives near Daniel
misses Daniel
© Macmillan Publishers Limited 1996
2 Order the lines
1 God it looks like Dan the clouds in my eyes-
4 They Say Spain’s I've never been, Pretty, though , rett
5 Lord I miss Daniel, oh I miss him
so much
6 Ican see the red tail lights
heading for Spain,
Do you still tolerate the pain
Of the scars that won’t heal?
Your dogs have died, but you see more than I, Daniel you’re a planet in the face of the sky
> FPhotocopiablese 9
s
Trang 11
TEACHER'S NOTES Daniel
AFTER LISTENING
Activity 4
¢ Before starting Activity 4, ask students to tell you what they know about Daniel from the song, for
example, where he lives, his relationship with the
singer, etc Then ask them to imagine the answers to some other questions about his life
e Students compare their descriptions and find the differences They can either read their partner’s text
or they can ask and answer questions If necessary, elicit possible questions and write them on the board For example:
Student A: What does (your) Daniel look like?
Student B: He’s got blond hair and blue eyes and he’s 1.80
metres tall He’s thin
Student A: Ah, (my) Daniel’s got brown hair and brown
eyes He’s taller
Student B: What does he do in his free time?
Student A: He plays football and he plays the guitar He
goes to the mountains at the weekend and
Trang 12Daniel
Task A
1 How old is Daniel? 9 What does he usually do at the
2 What does he look like? weekend?
3 What is his favourite 10 What sports does he play?
food/colour/kind of music .? 11 Does he play any musical instruments?
4 Where does he live? 12 How often does he go to the cinema?
5 Does he live alone? 13 What kind of books does he like?
6 Why does he like Spain? 14 What about his character? Is he usually
7 When did he first go to Spain? happy? Is he shy?
8 What’s his job? 15 Do you like Daniel? Why/why not?
Task B
eyes He’s metres tall He usually wears
but sometimes he wears At the moment, he’s
His favourite colour is is his favourite food and
is his favourite drink He also likes The film he likes best is He likes music and his favourite
is In his free time, he usually
Sometimes he but he doesn’t often and he never
In summer, he and in winter he
, but he prefers He quite likes
otocoplable g# 11
Trang 13
3 _ Oh, | believe in yesterday
4 Suddenly, I’m not half the man I used to be,
5 _ Theres a shadow hanging over me,
6 Oh yesterday came suddenly
7 Why she had to go I don’t know,
8 She wouldn't say
9 I said something wrong, now I long for
10 Yesterday
11 Yesterday, love was such an easy game to play,
12 Now I need a place to hide away
13 Oh, I believe in yesterday
14 Why she had to go I don't know,
15 She wouldn't say
16 I said something wrong, now I long for
17 Yesterday
18 Yesterday, love was such an easy game to play,
19 Now I need a place to hide away
20 Oh, I believe in yesterday
¢ Explain that each bubble contains a different verse
of the song and that they should separate the continuous text into words
WHILE LISTENING
Activity 2
* Students listen to the song and write the order of the verses in the spaces provided Before you play the song, explain that two of the verses are repeated
What is the relationship between the people in the s How does the singer feel?
What happened to make him feel like this?
What do you think will happen next?
1 Two people — the singer and a woman
2 They are boyfriend and girlfriend/husband ¢ wife
The singer feels very sad
The singer’s girlfriend /wife has left him
5 Answers will vary
¢ Students read the sentences in Activity 3 and, i
pairs, prepare questions for the sentences Each
question should begin with, or contain the word,
yesterday Check the questions with the whole clas
* Students try to find someone to complete each sentence and write the person’s name in the space They only need to find one person for each senten For sentences 3 and 11, they must find someone w says no not yes Students can ask more questions te
out extra information about that person, for examy
sentence 1: Do you always get up at 7.30 am?
¢ Finally, ask some students to tell the others wh they have found out
Suggestion Dictate the following story to the students Exp] that when you ask questions they should,
individually, write their answers in the dictatior
using their own ideas
There was a young man called What’s the ma name? He was tall and Describe the man He \
a What was his job? and he lived in Where «
he live? His girfriend’s name was What was he name? and she was a What was her job? One « she left because Why did his girlfriend leave? a went Where did she go? He was How did he feel? so he decided to What did he decide to do? the end What happened in the end?
Students then compare stories
Trang 14
(ty The Beatles)
COCO ESOS EOS EE EOOHHEO EEE SHOE SEHESOTEOEOE SEE EE SEE EE SEHEH EE OEEHHESSESEEHESSEOEHOOHERGOH SEDANS
Whyshehadtogoidontknow shewouldntsayisaid somethingwrongnowi lonaforyesterday
Yesterdayallmy troublesseemedso
b Yesterday d Sudaenly,
2 Listen and order the verses
3 Yesterday
6 went to a friend’s house 12 | wore something red
© Macmiitan Publishers Limited 1996
Trang 1514
TEACHER’S NOTES
SONG LYRICS
1 can see clearly now the-rain has gone
I can see all obstacles:in my way Gone are the dark clouds that-had me blind It’s going to be a bright sunshiny day
I think I can make it now the pain has gone And all of the bad feelings have disappeared Here is the rainbow I’ve been praying for It’s going to be a bright, bright sunshiny day Bright, bright sunshiny day
10 Look all around there’s nothing but blue skies,
11 Look straight ahead, nothing but blue skies
12 I think I can make it now the pain has gone
13 And all of the bad feelings have disappeared
14 I can see clearly now the rain has gone
15 It’s going to be a bright, bright
16 Sunshiny day
BEFORE LISTENING Activity 1
se Insmall groups, students think of as many words related to the weather as they can Ask the groups to tell you their words and write them on the
blackboard If some students don’t know a word, ask
the group to explain it
e Ask students to categorize the words into seasons and write them in the correct space
¢ Write the following adjectives on the board: heavy,
big, dark, thick, light, bright and ask students which
weather words they can be used to describe, eg bright sun, dark clouds, heavy snow, light rain, thick fog etc
¢ Then play the song Students cross out the remaining extra words while they listen Check the answers with the whole class
Key
1 really, heavy 9 bright, summer
2 and people 10 you, clear
3 big, often 11 Everyone, there’s
4 long, summer 12 work, terrible
5 actually, terrible 13 nearly, old
6 nearly, old 14 quite, heavy
7 Look, bright 15 long, summer
8 long, summer
AFTER LISTENING
* To check students’ comprehension, write tt
rainbow on the board, and ask them some gene questions
For example:
What does this word suggest?
What does it suggest about how the singer feels? Why does the singer feel like this?
® In pairs, students tell each other about a ti
felt very happy They should give as many de possible, ask them for example: Why were you What did you do? Who was there?
Activity 3
¢ Students look at Activity 3 In pairs, studer prepare questions to find out if the statement: true or false
For example:
Do you prefer summer or winter?
Do you like going out in the heavy rain?
e Check the questions with the whole class groups of five, students divide the questions : each person in the group has two questions t the others To discover if the statements are tt not, students must ask everyone in the group
¢ When they have all the answers to their qi some students from each group report their r the class
Suggestion Each group writes their results and shows th rest of the class
For example:
Everybody in our group prefers summer to winter One person likes going out in the heavy rain Alternatively, students who finish early can dc writing activity individually
Trang 163 Gone are the big dark clouds that
often had me blind
4 It’s going to be a long, bright sunshiny summer day
Half the group prefers summer to winter
12 I think I can make it work now the _—
terrible pain has gone
13 And nearly all of the old, bad feelings have disappeared
14 I can see quite clearly now the heavy rain has gone
15 It’s going to be a long, bright, bright, sunshiny summer day