Methodology

I WILL SURVIVE By Gloria Gaynor
At first I was afraid; I was petrified,

Kept thinking I could never live without you by my side,
But then I spent so many nights thinking how you did me wrong,
And I grew strong, and I learned how to get along.
So you're back, from outer space
I just walked in to find you here with that sad look upon your face,
I should have changed that stupid lock,
I should have made you leave your key,
If I'd known for just one second you'd be back to bother me,
Oh and now GO! Walk out the door! Just turn around now,
'Cause you're not welcome anymore!
Weren't you the one who tried to break me with goodbyes,
D' you Think I'd crumble, you think I'd lay down and die?
No, not I, I will survive...oh as long as I know how to love,
I know I am still alive.
I got all my life to live, and I got all my love to give,
I will survive, hey hey!
It took all the strength I had not to fall apart,

Now I am trying hard to mend the pieces of my broken heart,
I spent oh so many nights just feeling sorry for myself,
I used to cry, but now I hold my head up high,
And you see me, somebody new..I am not that chained up
little person still in love with you, and so you
just felt like dropping in and just expect me to be free,
Now I am saving all my loving for someone who's loving me
No, not I, I will survive,..oh as long as I know how to love,
I know I am still alive,
I will survive, oh yeah!
by Mª Isabel Pérez Torres
Exercises
1. Fill the blanks with the PAST TENSE or PAST PARTICIPLE forms of the verbs given below.
Choose them according to the context and meaning. Then, listen to the song and check your
answers (If You try to complete the gaps while listening to the song it will be very difficult).
Be, can, change, die, feel, grow, know, have, keep, lay, learn, make, walk, spend, take, try, use
Bev Larson / BEV_L@TRECA.ORG / OFLA Spring Conference / April 4, 2003
At first I ______ afraid; I ______ petrified,
______ thinking I ______ never live without you by my side,
But then I ______ so many nights thinking how you did me wrong,
And I ______ strong, and ______ how to get along.
So you're back, from outer space
I just ______ in to find you here with that sad look upon your face,
I should have ______ that stupid lock,
I should have ______ you leave your key,
If I'd ______ for just one second you'd be back to bother me,
Weren't you the one who ______ to break me with goodbyes,
No, not I, I will survive...oh as long as I know how to love,
I know I am still alive.
I will survive, hey hey!
It ______ all the strength I ______ not to fall apart,

Now I am trying hard to mend the pieces of my broken heart,
I ______ oh so many nights just feeling sorry for myself,
I ______ to cry, but now I hold my head up high,
And you see me, somebody new..I am not that chained up
little person still in love with you, and so you
just ______ like dropping in and just expect me to be free,
Now I am saving all my loving for someone who's loving me
Weren't you the one who ______ to break me with goodbyes,
2. Circle the odd word out according to sound
a. survive, alive, give, sigh

b. Should, would, thought, look
c. So, got, broke, know
d. leave, break, space, save
3. Match the words and the prepositions

1. Get a. around
2. Turn b. apart
3. Be c. along
4. Walk d. back
5. Lay e. down
6. Fall f. out
1................2. ................3. ................4. ................5. ................6. ................
4. Translate the sentences where those verbs and prepositions appear
Writer: Leigh Harline; Lyrics: Ned Washington

When you wish upon a star, makes no difference who you are
Anything your heart desires will come to you
If your heart is in your dreams, no request is too extreme

When you wish upon a star as dreamers do
(Fate is kind, she brings to those who love

The sweet fulfillment of their secret longing)
Like a bolt out of the blue, fate steps in and sees you thru
When you wish upon a star, your dreams come true
COMMUNITY DESIGN PROJECT
The Community Design Project is a cooperative activity where students, working

in pairs, create a model of a neighborhood. It takes about a week of class time
(about five hours). This project is a good to use after students have studied
topics related to neighborhoods, houses, stores, giving directions, etc....
There are several writing assignments that require using a variety of tenses. This
activity allows students to use English in a natural context. Students engage in
real conversation while negotiating the model construction process with their
partners and the teacher. The project is a lot of fun. Putting all the projects
together when the students finish makes an impressive display that looks like a
miniature city.
Materials that are needed include:
 colored construction paper(especially blue, black, green, and brown)

 11x17 inch poster board, or cardboard for model base. (One teacher mentioned she used paper
bags as structural bases instead. Great Idea.)
 glue
 scissors
 markers or crayons
 house model (click to download.)
 model of stores (click to download.)
 model of skyscraper panel (click to download.) Note that skyscraper panels are glued to
cardboard, and their design can take many shapes and sizes.
Introduce the concept of models and their use in science, architecture, urban
planning, advertising, museums, film, and hobby craft. If possible, show the
students pictures of examples from various fields. Demonstrate putting together
the house or store model so students have an idea of how to begin. Have the
students draw a plan before they begin working with materials.
It is good to set certain minimum requirements for a community model. It should
include at least two intersecting streets, six stores, several houses, and a public
area like a park, parking lot, etc....
Prior to handing out materials, firmly establish rules for working in pairs. Some of
my rules for students include:
 Stay in your work area.
 Use English to communicate. (Pair students with different L1s when possible.)
 Ask before borrowing tools and materials.
 Keep the area you are working in clean.
 Store you project in a safe place before leaving class.
 Put away all materials before the class ends.
Activities include:
 Drawing a plan for your model that includes stores, houses, streets, and public spaces.
 Negotiating a plan for a model with a project partner.
 Assembling models following directions .
 Presenting dialogues to the class .
 Requesting materials for making of model.
 Negotiating the model construction process with partner in English.
 Brainstorming objects one sees in the street.
 Inventing and sharing ways of making trees, parks, rivers, bridges, and roads out of paper.
Before, during, and after the project assign the writing of paragraphs or short
essays. These can form a small portfolio about the project which can be bound
with construction paper. (See book making procedure below in "A Book About
Me"for list of book making materials)
Specific writing assignments that can be given are:
Prior to project
 Describe what the community where you grew up looks like.

 Describe the neighborhood you live in now.
During project

 Describe what work you have completed (past tense), and what you will do to finish the
model (future tense.)
 Describe what the people who would live in your community could do.
 Write a dialogue between a customer and a store clerk.
 Describe your partner and what you learned about them.
After project
 Write a general description of how to make the model (materials, actions, process.)
 Describe how you made specific parts of a the model.
 Describe a problem you had and how you solved it.
 Describe where places in your model are located (include a map).
I always enjoy having my students do this activity. Once they get the idea, they
become very inventive. They create some very realistic looking objects for
inclusion in their models: tiny street lights, swans, benches, basketball courts,
handball courts, flowers, and more. I never know what to expect.
The atmosphere of the class is very relaxed. I have the chance to engage
students in extended conversation. Normally shy students speak more freely,
and new friendships are formed.
DISASTER LESSONS
I have a confession to make. I like natural disasters! (At least the ones that do
not affect me directly.) Every year one or two disasters happen, and it seems like
nature is delivering lesson plans to my door. The tabloid press and television
news are full of dramatic photos and footage. Students enter the class asking me
if I heard about what happened. Usually, I have not only heard about it, but have
also made it the subject of a lesson or two.
Recently, Puerto Rico had a very bad hurricane. The events where well
documented with large photos in all the local newspapers. I bought a few papers
and used these photos to motivate a student generated description of events. All
the students had heard about the hurricane , and they were eager to contribute
to the discussion.
After introducing vocabulary, I taped the photos to the board and had students
contribute to creation of a text to accompany the pictures. I wrote the
descriptions "as given" by the students including their errors. We then proofread
the description, correcting errors, adjusting the tenses, and rearranging the
composition. The text we create was used for choral and individual reading,
cloze exercises, vocabulary development, and question formation. Students
wrote about natural disasters they had experienced in their own lives. Many
have first hand experience with floods, blizzards, monsoons, etc.... And they are
eager to relate their stories.
Below is the end result of the text a level 2 class made on hurricane that hit
Puerto Rico in September, 1996.
Hurricane Hits Puerto Rico

Hurricanes are natural disasters. Hurricanes are very destructive storms with a
lot of rain, and very powerful wind. The winds blow faster than 74 miles per hour.
These storms are very dangerous. They destroy buildings, break trees, and
cause floods.
On Tuesday, a hurricane hit the island of Puerto Rico. Floods of water destroyed
houses. Some people drowned in the flood water. Business was disrupted , and
people could not buy food or travel.
Many people were hurt. Eight people died. Two people were buried in a mud
slide. Others drowned in the flood water. One woman had a heart attack. She
could not travel to the hospital. She died.
After the hurricane was finished, the streets were like rivers. Eighteen inches of
rain had fallen. Now people outside of Puerto Rico will send help to the Puerto
Rican people. They will send clothes, food, medicine, and other supplies .
Doctors, nurses, and volunteers will go to Puerto Rico to help repair the damage
caused by the storm.
 Contents of this page
TEACHING THE RESEARCH PAPER( for advanced ESL students)
Very often, for high school ESL students, their English as a Second Language
classes are the only courses they take that come close in content to the teaching
of Language Arts. This leaves ESL teachers with the double responsibility of
teaching a language, and teaching the basic skills that normally fall upon Native
Language Arts or Language Arts teachers.
One of the most essential abilities a student needs to leave high school with is
the ability to organize and write a research paper. Writing a research paper is a
complex process involving multiple skills. Selecting a manageable topic, locating
source material in the library, searching a data base, making notes from sources,
writing the essay, documenting references are just some of the skills needed.
Teaching students what they need to know can take several weeks. Perhaps I
should say that it can take years. (I strongly believe ESL teachers should begin
to teach many of the skills needed very early in the language development
process.)
The two lessons below are for advanced students. I have found the lessons to be
useful as part of the larger process of teaching advanced students how to
produce a good research paper.
Reverse Engineering a Research Paper
Students often don't know what a good research paper looks like. How are the
notes taken from source material integrated into an essay? What is the function
of footnotes and a bibliography? Where did the quotes and paraphrases
originate? What does a finished research paper look like?
To give students an idea of what will be expected of them, I prepare a very short
research paper that contains all the elements you would expect in one. I base
the footnotes and bibliography on a book or magazine, or both, that the entire
class has access to. After reading and discussing the paper, I then ask the
students to locate the information provided by the footnotes and bibliography in
the original source material. It is important to explain that footnotes and
bibliographies are pointers to more information that interested scholars can use,
and that they are not required by professors in order to torture students. This
experience provides students with a good model of what a research paper is.
Mini-Research Paper
The mini-research paper is an in-class exercise to familiarize students with some

aspects of writing the research paper. It should be taught prior to any
independent undertaking on the part of your students, and it can also be done
for reinforcement after students have undertaken independent projects. It is an
exercise you should do with your class several times. First, as a teacher lead
activity, then as pair work, and finally with students working individually.
In all cases the teacher chooses a topic. One good topic for this exercise is the
climate of a country. The teacher provides the students with copies of two
different source materials. One source can be an entry from an encyclopedia for
children on the country with several subheadings (population, climate, etc....)
The other source can be a selection from a book on the country dealing with the
topic, and written at the appropriate reading level for your students. Both
readings should be brief. The purpose of two sources is to require the students
synthesize the notes they gather when writing the essay.
In the first teacher guided lesson, take the students through the steps one would
go through after having decided on a topic, and having gathered source
material. :
 Read the source material as a class.
 Using the chalkboard as note sheets/index cards, draft paper, etc..., call on students to find
quotable material relevant to the topic, and write the quotes on the board. Ask them to also
supply the information needed to create footnotes (author, title, publisher info, date, page
number.)
 Use the ideas of students to compose a brief essay on the chalkboard that includes footnoted
quotes and/or paraphrases from both source materials, and a bibliography.
As a follow up to the first lesson, have the students delineate the steps to
process the class went through. Then repeat the lesson several times, each time
requiring more and more independence. Their essays should be no more than a
page long, but it should include all the elements one expects to find in a normal
research paper. Your students should write several mini-research papers before
you have them begin working on the BIG research paper.
WALKING YOUR STUDENTS THROUGH A DESCRIPTION OF PLACE
The first time I taught a writing class, I quickly grew tired of the anemic
descriptions that I got from many students. I got descriptions like: There are a lot
of nice things you can do there. It is very beautiful. You can swim, etc....
If you want your students to produce a rich description of a place, try this
exercise in guided writing. Have your students imagine a place they are very
fond of. It can be a place they go to relax, or to enjoy themselves. Once they all
have a place in mind, ask the following questions and have them respond freely
in writing. It is best not to hurry through this exercise. Give your students time to
meditate on their responses.
 What is the name of the place you are thinking about?
 How do you get to this place?
 What is the first thing you see when you arrive there?
 If you turn to the right, what do you see? and to the left?
 What does the air smell like?
 If you reach out a touch something, how does it feel?
 What are the colors you see?
 What sounds do you hear?
 Are there people there? What are they doing?
 What objects, plants, animals are there?
 How do you feel?
These are just some of many questions you can ask during this exercise. The
exercise can also be adapted for descriptions people, or for responding to
literature. You ask the questions. The students respond in writing. Their
responses form the basis for essays that have more energy, and more vivid
detail.
PROJECT: A BOOK ABOUT ME
A Book About Me is a project that can be undertaken toward the end of the
semester. It allows students to relate specific topics covered throughout the
semester to their own lives. It can be worked on over the course of one or two
weeks as part of review lessons for the final exam.
Students draw illustrations, cut out magazine pictures, bring in photos, or even
some combination of the all the above. These are then written about. The text
and illustrations can be mounted on construction paper or laid out on looseleaf.
To familiarize the class with the idea of creating a book, it is a good idea to start
with a smaller project I call, The Class Book, where each student designs one
page with an illustration and text on any subject they like. The teacher uses the
pages to demonstrate the binding together process. The students then have an
example book to work from, and they understand the process enough to work
more independently.
Materials that are needed include:
 construction paper
 glue
 masking tape
 a stapler
 scissors
 markers or crayons
 magazines.
I have been able to obtain these materials cheaply by shopping around in 99

cents stores. Also, people often throw away neatly tied bundles of magazines
and catalogs. If you are not too proud you can pick up stacks of magazines for
free on recycling day.
Below are some suggestions for topics with page references for vocabulary from
The New Oxford Picture Dictionary .
 When I was born
 Where I live pages (27-34)
 The Country I Came From (70-71)
 The Clothes I Like to Wear (19-24)
 My Favorite Season (25-26)
 My favorite Animal (65-69)
 The Food I Like to Eat (6-18)
 My Family (2-3)
 Places I Go (56, 70-74, 87, 90-91)
 My School (76-79)
 Cars I Like (50-51)
 Sports I Like to Play (92-97)
 Where I Work (14-15, 82-86)
 Plants and Trees That I Like (60-61)
 Music (98-99)
 My Future Goals
ESL GAMES
Games are an excellent way to review grammar and vocabulary. I have had a lot
of success with the following games. They energize the classroom and relieve a
lot of tension. Students of all ages love them.
TIC TAC TOE (For Beginning to Intermediate Level Students)
All you need for this game is a chalkboard, and a list of vocabulary. Draw a nine
square grid on the board and fill each box with one word. Divide the class in half,
and designate one half as -x- and the other half as -o-. The students on each
team collaborate in coming up with grammatical sentences using the vocabulary.
When they use a word in a correct sentence, mark either x or o over the word.
Three in a row wins! I used this game to review general vocabulary, parts of
speech, and verb forms. It can be played for an hour without the students
seeming to tire.
THE PICNIC (For Intermediate to Advanced Level Students)
This is a simple game that requires students to generate vocabulary in English.

The class is asked to imagine that they are going on a picnic. Their job is to
suggest things to bring along. The teacher says yes or no to each suggestion.
What the students do not know is that the teacher says yes when a student
suggests something whose first letter is the same as the first letter of the name

of the student. The teacher says no if the first letter of the suggested object and
the first letter of the name of the student do not match. For example:
 Alicia: I want to bring apples.
 Teacher: You can bring apples, Alicia. Alicia can bring apples. What do you want to bring, Marco?
 Marco: I want to bring a radio.
 Teacher: Sorry, you cannot bring a radio.
If students need a hint after a while you can interject something like:
 Maria: I want to bring bananas.
 Teacher: Sorry, you cannot bring bananas. Why not ask Barbara to bring bananas?
Usually someone figures out the game. Knowing the secret forces them to
narrow their suggestions to words beginning with the same letter as their name.
THE SENTENCE AUCTION (For All Levels)
For this game you need to prepare a list of about twenty sentences. Make
roughly half the sentences grammatical, and the rest ungrammatical. Give the
students a few minutes to read and discuss which sentences are correct. It is
good to assign partners to discuss which sentences are grammatical. They can
then bid on the sentences that they think are good. You get to play the
auctioneer. Students love it if you play the role to the hilt, and do not forget to
slam the gavel! Sentences can be draw from student writings, common errors,
etc.... This game forces students to use dollar amounts, and to focus on the fine
points of grammar.
STOP (For All Levels)
This is a simple vocabulary game that can be played with two levels of difficulty
depending on the level of your students. In the easy version, draw five columns
on a chalk board. Assign each column a letter from the alphabet and shout Go!
The first student to fill in all the columns with a word that begins with the letter
of each column shouts, STOP! My high school students like to accumulate extra
exam points with this game. You can go through the whole alphabet like this and
also use common two letter word beginnings like ex, sh, sp, ch, etc....
In the more difficult version, assign each of the five columns a general catergory
like food, clothing, emotions, office items, things in the house, etc.... You then
call out a letter from the alphabet. Students have to fill each column with a
vocabulary word that begins with the letter and pertains to the category.
USING ILLUSTRATED BOOKS AS MOTIVATORS FOR LANGUAGE

PRODUCTION
Many illustrated books for children, though not all, lend themselves to being
used as motivators for generating narrative stories. When selecting books to use
in class, look for books whose story you can narrate to yourself by reading the
illustrations without looking at the words in the text. Many books are beautifully
illustrated and suitable for many age/ablility levels.

With a book whose storyline is understandable from the illustrations, one can ask
the class questions in ways that allow the story to unfold. Be sure introduce
relevent vocabulary. Then allow the students to describe the story. Write the
description the students give you on a chalkboard. The way the students tell the
story becomes the text from which all the usual exercises that one normally does
with text can be generated.
Below is a comparison of the actual text from the book, TIME TRAIN, by Paul
Fleishman, (Harper Collins, 1991) with the text generated by beginning level
high school students through questioning. The text created by the responses of
the students to the illustrations is much richer in description, and it draws upon
the previously learned language of the students.
ACTUAL TEXT (PAGES 6-9)
Dinner that evening was very, very good.

In the morning, the weather was warm.
In the afternoon, we got off at our stop. The train ride was over.
There was no hotel. So we slept outside.
In the morning, we saw the first dinosaur.
STUDENT GENERATED TEXT (PAGES 6-9)
The students are eating dinner. The cook is bringing an elephant leg to the table.
There are forks, plates, spoons, knives, and flowers on the table.
The students and the teacher says, What is this?
There are three insects on the train. The insects are called dragon flies. The man
is giving out juice. The dragon flies are big. They are long. The students and the
teacher get off the train. They are in the forest. They see trees, birds, and
bushes. The students are sleeping in a big footprint. It must be a dinosaur
footprint.
The students went back in time.
The students went into the past. The dinosaur is big. It has a long tail. The
dinosaur takes a suitcase. The teacher is running after the dinosaur. The
dinosaur takes big steps.
The dinosaur is eating the suitcase. The teacher says, Stop it. Give me my
suitcase! The clothes fall in the swamp.
SURVEY QUESTIONS FOR USE WITH ESL STUDENTS
I developed this list of questions to use at the beginning of each semester. The
questions have helped give me deeper insight into the lives of my students.
Even using this survey with one class can change many preconceptions you
might have about your students. For beginning and intermediate level students, I
provide the questions in their native language if possible. More advanced
students enjoy interpreting the questions in groups.
The questions probe a variety of areas including:
 Feelings of students about teachers and school staff.
 Motivation of students to learn English.
 Pressure of non-school responsibilities.
 The views of the student on bilingual education and schooling in general.
 Culture Shock and attitudes toward culture of English language speakers.
(Culture shock refers to the experience of coming to a new country and being
unfamiliar with the way people in the new culture behave. Simple things like
going to the store to buy something can present problems. At first, everything
may seem new and exciting. Later, everything may seem overwhelming and
bad. A person can become depressed, and want to return home to their own
culture. It can take months or even years to adjust to living in a new country.)
The Survey Questions:
1. How have you changed from living in the United States?
2. What do you like the most about the United States?
3. What was the reason your family left your country? For example, did they leave for political
reasons? Did they leave to find better job opportunities?
4. Have you visited your country since you moved to the United States? How often do you go
there?
5. If you went back to your country to visit, how long did you stay there? How did you feel
while you were there?
6. Do you think you will stay in the United States, or will you return to live in your country after
you finish school? Why?
7. Do you feel comfortable living in the United States? Why or why not?
8. Do you like the English language? Why or why not?
9. When you are not in school, do you like to read anything in English? If yes, what do you
read?
10. What types of material do you regularly read in your native language?
11. Do you have friends who only speak English?
12. Is the way that people in the United States behave ever seem funny or strange to you? Do they
ever make you feel uncomfortable? Give an example.
13. Do you feel you are getting a good education from school? Why or why not?
14. Do you ever feel that teachers or other students are prejudiced against you?
15. Do you feel that your teachers care about you? Why or why not?
16. Do you feel that your teachers have enough time for your problems or questions?
17. Do you feel comfortable going to a teacher or someone who works at the school for help with
a problem?
18. Do you feel that your teachers are interested in where you came from? Do they try to include
knowledge you have about about where you are from in the lessons?
19. If you are in a Bilingual Program, what do you think the is the reason for this program?
20. What responsibilities do you have outside of school? Do you have to work? Do you have to
care for the home or other members of your family?
21. What level of schooling do you want to complete? (high school only, two years of college,
bachelor degree, Master degree, Doctorate)
22. What obstacles could make it difficult for you to obtain the level of education you want?

 Back to One World Main
Contact:John Korber

Links2Go
English As a Second
Language
Let There Be Music!

Using Popular Music in the French Class
Ohio Foreign Language Association

Cleveland, Ohio
April 4, 2003
Bev Larson
Olentangy High School
Lewis Center, Ohio
BEV_L@treca.org
Rationale
 ACTFL’s National Standards for the Teaching of Foreign Languages1

 Appeal to multiple intelligences
 Motivation
 Fun!
Popular Singers from the Past
Johnny Hallyday, Sylvie Vartan, Jacques Brel, Joe Dassin, Serge Gainsbourg, Juliette Greco,
Maxime Le Forestier, Georges Moustaki, Mireille Mathieu, Julien Clerc, Jean-Jacques
Goldman, Georges Brassens, Edith Piaf….
Recent francophone singers
MC Solaar, Youssef N'dour, Ismaël Lo, Alpha Blondy, Khaled
Current New Stars: Reality TV (la télé-réalité)
Jenifer, Jérémy, Isabelle, Lorie, Priscilla, Chimène Badi, L5, les What For…
1
See Appendix
14
TEACHING WITH SONGS
Set the scene before playing the song

Activate prior knowledge: show pictures, tell about the singer, or give a list of
vocabulary words from the song; select words from the song and have students
match those that rhyme.
Play the song without showing the lyrics
Give students a reason to listen. They could listen for a particular word or phrase, or they could
stand up or raise their hands when they hear key words. Encourage mental associations.
Share
Have students share their impressions of the song. What is the song about? How many singers
are there? What are their ages? What are their moods?
Play the song again, showing lyrics
Ask students to listen again for specific information; do a cloze activity (with or without a word
bank.)
Check for comprehension
Ask true / false, multiple choice, or open-ended questions about the song. Have groups of students
work with dictionaries to find new words. Each group explains their verse to the class. Explain
cultural aspects of the song.
Work on pronunciation, vocabulary, and grammar
Depending on the song, time, etc., work in more detail on important aspects of the song.
Be creative
Create skits, illustrate the song, imagine the music video, add another verse, write a dialog between
the characters…..
Activities 2
 Artist: draw as you listen to the song

 Alternative Title: invent a new title for the song
 Alternate Verses: given every other verse of the song, imagine the missing verses
 Before and After: imagine what happened before and after the action(s) in a song
 Category Lists: Place words heard in specific categories (grammatical, or by meaning)
 Chronological Order: given a list of actions in a song, decide the probable order of occurrence;
listen to the song to verify
 Conjugation Exercise: given lyrics with the infinitive form of verbs, write the tense heard in the
song
 Cooperative Learning: 1) after hearing the song, go to the designated corner of the room ("love,"
"like," "don't like," or "hate" and discuss your impressions 2) line up to show the degree of
like/dislike for the song; discuss 3) rotate partners in inside-outside circles to share opinions about
the song
 Cover Design: draw a CD cover to represent the theme of the song; variation: given a CD title,
imagine the cover
 Cover Speculation: make conjectures about the song(s) based to the CD cover
 Crossword Puzzle: create or complete a crossword puzzle based on the song
 Cut Up Lyrics: in groups, listen to the song and arrange the lyrics in the proper order. Variations:
1) before listening to the song, arrange the lyrics as you think they will occur 2) given a sheet with
lyrics in 2 columns, listen and draw arrow to indicate the proper sequence
 Dialogue Adaptation: create a dialog based on the song
 Figures of Speech: locate similes and metaphors in the lyrics
2
Many of these activities were created by Kathy White and other FLTEACH
contributors. See the list of references.
15
 Grammar recognition: raise hand/card or stand when you hear a selected grammatical feature in
a song (specific tense, gender, subjunctive, etc.)
 Guess the Title: listen to the song and try to guess the title
 Imitate the Songwriter: write a new song on the same topic, or change the original lyrics
 Incorrect Lyrics: correct the lyrics as you listen to the song (listen for extraneous words or
substitutions)
 Interviews: conduct an imaginary interview with the songwriter/singer or character in a
song
 Key Words: give students word cards or pictures; they stand when they hear their words
 Letters: write a letter to the singer
 Lyrics Modification: substitute logical words for underlined words in the song
 Motivation: speculate about the composer's reasons for writing the song
 Music Review: write a critique of the song
 Name That Word: stop the music; students must name the last word they heard
 New Stanza: compose an additional stanza for the song
 Oops! Wrong words! Give students the lyrics with (occasional) some incorrect words. They have
to locate the incorrect or additional words, cross them out and substitute the correct ones.
 Predictions: before hearing the song, predict which words might logically fit in the cloze activity
 Pre-Listening Questions: listen for the answers to questions posed prior to playing the song
 Pronoun Identification: identify antecedent of each pronoun in the lyrics
 Ratings: listen to snippets of songs to rate/compare
 Relative Pronoun Exercise: fill in blanks with missing relative pronouns prior to listening to the
song
 Reorder: cut the song apart, line by line, and have students guess the order, then listen to check
their answers
 Rhyme cloze: give students all of the lyrics except for the final word in each line (in songs that
rhyme), and a scrambled list of the missing words. Before listening, students fill in the missing
words, based on meaning, and then listen to check their answers
 Rituals (elementary): begin class with a "hello" song, and end with a "good-bye song." French
class sings "Bonjour classe, bonjour mademoiselle, bonjour tout le monde, comment ça va? Bien!"
to the tune of "Goodnight Ladies" from "The Music Man"
 Sound Discrimination: listen to the song and raise your hand or mark your paper each time a
specified sound is heard
 Stories: narrate or write out a story based on a song; variations: 1) retell the story from another
person's point of view; 2) write a newspaper article based on the story in the song 3) write a
telegram based on the actions
 Tense Tally: use a grid to tally the tenses heard in the song
 Title Associations: given a song title, brainstorm a list of words you might expect to hear; check
off the words as you listen to the song
 TPR: act out the song
 Transition time: sing during transitions to get (elementary) students back in seats and ready for
the next activity
 Video Speculation: imagine (or create) a video of the song
 Word Search: given a list of words, listen for synonyms / antonyms in the lyrics
16
Lexique
l'album
le CD
le chanteur / la chanteuse
le clip (le vidéo-clip) - music video
le compositeur
l'interprète - singer (interprets the song)
les paroles - lyrics
le parolier - song writer
le rappeur
le single (le simple) - single
la télé-réalité
la tournée - tour (être en tournée - to be on tour)
tourner un clip - to create a music video
le tube - hit
17
Songs by Theme 3
Simon, Yves Menthe à l'eau adolescence

Blondie, Alpha Ça me fait mal Africa
Blondie, Alpha La guerre Africa
Laffaille, Gilbert Un petit oiseau bleu animals
Manau Je Parle Celtic rap
Manau Panique Celtique Celtic rap
Le Forestier, Maxime Comme un arbre children
Souchon, Alain J'ai 10 ans children
Simon, Yves Les enfants du siècle children
Duteil, Yves Prendre un enfant children
Daho, Etienne Mon manège à moi conditional
François, Claude Si j'avais un marteau conditional, si clauses
Mathieu, Mireille L'enfant que je n'ai jamais eu death
Brassens, Georges Mourir pour les idées death
Simon, Yves Père, mon père death
Goldman, Jean-Jacques Envole-moi dissatisfaction w/life
Le Forestier, Maxime Mai '68 dissatisfaction w/life
Dubois, Claude Le blues du businessman dissatisfaction w/work
Duteil, Yves La maman d'Amandine family
Simon, Yves Lettre à mon père family
Le Forestier, Maxime Mon frère family, death
Ferrat, Jean Ma France France
Trenet, Charles Douce France France, childhood
Madjao Douce France France, regions
Hallyday, Johnny Tous ensemble France, soccer 2002
Sardou, Michel Danton French Revolution
Le Forestier, Maxime San Francisco friendship
Mouloudji Un jour tu verras future tense
Chedid, Louis Anne, ma soeur Anne holocaust
Goldman, Jean-Jacques Comme toi holocaust
Doc Gyneco Nés ici immigrants
Kaas, Patricia Une fille de l'Est immigrants
Duteil, Yves La langue de chez nous language, France (culture)
Farmer, Mylène Dessine-moi un mouton Le Petit Prince
Bécaud, Gilbert L'important c'est la rose Le Petit Prince
Sardou, Michel W 454 Le Petit Prince
Lavoie, Daniel Jours de plaine life
Simon, Yves Respirer chanter life
Sardou, Michel Rouge life
Pagny, Florent Et un jour une femme love
Laffaille, Gilbert Infinitif love
Jenifer J'attends l'amour love
Cabrel, Francis Je l'aime à mourir love
Durand, Thibault Le Jour J love
Cabrel, Francis Petite Marie love
Ségara, Hélène Parlez-moi de nous love (fading)
Charvet, David Should I leave? love (jilted)
Khaled Aïcha love (rejection)
3
For more songs by theme, check the following website, entitled Chansons par
thème: http://omega.cc.umb.edu/~thompson/theme.htm
18
Mathieu, Mireille Une femme amoureuse love (Streisand song)
Voisine, Roch Hélène love (summer)
Mathieu, Mireille Hello Taxi love, commands
Kaas, Patricia Et je n'en veux love, variety of structures / tenses
Fiori, Patrick Que tu reviennes love; subjunctive
Pagny, Florent Savoir aimer love; verbs
Compagnie Créole (La) Le bal masqué Mardi Gras
Duteil, Yves Bientôt 20 ans marriage
Yannick Ces soirées-là Oh What a Night
Dutronc, Jacques Il est cinq heures, Paris s'éveille Paris
Souchon, Alain La rive gauche Paris
St-Pier, Natasha A chacun son histoire personal liberty
Cabrel, Francis Madame X poverty
Charlebois, Robert Demain l'hiver Québec
Charlebois, Robert Je reviendrai à Montréal Québec
Charlebois, Robert Les ailes d'un ange Québec
Vigneault, Gilles Mon pays Québec
Voulzy, Laurent Belle-Ile en Mer Marie-Galante racisme, intolerance
Laffaille, Gilbert De l'autre côté du mur racisme, intolerance
Pierpoljak Dépareillé racisme, intolerance
Renaud Deuxième génération racisme, intolerance
Le Forestier, Maxime Né quelque part racisme, intolerance
Simon, Yves Nés en France racisme, intolerance
Simon, Yves Nés ici racisme, intolerance
Khaled Sahra rai music
Brassens, Georges Chanson pour l'Auvergant regional pride
Fugain (Michel) Les Acadiens regional pride
Barbara Nantes regrets
Laffaille, Gilbert Le maître d'école school
Sardou, Michel Les deux écoles school
Le Forestier, Maxime Marie, Pierre et Charlemagne school
Sardou, Michel Le bac G school (criticism)
Renaud Hexagone social changes in France
Ferrat, Jean La Montagne social changes; urbanization
Moustaki, Georges Ma solitude solitude, melancoly
Legrand, Michel Under Paris Skies Sous le ciel de Paris
Simon, Yves J'ai revé New York travel
Montand, Yves Sous le ciel de Paris Under Paris Skies
Indochine Un singe en hiver Vietnam
19
Songs to Reinforce Grammar
Commands Aïcha Khaled

Commands Hello Taxi Mireille Mathieu
Commands, Parle-moi Isabelle Boulay
demonstratives, negation
Conditional Si j'avais un marteau Claude François
Conditional Mon manège à moi Etienne Daho
Future Ne me quitte pas Jacques Brel
Future Un jour tu verras Mouloudji
Future, negatives A chacun son histoire Natasha St-Pier
Imparfait Comme toi Jean-Jacques Goldman
Infinitives Savoir aimer Florent Pagny
Infinitives Prendre un enfant Yves Duteil
Infinitives L'infinitif Gilbert Laffaille
Passé composé Should I Leave? David Charvet
Passé composé / La Bicyclette Yves Montand
imparfait
Passé composé / L'autostop Maxime Le Forestier
imparfait
Passé composé / Les chemins de poussières Francis Cabrel
imparfait
Past conditional Mon frère Maxime Le Forestier
Past conditional Le blues du businessman Claude Dubois
Reflexives Il est cinq heures, Paris Jacques Dutronc
s'éveille
Subjunctive Que tu reviennes Patrick Fiori
Verb tenses L'encre de tes yeux Francis Cabrel
Verb tenses Pour que tu m'aimes Céline Dion
encore
Verb tenses Le Jardin du Luxembourg Joe Dassin
These are just a few of the songs that can be used. If you have a favorite, please
send me an e-mail and let me know!
CD Recommendations (available at fnac.com)

 Les Plus Grandes Chansons du Siècle (1999); Compilation - 2 CD set, 31,86 €
 Les Plus Grandes Chansons du Siècle (2002); Compilation - 3 CD set, 52,90 €
20
APPENDIX
NATIONAL STANDARDS FOR THE TEACHING OF FOREIGN LANGUAGES
COMMUNICATION
Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information,

express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a
variety of topics
Standard 1.3: Students present information, concepts, and ideas to an audience of

listeners or readers on a variety of topics.
CULTURES
Gain Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between

the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between

the products and perspectives of the culture studied
CONNECTIONS
Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines
through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints
that are only available through the foreign language and its cultures
COMPARISONS
Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through

comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through

comparisons of the cultures studied and their own.
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the
language for personal enjoyment and enrichment.
Copyright 2003, American Council on the Teaching of Foreign Languages.
21
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I WILL SURVIVE By Gloria Gaynor

At first I was afraid; I was petrified,

It took all the strength I had not to fall apart,

by Mª Isabel Pérez Torres

It ______ all the strength I ______ not to fall apart,

2. Circle the odd word out according to sound

a. survive, alive, give, sigh

3. Match the words and the prepositions

Writer: Leigh Harline; Lyrics: Ned Washington

Bev Larson / BEV_L@TRECA.ORG / OFLA Spring Conference / April 4, 2003

If your heart is in your dreams, no request is too extreme

(Fate is kind, she brings to those who love

COMMUNITY DESIGN PROJECT

The Community Design Project is a cooperative activity where students, working

Bev Larson / BEV_L@TRECA.ORG / OFLA Spring Conference / April 4, 2003

 Describe what the community where you grew up looks like.

Bev Larson / BEV_L@TRECA.ORG / OFLA Spring Conference / April 4, 2003

Hurricane Hits Puerto Rico

Bev Larson / BEV_L@TRECA.ORG / OFLA Spring Conference / April 4, 2003

TEACHING THE RESEARCH PAPER( for advanced ESL students)

Reverse Engineering a Research Paper

The mini-research paper is an in-class exercise to familiarize students with some

 Contents of this page

WALKING YOUR STUDENTS THROUGH A DESCRIPTION OF PLACE

 Contents of this page

PROJECT: A BOOK ABOUT ME

I have been able to obtain these materials cheaply by shopping around in 99

 Contents of this page

TIC TAC TOE (For Beginning to Intermediate Level Students)

THE PICNIC (For Intermediate to Advanced Level Students)

This is a simple game that requires students to generate vocabulary in English.

Bev Larson / BEV_L@TRECA.ORG / OFLA Spring Conference / April 4, 2003

THE SENTENCE AUCTION (For All Levels)

STOP (For All Levels)

USING ILLUSTRATED BOOKS AS MOTIVATORS FOR LANGUAGE

Bev Larson / BEV_L@TRECA.ORG / OFLA Spring Conference / April 4, 2003

Dinner that evening was very, very good.

SURVEY QUESTIONS FOR USE WITH ESL STUDENTS

 Contents of this page

Bev Larson / BEV_L@TRECA.ORG / OFLA Spring Conference / April 4, 2003

Let There Be Music!

Ohio Foreign Language Association

 ACTFL’s National Standards for the Teaching of Foreign Languages1

Popular Singers from the Past

Recent francophone singers

MC Solaar, Youssef N'dour, Ismaël Lo, Alpha Blondy, Khaled

Current New Stars: Reality TV (la télé-réalité)

Set the scene before playing the song

 Artist: draw as you listen to the song

Simon, Yves Menthe à l'eau adolescence

Commands Aïcha Khaled

CD Recommendations (available at fnac.com)

NATIONAL STANDARDS FOR THE TEACHING OF FOREIGN LANGUAGES

Standard 1.1: Students engage in conversations, provide and obtain information,

Standard 1.3: Students present information, concepts, and ideas to an audience of

Standard 2.1: Students demonstrate an understanding of the relationship between

Standard 2.2: Students demonstrate an understanding of the relationship between

Standard 4.1: Students demonstrate understanding of the nature of language through

Standard 4.2: Students demonstrate understanding of the concept of culture through

Copyright 2003, American Council on the Teaching of Foreign Languages.

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It all the strength I not to fall apart,