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.
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.
This song is ideal for presenting the use of Present Simple. It has all the forms, affirmative, negative, question, third form singular –s and more.
I first let students listen to the song:
We go through the lyrics and explain any unknown vocabulary. At the end of this, I draw students’ attention to the fact that the content of the song itself is the very essence of this tense. The story is not a single story, based in the present, it is a general story of so many, that starts all over again when it ends, that is omnipresent in time and not focused only on the immediate present. Just as the tense.
Then I ask them to find examples of the present simple structures and explain additionally where needed that e.g. “the snow flies” does not mean it is snowing in this moment, but that it is rather a general condition of this season, happening every year.
When they confirm that they understand the concept, I give them the ultimate question (often it is homework as the class ends at this point): Find 2 examples of a grammatically wrong use of Present Simple in the text (line 3 one thing she don’t need and line 14 he don’t get far). This does not sound like too much for homework and appeals to those who seek challenge, but there are many positive side effects to doing this, such as increased self-esteem and the challenge-solved feeling of accomplishment.
You might want to point out the use of ain’t and other features of spoken language she uses and discuss their use with your students.
Ask students to work in pairs or small groups to discuss how they understand the following verses:
Get in where you fit in
Clear your mind
Put your salt on the shelf
Invite them to share their ideas and tell share yours.
Ask them how this song can be related to them, Depending on the group and its size, either all together or in groups first.
This part could also be done in writing, either in class or as homework. When you have their thoughts in writing, you can display them around the classroom and ask them to play “Find somebody who”, asking them to find 2 people who thought something similar to them and 2 who thought something different.
As students are entering the classroom and preparing for the class, play this song informally. Just let it be the background sound, most of my students know and like this song anyway.
Ask students to watch/listen to this video. The video is of the same song but instrumental only. Ask students to work in groups to write the lyrics of the song from memory. (you can do this activity with any well known song where you can find an instrumental version)
The groups compare their lyrics and then check it against the original version. This is a good listening exercise. If there are still problematic parts of the song, allow students to use the net to resolve them. This will help them develop skills for finding information.
If your students need speaking practice more, have them talk about how they understand the lyrics. If they need reading or writing practice, you can have pairs or small groups do a short research of the net to find how other people interpret the lyrics and then report either orally or in writing on the class blog or on the classroom walls.
There are a lot of interesting interpretations of the lyrics here (but definitely not only here):
and ask your students what they think they mean and let the discussion go in the direction of what manners are important, which they have and how they got them (or not).
Play the extract from this film and ask students what the character meant when he said, “manners maketh man”.
I usually stop the video at the beginning at the scene with the outside of a pub and ask students what they think it is. When they figure out it is a pub, we discuss the difference between beer, ale and stout and the pint as the unit of measure. I point out typical names of pubs and assign it as homework to find funny or curious pub names until the next lesson.
After 1 minute, the clip gets a bit violent so if you do not think it is appropriate, stop the clip at this point. The truth is, most of my teenage boys have recognized the film because they have already seen it and some of the rest wrote down the title to watch it at home later.
It should be clear after the clip that the gentleman is teaching the youngsters a lesson by behaving like a man with manners.
Play this song and check understanding by dealing with unknown words after each part. Point out the typical British and typical American habits.
Depending on how much time you have, you can explore the concept of tea, toast and English accents after the first part.
When you get to the part with the walking cane, you can refer back to the film, where the gentleman is using his umbrella in a similar way.
Let the part with the chorus play uninterrupted, this will be dealt with at the end.
In the third part, the song mentions the phrase “manners maketh man” again. Elicit the meaning of “it takes a man to suffer ignorance and smile” and show the first part of the film extract again, pointing out that the gentleman knew beforehand he is cleverer, faster, stronger and better equipped than the youngsters, but he did not brag about it or use it in an improper way.
Explain the words in the next part or have students find them in dictionaries. In one lesson, we had to stop here, so I asked them to think about the possible meanings of : “A candle is brighter than the sun” part for homework.
When you get to the part “a gentleman will walk but never run”, refer back to the video. By this time it is obvious how very British the gentleman in the Kingsman video is, so it is a good idea to explore what he says and what your students would say instead of using the British wording. Also point out how the youngsters speak and the contrast between the two. Ask your students which is preferable to them and in what situations.
Go back to the chorus of Englishman in New York.
Either for homework or at class, ask students to come up with occasions when they feel like Englishman in New York or a candle at night, out of place, different. Have them share their stories.
If appropriate, ask students support questions to check their understanding.
Who is the main person in the song?
Where is she?
What is she doing?
What is happening around her?
Ask students to work in small groups or pairs and look around them to write a similar song about what is going on at this moment in classroom and outside. They should make sure the rhythm pattern fits the song. You can support this activity by playing the instrumental version of the song.
Help if necessary; provide dictionaries or internet access if you can.
Have students perform their songs with the support of the instrumental version of the song.
If you need to make the students take the task seriously, tell them the videos will be recorded. This usually spurs them to put more effort into the performing of the song and gives them a good reason to rehearse it beforehand.