Rhythm and Rhyme Course at iTDi: Week 1

SHARING MY WEEK 1 POST-SESSION TASK

I chose the song BRAVE by Sara Bareilles to work with AND here is the lesson plan created around it considering Rhythm & Rhyme.

Step 1: Students match the phrases with the pictures. (Pre-Listening Task)
Step 2: Dictate each question. Students answer them individually, then share with their classmates.
1) What do they all have in common? What are they doing?
___________________________________________________
2) Would you dance like them in a public place? ____________
3a) Why would you dance like them or why not? ___________________________________________________________________
4) Why could we say that they are brave? _________________________________________________
Step 3: Students watch the video clip and listen to the song.
Step 4: Students listen and read the lyrics. (only sound on)
Step 5: students read the lyrics. (Here I can do/vary the way to approach vocabulary. ¹For example, read and mark with a bullet the words you don’t know. If they have a certain number (5%) of them, tell them to copy to their notebooks and erase them from the song. For those who have marked more than that. Ask them to choose 5% of them and copy to the notebook and erase only those from the lyrics). After that, lower level students will get a copy of the song translated*.
*Choosing songs based on language level with these groups is impossible. They are mixed-levels. But the advantage is the groups are small (up to 10) so I can really observe and give beginners a lot of support.
Step 6: working on Breath groups
 Instead of singing and following the melody, read it out with the appropriate pauses and rhythm.
The first stanza the words in bold are stressed. Then the last verse “Or you can start speaking up”, it rises on “Or you” and then intonation starts to fall.
You can be amazing
You can turn a phrase
into a weapon or a drug
You can be the outcast
Or be the backlash
of somebody’s lack of love
OR YOU can start speaking up
Language pattern FOCUSED ON the first stanza:
can + verb (inf. w/ to)
The message: Don’t be afraid …
Students should be able to complete the following phrase at the end of the lesson using the language from the song and their own ideas. 
Don’t be afraid to _________________
                         (speak up)
                         ( be yourself)
                         (be you)
                         (to speak in English)
                         etc.
The opposite of “Don’t be afraid.” is? _____________________________ (Be brave.)
FOR HOMEPRACTICE: This should be fun to do as homework. I tried it myself and I liked a lot. I was quite surprised that I could read (not while singing though) and complete most of the lyrics from memory. Ss can use the playback a line to hear a line to discover/identify a word. Really cool for practicing listening/writing.
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The words in the end of the song do not rhyme, so I thought I could in the following week use the song again.
Preparation: Hand out the lyrics again but this time with some of the words changed for words that rhyme but make no sense in that context. Students have to read in pairs and discover the words. 
Game: It can be played as a game Spot the mistakes: Let’s see how many you can find. For each correct one you find you get a point. If you find it and write the correct word you get three points. This is a great memory activity. They will be able to use co-text as clue and/or their own memory of the song from the week before. 
* I could also wrap up the activity on the board by writing in each collumn the words that rhyme and elicit new ones to add to the table while working on pronunciation/sounds/spelling.
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