Here’s another great idea I picked up from Wyn Parry’s Spellbound workshop in Lérida. Give students the lyrics of a song, but with all the vowels missing. They should then try to recreate the lyrics and work out what song it is. Here’s an easy one to get you started…
Y__’r_ h_t th_n y__’r_ c_ld
Y__’r_ y_s th_n y__’r_ n_
Y__’r_ _n th_n y__’r_ __t
Y__’r_ _p th_n y__’r_ d_wn
Y__’r_ wr_ng wh_n _t’s r_ght
Y__’r_ bl_ck wh_n _t’s wh_t_
W_ f_ght, w_ br__k _p
W_ k_ss, w_ m_k_ _p
The first time I ever felt old I was 22 years old..sad really, isn’t it? I was supervising an IT class in an East London school and one of the students was looking for information on Google.
“How d’ya spell Kanye West, miss?”
Well, having no idea as to what or who Kanye
West was, I gave him a puzzled look, said, “I’m afraid I don’t know” and quickly walked away, feeling rather embarrassed and positively ancient.
Most teens love music and it’s a great resource for teachers to use in the EFL classroom. I try to use songs regularly with my teenage classes (gapfills, lines with extra words, ordering activities) and invite them to request the songs they want to hear. There are still times when they name a singer or group which is met with the same puzzled look I gave that boy five years ago, but I like to think I’m a little more up-to-date now than I was back then…