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 Teaching with Adele’s “Hello”

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lous25
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PostSubject: Teaching with Adele’s “Hello”   Thu 28 Apr - 23:06

28.04.2016
23:08:36


Should I say “hello” in class, everybody would say “hello”, but if I added “Adele”, I bet most of my students would answer “it’s me”. Who, in this planet, hasn’t heard Adele’s new single a thousand times already? And this is good, believe me, at least for teaching purposes. I’ve always found it easier to do songs students are already familiar with as once they know the melody, they are further motivated to work with the lyrics. Mindful of the fact that one of the most important ingredients in learning a language is motivation, what could be more motivating than singing along Adele’s song now that it is being played everywhere?


THE ACTIVITY


Level. B2 (Advanced)


Time required: 30 to 40 minutes


Materials: teacher’s handout here,


 students’s handout here


Warming Up:


Show a picture of Adele and elicit any information they might know about her and her music. Offer some information about the song they are about to hear.


Adele is a British singer and songwriter. Her two previous albums, 19 and 21, have earned the artist numerous awards. Now, she has just released her third album 25 and the songHello is the first single from the album. The song is a soul piano ballad that talks about nostalgia and regret and plays out like a conversation. Hello is the first song to sell over one million digital copies within one week of its release in the USA. (source Wikipedia)



Step 1. Introducing telephone vocabulary


Play from the beginning until 0:27 and ask students to tell you what Adele is saying when she is on the phone. Write on the board:
I’ve just got here, and I think I’m losing signal already. Hello? Can you hear me now? Sorry. I’m sorry, I’m — Sorry
Focus on the expression “losing signal”. Do students know what it means? Elicit vocabulary they know related to using the phone and write it on the board.



Step 2. Vocabulary handout


Hopefully students will know most of the words and expressions you are going to give them. Give students the handout and ask them to do Exercise 1.
Ask students to share their answers in pairs and then go over the answers as a class.


Step 3. The video: telling the story.


Tell students they are going to watch the video without sound; their task will be to narrate the story in the video focusing on using the vocabulary they have just learnt.
Ask students to work in pairs, student A and student B. The video lasts about 6 minutes.  Student A will face the board and will tell student B, who is sitting with his back to the board, in as much detail as possible the story in the video for the first three minutes. Then, they change roles and student B does the same from 3.00 to 6.06. Encourage students to use the targeted vocabulary. Make sure everyone understands the activity and demonstrate if necessary.


Step 4.  Focusing on the lyrics


Students listen to the song and their task will be to find the following:



  • a verb meaning  to desire to know something.


  • three phrasal verbs.


  • an informal contraction that some people consider incorrect.


  • an idiomatic expression meaning to be lucky, successful and greatly admired.


  • a modal+ perfect infinitive


  • an idiomatic expression meaning to cause someone great emotional pain.


  • a combination that goes against grammar, but which is very common in casual registers.


  • an idiomatic expression meaningto achieve a goal, to be successful.


Ask students to compare their answers in pairs. Play the video a second time. Go over answers as a class.


Step 5. Singing along


Give students the lyrics and ask them to sing along. Should you have shy students, encourage them to shadow read. It might be good idea, at this stage, to remind students that listening to songs will help them improve pronunciation, listening and understanding of the English language.


The content of the lyrics is open to interpretation. Some people say it’s  about a failed love relationship, some others argue that it is about Adele’s relationships with everybody she loves and cannot be with; others, on the other hand, claim it is Adele’s  conversation with her old self before she became famous.




Which interpretation do you fancy?



Source: www.cristinacabal.com
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Solinet
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PostSubject: Re: Teaching with Adele’s “Hello”   Sun 1 May - 8:21

A fresh topic from the oven Smile Thank you, madam.


The use of karaoke is much better in learning language through songs. I have been using this methods since 2010. I found some difficulties when I first introduced in the school where I work as many educators and administrators opposed it in the way music shouldn't bve played at a place knowledge is inhaled. That was really a hard moment to convince them through the inspector in charge that what I was doing was purely educative.


Yet, we have to see to the lyrics carefully in order to ensure integrity and good will from using this or that song Smile


Cordially,


Solinet



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lous25
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PostSubject: Re: Teaching with Adele’s “Hello”   Sun 1 May - 14:33

Thank you for your constructive, tangible and transparent feedback, Mr.Solinet.  sorcerer_OV

 
 
Any visual and technological material adopted by the teacher should be adjusted to the lesson objectives, learners’ interests, social background and needs. For instance, I used Adele’s famous hit’ Someone like you (click here) ,last year with 1st year classes, as a fun practice of the pronunciation of final “s” and it was so effective as every student was totally engaged all along the session.
 
For  Adele’s hit “Hello”, I think that both of the activities suggested fit very well any learner ( Algerian or not):
 


Activity one focuses on discussing, reading and writing about mobile phones.



Here are the flash Cards For mobile phone language




Activity Two: The teacher may give students a list of words or expressions from the song (selected by the teacher) and may also add some words that are not in the lyrics. Play the song and ask students to cross off the words as they hear them. Focus might be on vocabulary (meaning and pronunciation)


Here is the suggested activity:


Cross off the following words and expressions from the song as you hear them. There are three you won’t hear.


Losing signal
Used to be
Fell at our feet
Hide from the light
Healing
Running out of time
 Be reminded
Out of the blue
Wondering breaking your heart
Go over From the outside

Tear you apart




It seems reasonable to conclude that everything depends on the teacher’ teaching style, learning objectives, and a careful selection and use of the material: current, natural and authentic that is not always available.
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lous25
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PostSubject: Re: Teaching with Adele’s “Hello”   Sun 1 May - 14:40

I don’t pretend that I use songs in my teaching very often but I have never met any problem with the school or the administration .Yet, I remember one of my students who refused to do the activity .When ,I asked him if there were anything wrong with him, his friends replied with mockery that he thinks that songs are Haram ( forbidden by Islam).I addressed him calmly and respectfully and the whole class that I do agree with him but we are not having fun ,I am not encouraging anyone to listen to music ,it’s just for the lesson .He seemed convinced and the lesson was successful.
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