Ask your students what the word prejudice means to them and if they have ever witnessed it in any way. It is best to have them discuss this topic first in pairs or small groups and then report.
Play the first 50 seconds of the video and then ask students what they expect the song to be about. If they need help, tell them the song is autobiographical and ask again.
Play the rest of the song, stopping if necessary to clarify. Stop the song after the letters are said and ask students to produce possible words from the given letters.
Play the song to the end and ask students to discuss in pair or in small groups how they understand it.
Ask students to come up with other words that seem innocent but can also be used to hurt others or share any words that have hurt them in the past. Ask them to think about what could be done about that and opec conversation about bullying.
more such lessons by Sandra Vida on lessonswithmusic.com
Ask students if they are aware of any groundbreaking speeches people gave in history. If you can have pairs or small groups access the internet, it is a good reading practice to allow them to search for them.
A simple search for “best speech” brought ideal results among the first ten, such as these:
If Internet in school is not available, you can either assign this as homework or print out a set and distribute them around the classroom for students to “browse”.
Each group should choose one speech they find special and present it to the rest, including an oral explanation why they thought so.
Play the song without the video and ask students if they can figure out whose the voice is and which speech it is.
Have them go back to the speech and read along.
Let students use the internet and/or the transcript of the speech to write a paragraph about why they think this particular speech was important then and why did the artist in this song decide it is still worth using in a song and why it was a hit in many European countries. (source Wikipedia http://en.wikipedia.org/wiki/Bakermat )
After exchanging their ideas about the topic, students expand the paragraphs into essays adding introduction, conclusion and some more background and arguments.
Ask students if they know anything about cucumbers and what they are good for. Then show them this song:
The first time, I let the song play out until the end without interruptions. Later, if necessary, I stop the song and check understanding.
Ask groups to choose 1 vegetable from their list, do a short Google search about it and make a similar song about their chosen vegetable. They can easily find instrumental versions of popular songs on Youtube for the basis of their song. Alternatively, they can use one of many music apps to produce the music to it. One of my groups already had a guitar app installed on one of the phones so they produced the whole song from scratch.
Have groups perform the song while their schoolmates grade the performances. You can also make a video of the performances.
Ask your students to step to the window and look out for 30 seconds, trying to remember as much as possible. After that, they should sit down and individually describe what they saw in as much detail as possible. (This is a nice opportunity to revise past simple structures such as I saw… There were… etc.)
Ask students to find a partner and compare their notes with at least 3 different people. Ask if they all noticed the same things and if there are any reasons why some people noticed different things than others or interpreted them in a different way.
Ask students to listen to this song
Have students work in small groups to try to understand the song. They might need dictionaries or internet to be able to understand everything. Each group writes a short paragraph on how they understand it. They share their ideas with other groups and discuss the following questions:
Who are the people in the song? What is their relationship?
What function does the cat have?
How does what you see through the window relate to the people in the song?
Have the students listen to the song informally as they are coming into the classroom. This will give you a good idea of how well they know the song. In my experience, most students will have been familiar with the chorus and many will be able to identify with it as well at least at some level.
You open the lesson by asking them about the chorus of the song and how they feel about it. Who are the cool kids in their school and why? Elicit some ideas about what makes you cool from their point of view and what makes you uncool and write them on the board.
Help them produce some second conditional sentences with the ideas from the board, Such as:
Put the students into pairs or small groups. Play the song with lyrics and ask them to produce as many sentences as possible based on the lyrics. The will need to watch out for all the descriptions of cool kids and use them in sentences.
(If you have a competitive group, you can make it a competition.)
Students compare the produced sentences and check each other’s sentences.
Go back to the song and compare the cool kids from the song with the cool kids in your school. Discuss the differences and reasons behind them.
If you still have time, go back to the original video and ask if the singer is one of the cool kids or not and why they feel so. If you listen to the song again, in the second part it becomes clear that the singer is not singing from her own perspective but from a boy’s perspective, so all answers are correct here as long as they can support them.