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WITH A LITTLE HELP FROM MY FRIENDS

sung by The Beatles

More free teaching ideas from Bibi Baxter

THE CONTENTS OF THIS PAGE

• General instructions for making exercises easier, or more difficult

• Sequencing Practice

  • Jigsaw Lyrics

  • Jumbled Lyrics

• Spelling Practice

  • Total Cloze

  • Digraphs, Trigraphs, etc.

• Grammar & Vocabulary Practice

  • Random Cloze

  • Infinitives (with/without TO)

  • Modal & Auxiliary Verbs

  • Nouns

  • Prepositions & Particles

  • Mixed Tenses

  • Pronouns & Possessive Adjectives

  • Definite/Indefinite Articles

• Intonation Practice

• Vocabulary Aids:

  • in alphabetical order

  • in numerical order

• Suggestions for Further Practice

  • Suggestions for Composition & Discussion

  • General Ideas

  • Milling Exercise:  Reported Speech

  • Milling Exercise:  2nd Conditional

• Copyright Details

RELATED PAGES

• Beatles' albums index

• More pedagogic ideas for lyrics, poetry, etc. (listed by language points)

• More pedagogic ideas for lyrics (listed by song & singer)

• Information is given below on how to make this song suitable for students of varying levels;  however, please click here for additional advice

• Create your own worksheets
  • And I Love Her to describe a current boyfriend/girlfriend or an old flame.
  • Do You Want To Know A Secret to practise reported speech, confiding & betraying
  • Imagine by John Lennon (+ further practice ideas)
  • I Saw Her Standing There to practise:  questions, vocabulary, creative writing
  • Paperback Writer to practise:  Letter-writing, dictation & Formal v Informal English
  • She's Leaving Home to practise:  Intonation
  • Sergeant Pepper's Lonely Hearts Club Band to practise: Intonation
  • Things we said today to practise:  listening for words, true/false, reported speech
  • With A Little Help From My Friends to practise:  Intonation, Spelling, Sequencing & Grammar Practice

SEQUENCING PRACTICE-1

Jigsaw Listening

• Title:              With A Little Help From My Friends

• Activity:          Jumbled Lyrics

• Practice:         Sequencing - Jigsaw Lines

• Skills:             Listening/Reading

• Cut up the lyrics into lines
• If possible, laminate the strips, so they can be used regularly without damage
• Students should work individually (if highly competent) or in pairs
• Make this exercise easier by playing the song line by line, or even by half-lines, as many times as the students require
• Make it more difficult by playing groups of lines, or even continuously.
• Repeat the song as many times as necessary for student to finish the sequencing
• If necessary, regroup the pairs, so that students with good listening skills help those who are struggling

SEQUENCING PRACTICE-2 

Word Order

• Title:              With A Little Help From My Friends

• Activity:          Jumbled Lyrics

• Practice:         Sequencing - Word Order  

• Skills:             Listening/Reading/Writing

Verse – 1

I/if/of/out/sang/think/tune/what/would/you/,

................................................................................................................................................................

and/me/on/out/stand/up/walk/would/you/?

................................................................................................................................................................

’ll/a/and/ears/I/lend/me/sing/song/you/your

................................................................................................................................................................

’ll/and/I/key/not/of/oh/out/sing/to/try/.

................................................................................................................................................................

<>()<>

Chorus-1

a/by/friends/from/get/help/I/little/mm/my/with/. .

................................................................................................................................................................

a/friends/from/get/help/high/I/little/mm/my/with/. .

................................................................................................................................................................

’m/a/friends/from/going/help/I/little/my/to/try/with/.

................................................................................................................................................................

<>()<>

Verse–2

away/do/do/I/is/love/my/what/when/,

................................................................................................................................................................

alone/be/does/it/to/worry/you/?

................................................................................................................................................................

by/day/do/end/feel/how/I/of/the/the/,

................................................................................................................................................................

’re/are/because/no/on/own/sad/you/you/your/. .

................................................................................................................................................................  

<>()<>

Repeat Chorus-1

 <>()<>

Chorus-2

anybody/do/I/love/need/need/somebody/to/you/?.

................................................................................................................................................................

anybody/be/could/I/it/love/somebody/to/want/?.

................................................................................................................................................................

<>()<>

Verse- 3

a/at/believe/first/in/love/sight/would/you/?

................................................................................................................................................................

’m/all/certain/happens/I/it/that/the/time/yes/.

................................................................................................................................................................

do/light/out/see/the/turn/what/when/you/you/?

................................................................................................................................................................

’s/but/can’t/I/I/it/know/mine/oh/tell/you/. .  

................................................................................................................................................................

<>()<>

Repeat Chorus-1

 <>()<>

Chorus-3

anybody/do/I/just/love/need/need/somebody/to/you/?.

................................................................................................................................................................

anybody/be/could/I/it/love/somebody/to/want/?.

................................................................................................................................................................

<>()<>

Repeat Chorus-1

<>()<>

a/by/friends/from/get/help/I/little/my/with/yes

................................................................................................................................................................

a/friends/from/help/little/my/with

................................................................................................................................................................ 

<>()<>

SPELLING PRACTICE-1

Digraphs, Trigraphs, etc.

• Title:              With A Little Help From My Friends

• Activity:        Gapped

• Practice:         Spelling - Digraphs, Trigraphs, etc.  

• Skills:              Listening/Reading/Writing

INSTRUCTIONS

• Construct a gapped worksheet as follows:
  • Omit the spellings to be practised
  • Use the underscore key to indicate the number of letters which are missing
  • Provide the following aids, if appropriate

  #- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

  OPTIONAL VOCABULARY AID-1

  ai / au / ay / ea / ee / er / ey / ie / igh / ir / oe / oh / ou / ow / ur

   #- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

   OPTIONAL VOCABULARY AID-2

  ai / au / ay (x2) / ea / ee (x6) / er / ey / ie (x6) / igh (x3) / ir / oe / oh / ou (x21) /

  ow (x3) / ur

   #- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

SPELLING PRACTICE-2

Total Cloze

• Title:              With A Little Help From My Friends

• Activity:          Gapped

• Practice:         Spelling - Total Cloze 

• Skills:             Listening/Reading/Writing

INSTRUCTIONS

• Construct a gapped worksheet as follows:
  • Show the first letter of each word only
  • Use the underscore key to indicate the number of letters per word (eg: t_ _ n_ _ _ _ _ o_ l_ _ _ _ _ _ p_ _ w_ _ _ )
  • Play the song for students to check their answers
  • Provide the full lyrics as an answer key for students to check their spellings, either: 
    • as they are sung
    • in alphabetical order
    • in numerical order

LISTENING EXERCISES TO PRACTICE GRAMMAR

Use the following answer key lists to create your worksheets

LANGUAGE PRACTICE:  RANDOM CLOZE

• Title:              With A Little Help From My Friends

• Activity:          Gapped

• Practice:         Grammar - Random Cloze

• Skills:              Listening/Reading/Writing

INSTRUCTIONS

• Construct a gapped worksheet as follows:
  • Omit the language points to be practised
  • Leave a line in the gap
  • Provide the following aids, if appropriate
  • Competent students should be instructed to complete as many gaps as possible before listening to check their answers
  • Weak students should listen in order to complete the gaps.  
  • Allow students to compare their version with their peers
  • Play the song as many times as is necessary at a speed to suit the students' level

 #- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

VOCABULARY AID-1

(Some words are used more than once)

a /  and / anybody / be / because / but / by / could  / does / feel / friends / from / get / help / high / I / if / in / it / key / lend / mine / my / not / own / sight / somebody / song / the / to / try / tune / want / what / when / you

 #- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

VOCABULARY AID-2 (the most help)

Verse – 1:  and / I / if / key / lend / not / song / tune

Chorus-1:  by / friends / from / high / my / try

Verse – 2:  be / because / does / feel / the / when / own

Chorus-2:  could / I  / want

Verse- 3:  but / I  / in / it / mine / sight   / what / you / you 

Chorus-3:  anybody / be / somebody / to

Final Lines:  a / get / help / my

 #- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

1-if / 2-tune / 3-and / 4-Lend / 5-I / 6-song / 7-not / 8-key /  9-by / 10-from / 11-high / 12-my / 13-try / 14-friends / 15-when / 16-Does / 17-be / 18-feel / 19-the / 20-because / 21-own / 22-I  / 23-Could / 24-want /  25-you / 26-in / 27-sight / 28-it / 29-What / 30-you / 31-I  / 32-but / 33-mine / 34-anybody / 35-to / 36-be / 37-somebody /  38-get / 39-help / 40-a / 41-my

LANGUAGE PRACTICE:  INFINITIVES (WITH/WITHOUT TO)

• Title:              With A Little Help From My Friends

• Activity:          Gapped

• Practice:         Grammar - Infinitives (with/without TO)

• Skills:              Listening/Reading/Writing

INSTRUCTIONS

• Construct a gapped worksheet as follows:
  • Omit the language points to be practised
  • Leave a line in the gap
  • Provide the following aids, if appropriate
  • Competent students should be instructed to complete as many gaps as possible before listening to check their answers
  • Weak students should listen in order to complete the gaps.  
  • Allow students to compare their version with their peers
  • Play the song as many times as is necessary at a speed to suit the students' level

 #- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

VOCABULARY AID-1 (least help)

THE MISSING INFINITIVES

(add TO if necessary)

be / believe / do / feel / love / need / see / sing / stand up /

tell / think / try / walk out / worry

 #- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

VOCABULARY AID-2 (Most Help)

THE MISSING INFINITIVES

(add TO if necessary)

1-think / 2-stand up / 3-walk out / 4-sing / 5-try / 6-to sing / 7-to try / 8-do

9-worry / 10-to be / 11-feel / 12-need / 13-to love /  14-be / 15-to love

16-believe / 17-see / 18-tell / 19-need / 20-to love. / 21-be / 22-to love

 #- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

THE ANSWER KEY

 1-think / 2-stand up / 3-walk out / 4-sing / 5-try / 6-to sing / 7-to try / 8-do

9-worry / 10-to be / 11-feel / 12-need / 13-to love / 14-be / 15-to love

16-believe / 17-see / 18-tell / 19-need / 20-to love / 21-be / 22-to love

 #- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

LANGUAGE  PRACTICE:  MODAL & AUXILIARY VERBS

• Title:              With A Little Help From My Friends

• Activity:          Gapped

• Practice:         Grammar - Modal Verbs & Auxiliary Verbs 

• Skills:              Listening/Reading/Writing

INSTRUCTIONS

• Construct a gapped worksheet as follows:
  • Omit the language points to be practised
  • Leave a line in the gap
  • Provide the following aids, if appropriate
  • Competent students should be instructed to complete as many gaps as possible before listening to check their answers
  • Weak students should listen in order to complete the gaps.  
  • Allow students to compare their version with their peers
  • Play the song as many times as is necessary at a speed to suit the students' level

 #- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

VOCABULARY AID-1

(Some contractions will be required )

 am / cannot / could / do / does / will / would

 #- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

VOCABULARY AID-2

(Some contractions will be required )

 am / cannot / could (x2) / do (x4) / does / will (x2) / would (x3)

 #- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

1-would / 2-Would / 3-’ll /  4-’ll / 5-’m  / 6-do / 7-Does / 8-do / 9-Do / 10-Could / 11-Would  / 

12-do  / 13-can’t  / 14-Do  / 15-Could  

 #- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

LANGUAGE  PRACTICE:  NOUNS

• Title:              With A Little Help From My Friends

• Activity:          Gapped

• Practice:         Grammar - Nouns

• Skills:              Listening/Reading/Writing

INSTRUCTIONS

• Construct a gapped worksheet as follows:
  • Omit the language points to be practised
  • Leave a line in the gap
  • Provide the following aids, if appropriate
  • Competent students should be instructed to complete as many gaps as possible before listening to check their answers
  • Weak students should listen in order to complete the gaps.  
  • Allow students to compare their version with their peers
  • Play the song as many times as is necessary at a speed to suit the students' level

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

VOCABULARY AID-1

The missing nouns

(Some nouns are used more than once)

day / ears / end / friends / help / key / light / love  / sight / song / time./ tune

 #- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

VOCABULARY AID-2 (the most help)

The missing nouns

 day / ears / end / friends (x5) / help (x5) / key / light / love (x2) / sight / song / time / tune

 #- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

1-think / 2-stand up / 3-walk out / 4-sing / 5-try / 6-to sing / 7-to try / 8-do / 9-worry / 10-to be / 11-feel / 12-need / 13-to love / 14-be / 15-to love / 16-believe / 17-see / 18-tell / 19-need / 20-to love / 21-be / 22-to love  

 #- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

Note:  Do you believe in (a) love at first sight?

LOVE is not usually preceded by ‘a’ in this phrase

LANGUAGE  PRACTICE:  PREPOSITIONS & PARTICLES

• Title:              With A Little Help From My Friends

• Activity:          Gapped

• Practice:         Grammar - Prepositions & Particles

• Skills:              Listening/Reading/Writing

INSTRUCTIONS

• Construct a gapped worksheet as follows:
  • Omit the language points to be practised
  • Leave a line in the gap
  • Provide the following aids, if appropriate
  • Competent students should be instructed to complete as many gaps as possible before listening to check their answers
  • Weak students should listen in order to complete the gaps.  
  • Allow students to compare their version with their peers
  • Play the song as many times as is necessary at a speed to suit the students' level

 #- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

VOCABULARY AID-1 (least help)

THE MISSING PREPOSITIONS & PARTICLES

 at / away / by / from / in / of / of /  on / out  / to / up / with

 #- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

VOCABULARY AID-2 (most help)

THE MISSING PREPOSITIONS & PARTICLES

 at / away / by (x3) / from (x5) / in / of (x3) / of (x2) /  on (x2) /

out  (x4) / to (x7) / up / with (x3)

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

THE ANSWER KEY  

1-out / 2-of / 3-up / 4-out / 5-on / 6-to / 7-out / 8-of / 9-by / 10-with / 11-from / 12-with  / 13-from  / 14-to / 15-with / 16-from / 17-away / 18-to / 19-by / 20-of / 21-on  / 22-to / 23-to / 24-in / 25-at / 26-out  / 27-to / 28-to / 29-by / 30-from  / 31-from

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

LANGUAGE  PRACTICE:  MIXED TENSES

• Title:              With A Little Help From My Friends

• Activity:          Gapped

• Practice:         Grammar - Mixed Tenses (See Vocabulary Aid-1 for details)

• Skills:              Listening/Reading/Writing

INSTRUCTIONS

• Construct a gapped worksheet as follows:
  • Omit the language points to be practised
  • Leave a line in the gap
  • Provide the following aids, if appropriate
  • Competent students should be instructed to complete as many gaps as possible before listening to check their answers
  • Weak students should listen in order to complete the gaps.  
  • Allow students to compare their version with their peers
  • Play the song as many times as is necessary at a speed to suit the students' level

  #- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

  VOCABULARY AID-1 (Least Help)

  THE TENSES TO USE

  imperative / simple past / simple future

  simple present (affirmative & interrogative) / present continuous

  #- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

  VOCABULARY AID-2 (Most Help)

  THE MISSING VERBS PER NUMBERED GAP

  (1) sing  (2) lend  (3) sing   (4) try   (5)get   (6) get   (7) go   (8) do   (9) be   (10) worry   (11) feel   (12) be   (13) be   (14) need   (15) need   (16) want  (17) be (18) happen  (19) see  (20) turn out  (21) know  (22) be   (23) need   (24) need  (25) want   (26) get

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

VOCABULARY AID-3

THE MISSING VERBS (INFINITIVES)

be / do / feel / get / go / happen / know / lend / need / see / sing / try / turn out / want / worry

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

VOCABULARY AID-4

THE MISSING VERBS (CONJUGATED BUT NOT CONTRACTED)

am / am going / are (x2) /  do I do / do I feel / do you need (x2) / do you see / does  it worry / get (x3) / 

happens / is (x2) / know / lend / need (x2) / sang / turn out  / want (x2) / will sing / will try

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

THE ANSWER KEY

  (1) sang   (2) Lend   (3)’ll sing   (4)’ll try   (5)get   (6) get   (7)’m going   (8) do I do   (9) is 

(10) Does  it worry   (11) do I feel   (12) Are   (13)’re    (14) Do you need 

(15) need    (16) want  (17)’m  (18) happens   (19) do you see   (20) turn out   

(21) know   (22)’s    (23) Do you need  (24) need  (25) want   (26) get

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

LANGUAGE  PRACTICE: PRONOUNS & POSSESSIVE ADJECTIVES

• Title:              With A Little Help From My Friends

• Activity:          Gapped

• Practice:         Grammar - Pronouns & Possessive Adjectives

• Skills:             Listening/Reading/Writing

INSTRUCTIONS

• Construct a gapped worksheet as follows:
  • Omit the language points to be practised
  • Leave a line in the gap
  • Provide the following aids, if appropriate
  • Competent students should be instructed to complete as many gaps as possible before listening to check their answers
  • Weak students should listen in order to complete the gaps.  
  • Allow students to compare their version with their peers
  • Play the song as many times as is necessary at a speed to suit the students' level

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

VOCABULARY AID-1 (the least help)

anybody  / I  / it / me / mine / my / somebody  / you  / your

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

VOCABULARY AID-2

anybody (x4) / I (x16) / it (x5) / me (x2) / mine / my (x6) /

somebody (x4) / you (x11) / your (x2)

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

VOCABULARY AID-3

Possessive Adjectives

my (x6) / your (x2)

Pronouns

anybody (x4) / I (x16) / it (x5) / me x2) / mine / somebody (x4) / you (x11)

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

VOCABULARY AID-4 (the most help)

Verse-1:             I / me / you / you

Chorus-1:            my / I

Verse-2:              I / it / my / you / your

Chorus-2:            anybody / I / it / somebody / you

Verse-3:              I / it / mine / you

Chorus-3:            anybody / I / it / somebody / you

Final Lines:          my / I

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

THE ANSWER KEY

1-you / 2-I / 3-you / 4-me / 5-me / 6-your / 7-I / 8-you / 9-I / 10-I / 11-my / 12-I / 13-my / 14-I / 15-my / 16-I / 17-my / 18-it / 19-you / 20-I / 21-you / 22-you /

23-your / 24-you / 25-anybody / 26-I /  27-somebody / 28-it / 29-anybody / 30-I 31-somebody / 32-you / 33-I / 34-it / 35-you / 36-you / 37-I / 38-you / 39-I /

40-it / 41-mine / 42-you / 43-anybody / 44-I / 45-somebody / 46-it / 47-anybody 48-I / 49-somebody / 50-I / 51-my / 52-my

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

LANGUAGE PRACTICE:  DEFINITE/INDEFINITE ARTICLES (the/a/an/no article)

• Activity:        Gapped

• Practice:         Grammar - Definite/Indefinite Articles (the/a/an/no article)

• Skills:              Listening/Reading/Writing

INSTRUCTIONS

• Construct a gapped worksheet as follows:
  • Omit the language points to be practised
  • Leave a line in the gap
  • Provide the following aids, if appropriate
  • Competent students should be instructed to complete as many gaps as possible before listening to check their answers
  • Weak students should listen in order to complete the gaps.  
  • Allow students to compare their version with their peers
  • Play the song as many times as is necessary at a speed to suit the students' level

  #- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

  THE ANSWER KEY

  1-none / 2-a / 3-none / 4-a / 5-a / 6-a / 7-the / 8-the / 9-none / 10-none

  11-Error: Normally there would be NO article in this sentence before love

  12-the / 13-the / 14-none / 15-none / 16-none / 17-a / 18-a

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

FULL LYRIC VOCABULARY AIDS

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

FULL LYRIC VOCABULARY AID-1

A LIST OF THE LYRICS IN ALPHABETICAL ORDER

all / alone / am / and / anybody / are / at / away / be / because / believe / but / by / can’t / certain / could / day / do / does / ears / end / feel / first / friends / from / get / going / happens / help / high / how / if / in / is / it / just / key / know / lend / light / little / love / me / mine / my / need / no / not / of / on / out / own / sad / sang / see / sight / sing / somebody / song / stand / tell / that / the / think / time / to / try /  tune / turn / up / walk / want / what / when / will / with / worry / would / yes / you / your

#- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

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FULL LYRIC VOCABULARY AID-2

A LIST OF THE LYRICS IN NUMERICAL ORDER

• 2-LETTER WORDS:  am / at / be / by / do / if / in / is / it / me / my / no / of / on / to / up

• 3-LETTER WORDS:  all / and / are / but / day / end / get / how / key / not / out / own / sad / see / the / try / yes / you

• 4-LETTER WORDS:  away / does / ears / feel / from / help / high / just / know / lend / love / mine / need / sang / sing / song / tell / that / time / tune /  turn / walk / want / when / what / will / with / your

• 5-LETTER WORDS:  alone / could / first / going / light / sight / stand / think / worry/would

• 6-LETTER WORDS:  because / cannot / little

• 7-LETTER WORDS:  anybody / believe / certain / friends / happens

• 8-LETTER WORDS:  somebody

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STRESS & INTONATION

• Title:       With A Little Help From My Friends 
• Level:      Intermediate +
• Skills:      Listening, reading, writing
• Activity:   Gapped Text
• Language Practice:  Stress & Intonation

INSTRUCTIONS:  

• Add Information to make it easier

• Remove information to make it more difficult

• For this song, upper intermediate students should listen and write the words with no help or discussion.  They should then check what they have written with classmates.

• Once the lyrics are completed, encourage students to sing along with the song, in order to practise the stress and intonation.  

• Ask them to accompany the final 'long' notes, by singing the missing words.  This will help them to recognise words with 'long vowel sounds' which are so important in our language.  Follow this exercise with practice of long v short vowels.

With A Little Help From My Friends

Verse – 1

What      ...............…             think       ...............…             sang       .................               tune?

Would    ...............…             stand      ...............…             walk        .................               me?        

Lend       ...............…             ears         ...............…             sing        .................               song,     

.....................           try           ...............…             sing        ...............…             key          ................. .             Oh...         

Chorus-1

.....................           by           ...............…             help        ...............…             friends    ................. .             Mm...

.....................           high        ...............…             help        ...............…             friends    ................. .             Mm...     

                                I’m          ...............…             try           ...............…             help        .................               friends.  

 Verse – 2

What      ...............…             do           ...............…             love        .................               way?

Does       ...............…             wor         ...............…             you         .................               lone?

How        ...............…             feel          ...............…             end         .................               day?

.....................           sad          ...............…             you’re    ...............…             own        ................. .             No...

Repeat Chorus-1

Chorus-2

.....................           need       ...............…             bod         .......?  ........…           need       .................               bod   ..............        love

.....................           be            ...............…             bod         .......?  ........…           want       .................               bod   ..............       love

Verse- 3

Would    ...............…             lieve        ...............…             love        .................               sight?

Yes,        ...............…             cer           ...............…             hap         .................               time.

What      ...............…             see          ...............…             turn         .................               light?

.....................           tell           ...............…             know      ...............…             mine        ................. .             Oh...

Repeat Chorus-1

Repeat Chorus-2

Repeat Chorus-1

.....................           by           ...............…             help        ...............…             friends    ................. .             Mm...

                Yes,        ...............…             by           ...............…             help        .................               friends,

.....................           help        ...............…             friends        (long musical notes complete this section. see instructions)

GENERAL SUGGESTIONS FOR FURTHER PRACTICE

• Practice the functions and exponents, from the song, which are shown in the language notes.
• Make a list of the rhyming words in the lyrics (see Language Notes), categorise them according to their sounds, then find other words to rhyme with them (from the dictionary, newspapers or from memory, etc.)
• Comparison of phrasal verb constructions:
• verb + object + particle
• verb + particle + object
• verb + particle + preposition
• verb + particle (no object)
• Phrasal Verbs v Verbs + Prepositional phrases
• Countable v Uncountable nouns (help is an uncountable noun)
• Introduce your students to the famous speech from Julius Caesar by William Shakespeare, as follows:-                

 Friends, Romans, Countrymen, lend me your ears;

I come to bury Caesar, not to praise him.

The evil that men do, lives after them,

The good is oft interred with their bones;

So let it be with Caesar.  The noble Brutas

Hath told you that Caesar was ambitious;

If it were so, it was a grievous fault;

And grievously hath Caesar answered it.

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More of this speech can be found at

http://www.musicalenglishlessons.org/classics/williamshakespeare/quotes.htm

SUGGESTIONS FOR COMPOSITION OR DISCUSSION

• Discussion:  What qualities should a friend have?
• Discuss in which type of relationships, people ...
• Feel completely at ease with each other
• Tread carefully
• Treat each other with kid gloves
• Constantly seek approval
• Live with constant disapproval
• etc.
• Describe either of the following, including the positive and negative aspects of their relationship with you.
• Different types of friends
• Different members of your family
• Get students to create mini dialogues, making suggestions, but ending with ‘What would the neighbours think if we did that?’  (How about painting the outside of the house bright orange?   or Why don’t we sunbathe nude in the garden?)

FURTHER PRACTICE:  MILLING EXERCISE-1

• ACTIVITY:       Milling (using question prompts)

• PRACTICE:     Reported Speech

• FUNCTIONS:  Giving unprepared answers & Reporting the comments of others

INSTRUCTIONS:  

• Give one prompt per student
• Instruct students to mill and ask their question
• Encourage them (preferably) to remember the answers or to take notes
• Have a feedback session to enable students to report their classmates’ comments

NOTES FOR FEEDBACK TIME

• The sun rises and sets every day without fail
• Carrots can help you see better in the dark (Vitamin A)

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Do you sing out of tune?

(to sing out of tune = to sing off key, so the notes sound wrong and inharmonious)

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Have you ever walked out on anyone?  (When?  Why?)

(to walk out on someone = to leave someone permanently (if married) or to leave somewhere early, leaving the person you were with.

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Would you like me to sing you a song or tell you a joke?

(Before asking, have a song or joke prepared)

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How many chums have you got exactly?

(chums = friends)

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What do you do when you have a night off from your boyfriend/girlfriend?

(to have a day off from school or work)

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Do you like being alone or does it make you feel down in the dumps?

(to feel down in the dumps = to feel sad)

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Do you get much help from your friends? 

(What type of help?  Practical?  Physical? Financial? Psychological?  Encouragement?)

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Have you ever fallen in love with anyone at first sight?

(to fall in love at first sight = to feel very strongly about someone as soon as you meet them)

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Can you tell me one thing which happens every day without fail?

(without fail = always)

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Can you see in the dark? 

What vegetable can help you see better in the dark? 

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FURTHER PRACTICE:  MILLING EXERCISE-2

• ACTIVITY:       Milling & Matching  (Suitable for testing purposes)

• PRACTICE:     2^nd Conditional V Simple Present Questions & Answers

• SKILL:          Clear Pronunciation

INSTRUCTIONS:   (For groups of 10 students)

• Pre-teach all new vocabulary in this exercise
• Give each student a question prompt (with a number) and a response prompt
• Instruct students to mill, saying their question
• The other students then say their response and decide (by themselves) whether the question and response match or not.
• Instruct students to KEEP the prompts and to sit down when they have matched up their prompts.
• Check the questions and responses when everyone has finished.
• If some have sat down too soon, some students will be unable to match their prompts.

DISTRIBUTION:

• For 20 students, give one prompt each or divide students into two groups
• For 1:1 students, use this exercise as a matching exercise

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1. What would you do if I left the room now?

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I would call you back.

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2. What do you do when you don’t have enough money for your bills?

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I borrow money from another account

(Idiom: I rob Peter to pay Paul)

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3. What would you do if your favourite singer walked in right now?

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I would stand and look in amazement.

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4. What do you do when someone cuts themselves?

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I clean it up and cover it with a plaster.

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5. What would you do if someone in this room kissed you?

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I am sure would go very red (blush)

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6.  What do you do when you spill coffee on your T-shirt?

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I wash it out.

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7.  What would you do if you won a lot of money?

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I would have a party.

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8.  What do you do when it’s your birthday?

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I have a party.

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9.  What would you do if there were a good film on TV?

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I would either watch it or record it.

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10.  What do you do when there is an interesting documentary on television?

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If possible, I watch it;   otherwise, I have to record it.

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COPYRIGHT DETAILS

AND I LOVE HER * Words & Music by John Lennon & Paul McCartney * Copyright © 1967 Northern Songs

 *All Rights Reserved * International Copyright Secured 

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For copyright permission, please contact 

Music Sales Ltd., Clearance (Third Party) Officer, 8/9, Frith Street, London W1V-5TZ

Innovative ESL/EFL Lesson Ideas by Bibi Baxter