MixtapeListening Lesson PlanBy: Faten Romdhanifromdhani2010@gmail.com

Level: Secondary LevelsTopic: Enhance the listening skills of teensAims: The main objectives of the lesson are:*To enhance the listening skills of the learners*To challenge the learners to order the lyrics of two different songs.*To compare /contarst between the songs’ topics

Listening Lesson Plan

Time: 1 hourAids: Laptop, songs recorded on the laptop (mp3), video clips of the two songs,video projector, visuals, handouts, whiteboard, glue, blank papers,…Anticipated problems: *Students might witness difficulties in using

comparison and contrast linkers.*Students would need to brush up the linkers beforehand or need the teacher to model up for them, with contextualised examples.Procedure of the Lesson:*Lead in: The teacher displays two visuals of the singers themselves ( cut and saved from

the video clips). *Learners are asked about the two men’s names, jobs, nationalities, etc.. (this is a good occasion to introduce/ brush up the linkers of comparison & contrast : (both, while, but, whereas …) *Learners write the sentences on the board.

*The While:*Learners are divided into groups of three/ or four students to collaborate together.*They listen to the two songs once.*Then, they listen to one song and are handed the lyrics of the two songs in forms of strips of papers ...

*The teacher hands the learners a blank paper and some glue to stick the ordered lyrics, while listening to the songs. While-Listening: *Learners are handed handouts to answer gist questions about the two songs.*Learners are invited to compare between the

two singers’ tones, feelings and message …*The learners enjoy the music and recycle the usage of compare and contrast linkers.*As a last activity in the while listening, the students are asked to fill in the venn diagram with correct words from the list ( the words are adjectives to describe the singers’ tones).

Post-listening activities:*Students are asked to imagine a different end to each love story. *Students are asked to think critically. Is every painful situation we face in our lives, a dead end? The end of the world? Or is it anopportunity to be creative and look forward to

brighter future?*Aren’t they blessings in disguise?*All in all, students are invited to think of a painful situation they lived and thanks to their wise decision, they turned it into something creative and beneficial to everyone? Did they turn to Art to feel at ease with themselves?

*Learners are free to choose the ways they can respond the songs. The singers have responded to pain via singing. What about learners? Do they like to write a poem? Lyrics of a song? Draw a painting? Write a speech? Write a letter to the singer?

Mixed lyrics of the two songs ( in strips of paper): My life is brilliant My love is pure……………………………………………………Well you only need the light when it’s burning slow…………………………………………………….

Materials :

only miss the sun when it starts to snow.……………………………………………………I saw an angel of that i’m sureShe smiled at me on the subway……………………………………………………Only know you love her when you let her goOnly know you’ve been high when you’re

feeling low.……………………………………………………She was with another man.But I won’t lose no sleep on that‘Cause I’ve got a plan……………………………………………………Only hate the road when you’re missing home

Only know you love her when you let let her goand you let her go.……………………………………………………You’re beautiful, you’re beautifulit’s true.……………………………………………………

Staring at the bottom of your glasshoping one day you’ll make a dream last……………………………………………………I saw your face in a crowded placeAnd I don’t know what to do………………………………………………………

But dreams come slow and they go fastYou see her when you close your eyes.……………………………………………………‘cause i’ll never be with youYes, she caught my eyeAs we walked on by……………………………………………………

Maybe one day you’ll understand whyEverything you touch, oh, it dies! ……………………………………………………She could see from my face that I was flying highAnd I don’t think I’ll see her again,……………………………………………………

Staring at the ceiling in the darkSame old empty feeling in your heart.……………………………………………………You’re beautiful, you’re beautifulyou’re beautiful, it’s true.……………………………………………………‘cause love comes slow and goes so fast

There must be an angel with a smile on her face.When she thought up that I should be with you.……………………………………………………Well you see her when you fall asleepBut never to touch and never to keep

But it’s time to face the truth,I will never be with you.……………………………………………………‘cause you loved her too much and you dive too deep.……………………………………………………

*Literary words:-Stanza, chorus, ...-Tone,...*Adjectives:-Hopeless, helpless, homesick, nostalgic, lonely, low, blue, memorable, infatuated, charmed, irresistible, gloomy, sad, fatalistic,...

Targeted vocabulary

*Compare and contrast linkers:-both………………………………..-.....................while………………..-.....................whereas……………-.....................but………………….

Targeted structures

All kinds of reactions to the two songs are welcome, whether literary or artistic. *Learners are encouraged to work on songs as future lessons to present in the classroom.

Post-listening

*What do you think of the above-presented lesson plan? *Would you present such a lesson with your students? Why not?*Is it too challenging for your learners’ levels?*Can you think of ways to facilitate listening to them?

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