Beatles 1 create your own worksheets for with a little help from my friends-

12/11/13

Beatles 1-Create Your Own Worksheets for "With A Little Help From My Friends"

Musical English Lessons International, England
Established since 1993

ter (International Author, Teacher & ESL/EFL Materials Specialist) <>()<> This website contains 'something' for everyone <>()<> Established since
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WHAT'S NEW?

WITH A LITTLE HELP FROM MY FRIENDS

BROKEN LINKS

(Click on the eyes)

sung by The Beatles

Emergency list of
page URLS on this
website

More free teaching ideas from Bibi Baxter

SITEMAP

THE CONTENTS OF THIS PAGE
SITEMAP
General instructions for making exercises easier, or more difficult
A-P
Originals by Bibi

Sequencing Practice

Essays

Jigsaw Lyrics

Narratives

Jumbled Lyrics

Photo
Published
articles

Spelling Practice
Total Cloze
Digraphs, Trigraphs, etc.

Rhyming
Verse

Grammar & Vocabulary Practice

Beatles

Random Cloze

ESL ideas

Infinitives (with/without TO)

Quiz

Modal & Auxiliary Verbs

Albums

Nouns

The Holy Bible

Prepositions & Particles

Prayers

Mixed Tenses

Vocabulary

Pronouns & Possessive Adjectives

Salvation or
Hell?

Definite/Indefinite Articles
Intonation Practice

Life Before &
After Death
Humorous
poems

Vocabulary Aids:
in alphabetical order
in numerical order

Christmas
Carols
Fun Songs
Poem
Recipes
Song by
Darkness
Traditions

Suggestions for Further Practice
Suggestions for Composition & Discussion
General Ideas
Milling Exercise: Reported Speech
Milling Exercise: 2nd Conditional
Copyright Details
RELATED PAGES

musicalenglishlessons.com/beatles/pedagogic/withalittlehelpfrommyfriends.htm

R-Z
Recipes
Sayings
philosophies
proverbs
tonguetwisters
Songs for Group
Singing

Schoolchildren
Toddlers
Speaking Practice
Intonation &
Stress
Pronunciation
UNDER
CONSTRUCTION
Spellings
This website contains
mostly British-English
spellings. Most
American software
does not
recognise/recognize
all British-English
spellings
Sport
Table Tennis
Vocabulary
Study Tips
exams
listening
reading
speaking
writing

1/19

12/11/13


Classical Literature
Memory Aids & ESL
Practice for:

Technology

Beatles' albums index
More pedagogic ideas for lyrics, poetry, etc. (listed by language points)

CCMS

More pedagogic ideas for lyrics (listed by song & singer)

RF-MW

D.H.Lawrence

Information is given below on how to make this song suitable for students of varying levels; however,
please click here for additional advice

combined

Shakespeare

Create your own worksheets

Dickens

Traditional Songs
And I Love Her to describe a current boyfriend/girlfriend or an old flame.

etc.

Do You Want To Know A Secret to practise reported speech, confiding & betraying
Imagine by John Lennon (+ further practice ideas)

Contributors

I Saw Her Standing There to practise: questions, vocabulary, creative writing
Paperback Writer to practise: Letter-writing, dictation & Formal v Informal English

Fiction

She's Leaving Home to practise: Intonation
Non-fiction

Sergeant Pepper's Lonely Hearts Club Band to practise: Intonation
Things we said today to practise: listening for words, true/false, reported speech

Poetry

Create your own
forums to discuss
subjects on this
website and to
practise your
English
Functional English
ESL/EFL Grammar
rules
practice
Jokes
for fun ESL/EFL
practice

SEQUENCING PRACTICE-1
Jigsaw Listening

Title:

With A Little Help From My Friends

Activity:

Jumbled Lyrics

Practice:

Sequencing - Jigsaw Lines

Skills:

Listening/Reading

Nursery
Rhymes

Comical & serious
travel reports &
rhymes
Video
Using commercial
videos to teach
Violence
ESL/EFL
Practice Ideas

INSTRUCTIONS

Reading
Practice

Cut up the lyrics into lines
If possible, laminate the strips, so they can be used regularly without damage
Students should work individually (if highly competent) or in pairs
Make this exercise easier by playing the song line by line, or even by half-lines, as many times as the
students require
Make it more difficult by playing groups of lines, or even continuously.
Repeat the song as many times as necessary for student to finish the sequencing
If necessary, regroup the pairs, so that students with good listening skills help those who are
struggling

Language Practice

SEQUENCING PRACTICE-2

Overview of
ESL/EFL/special
needs pedagogic
ideas on this
website

Word Order

Language Tailoring
for different
occasions & to avoid
offending your
listener

Coach Songs

Travel

Practice

For Budding Authors
& Poets

Feedback Forums

Chants

With A Little Help From My Friends to practise: Intonation, Spelling, Sequencing & Grammar

Prayers

ESL/EFL/English
Practice for Songs

Christmas
Carols

Subjects for
Debate
Vocabulary
Lists
Vocabulary
A varied range of lists
& practice
Worksheets
(ESL/EFL) for Pop
Songs
A wide range of
ESL/EFL exercises
for commercial
songs. Many are
ideal for use with
students with learning
difficulties
Writing

Title:


Medical

Activity:

Jumbled Lyrics

CV examples

Pedagogic
Suggestions

Practice:

Sequencing - Word Order

monologue

Skills:

Listening/Reading/Writing

letter-writing

Create your
own
worksheets

Verse – 1

Additional
instructions


creative writing
Young Children

2/19

12/11/13

Poetry
ESL practice

I/if/of/out/sang/think/tune/what/would/you/,
................................................................................................................................................................

Classical

and/me/on/out/stand/up/walk/would/you/?
Humorous
Publishing
Opportunities
A forum for budding
authors & poets to
add their work

nursery
rhymes
bedtime story
alphabet
practice

................................................................................................................................................................
’ll/a/and/ears/I/lend/me/sing/song/you/your
................................................................................................................................................................
’ll/and/I/key/not/of/oh/out/sing/to/try/.
................................................................................................................................................................
<>()<>
Chorus-1
a/by/friends/from/get/help/I/little/mm/my/with/. .
................................................................................................................................................................
a/friends/from/get/help/high/I/little/mm/my/with/. .
................................................................................................................................................................
’m/a/friends/from/going/help/I/little/my/to/try/with/.
................................................................................................................................................................
<>()<>
Verse–2
away/do/do/I/is/love/my/what/when/,
................................................................................................................................................................
alone/be/does/it/to/worry/you/?
................................................................................................................................................................
by/day/do/end/feel/how/I/of/the/the/,
................................................................................................................................................................
’re/are/because/no/on/own/sad/you/you/your/. .
................................................................................................................................................................
<>()<>
Repeat Chorus-1
<>()<>


3/19

12/11/13


Chorus-2
anybody/do/I/love/need/need/somebody/to/you/?.
................................................................................................................................................................
anybody/be/could/I/it/love/somebody/to/want/?.
................................................................................................................................................................
<>()<>
Verse- 3
a/at/believe/first/in/love/sight/would/you/?
................................................................................................................................................................
’m/all/certain/happens/I/it/that/the/time/yes/.
................................................................................................................................................................
do/light/out/see/the/turn/what/when/you/you/?
................................................................................................................................................................
’s/but/can’t/I/I/it/know/mine/oh/tell/you/. .
................................................................................................................................................................
<>()<>
Repeat Chorus-1
<>()<>
Chorus-3
anybody/do/I/just/love/need/need/somebody/to/you/?.
................................................................................................................................................................
anybody/be/could/I/it/love/somebody/to/want/?.
................................................................................................................................................................
<>()<>
Repeat Chorus-1
<>()<>
a/by/friends/from/get/help/I/little/my/with/yes
................................................................................................................................................................
a/friends/from/help/little/my/with
................................................................................................................................................................


4/19

12/11/13


<>()<>

SPELLING PRACTICE-1
Digraphs, Trigraphs, etc.
Title:


Activity:

Gapped

Practice:

Spelling - Digraphs, Trigraphs, etc.

Skills:


INSTRUCTIONS
Construct a gapped worksheet as follows:
Omit the spellings to be practised
Use the underscore key to indicate the number of letters which are missing
Provide the following aids, if appropriate

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - OPTIONAL VOCABULARY AID-1
ai / au / ay / ea / ee / er / ey / ie / igh / ir / oe / oh / ou / ow / ur

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - OPTIONAL VOCABULARY AID-2
ai / au / ay (x2) / ea / ee (x6) / er / ey / ie (x6) / igh (x3) / ir / oe / oh / ou (x21) /
ow (x3) / ur

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - SPELLING PRACTICE-2
Total Cloze

Title:


Activity:

Gapped

Practice:

Spelling - Total Cloze

Skills:


INSTRUCTIONS
Show the first letter of each word only
Use the underscore key to indicate the number of letters per word (eg: t_ _ n_ _ _ _ _ o_ l_ _ _ _
_ _ p_ _ w_ _ _ )

Play the song for students to check their answers
Provide the full lyrics as an answer key for students to check their spellings, either:
as they are sung
in alphabetical order
in numerical order


5/19

12/11/13

LISTENING EXERCISES TO PRACTICE GRAMMAR
Use the following answer key lists to create your worksheets
LANGUAGE PRACTICE: RANDOM CLOZE

Title:


Activity:

Gapped

Practice:

Grammar - Random Cloze

Skills:


INSTRUCTIONS
Omit the language points to be practised
Leave a line in the gap
Competent students should be instructed to complete as many gaps as possible before listening
to check their answers
Weak students should listen in order to complete the gaps.
Allow students to compare their version with their peers
Play the song as many times as is necessary at a speed to suit the students' level

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-1
(Some words are used more than once)
a / and / anybody / be / because / but / by / could / does / feel / friends / from / get / help / high / I / if / in / it /
key / lend / mine / my / not / own / sight / somebody / song / the / to / try / tune / want / what / when / you

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-2 (the most help)
Verse – 1: and / I / if / key / lend / not / song / tune
Chorus-1: by / friends / from / high / my / try
Verse – 2: be / because / does / feel / the / when / own
Chorus-2: could / I / want
Verse- 3: but / I / in / it / mine / sight / what / you / you
Chorus-3: anybody / be / somebody / to
Final Lines: a / get / help / my

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1-if / 2-tune / 3-and / 4-Lend / 5-I / 6-song / 7-not / 8-key / 9-by / 10-from / 11-high / 12-my / 13-try / 14-friends /
15-when / 16-Does / 17-be / 18-feel / 19-the / 20-because / 21-own / 22-I / 23-Could / 24-want / 25-you / 26-in /
27-sight / 28-it / 29-What / 30-you / 31-I / 32-but / 33-mine / 34-anybody / 35-to / 36-be / 37-somebody / 38-get
/ 39-help / 40-a / 41-my
LANGUAGE PRACTICE: INFINITIVES (WITH/WITHOUT TO)

Title:


Activity:

Gapped

Practice:

Grammar - Infinitives (with/without TO)


6/19

12/11/13


Skills:


INSTRUCTIONS

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-1 (least help)
THE MISSING INFINITIVES
(add TO if necessary)
be / believe / do / feel / love / need / see / sing / stand up /
tell / think / try / walk out / worry

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-2 (Most Help)
THE MISSING INFINITIVES
(add TO if necessary)
1-think / 2-stand up / 3-walk out / 4-sing / 5-try / 6-to sing / 7-to try / 8-do
9-worry / 10-to be / 11-feel / 12-need / 13-to love / 14-be / 15-to love
16-believe / 17-see / 18-tell / 19-need / 20-to love. / 21-be / 22-to love

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - THE ANSWER KEY
1-think / 2-stand up / 3-walk out / 4-sing / 5-try / 6-to sing / 7-to try / 8-do
9-worry / 10-to be / 11-feel / 12-need / 13-to love / 14-be / 15-to love
16-believe / 17-see / 18-tell / 19-need / 20-to love / 21-be / 22-to love

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - LANGUAGE PRACTICE: MODAL & AUXILIARY VERBS

Title:


Activity:

Gapped

Practice:

Grammar - Modal Verbs & Auxiliary Verbs

Skills:


INSTRUCTIONS


7/19

12/11/13


#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-1
(Some contractions will be required )
am / cannot / could / do / does / will / would

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-2
(Some contractions will be required )
am / cannot / could (x2) / do (x4) / does / will (x2) / would (x3)

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1-would / 2-Would / 3-’ll / 4-’ll / 5-’m / 6-do / 7-Does / 8-do / 9-Do / 10-Could / 11-Would /
12-do / 13-can’t / 14-Do / 15-Could

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - LANGUAGE PRACTICE: NOUNS

Title:


Activity:

Gapped

Practice:

Grammar - Nouns

Skills:


INSTRUCTIONS

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-1
The missing nouns
(Some nouns are used more than once)
day / ears / end / friends / help / key / light / love / sight / song / time./ tune


8/19

12/11/13


The missing nouns
day / ears / end / friends (x5) / help (x5) / key / light / love (x2) / sight / song / time / tune

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1-think / 2-stand up / 3-walk out / 4-sing / 5-try / 6-to sing / 7-to try / 8-do / 9-worry / 10-to be / 11-feel / 12-need
/ 13-to love / 14-be / 15-to love / 16-believe / 17-see / 18-tell / 19-need / 20-to love / 21-be / 22-to love

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Note: Do you believe in (a) love at first sight?
LOVE is not usually preceded by ‘a’ in this phrase
LANGUAGE PRACTICE: PREPOSITIONS & PARTICLES

Title:


Activity:

Gapped

Practice:

Grammar - Prepositions & Particles

Skills:


INSTRUCTIONS

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-1 (least help)
THE MISSING PREPOSITIONS & PARTICLES
at / away / by / from / in / of / of / on / out / to / up / with

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-2 (most help)
THE MISSING PREPOSITIONS & PARTICLES
at / away / by (x3) / from (x5) / in / of (x3) / of (x2) / on (x2) /
out (x4) / to (x7) / up / with (x3)

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - THE ANSWER KEY
1-out / 2-of / 3-up / 4-out / 5-on / 6-to / 7-out / 8-of / 9-by / 10-with / 11-from / 12-with / 13-from / 14-to / 15-with
/ 16-from / 17-away / 18-to / 19-by / 20-of / 21-on / 22-to / 23-to / 24-in / 25-at / 26-out / 27-to / 28-to / 29-by /
30-from / 31-from


9/19

12/11/13


#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - LANGUAGE PRACTICE: MIXED TENSES

Title:


Activity:

Gapped

Practice:

Grammar - Mixed Tenses (See Vocabulary Aid-1 for details)

Skills:


INSTRUCTIONS

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-1 (Least Help)
THE TENSES TO USE
imperative / simple past / simple future
simple present (affirmative & interrogative) / present continuous

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-2 (Most Help)
THE MISSING VERBS PER NUMBERED GAP
(1) sing (2) lend (3) sing (4) try (5)get (6) get (7) go (8) do (9) be (10) worry (11) feel (12)
be (13) be (14) need (15) need (16) want (17) be (18) happen (19) see (20) turn out (21) know
(22) be (23) need (24) need (25) want (26) get

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-3
THE MISSING VERBS (INFINITIVES)
be / do / feel / get / go / happen / know / lend / need / see / sing / try / turn out / want / worry

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-4
THE MISSING VERBS (CONJUGATED BUT NOT CONTRACTED)

am / am going / are (x2) / do I do / do I feel / do you need (x2) / do you see / does it worry / get (x3) /
happens / is (x2) / know / lend / need (x2) / sang / turn out / want (x2) / will sing / will try

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - musicalenglishlessons.com/beatles/pedagogic/withalittlehelpfrommyfriends.htm

10/19

12/11/13

THE ANSWER KEY
(1) sang (2) Lend (3)’ll sing (4)’ll try (5)get (6) get (7)’m going (8) do I do (9) is
(10) Does it worry (11) do I feel (12) Are (13)’re
(15) need

(14) Do you need

(16) want (17)’m (18) happens (19) do you see (20) turn out

(21) know (22)’s

(23) Do you need (24) need (25) want (26) get

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - LANGUAGE PRACTICE: PRONOUNS & POSSESSIVE ADJECTIVES

Title:


Activity:

Gapped

Practice:

Grammar - Pronouns & Possessive Adjectives

Skills:


INSTRUCTIONS

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-1 (the least help)
anybody / I / it / me / mine / my / somebody / you / your

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-2
anybody (x4) / I (x16) / it (x5) / me (x2) / mine / my (x6) /
somebody (x4) / you (x11) / your (x2)

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - VOCABULARY AID-3
Possessive Adjectives
my (x6) / your (x2)
Pronouns
anybody (x4) / I (x16) / it (x5) / me x2) / mine / somebody (x4) / you (x11)



11/19

12/11/13

Verse-1:

I / me / you / you

Chorus-1:

my / I

Verse-2:

I / it / my / you / your

Chorus-2:

anybody / I / it / somebody / you

Verse-3:

I / it / mine / you

Chorus-3:

anybody / I / it / somebody / you

Final Lines:

my / I

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - THE ANSWER KEY
1-you / 2-I / 3-you / 4-me / 5-me / 6-your / 7-I / 8-you / 9-I / 10-I / 11-my / 12-I / 13-my / 14-I / 15my / 16-I / 17-my / 18-it / 19-you / 20-I / 21-you / 22-you /
23-your / 24-you / 25-anybody / 26-I / 27-somebody / 28-it / 29-anybody / 30-I 31-somebody / 32you / 33-I / 34-it / 35-you / 36-you / 37-I / 38-you / 39-I /
40-it / 41-mine / 42-you / 43-anybody / 44-I / 45-somebody / 46-it / 47-anybody 48-I / 49somebody / 50-I / 51-my / 52-my

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - LANGUAGE PRACTICE: DEFINITE/INDEFINITE ARTICLES (the/a/an/no article)
Activity:

Gapped

Practice:

Grammar - Definite/Indefinite Articles (the/a/an/no article)

Skills:


INSTRUCTIONS

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - THE ANSWER KEY
1-none / 2-a / 3-none / 4-a / 5-a / 6-a / 7-the / 8-the / 9-none / 10-none
11-Error: Normally there would be NO article in this sentence before love
12-the / 13-the / 14-none / 15-none / 16-none / 17-a / 18-a

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - FULL LYRIC VOCABULARY AIDS


12/19

12/11/13


#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - FULL LYRIC VOCABULARY AID-1
A LIST OF THE LYRICS IN ALPHABETICAL ORDER
all / alone / am / and / anybody / are / at / away / be / because / believe / but / by / can’t / certain / could / day /
do / does / ears / end / feel / first / friends / from / get / going / happens / help / high / how / if / in / is / it / just /
key / know / lend / light / little / love / me / mine / my / need / no / not / of / on / out / own / sad / sang / see /
sight / sing / somebody / song / stand / tell / that / the / think / time / to / try / tune / turn / up / walk / want /
what / when / will / with / worry / would / yes / you / your

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - #- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - FULL LYRIC VOCABULARY AID-2
A LIST OF THE LYRICS IN NUMERICAL ORDER
2-LETTER WORDS: am / at / be / by / do / if / in / is / it / me / my / no / of / on / to / up
3-LETTER WORDS: all / and / are / but / day / end / get / how / key / not / out / own / sad / see / the /
try / yes / you
4-LETTER WORDS: away / does / ears / feel / from / help / high / just / know / lend / love / mine / need
/ sang / sing / song / tell / that / time / tune / turn / walk / want / when / what / will / with / your
5-LETTER WORDS: alone / could / first / going / light / sight / stand / think / worry/would
6-LETTER WORDS: because / cannot / little
7-LETTER WORDS: anybody / believe / certain / friends / happens
8-LETTER WORDS: somebody

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - STRESS & INTONATION
Title:


Level:

Intermediate +

Skills:

Listening, reading, writing

Activity: Gapped Text
Language Practice: Stress & Intonation
INSTRUCTIONS:
Add Information to make it easier
Remove information to make it more difficult
For this song, upper intermediate students should listen and write the words with no help or discussion.
They should then check what they have written with classmates.
Once the lyrics are completed, encourage students to sing along with the song, in order to practise the
stress and intonation.
Ask them to accompany the final 'long' notes, by singing the missing words. This will help them to
recognise words with 'long vowel sounds' which are so important in our language. Follow this exercise
with practice of long v short vowels.


13/19

12/11/13



Verse – 1

What

think

...............…

sang

.................

tune?

Would

...............…

stand

...............…

walk

.................

me?

Lend

.....................

...............…

...............…

ears

try

...............…

sing

...............…

...............…

sing

.................

song,

key

................. .

Oh...

Chorus-1

.....................

by

...............…

help

...............…

friends

................. .

Mm...

.....................

high

...............…

help

...............…

friends

................. .

Mm...

I’m

...............…

try

...............…

help

.................

friends.

Verse – 2

What

do

...............…

love

.................

way?

Does

...............…

wor

...............…

you

.................

lone?

How

.....................

...............…

...............…

feel

sad

...............…

you’re

...............…

...............…

end

own

.................

................. .

day?

No...

Repeat Chorus-1

Chorus-2
.....................

need

.....................

be

...............…

bod

.......? ........…

need

.................

bod ..............

love

...............…

bod

.......? ........…

want

.................

bod ..............

love

Verse- 3

Would

lieve

...............…

love

.................

sight?

Yes,

...............…

cer

...............…

hap

.................

time.

What

.....................

...............…

...............…

see

...............…

turn

.................

light?

...............…

mine

tell

...............…

know

................. .

Oh...

Repeat Chorus-1
Repeat Chorus-2
Repeat Chorus-1


14/19

12/11/13

.....................

by

help

...............…

friends

................. .

Mm...

Yes,

...............…

by

...............…

help

.................

friends,

help

.....................

...............…

...............…

friends

(long musical notes complete this section. see instructions)

GENERAL SUGGESTIONS FOR FURTHER PRACTICE
Practice the functions and exponents, from the song, which are shown in the language notes.
Make a list of the rhyming words in the lyrics (see Language Notes), categorise them according to their
sounds, then find other words to rhyme with them (from the dictionary, newspapers or from memory,
etc.)
Comparison of phrasal verb constructions:
verb + object + particle
verb + particle + object
verb + particle + preposition
verb + particle (no object)
Phrasal Verbs v Verbs + Prepositional phrases
Countable v Uncountable nouns (help is an uncountable noun)
Introduce your students to the famous speech from Julius Caesar by William Shakespeare, as
follows:Friends, Romans, Countrymen, lend me your ears;
I come to bury Caesar, not to praise him.
The evil that men do, lives after them,
The good is oft interred with their bones;
So let it be with Caesar. The noble Brutas
Hath told you that Caesar was ambitious;
If it were so, it was a grievous fault;
And grievously hath Caesar answered it.
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More of this speech can be found at
http://www.musicalenglishlessons.org/classics/williamshakespeare/quotes.htm
SUGGESTIONS FOR COMPOSITION OR DISCUSSION
Discussion: What qualities should a friend have?
Discuss in which type of relationships, people ...
Feel completely at ease with each other
Tread carefully
Treat each other with kid gloves
Constantly seek approval
Live with constant disapproval
etc.
Describe either of the following, including the positive and negative aspects of their relationship with you.
Different types of friends
Different members of your family
Get students to create mini dialogues, making suggestions, but ending with ‘What would the neighbours
think if we did that?’ (How about painting the outside of the house bright orange?

or Why don’t we

sunbathe nude in the garden?)

FURTHER PRACTICE: MILLING EXERCISE-1


15/19

12/11/13

ACTIVITY:

Milling (using question prompts)

PRACTICE:

Reported Speech

FUNCTIONS: Giving unprepared answers & Reporting the comments of others
INSTRUCTIONS:
Give one prompt per student
Instruct students to mill and ask their question
Encourage them (preferably) to remember the answers or to take notes
Have a feedback session to enable students to report their classmates’ comments
NOTES FOR FEEDBACK TIME
The sun rises and sets every day without fail
Carrots can help you see better in the dark (Vitamin A)

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Do you sing out of tune?
(to sing out of tune = to sing off key, so the notes sound wrong and inharmonious)

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Have you ever walked out on anyone? (When? Why?)
(to walk out on someone = to leave someone permanently (if married) or to leave somewhere early, leaving
the person you were with.

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Would you like me to sing you a song or tell you a joke?
(Before asking, have a song or joke prepared)

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - How many chums have you got exactly?
(chums = friends)

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - What do you do when you have a night off from your boyfriend/girlfriend?
(to have a day off from school or work)

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Do you like being alone or does it make you feel down in the dumps?
(to feel down in the dumps = to feel sad)

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Do you get much help from your friends?
(What type of help? Practical? Physical? Financial? Psychological? Encouragement?)

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Have you ever fallen in love with anyone at first sight?

16/19

12/11/13


(to fall in love at first sight = to feel very strongly about someone as soon as you meet them)

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Can you tell me one thing which happens every day without fail?
(without fail = always)

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Can you see in the dark?
What vegetable can help you see better in the dark?
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - FURTHER PRACTICE: MILLING EXERCISE-2
ACTIVITY:

Milling & Matching (Suitable for testing purposes)

PRACTICE:

2nd Conditional V Simple Present Questions & Answers

SKILL:

Clear Pronunciation

INSTRUCTIONS: (For groups of 10 students)
Pre-teach all new vocabulary in this exercise
Give each student a question prompt (with a number) and a response prompt
Instruct students to mill, saying their question
The other students then say their response and decide (by themselves) whether the question and
response match or not.
Instruct students to KEEP the prompts and to sit down when they have matched up their prompts.
Check the questions and responses when everyone has finished.
If some have sat down too soon, some students will be unable to match their prompts.
DISTRIBUTION:
For 20 students, give one prompt each or divide students into two groups
For 1:1 students, use this exercise as a matching exercise

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1. What would you do if I left the room now?
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - I would call you back.
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 2. What do you do when you don’t have enough money for your bills?
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - I borrow money from another account
(Idiom: I rob Peter to pay Paul)

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3. What would you do if your favourite singer walked in right now?
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - I would stand and look in amazement.

17/19

12/11/13


#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4. What do you do when someone cuts themselves?
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - I clean it up and cover it with a plaster.
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 5. What would you do if someone in this room kissed you?
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - I am sure would go very red (blush)
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 6. What do you do when you spill coffee on your T-shirt?
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - I wash it out.
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 7. What would you do if you won a lot of money?
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - I would have a party.
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 8. What do you do when it’s your birthday?
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - I have a party.
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 9. What would you do if there were a good film on TV?
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - I would either watch it or record it.
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 10. What do you do when there is an interesting documentary on television?
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - If possible, I watch it; otherwise, I have to record it.
#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - COPYRIGHT DETAILS
AND I LOVE HER * Words & Music by John Lennon & Paul McCartney * Copyright © 1967 Northern Songs
*All Rights Reserved * International Copyright Secured


18/19

12/11/13


<>()<>
For copyright permission, please contact
Music Sales Ltd., Clearance (Third Party) Officer, 8/9, Frith Street, London W1V-5TZ
Innovative ESL/EFL Lesson Ideas by Bibi Baxter

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