"There" or "Their" or "They're":

There is used as point of reference. Example: "Go over there and wait for me.

There may also be used in a passive sentence. Example: "Waiter, there is a fly in my soup."

Their shows a possession by more than one person. Example: "Brian and Shelley showed their new bicycles to their friends."

They're is the same as writing "They are". Example: "They're going to the park after breakfast."

Article from http://www.aboutschool.com/6english.htm (December 28th 2007)

Two" or "Too" or "To"

Two is used when expressing the number 2. Example: "I bought two apples at the store.

Too can be used when adding another thought to an idea (similar to adding the word "also"). Example: "I bought some oranges too."

Too may also be used when something is used in excess. Example: "You bought too many apples!"

To should be used in a sentence that provides more information about the action. Example: "I will go back to the store."

Article from http://www.aboutschool.com/6english.htm (December 28th 2007)

Utah Schools Desperate for Teachers

(KCPW News) Some school districts in Utah are so desperate for teachers this Fall, they're offering jobs to college students yet to even finish their student teaching. State Association Superintendent Ray Timothy says the problem is not supply, but retention. About one-third of Utah's teachers leave in the first three years of teaching and fifty percent leave in the first five years.

The top reasons teachers say they leave the state - and often the profession entirely - are feelings of isolation and lack of administrative support. Pay also plays a factor. State education officials are hoping the legislature will fund mentoring and training opportunities, as well as incentive programs, to improve teacher retention before Utah's child population far outpaces the supply of qualified instructors.

Timothy will discuss the details of Utah's teacher shortage during the Legislature's Interim Education Committee Wednesday afternoon.

Posted in KCPW Newsroom.
http://www.kcpw.org/article/1228

The BS AS Players

This is Us

We, THE BS. AS. PLAYERS, are a pioneer theatre company committed to creating outstanding educational theatre in English as a second language and offering the audience the play that suits them best taking into account their interests and level of English acquired.

Our company was founded by Celia Zubiri and Liliana Riera in Buenos Aires, Argentina, in 1992, and since then it has gained a reputation of excellence. We work under the auspices of "Secretaría de Cultura y Comunicación de la Presidencia de la Nación" and our theatre productions have been declared of "national interest" since the year 2000.
The Buenos Aires Players.

Team

A team of professionals working together in Argentina since 1992, with an audience of around 600.000 students and 45.000 teachers.
Overall director, scripts and lyrics > Celia Zubiri.
Music > Marcelo Andino.
Set design and building > Diego Cirulli, Alejandra Vitale, Enrique Dartiguepeyrou, Claudia Bottazzini
Costumes > Ercilia Dalinkevicius.
Drama teacher > Susan Cocimano.
Directors > Celia Zubiri, Ma. Fernanda Ponce Zubiri, Bettina Menegazzo, Maite Nuñez
Graphic design > Fernanda Ponce Zubiri, Roberto Rojas, Sergio Smirnoff.
Photos > Sebastián Bottazzini
Web site design > Rosario Ces Magliano
Sales department coordinator > Natalia Dalinkevicius.
Assistant sales department > Ma. Gimena Cavalieri

The cast in > Moppyland, The Enchanted Frog, Frankenstein, the Defrosted Truth and Breaking Point: Marcelo Andino / Alejandro Justiniano. Gonzalo Berón / Simon Freestone. Marcelo Rosa / Fernando del Azar Cordeu. Inés O'Reilly / Victoria Condomí Alcorta. Carolina Gómez / Milagros Campaña. There are two teams of actors due to the high demand for our plays.
The team in bapuppets > Evelyn Goldfinger, Italo Cárcamo, Guido Scaparro.
Choreographer > Pablo Arias García

Contact

Headquarters> TEATRO SANTAMARÍA, Montevideo 842 / 850(1019), Cdad. de Bs. As. Argentina. Tel / Fax: (54 11) 4 812-5307, 4 814-5455, thebap@thebsasplayers.com thebap@arnet.com.ar

Booking> for performances in Ciudad de Bs. As. and surroundings, contact our Headquarters.Monday to Friday: 9 AM to 5 PM

Sales Department Coordinator> Natalia Dalinkevicius
Sales Department Assistant > Ma. Gimena Cavalieri

Booking> For performances in the different provinces in Argentina contact our Sales Representatives. If we have never been at your place before, contact our Headquarters.

Booking> For performances in Chile, Brasil, Uruguay,Paraguay, Perú and Venezuela contact our Headquarters. For performances in Mexico contact: vanw@att.net.mx

All our plays can be performed at your school If certain requirements are fulfilled -

Book the approximate number of seats you need well in advance -

Be sure permission for the outing is granted before making reservations -

Reconfirm your booking 10 days before the day of the performance with the exact number of seats you need -

Admission free for one accompanying teacher every ten students -

Try to be at the theatre 15 minutes before the performance starts, there will be a maximum tolerance of a ten-minute delay. -

It is advisable to make a deposit of the 50% or the total amount of the money you have to pay. Contact us to know about the Bank account -

Free educational CD-Rom with photos, synopsis, vocabulay, lyrics, songs and activities of each play available once you have made your reservations -

Cancellations will only be accepted 15 days in advance. After that, there is a charge of 50% of booked seats, without exception.

THE BS. AS. PLAYERS MEXICO DIVISION SINCE 1996.

ManagingDirector: Vanina Waxman

FRANCHISING OPPORTUNITYTHE BS. AS. PLAYERS is currently available for franchising in Latin America, if you are interested please e mail or phone us.THE BS. AS. PLAYERS.

mailto: Waxmanbap_mexico@yahoo.com

http://www.thebsasplayers-mx.com.ar/

Annual Conference on Applied Drama - 2008 - The BS AS Players

ANNUAL CONFERENCE 2008.

SCHEDULE :
FEBRUARY / THURSDAY, 28th.

8:00 AM > Registration.
9:00 to 9:15 AM > Opening ceremony, by Celia Zubiri and Bs. As. Players.
9:15 to 11:00 AM > “Drama techniques to foster our students’skills developmentby Celia Zubiri.
11:00 to 11:30 AM > Coffee break > Enrolment for optional activities and concurrent sessions.
11:30 to 12:30 PM > “Sound, Verse, Action!: exploring poetry through Dramaby Marina Cantarutti.
12:45 to 1:45 PM > “Easy Steps, Great Choreo” by Pablo Arias García. “Effective tips for School Theatre Productions” by Celia Zubiri.
1.45 to 2:30 PM > Lunch time > Snacks available at the bar.
2:30 to 4:00 PM > “Building up characters in a language class” by Hugo Halbrich.
4:00 to 4:30 PM > Coffee break and first set of raffles.
4:30 to 5.30 PM > La Web: espacio para el Arte por Susana Trabaldo.
5.40 to 6.20 PM > Commercial presentation > (3rd floor).
6.30 PM > Preview of the Play Ugly Duckling, musical comedy for children aged 3-6,by Bs. As. Players.

FEBRUARY / FRIDAY 29th

8:00 AM > Registration and enrolment for optional activities and concurrent sessions.
9:00 to 10:30 AM > “De-mechanize our senses to stimulate creative body language in our studentsby Carolina Echeverría.
10:30 to 11:00 AM > Coffee Break and second set of raffles.
11:00 to 12:30 AM > “Drama Grammar: teaching grammar CAN be funby Patricia Zorio.
12:30 to 1:30 PM > “Easy Steps, Great Choreo” by Pablo Arias García.> “Y el vestuario?! Y la escenografía?! Uy, no!... No nos compliquemospor Celia Zubiri. “Verse and Worse? Couldn’t be better! Creating limericks, ditties and jinglesby Laurie Sullivan.
1:30 to 2:30 PM > Lunch time > Snacks available at the bar
2.30 to 4:00 PM > “Music, words, objects... practical resources to develop improvisationby Patricia Gómez.
4:00 to 4:30 PM > Coffee Break and second set of raffles.
4:30 to 5:30 PM > Mesa redonda: El rol del docente a cargo del taller de teatro en inglés.
Experiencias y realidad. Moderador: Fernando Armesto.
5:40 to 6.30 PM > Commercial presentation , (3rd floor).
6.30 to 7.30 PM > Preview of the Play Magic Seasons, musical comedy for children aged
5-9,by Bs. As. Players.

MARCH / SATURDAY 1st

8:00 AM > Registration and enrolment for optional activities.
9:00 to 10:00 AM > “Drama exercises to trigger creative responses” by Carolina Echeverría.
10:00 to 11:00 AM > (topic to be confirmed by Raul Sansica).
11:00 to 11:30 AM > Coffee Break and big raffle.
11:30 to 1:00 PM > All the roads lead to Rome” by Patricia Gómez and Celia Zubiri.
1:00 to 2:00 PM > Lunch time – Snacks available at the bar.
2:00 to 3:00 PM > Preview of the play “The Sultan of the Thousand Nights, a musical comedy for children aged 10 to 13, by Bs. As. Players.
3:00 to 3:45 PM> Coffee Break. Certificates of attendance.
3:10 to 4:00 PM> Commercial presentation > (3rd floor).
4:00 to 5:00 PM > Preview of the play “To Be or not to Be”, a comedy for adolescentes and adults, by Bs. As. Players.

HEADQUARTERS: Teatro Santamaría, Montevideo 842 / 850 (1019) C.A.B.A.
Tel: (5411) 4812-5307 / 4814-5455
thebap@thebsasplayers.com
If you want to register, go to this web link http://www.thebsasplayers.com/anual.php

Greeting cards for children

Making greeting cards — Read and Draw
Elementary to Intermediate

This activity is taken from Young Learners, by Sarah Phillips, which contains ideas and materials for activities such as making posters, books, and cards; making and playing with board games and puppets, as well as drama, songs, and stories.

The activity allows children to develop their reading skills from following a set of instructions. It provides the opportunity for the teacher to develop conversations with students relating to various occasions, and enables students to practise word associations.

Age group
6-8 years

Time
30 minutes

Aims
Language: to develop intensive reading skills.
Other: to practise drawing, colouring, and cutting-out skills.

Description
The children follow simple written instructions to make a Mother's Day greetings card. The technique can be adapted for other age groups and occasions.

Materials
A large copy of the picture (optional), flashcards (see Preparation, 4), a copy of 'Making greetings cards' (see above) for each child, a piece of thin card for each, an envelope for each card or a large piece of paper, coloured pencils, scissors, and glue.

Preparation
Make the card yourself so that the children can see a finished one.
Make a copy of 'Making greetings cards' for each child.
Cut a piece of thin card approximately 50cm × 15cm for each child.
Make flashcards with the words draw, colour, cut, stick, and the English names of colours on.

In Class
If necessary, teach the children the verbs and colours from the worksheet and put flashcards on the wall for reference while they are working. This can be done in the previous class.

Talk a little with the children in their native language about mothers (and about carers in general as some children are not cared for by their mothers, but by fathers, grandmothers, foster parents, or childminders), what they do for the children and for the family, and go on to talk to them about Mother's Day. Do they have Mother's Day in their country? If so, what do they do for their mothers/carers on that day?

Tell them that in Britain children give cards to their mothers/carers on Mother's Day. Show them the card that you have made and tell them they are going to make one for the person that looks after them.

Put up or sketch a big copy of the picture on the board and check that the children know the English vocabulary, writing it in like this if you think it is necessary:

Check that the children know how to read the colours by holding up flashcards with the English words on them and asking them to hold up a pencil of the corresponding colour.

Give each child a piece of card and show them how to fold it in half.

Give each child a worksheet. Read through the instructions together, checking at each step that the children understand what they are going to do.

Let the children start. Go around the class helping out where necessary. The language problems will mostly be vocabulary ones so you will be able to refer them to the board and flashcards.

When they finish let them look at each other's cards. Show them how to write ‘To . . .' and ‘With love from . . .' on the inside, telling them to write the name of their carer after ‘To' and their own name after ‘from'.

Finally, give out the envelopes and show the children how to write an address

Article published from Oxford University Press, 2007.

Tests - KET - PET - FCE - CAE - CPE

KEL EXAMS

Practising for Cambridge Examinations is easier...

KET
CAMBRIDGE UNIVERSITY PRESS
OXFORD UNIV.PRESS
CAMBRIDGE KEY ENGLISH TESTS 1, 2, 3 & 4• four books containing four sets of exam papers each (books are numbered to indicate how many are available. Numbers do not refer to levels).• Student's Books are available with or without answers.
COMMON MISTAKES AT KET• highlights common mistakes students make and explains how to avoid them. • includes KET-style exercises to familiarise students with the format of the exam.
KET PRACTICE TESTS• four practice tests.• available with or without answers.
CAMBRIDGE LEARNER'S DICTIONARY• ideal for PET and FCE preparation.
OXFORD WORDPOWER DICTIONARY• recommended for intermediate learners.

PET
CAMBRIDGE UNIVERSITY PRESS
OXFORD UNIV.PRESS
CAMBRIDGE PRELIMINARY ENGLISH TEST 2, 3 & 4• three books containing four sets of exam papers each (books are numbered to indicate how many are available. Numbers do not refer to levels).• Student's Books are available with or without answers.
COMMON MISTAKES AT PET• highlights common mistakes students make and explains how to avoid them. • includes PET-style exercises to familiarise students with the format of the exam.
PET PRACTICE TESTS• five practice tests.• available with or without answers.
CAMBRIDGE GRAMMAR FOR PET• contains clear and reliable grammar explanations with lots of examples.• available with or without answers.
CAMBRIDGE LEARNER'S DICTIONARY• ideal for PET and FCE preparation
OXFORD WORDPOWER DICTIONARY• recommended for intermediate learners.

CAMBRIDGE FIRST CERTIFICATE
CAMBRIDGE UNIVERSITY PRESS
OXFORD UNIV.PRESS
CAMBRIDGE FIRST CERTIFICATE IN ENGLISH 1, 2, 3, 4, 5, 6 & 7• seven books containing four sets of exam papers each (books are numbered to indicate how many are available. Numbers do not refer to levels).• Student's Books are available with or without answers.
COMMON MISTAKES AT FCE• highlights common mistakes students make and explains how to avoid them. • includes FCE-style exercises to familiarise students with the format of the exam.
FIRST CERTIFICATE PRACTICE TESTS 1&2• two books containing five complete practice tests each (books are numbered to indicate how many are available. Numbers do not refer to levels).• available with or without answers.
CAMBRIDGE GRAMMAR FOR FIRST CERTIFICATE• contains clear and reliable grammar explanations with lots of examples.• available with or without answers.
FIRST CERTIFICATE CREATIVE WRITING CD-ROM • provides an enjoyable and motivating way to prepare for Paper 2 Writing in the FCE exam, as well as providing interesting writing tasks for upper-intermediate level learners.
CAMBRIDGE FIRST CERTIFICATE IN ENGLISH 4 CD-ROM• ideal for practising for the FCE exam at your own pace, offering sound, video and a range of tasks which cover all five papers. • includes a corresponding set of past exam papers.
CAMBRIDGE ADVANCED LEARNER'S DICTIONARY• ideal for FCE,CAE, CPE and IELTS preparation.
OXFORD ADV. LEARNER'S DICTIONARY• recommended for advanced learners.


CAE
CAMBRIDGE UNIVERSITY PRESS
OXFORD UNIV.PRESS
CAMBRIDGE CERTIFICATE IN ADVANCED ENGLISH 3, 4, 5 & 6• four books containing four sets of exam papers each (books are numbered to indicate how many are available. Numbers do not refer to levels).• Student's Books are available with or without answers.
COMMON MISTAKES AT CAE• highlights common mistakes students make and explains how to avoid them. • includes CAE-style exercises to familiarise students with the format of the exam.
CAE PRACTICE TESTS• five complete practice tests.• available with or without answers.
CAMBRIDGE ADVANCED LEARNER'S DICTIONARY• ideal for FCE,CAE, CPE and IELTS preparation.
OXFORD ADV. LEARNER'S DICTIONARY• recommended for advanced learners.


PROFICIENCY
CAMBRIDGE UNIVERSITY PRESS
OXFORD UNIV.PRESS
CAMBRIDGE CERTIFICATE OF PROFICIENCY IN ENGLISH 1, 2, 3, 4 & 5• four books containing four sets of exam papers each (books are numbered to indicate how many are available. Numbers do not refer to levels).• Student's Books are available with or without answers.
COMMON MISTAKES AT CPE• highlights common mistakes students make and explains how to avoid them. • includes CPE-style exercises to familiarise students with the format of the exam.
CPE PRACTICE TESTS• four completely new practice tests.• available with or without answers.
CAMBRIDGE ADVANCED LEARNER'S DICTIONARY• ideal for FCE,CAE, CPE and IELTS preparation.
OXFORD ADV. LEARNER'S DICTIONARY• recommended for advanced learners.

Call Center: (011) 4717-5760
CENTRO: M.T. de Alvear 1369 (Buenos Aires - Argentina)

CABALLITO: Av. La Plata 63 (Buenos Aires - Argentina)

BELGRANO: Conde 1990 (Buenos Aires - Argentina)

LOMAS DE ZAMORA: Italia 172 (Buenos Aires - Argentina)

MARTINEZ: Emilio Frers 2228 (Buenos Aires - Argentina)

Lesson Plan: COMPLICATED by Avril Lavigne

• This is a Jigsaw activity that you can use with a Pre-intermediate gorup of students. The aim of this excersise is to practise Listening and Sequencing. In this excersise you will have to cut the lyrics into strips and deliver them to the students, then listen to the song at a suitable speed and put the words in order. When ready, check the excersise with the full answer key.

#- - - - - - - - - - - - - - - - - - - - - - - - - -
COMPLICATED
#- - - - - - - - - - - - - - - - - - - - - - - - - -
And if you could only let it be
#- - - - - - - - - - - - - - - - - - - - - - - - - -
And if you could only let it be
#- - - - - - - - - - - - - - - - - - - - - - - - - -
And promise me I'm never gonna find you fake it
#- - - - - - - - - - - - - - - - - - - - - - - - - -
And you fall and you crawl and you break
#- - - - - - - - - - - - - - - - - - - - - - - - - -
And You fall and you crawl and you break
#- - - - - - - - - - - - - - - - - - - - - - - - - -
And You fall and you crawl and you break
#- - - - - - - - - - - - - - - - - - - - - - - - - -
And you take what you get and you turn it into honesty
#- - - - - - - - - - - - - - - - - - - - - - - - - -
And you take what you get and you turn it into honesty
#- - - - - - - - - - - - - - - - - - - - - - - - - -
And you take what you get and you turn it into honesty
#- - - - - - - - - - - - - - - - - - - - - - - - - -
And you take what you get and you turn it into honesty
#- - - - - - - - - - - - - - - - - - - - - - - - - -
And you're talking to me one on one but you've become
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Cause life's like this
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Chill out whatcha yelling for?
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Chill out whatcha yelling for?
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Dressed up like you're somethin' else
#- - - - - - - - - - - - - - - - - - - - - - - - - -
I like you the way you are
#- - - - - - - - - - - - - - - - - - - - - - - - - -
I see the way you're acting like your somebody else gets me frustrated
#- - - - - - - - - - - - - - - - - - - - - - - - - -
I see the way you're acting like you're somebody else gets me frustrated
#- - - - - - - - - - - - - - - - - - - - - - - - - -
I see the way you're acting like you're somebody else gets me frustrated
#- - - - - - - - - - - - - - - - - - - - - - - - - -
I see the way you're acting like you're somebody else gets me frustrated
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Laugh out when you strike your pose
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Lay back it's all been done before
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Lay back, it's all been done before
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Life's like this you
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Life's like this you
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Life's like this you
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Life's like this you
#- - - - - - - - - - - - - - - - - - - - - - - - - -
no no
#- - - - - - - - - - - - - - - - - - - - - - - - - -
no no no
#- - - - - - - - - - - - - - - - - - - - - - - - - -
no no no
#- - - - - - - - - - - - - - - - - - - - - - - - - -
no no no
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Promise me I'm never gonna find you fake it
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Promise me I'm never gonna find you fake it
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Promise me I'm never gonna find you fake it
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Somebody else round everyone else
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Somebody else round everyone else
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Somebody else round everyone else
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Take off all your preppy clothes
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Tell me
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Tell me
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Tell me
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Trying to be cool you look like a fool to me
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Uh huh, life's like this
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Uh huh, uh huh that's the way it is
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Uh huh, uh huh, that's the way it is
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Watching your back, like you can't relax
#- - - - - - - - - - - - - - - - - - - - - - - - - -
When we're drivin' in your car
#- - - - - - - - - - - - - - - - - - - - - - - - - -
When you've become
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Where you are and where it's at you see
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Why do you have to go and make things so complicated?
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Why do you have to go and make things so complicated?
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Why do you have to go and make things so complicated?
#- - - - - - - - - - - - - - - - - - - - - - - - - -
Why do you have to go and make things so complicated?
#- - - - - - - - - - - - - - - - - - - - - - - - - -
You come over unannounced
#- - - - - - - - - - - - - - - - - - - - - - - - - -
You fall and you crawl and you break
#- - - - - - - - - - - - - - - - - - - - - - - - - -
You know you're not fooling anyone
#- - - - - - - - - - - - - - - - - - - - - - - - - -
you will see
#- - - - - - - - - - - - - - - - - - - - - - - - - -
You will see
#- - - - - - - - - - - - - - - - - - - - - - - - - -
You're making me
#- - - - - - - - - - - - - - - - - - - - - - - - - -
You're tryin' to be cool you look like a fool to me
#- - - - - - - - - - - - - - - - - - - - - - - - - -
You're trying to be cool, you look like a fool to me
#- - - - - - - - - - - - - - - - - - - - - - - - - -
You're watching your back like you can't relax
#- - - - - - - - - - - - - - - - - - - - - - - - - -
You're watching your back, like you can't relax
#- - - - - - - - - - - - - - - - - - - - - - - - - -

Full answer key.

Uh huh, life's like this
Uh huh, uh huh, that's the way it is
Cause life's like this
Uh huh, uh huh that's the way it is
Chill out whatcha yelling for?
Lay back it's all been done before
And if you could only let it be
you will see
I like you the way you are
When we're drivin' in your car
And you're talking to me one on one but you've become
Somebody else round everyone else
You're watching your back like you can't relax
You're tryin' to be cool you look like a fool to me
Tell me
Why do you have to go and make things so complicated?
I see the way you're acting like you're somebody else gets me frustrated
Life's like this you
And you fall and you crawl and you break
And you take what you get and you turn it into honesty
And promise me I'm never gonna find you fake it
no no no
You come over unannounced
Dressed up like you're somethin' else
Where you are and where it's at you see
You're making me
Laugh out when you strike your pose
Take off all your preppy clothes
You know you're not fooling anyone
When you've become
Somebody else round everyone else
Watching your back, like you can't relax
Trying to be cool you look like a fool to me
Tell me
Why do you have to go and make things so complicated?
I see the way you're acting like you're somebody else gets me frustrated
Life's like this you
And You fall and you crawl and you break
And you take what you get and you turn it into
honesty
Promise me I'm never gonna find you fake it
no no no
Chill out whatcha yelling for?
Lay back, it's all been done before
And if you could only let it be
You will see
Somebody else round everyone else
You're watching your back, like you can't relax
You're trying to be cool, you look like a fool to me
Tell me
Why do you have to go and make things so complicated?
I see the way you're acting like you're somebody else gets me frustrated
Life's like this you
And You fall and you crawl and you break
And you take what you get and you turn it into
honesty
Promise me I'm never gonna find you fake it
no no
Why do you have to go and make things so complicated?
I see the way you're acting like your somebody else gets me frustrated
Life's like this you
You fall and you crawl and you break
And you take what you get and you turn it into honesty
Promise me I'm never gonna find you fake it
no no no

Lesson Plan: We are the champions By Queen

WE ARE THE CHAMPIONS By Queen

Verse-1

(1) ……………….. my dues, time after time;

(2) ……………….. my sentence, but committed no crime

And bad mistakes, (3)............................ a few.

(4) ……………….. myself and sand kicked in my face,

But (5) ………………..

CHORUS

We are the champions, my friend

And we’ll keep on fighting to the end.

We are the champions (x2)

No time for losers ‘cos

We are the champions of the world.

Verse-2

(6) ……………….. my bows and my curtain call

(7) ……………….. me fame and everything that goes with it; I thank you all,

But (8) ..................................... no bed of roses, no pleasure cruise.

I consider it a challenge before all

You might ever raise and I’d ever lose.

(Repeat Chorus x3)

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

• PRACTICE: Present Perfect
• INSTRUCTIONS: Either instruct students to listen and complete the gaps, or allow students to complete the gaps first, then listen to check their answers.

THE FULL LYRICS

(For use as an answer key)

Verse-1

I’ve paid my dues, time after time;

I’ve done my sentence, but committed no crime

And bad mistakes, I’ve made a few.

I’ve had myself and sand kicked in my face,

But I’ve come through

CHORUS

We are the champions, my friend

And we’ll keep on fighting to the end.

We are the champions (x2)

No time for losers ‘cos

We are the champions of the world.

Verse-2

I’ve taken my bows and my curtain call

You’ve brought me fame and everything that goes with it; I thank you all,

But it’s been no bed of roses, no pleasure cruise.

I consider it a challenge

Before the whole human race -

And I ain't gonna lose.

(Repeat Chorus x3)

Lesson Plan: Harry Potter and the Philosopher’s Stone.

Harry Potter and the Philosopher’s Stone.
(Scene 4)

Activities:

1) Look at the scene and choose the correct alternative.

1) Harry Potter and Hagrid are…

a) Cooking dinner b) having a party c) having lunch

2) Harry Potter and Hagrid are at…

a) Diagon Alley b) The Leaky Cauldron c) Hogwarts

3) Voldemort is wearing a…

a) Black and long cloak b) windbreaker c) black coat

4) Harry’s mother is…

a) Fighting Voldemort b) killing Voldemort c) running fromVoldemort

5) Harry’s mother has…

a) Curly blond hair b) wavy black hair c) straight red hair


2) Look at the scene again and order Hagrid´s conversation.

HAGRID: _______ Voldemort started to gather some followers.
_______ It was dark times, Harry. Dark times.
_______ Your parents fought against him.
_______ Brought them over to the dark side.
_______ Nobody. Not one. Except you.
_______ Anyone that stood up to him ended up dead.
_______ But nobody lived once he decided to kill them.

3) Read the conversation again and circle the Past simple Regular Verbs. Then, write these verbs in the Present Simple.

Past Simple Present Simple
__________ ____________
__________ ____________
__________ ____________
__________ ____________

Lesson Plan: Christina Aguilera - Hurt

CHRISTINA AGUILERA LYRICS
"Hurt"

1) Write the verbs in the past simple.

Seems like it _________ (be) yesterday when I __________( see) your face
You ____________( tell) me how proud you __________(be)
but I ___________(walk)away
If only I ____________( know) what I know today

2) Listen and complete the missing words.

I would hold you in my ___________
I would take the __________ away
________________ for all you've done
Forgive all your _____________
There's ____________ I wouldn't do
To hear your _________ again___________
I want to call you but I know you won't be there

3) Order the lines.

______Some days I feel broke inside but I won't admit
______And I've hurt myself by hurting you
______I'm sorry for blaming you for everything I just couldn't do
______You know it's so hard to say goodbye when it comes to this
______Sometimes I just want to hide 'cause it's you I miss

4) Unscramble the questions.

a) was/ tell/ I /wrong/ Would / you/ me ?__________________________________
b) understand/ Would/ help/ you/ me?______________________________________
c) upon/ you/ looking / are /me /down?____________________________________
d) I / proud / of / are/ you/ am/ who?_____________________________________
There's nothing I wouldn't doTo have just one more chance
To look into your eyes and see you looking back

5) Match the beginning and the end of the lines.

I'm sorry for blaming you for everything……………… since you've been away And I've hurt ……. I would tell you how much that If I had just one more day, …… myself I've missed you I just couldn't do Oh, it's dangerous
It's so out of line to try to turn back time
I'm sorry for blaming you for everything I just couldn't do
And I've hurt myself
By hurting you

Hurt lyrics

Seems like it was yesterday when I saw your face
You told me how proud you were but I walked away
If only I knew what I know today

I would hold you in my arms
I would take the pain away
Thank you for all you've done
Forgive all your mistakes
There's nothing I wouldn't do
To hear your voice again
Sometimes I want to call you but I know you won't be there

I'm sorry for blaming you for everything I just couldn't do
And I've hurt myself by hurting you
Some days I feel broke inside but I won't admit
Sometimes I just want to hide 'cause it's you I miss
You know it's so hard to say goodbye when it comes to this

Would you tell me I was wrong?
Would you help me understand?
Are you looking down upon me?
Are you proud of who I am?
There's nothing I wouldn't do
To have just one more chance
To look into your eyes and see you looking back

I'm sorry for blaming you for everything I just couldn't do
And I've hurt myself
If I had just one more day, I would tell you how much that
I've missed you since you've been away

Oh, it's dangerous
It's so out of line to try to turn back time

I'm sorry for blaming you for everything I just couldn't do
And I've hurt myself

By hurting you

Lesson Plan: This Love by Maroon 5

THIS LOVE (sung by Maroon 5)

I was so high I did not recognize
....... fire burning in her eyes,
(Nor) ....... chaos that controlled my mind.
(She) Whispered....... 'goodbye' and she got on ....... plane -
Never to return again, But always in my heart
<>()<>
This love has taken its toll on me;
She said....... 'goodbye' too many times before
And her heart is breaking in ....... front of me.
I have no choice 'cause I
Won't say....... 'goodbye' anymore.
<>()<>I tried my best to feed her appetite,
Keep her coming every night.
(It was) So hard to keep her satisfied;
(She) Kept playing ....... love like it was just ....... game,
Pretending to feel ....... same,
Then turn around and leave again.
<>()<>
This love has taken its toll on me;
She said....... 'goodbye' ....... too many times before
And her heart is breaking in ....... front of me.
I have no choice, 'cause
I won't say .......'goodbye' anymore.
<>()<>
I'll fix these broken things;
(I'll) Repair your broken wings
And make sure everything's alright.
My pressure on your hips,
Sinking my fingertips Into every inch of you,
'Cause I know that's what you want me to do.

THIS LOVE (sung by Maroon 5)

I was so high I did not recognize
The fire burning in her eyes,
(Nor) The chaos that controlled my mind.
(She) Whispered 'goodbye' and she got on a plane;
Never to return again, But always in my heart
<>()<>
This love has taken its toll on me;
She said 'goodbye' too many times before
And her heart is breaking in front of me.
I have no choice 'cause I
Won't say 'goodbye' anymore.
<>()<>I tried my best to feed her appetite,
Keep her coming every night.
(It was) So hard to keep her satisfied;
(She) Kept playing love like it was just a game,
Pretending to feel the same,
Then turn around and leave again.
<>()<>
This love has taken its toll on me;
She said 'goodbye' too many times before
And her heart is breaking in front of me.
I have no choice, 'cause
I won't say 'goodbye' anymore.
<>()<>
I'll fix these broken things;
(I'll) Repair your broken wings
And make sure everything's alright.
My pressure on your hips,
Sinking my fingertips Into every inch of you,
'Cause I know that's what you want me to do.

Lesson Plan: James Blunt -You're beautiful

James Blunt - You're Beautiful Lyrics

1) Complete with the words from the box:

Angel - brilliant – man – plan - pure – sleep - subway - sure
My life is ______________.
My love is ___________.
I saw an ___________.
Of that I'm ___________.
She smiled at me on the ____________.
She was with another __________.
But I won't lose no ___________ on that,
'Cause I've got a ______________.

2) Match the beginning with the end of the sentence:
You're beautiful. You're beautiful. You're beautiful,….. a crowded place,
I saw you face in……. with you.
And I don't know……….. it's true.
'Cause I'll never be……… what to do,

3) Complete with these personal pronouns:

I – YOU – SHE- IT - WE
Yeah, 1._______ caught my eye,
As 2.________ walked on by.
3._________ could see from my face that
4._________ was,F**king high,
And 5._________don't think
that 6.________'ll see her again,
But 7.________ shared a moment
that will last till the end.
8.________'re beautiful.9. ________'re beautiful.
10._______'re beautiful, 11.________'s true.
12.__________saw you face in a crowded place,
And 13._________don't know what to do,
'Cause 14.__________'ll never be with 15.___________.

4) Circle what you hear:

You're beautiful. You're beautiful.
You're beautiful, it's false/true.
There must be an angel with a smile on her face/place,
When she thought up that/ this I should be with you.
But it's time/ near to face the truth,I will never/ fever be with you.

James Blunt - You're Beautiful Lyrics

My life is brilliant.My love is pure.
I saw an angel.Of that I'm sure.
She smiled at me on the subway.
She was with another man.
But I won't lose no sleep on that,'Cause I've got a plan.
You're beautiful. You're beautiful.You're beautiful, it's true.
I saw you face in a crowded place,
And I don't know what to do,'Cause I'll never be with you.
Yeah, she caught my eye,As we walked on by.
She could see from my face that I was,F**king high,
And I don't think that I'll see her again,
But we shared a moment that will last till the end.
You're beautiful. You're beautiful.You're beautiful, it's true.
I saw you face in a crowded place,
And I don't know what to do,'Cause I'll never be with you.You're beautiful.
You're beautiful.You're beautiful, it's true.
There must be an angel with a smile on her face,
When she thought up that I should be with you.
But it's time to face the truth,I will never be with you.

Lesson Plan: Keane - Somewhere only we know

Somewhere Only We Know ------Keane

1) Listen and complete with the corresponding words. Use the information in brackets to help you.
I walked across an __________( opposite of full) land,

I knew the pathway like the back of my ________.(part of the body)

I felt the earth beneath my __________, ( plural of foot)

Sat by the __________(course of water) and it made me complete.

Oh, ___________ ( opposite of complicated)thing, where have you gone?

I'm getting _________ ( opposite of young) and I need something to rely on.

So tell me when you're gonna let me _______, (preposition)I

'm getting tired and I need somewhere to ____________. ( to start)

2) Complete with the correct tense.

I ___________ ( come/ past simple) across a fallen tree,

I __________ ( feel/ past simple) the branches;

______ they ___________( int / look/ pres. continuous)at me?

Is this the place we ___________ ( use/ past simple)to love?

Is this the place that I've been dreaming of?

3) Choose the word you hear.

Oh, simple thing, where/ when have you gone?

I'm getting old and I need something/ someone to rely on.

So tell me when/ where you're gonna let me in,

I'm getting tired and I need somewhere to begin/ repeat.

AND if you have a minute why don't we go,

Speak/Talk about it somewhere only we know?

This could/ should be the end of everything.

So why don't we go, somewhere only we know,

Somewhere only we know.

Hmmm yeahh,This could be the end of everything.

So why don't we go, somewhere only we know,

Somewhere only we knowSomewhere only we know.

Keane - Somewhere Only We Know (lyrics)

I walked across an empty land,

I knew the pathway like the back of my hand.

I felt the earth beneath my feet

,Sat by the river and it made me complete.

Oh, simple thing, where have you gone?

I'm getting old and I need something to rely on.

So tell me when you're gonna let me in,

I'm getting tired and I need somewhere to begin.

I came across a fallen tree,

I felt the branches; are they looking at me?

Is this the place we used to love?

Is this the place that I've been dreaming of?

Oh, simple thing, where have you gone?

I'm getting old and I need something to rely on.

So tell me when you're gonna let me in,

I'm getting tired and I need somewhere to begin.

SO if you have a minute why don't we go,

Talk about it somewhere only we know?

This could be the end of everything.

So why don't we go, somewhere only we know,

Somewhere only we know.

Oh, simple thing, where have you gone?

I'm getting old and I need something to rely on.

So, tell me when you gonna let me in,

I'm getting tired and I need somewhere to begin.

SO if you have a minute why don't we go,

Talk about it somewhere only we know?

This could be the end of everything.

So why don't we go, so why don't we go,

Hmmm yeahh,This could be the end of everything.

So why don't we go, somewhere only we know,

Somewhere only we knowSomewhere only we know.

Lesson Plan: Avril Lavigne - SK8TER BOI

THE MISSING NOUNS

baby, backstage, ballet, boy, clothes, crowd, earth, eye, face, friends, girl, guitar, head, home, luck, man, MTV, nose, problem, punk, show, song, soul, space, star, story, studio, tickets, TV, world, years

SK8TER BOI

He was a ...................... She was a ......................
Can I make it any more obvious
He was a ...................... She did ......................
What more can I say He wanted her
She'd never tell secretly she wanted him as well
But all of her ...................... Stuck up their ......................
They had a ...................... with his baggy ......................

He was a sk8er ...................... She said see you l8er ......................
He wasn't good enough for her She had a pretty ......................
But her ...................... was up in ......................
She needed to come back down to ......................

5 ...................... from now She sits at ......................
Feeding the ...................... she's all alone
She turns on ...................... Guess who she sees
Sk8er ...................... rocking up ......................
She calls up her ...................... They already know And they've all got
...................... to see his ......................
She tags along Stands in the ......................
Looks up at the ...................... that she turned down

He was a sk8er ...................... She said see you l8er ......................
He wasn't good enough for her Now he's a super ......................
Slamming on his ......................
Does your pretty ...................... see what he's worth?

He was a sk8er ...................... She said see you l8er ......................
He wasn't good enough for her Now he's a super ......................
Slamming on his ......................
Does your pretty ...................... see what he's worth?

Sorry ...................... but you missed out
Well tough ...................... that ......................'s mine now
We are more than just good ......................

This is how the ...................... ends
Too bad that you couldn't see,
See the ...................... that ...................... could be
There is more that meets the ......................
I see the ...................... that is inside

He's just a ...................... And I'm just a ......................
Can I make it any more obvious
We are in ...................... Haven't you heard
How we rock each other's ......................

I'm with the sk8er ...................... I said see you l8er ......................
I'll be ...................... after the ......................
I'll be at the ...................... Singing the ...................... we wrote
About a ...................... you used to know

I'm with the sk8er ...................... I said see you l8er ......................
I'll be ...................... after the ......................
I'll be at the ...................... Singing the ...................... we wrote
About a ...................... you used to know

SK8TER BOI

He was a boy She was a girl
Can I make it any more obvious
He was a punk She did ballet
What more can I say He wanted her
She'd never tell secretly she wanted him as well
But all of her friends Stuck up their nose
They had a problem with his baggy clothes

He was a sk8er boy She said see you l8er boy
He wasn't good enough for her
She had a pretty face But her head was up in space
She needed to come back down to earth

5 years from now She sits at home
Feeding the baby she's all alone
She turns on tv Guess who she sees
Sk8er boy rocking up MTV
She calls up her friends They already know
And they've all got Tickets to see his show
She tags along Stands in the crowd
Looks up at the man that she turned down

He was a sk8er boy She said see you l8er boy
He wasn't good enough for her
Now he's a super star Slamming on his guitar
Does your pretty face see what he's worth?

He was a sk8er boy She said see you l8er boy
He wasn't good enough for her
Now he's a super star Slamming on his guitar
Does your pretty face see what he's worth?

Sorry girl but you missed out
Well tough luck that boy's mine now
We are more than just good friends

This is how the story ends Too bad that you couldn't see,
See the man that boy could be There is more that meets the eye
I see the soul that is inside

He's just a boy And I'm just a girl
Can I make it any more obvious
We are in love Haven't you heard
How we rock each other's world

I'm with the sk8er boy I said see you l8er boy
I'll be back stage after the show
I'll be at the Studio Singing the song we wrote
About a girl you used to know

I'm with the sk8er boy I said see you l8er boy
I'll be back stage after the show
I'll be at the Studio Singing the song we wrote
About a girl you used to know

• sk8er = skater
• l8er = later
• ACTIVITY: Gapped
• PRACTICE: Nouns