Come Out and Play – Billie Eilish

share

Description:
This is an ELT video and song activity based on the Apple ad  Holiday - Share Your Gifts featuring Billie Eilish’s song Come out and Play and also the video ‘Holiday - how I create music on IMac and IPhone’, in which students talk about talents; find common ideas connecting quotes about talent and sharing; watch a video ad and play a memory game with questions about it; do a listening exercise with another video in which the singer talks about creating music; listen to the song and put the lyrics in order

Language level: Pre-Intermediate (B1) and above

Learner type: All ages

Skills: speaking, reading & listening

Topics: talent and music

Language: Vocabulary related to talent and skills, expressions to agree, disagree and express opinions

Materials: Youtube videos, video activity Worksheet, cut-out song lyrics worksheet and mp3 file

Duration: 1h -  1h 30 min 

Downloadable materials:  instructions; worksheet part 3; song mp3; cut-out song slips part 4

Instructions

Part 1 – Warm Up / Quotes

Step 1. Play hangman with the word 'talent'.
Write on the board T ___ ___ ___ ___ ___

Step 2. After the game, ask students to share some of the talents they have (whole class)

Step 3. Write or project the following quotes on the board:

1- “The more you share, the more you receive to share.” Lailah Gifty Akita
2- “Don’t hide yourself. Stand up, keep your head high, and show them what you got!” Joe Mari Fadrigalan
3- “The meaning of life is to find your gift. The purpose of life is to give it away”
Pablo Picasso

step 4. Ask students to read them and (individual task) think about their meaning carefully and find out if there is a connection between the quotes, and what it is.

Step 5. After 1 or 2 min, have students share their ideas in pairs (2 min)

Step 6. Have the pairs express their opinions to class and ask if the other students agree/disagree and why

Part 2 – Apple Ad video -Holiday Share your gifts

Step 7. Tell students they are going to watch a video. They should pay attention to the story to answer some “memory” game questions about it (divide the class into pairs or trios).

Memory Game Questions: 1. what color sweater was the girl wearing in the first scene of the video? (Red) 2. What 7-letter word is written on her laptop cover? (Supreme) 3. What is her occupation (baker) 4. What color is her uniform at her job? (Green) 5. What did she draw on the bus window? (Glasses) 6. What color is the box she keeps her paper sheets in? (Green) 7. What musical instrument does she have? (A piano)

Part 3 – Video 2:  How I Create Music on iMac and iPhone ft. Billie Eilish

Step 8. FIRST WATCH.

Students watch the video and answer the question:
What does Billie Eilish compare music to? (emotion)

Step 9.  Hand out the Worksheet - part 3. Students watch the video again and fill in the gaps in the transcript. Play the video twice. And check the answers as a class. Answer key: Billie: I'm Billie Eilish. Finneas: I'm Finneas. Billie: And this is how we create a song from scratch. Music is emotion. I feel like, every song, I know, sounds like an emotion I've felt. it's like how could I make a song that sounds like the way that this light looks. I think that's really weird to think about, but it's more interesting for me that way. Like, it doesn't have to rhyme; it doesn't have to make sense; ['cause] it's just words. Sometimes I need to create something out of it. Finneas: Once we understand the narrative, [that] we can flesh out a song behind it. First guitar, then vocals, then that 808 sort of... Logic is really easy to have fun in and I think having fun in a program is how you get better. Billie: I think you have to force yourself sometimes. just put it out there, and if it flops, it flops. But who cares? At least you're doing what you want to be doing.

Part 4 (extra) lyrics

The Lyrics were divided in 12 slips of paper (print, cut out and laminate)
Step 10. Divide students into groups of 4 (or fewer students per group, depending on the number of students) and give 1 set of cut out lyrics four group.
Students listen and put the lyrics in order
Play the song as many times as necessary. The first team to get the lyrics in the right order wins!

Answer KEY (correct order):
10 - 09 - 11 -12 -01- 03- 08- 06- 05- 04- 02- 07

That’s it for this week and for 2018!

We’ll be back in January to continue providing free high quality ELT song activities for teachers all over the world!

I hope you all have wonderful holiday celebrations, and that in 2019, you have the wisdom and energy to fulfill cherished dreams and achieve amazing goals!

 

 

Happier – Marshmello ft. Bastille

SAF HAPPIER 001

Description:

This ELT song activity is based on the song Happier (Marshmelo ft. Bastille) and its official music video. Students talk about pets, watch a video, retell a story, write a text, listen to the song and do a listening exercise with the lyrics

Language level: Pre-Intermediate (B1) and above     

Learner type: All ages

Skills: speaking, writing & listening

Topic: pets

Language: Vocabulary related to pets, expressions to agree, disagree and express opinions

Materials: Youtube video and song activity Worksheet

Duration: 1 hour

Downloadable materials: Happier- Instructions; worksheet

INSTRUCTIONS

PART 1- WARM – UP

Step 1. WHOLE CLASS:: Why do people have pets? (write students answers on the board, help with some vocabulary)

Step 2. IN PAIRS. Students talk about the following questions, for about 2, 3 minutes:

  1. How can pets help us?
  2. What animal makes the best pet? Why?

Step 3. WHOLE CLASS: (students share what they discussed in pairs with the whole class. As each pair shares their answers, the teacher asks other students if they agree/disagree and why, so everyone gets the chance to participate and get practice with interaction and using the language of opinions/agreement/disagreement.

PART 2 – MUSIC VIDEO

Step 4. DIVIDE THE CLASS  into two groups: the ‘A group’ and the ‘B.group’.

The students in the A group stay in the classroom and watch the music video, while the students in the B group go out and wait.

Step 5. Tell the students in the A group to watch the video attentively because they are going to tell the students in the B group the story in the video.

Step 6. Students watch the video (3:53 min)

Happier – Marshmello ft. Bastille (official video)

Step 7. The students in the B group return to class and pair with the A group and IN PAIRS, the Student A tells the story of the video to Student B and Student B writes it down. Allow 10 minutes for the writing of the story.

Step 8. After the time is over, have the pairs share their stories, have a quick vote for the best account of the video, and also ask students (A and B) what they thought of the story depicted in the video.

Step 9. The whole class watches the video and students compare and comment on the differences and details that may have been left out in their written stories.

PART 3 – LYRICS

Step 10. Students receive the worksheet with the lyrics. They listen to the song and circle the words they hear.

Answer key:

  1. Cold
  2. Word
  3. Way
  4. Smile
  5. There
  6. Our
  7. From

That’s it for this week! I hope you enjoy this ELT song activity.