THE UNITED KINGDOM: Northern Songs - OASIS

Live Forever by Oasis

Put the lines of the song I the correct order.

Were going to live forever

Maybe I just want to breathe maybe I just don't believe

Maybe I just want to fly I want to live I don't want to die

In the morning rain as it soaks you to the bone

Lately, did you ever feel the pain?

Maybe I don't really want to know

Maybe you're the same as me we see things they'll never see you and I

How your garden grows cos I just want to fly

THE UNITED KINGDOM: Northern Songs - OASIS

Live Forever by Oasis

Fill in the missing words.

Maybe I don't really want to ________________How your garden ________________cos I just want to flyLately, did you ever ________________the pain?In the ________________rain as it soaks you to the bone

Maybe I just want to ________________I want to ________________I don't want to dieMaybe I just want to breathe maybe I just don't ________________Maybe you're the ________________as me we see things they'll ________________see you and IWere going to live ________________

THE UNITED KINGDOM: Northern Songs BILLY BRAGNorthern Industrial Town TASK 1 LISTENING Fill in the missing words.

It's just a northern industrial townThe front doors of the houses open into the streetThere's no (Guess) __________ (Answer) _________ for front gardensJust a two-up, two-(Guess) __________ (Answer) _________In a northern industrial town

And you can see the green (Guess) __________ (Answer) _________across the rooftopsAnd a fresher wind blows past the end of our blockIn the evenings the mist comes rolling on (Guess) __________ (Answer) _________Into a northern industrial town

And there's only two (Guess) __________ (Answer) _________in this townAnd you must follow one or the otherLet us win, let them loseNot the other (Guess) __________ (Answer) _________ roundIn a northern industrial town

And the (Guess) __________ (Answer) _________look pretty and brightFrom the tops of the hills that rise dark in the (Guess) __________ (Answer) _________If it weren't for the (Guess) __________ (Answer) _________, you might never come downTo your northern industrial town

And on payday they tear the place downWith a pint in your hand and a bash 'em out bandSure they'd (Guess) __________ (Answer) _________to the rhythm of the rain falling downIn a northern industrial town

And there's plenty of artists aroundPainters steal cars, poets nick (Guess) __________ (Answer) _________'Cause we're out of the black and we're into the redSo give us this day our daily (Guess) __________ (Answer) _________In a northern industrial town

But it's not Leeds or ManchesterLiverpool, Sheffield nor GlasgowIt's not Newcastle-on-TyneIt's BelfastIt's just a northern industrial town

Merry (Guess) __________ (Answer) _________, war is overIn a northern industrial town. Written by Billy Bragg Copyright Sony/ATV Music Publishing LLC

THE UNITED KINGDOM: Northern Songs BILLY BRAGNorthern Industrial Town

Task 2: VOCABULARY

Find words and expressions which mean the same as these

Its too small for______________________________

The part of a street from one corner to the next______________________________

The upper part of a house______________________________

Like/Be interested in a football club______________________________

The reverse ______________________________

The day workers receive their money______________________________

A glass of beer______________________________

To steal______________________________

Lots of______________________________

To have no money______________________________

What we need to survive______________________________

THE UNITED KINGDOM: Northern Songs BILLY BRAGNorthern Industrial Town

Task 3: WRITING

Write a song about your own town, filling in the gap with one or two words that describe where you live.

It's just a ___________ townThe ___________ of the houses _ ___________ _________There's no room for __________Just __________In a ___________ town.

And you can see the __________ across the rooftopsAnd a ___________ past the end of our blockIn the evenings the __________In a ___________ town

And there's only two __________ in this townAnd you must __________ to one or the other

__________ __________, __________ __________,

Not the other way roundIn a __________ town.

And ___________ look pretty and ___________From the tops of the ___________ that___________If it weren't for the ___________you might never___________,To your ___________ town.

THE UNITED KINGDOM: Northern Songs PULP

Task 1: VOCABULARY Common People

Roach

Short for Cockroach, an insect that lives in your house and eats your food. Fast moving and disgusting.

Cool

Fashionable or good.

Have A thirst for knowledge

Really want to learn.

Catch someones eye

To catch someones attention. When someone sees you and notices you. Eye-catching means to be noticeable.

To be loaded

Informal British term for be rich.

Pretend

When you try to look like something or someone different to how you really are.

Rent a room/house/flat

To pay to live somewhere every month without buying it.

Smoke a fag

Informal British term for smoke a cigarette

Get someone through (something)

To survive something, to cope with a bad experience. If something helps you get through something it makes it easier for you to tolerate the bad parts.

Slide

To move like you do on ice.

Get something right

To be correct or do something correctly

In that case

if thats true, then,,,,

Warsaw ELT Forum 1st 3rd September 2017, The United Kingdom, with Matthew JacksonLike us https://www.facebook.com/learningwithoutborders.eu/

THE UNITED KINGDOM: Northern Songs PULP

TASK 2 LISTENING Common People

She came from Greece, she had a ______________,She studied sculpture at Saint Martin's College,That's where I,______________.She told me that her Dad was ______________,I said "______________, I'll have a rum and coca-cola."She said "Fine."And in thirty seconds time she said,

I want to live like common people,I want to do whatever common people do,I want to sleep with common people,I want to sleep with common people,Like you.

Well what else could I do I said "I'll see what I can do."I took her to a supermarket,I don't know why,But I had to start it somewhere,So it started there.I said ______________ you've got no money,She just laughed and said,"Oh you're so funny."I said "Yeah? Well I can't see anyone else smiling in here.Are you sure you want to live like common people,You want to see whatever common people see,You want to sleep with common people,You want to sleep with common people,Like me.

But she didn't understand,She just smiled and held my hand.______________above a shop,Cut your hair and get a job.______________and play some pool,Pretend you never went to school.But still you'll never ______________'Cause when you're laid in bed at night,Watching ______________ climb the wall,If you called your Dad, he could stop it all.

You'll never live like common people,You'll never do whatever common people do,You'll never fail like common people,You'll never watch your life ______________out of view,And dance and drink,Because there's nothing else to do.

Sing along with the common people,Sing along and it might just ______________

Laugh along with the common people,Laugh along even though they're laughing at you,And the stupid things that you do.Because you think that poor is ______________.

I want to live with common people like you...

Written by Candida Doyle, Jarvis Branson Cocker, Nick Banks, Russell Senior, Stephen Patrick Mackey Copyright Universal Music Publishing Group

THE UNITED KINGDOM: Three Northern Songs

Teachers Notes

Song 1: Live Forever by Oasis

Level A2/B1+

Aims of Lesson Stress and pronunciation of schwa sounds.

NOTE If this activity proves too difficult for younger students/lower level students, it can still be done as a simple gap fill or ordering exercise.

This activity aims to help students distinguish between stressed and unstressed syllables and to listen for schwa sounds in unstressed function words. A shadowing technique is used where after a brief listening task, students listen repeatedly to the song, first marking stressed words, then listening out for schwas and features of connected speech, before singing along, matching the singers stress.

While the singers accent may be unfamiliar to students, it shouldnt be too difficult to follow and the strong stresses he places on certain words and his rhythmic delivery while occasionally not the same as a speaker would use while speaking, should make it quite easy to determine stress and show some of the principles of stress timing in English. The song also uses many reduced forms e.g. gonna, wanna, which are common in normal speech.

They key to a successful shadowing activity is to break it into stages allowing students to listen carefully and identify the key features of the original model. Mouthing along to the model first allows students to build up confidence and get the rhythm right before speaking themselves.

Procedure.

1. Initial Task

a. The teacher divides students into pairs and hands out the lyrics to the song, cut up and out of order, one set per pair. Students then put the song lyrics into order. The vocabulary in this song is not complex but the teacher may wish to pre-teach certain words or expressions e.g. soak to the bone.

b. The class listens to the song and students check that their lyrics are in the correct order.

2. Stress and Connected Speech - Listening

a. Students listen to the song again and underline all the words that are stressed (the content words). They then listen again and mark all the schwas in the lyrics. (The teacher may wish to check they remember what a schwa sound is with a game such as forming a line in the middle of the room and jumping to one side if they hear a schwa and another if they dont, or via a boardwhack) The teacher brings students attention to how certain common chunks are compressed with words running into each other, e.g. want to wanna, you ever with linking /w/ /ju'wv/, as it as /zt/ etc. Students listen again and add the /w/ and link words together with a line. The teacher can also point out that the singers pronunciation of Maybe is due to his accent and they dont have to copy him.

b. NOTE as this song repeats the lyrics 3 times, it isnt necessary to play the complete song each time. Pair feedback after each stage.

3. Oral Practice

a. Students listen a final time, mouthing along to the words in rhythm but not actually singing. Then they take turns to read the lines to their partner, alternating lines (i.e. student A says one line then B says another).

b. The class sing the song together in time to the singer.

Alternative procedure for lower level learners who are maybe not familiar with schwa sounds or will find the idea of sentence stress a bit complex, this can alternatively be done as a gap fill. The songs repetitive nature makes it quite easy for lower levels.

Answer Key

MAYBE I don't really WANT to KNOW

/wn/

How your GARDEN GROWS cos I just WANT to FLY

/jr/ /gdn/ /czai/ /wn/LATELY, did you ever FEEL the PAIN?

//ju'wv/ //In the MORNING RAIN as it SOAKS you to the BONE

// /zt/ /jut/ //

MAYBE I just WANT to FLY, I WANT to LIVE, I don't WANT to DIE

/wn/ /wn/ /wn/

MAYBE I just WANT to BREATHE, maybe I just dont BELIEVE

/wn/

MAYBE youre the SAME as me, we SEE things theyll never SEE, you and I

// /zm/ /nv/ / /jundai/Were gonna LIVE forEVER

/gn/ /v/

Full Lyrics

Maybe I don't really want to knowHow your garden grows cos I just want to flyLately, did you ever feel the pain?In the morning rain as it soaks you to the bone

Maybe I just want to fly I want to live I don't want to dieMaybe I just want to breathe maybe I just don't believeMaybe you're the same as me we see things they'll never see you and IWere going to live forever

I said maybe I don't really want to knowHow your garden grows cos I just want to flyLately, did you ever feel the pain?In the morning rain as it soaks you to the bone

Maybe I will never be all the things that I want to beBut now is not the time to cry now's the time to find out whyI think you're the same as me we see things they'll never see you and IWe're going to live forever

Maybe I don't really want to knowHow your garden grows cos I just want to flyLately, did you ever feel the pain?In the morning rain as it soaks you to the bone

Maybe I just want to fly I want to live I don't want to dieMaybe I just want to breathe maybe I just don't believeMaybe you're the same as me we see things they'll never see you and IYou and I are going to live foreverWe're going to live forever

Gonna live forever Gonna live forever Gonna live forever Gonna live forever Gonna live forever

Songwriters: GALLAGHER, NOEL

Live Forever lyrics Sony/ATV Music Publishing LLC, 1994

Song 2: Northern Industrial Town by Billy Bragg

Level B1/B2

Aim of Lesson: Listening Gap Fill

This task is a typical listening task a song based on a gap fill. However, rather than go straight into the listening, students are first given the opportunity to try and predict the content with a partner, prediction being an important top-down component of listening skills in both L1 and L2. This is done in pairs to make it more communicative. Overall comprehension is also tested by treating the song as a form of picture dictation task.

Procedure.

1. Introduction

a) Teacher writes name of song a Northern Industrial Town on the board and asks students what they imagine an industrial town in Northern England looks like, writing suggestions on the board.

2. Picture Dictation Listening for Overall Gist

a) Students listen to song (https://www.youtube.com/watch?v=40m772ckuwQ from Billy Braggs official channel) and write down notes on what the town looks like Teacher demonstrates by writing down a couple of words from first two verses, e.g. front gardens, rooftops etc.

b) After students have written their notes, they draw the town depicted in the song on a blank piece of paper, based on their notes and memory. Students compare their drawings with their partners and the teacher can then display a picture from google of terraced houses in Northern England on the board if they wish. The teacher hands out the gap fill exercise and students compare their drawings with the texts.

3. Double Gap Fill Prediction and Listening Task

a) The teacher explains that the gaps in the text have two spaces one marked Guess and one marked answer. Students are to ignore the answer just now. With their partners they try and guess the missing word and write it down in Guess. If they are stuck the teacher can advise them that some of the answers will rhyme with the previous line.

b) Students listen again to the song and write down the correct answers in the appropriate space. Class feedback.

4. Vocabulary Follow-up

a) Teacher asks them what they think a Two-up, two-down is. (Its a traditional type of terraced house in Northern England consisting of two rooms downstairs and two rooms upstairs, though nowadays with a bathroom added to the back as well. They are often quite old, over 100 years).

b) Teacher can also point out that this is about Belfast, in Northern Ireland, which after the end of a 30 year conflict is now just another Northern Industrial town - the song uses stereotypes about Northern England to create one mental image and then reveals that it is actually about something else - a British listener would naturally think of Northern England first then be surprised to learn its Northern Ireland, not Northern England, highlighting Belfasts new normality.

c) Students look for words and phrases that match the equivalents on their worksheet. Class feedback and teacher concept checks.

5. Writing Follow-up

a) Teacher tells students to look at the template worksheet and tell them to write their own song about their own town to practise using some of the expressions in the original. This can be set for homework if necessary. The song doesnt have to rhyme if this too difficult for them. The finished work can be put on the word and students then vote for their favourite. Normally students arent keen on singing at this age so this will provide closure for them without embarrassing them by making them perform in public!

Northern Industrial Town Billy Bragg (Answer Key)

It's just a northern industrial townThe front doors of the houses open into the streetThere's no room for front gardensJust a two-up, two-downIn a northern industrial town

And you can see the green hills across the rooftopsAnd a fresher wind blows past the end of our blockIn the evenings the mist comes rolling on downInto a northern industrial town

And there's only two teams in this townAnd you must follow one or the otherLet us win, let them loseNot the other way roundIn a northern industrial town

And the streetlights look pretty and brightFrom the tops of the hills that rise dark in the nightIf it weren't for the rain, you might never come downTo your northern industrial town

And on payday they tear the place downWith a pint in your hand and a bash 'em out bandSure they'd dance to the rhythm of the rain falling downIn a northern industrial town

And there's plenty of artists aroundPainters steal cars, poets nick guitars'Cause we're out of the black and we're into the redSo give us this day our daily breadIn a northern industrial town

But it's not Leeds or ManchesterLiverpool, Sheffield nor GlasgowIt's not Newcastle-on-TyneIt's BelfastIt's just a northern industrial town

Merry Christmas, war is overIn a northern industrial town

Vocabulary

Find words and expressions which mean the same as these

Its too small forTheres no room for

The part of a street from one corner to the nextBlock (noun)

The upper part of a houseRooftop (noun)

Like/Be interested in a football clubTo follow (a football team)

The reverse The other way round

The day workers receive their moneyPayday (noun)

A glass of beerA pint (noun)

To stealTo nick something (informal, UK)

Lots ofPlenty of

To have no moneyTo be in the red

What we need to surviveOur daily bread (part of the Lords Prayer in English)

Song 3: Common People by Pulp

Level B2

Aim Vocabulary/Lexical approach/Listening for detail.

This is another gap fill but involves a lot of vocabulary work and is initially a vocabulary/reading exercise, starting with analysing the vocabulary in the text and then putting the correct expression to complete the text before listening to the song to check. However, as students have to ptu the expression in the correct form, e.g. with the correct pronouns, plurals etc to make the sentence grammatically, it also practices their ability to finely control grammar and also to listen out for function words and other, generally unstressed, grammatical particles.

Pulps lyrics, while not always suitable for classroom use, are satirical and complex and provide good grounds for a classroom discussion. They are good examples of common, everyday language and provide lots of examples of useful chunks for teachers who take the lexical approach to language teaching.

Procedure

1. Vocabulary Call my Bluff game

a) At first teacher elicits some random noun phrases, verbs and adjectives on the board....The teacher then defines some so that the students guess what word is being referred to. This may involve some revision of relative pronouns used in making definitions.

b) Then the teacher divides students into 2-4 teams depending on the size of the class and divides the words and their definitions between teams, e.g. if there are 4 teams giving them 3 words each, 6 each for 2 teams etc. Students then take the real definition and try to express it in their own words. They then write two false definitions for each word or expressoin.

c) Students then test the other team(s) giving them points for each correct guess. If there are 4 teams then two teams play against each other and then play the other team(s) when they have finished to maximise individual tudent talking time.

2. Gap Fill

a. The teacher then shows students the word cloud for the song and asks the class to guess what the song is about in pairs. They then read through the text quickly and check their ideas. During class feedback the teacher explains that the song is about a man who meets a rich woman who wants to live with common people like him, i.e. poorer people to see how they live

b. Students then return to the gapped text and try to put the expressions in the correct pace, pair feedback. Teacher points out that students may have to change the form of some words/expressions to make them fit, e.g. changing tenses, plurals, putting in pronouns etc.

c. Students listen to the song to check. The first time they lsiten to check the expressions are correct. The second time (if necessary), they listen to double check that they have written the expression in the correct form. https://www.youtube.com/watch?v=yuTMWgOduFM NOTE this is the single version from PulpVEVO, which is shorter than the album version (which also has slightly more vulgar lyrics in places). The correct version should be 4.14 minutes long.

3. Post song discussion

a. Teacher writes the following questions on the board for pair/group discussion.

Why did you think the woman wanted to live like Common People?

In the UK, it is often said that it is more embarrassing to be rich than to be poor and people often pretend to be poorer or more working class than they really, which is the opposite of many other countries. Is Poland like the UK in this respect?

Why does the singer say she will never get it right? Why is no-one else laughing in the supermarket?

4. Vocabulary work chunks.

a. The teacher tells students to look for expressions with the word get in the text e.g. get it right, get a job, elicits other examples of chunks/collocations from the text, e.g. study X at Y, do whatever x does, Ill see what I can do, have to start somewhere. The teacher can also point out combinations of words that are grammatically correct but NOT recognised chunks, e.g. whatever common people see is correct and sounds natural but is not a chunk as it is not predictable. Teacher reminds students they are looking for PREDICTABLE combinations.

b. In pairs students look for more examples and underline them. Class feedback.

c. Students decide (For themselves) what the most useful 5 expressions are and write example sentences in their notebooks.

Common People - Pulp

She came from Greece, she had a thirst for knowledge,She studied sculpture at Saint Martin's College,That's where I,Caught her eye.She told me that her Dad was loaded,I said "In that case, I'll have a rum and coca-cola."She said "Fine."And in thirty seconds time she said,

I want to live like common people,I want to do whatever common people do,I want to sleep with common people,I want to sleep with common people,Like you.

Well what else could I do I said "I'll see what I can do."I took her to a supermarket,I don't know why,But I had to start it somewhere,So it started there.I said pretend you've got no money,She just laughed and said,"Oh you're so funny."I said "Yeah? Well I can't see anyone else smiling in here.Are you sure you want to live like common people,You want to see whatever common people see,You want to sleep with common people,You want to sleep with common people,Like me.

But she didn't understand,She just smiled and held my hand.Rent a flat above a shop,Cut your hair and get a job.Smoke some fags and play some pool,Pretend you never went to school.But still you'll never get it right,'Cause when you're laid in bed at night,Watching roaches climb the wall,If you called your Dad, he could stop it all.

You'll never live like common people,You'll never do whatever common people do,You'll never fail like common people,You'll never watch your life slide out of view,And dance and drink,Because there's nothing else to do.

Sing along with the common people,Sing along and it might just get you through.Laugh along with the common people,Laugh along even though they're laughing at you,And the stupid things that you do.Because you think that poor is cool.

I want to live with common people like you...

Written by Candida Doyle, Jarvis Branson Cocker, Nick Banks, Russell Senior, Stephen Patrick Mackey Copyright Universal Music Publishing Group

Look at the map above and write down any stereotypes (or if you dont have any, write any mental images or information that you think of associated with each place, e.g. Scotland wet.

Stereotype map, taken from Buzzfeed.com