FREE EXERCISES BY BIBI BAXTER TO USE WITH

I Don't Want To Talk About It

Sung by Rod Stewart & Written by Danny Whitten

(Featured on the first Crazy Horse album)

• Exercise I:      Instructions for Tutors & Students
• Exercise IA:   Listening Practice/Sequencing 1
• Exercise IB:   Listening Practice/Sequencing 2
• Exercise II:     Instructions for Tutors & Students
• Exercise II:     Follow-up Practice/Matching Exercise/Conditional I
• Answer Key

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

Pedagogic ideas & worksheets by Bibi Baxter

EXERCISE-1

PEDAGOGIC INSTRUCTIONS FOR TUTORS

PRACTICE:  Listening

ACTIVITY:  Sequencing

LEVEL:  Pre-intermediate/Intermediate/Upper-intermediate 

INSTRUCTIONS: 

-Cut the following lyrics into strips

-If possible allow one set of lyrics per pair of students

-Instruct your students to listen to the music and put the strips in order

-Play the song according to the level of your students.  (ie: for struggling students, play the song line by line, make it a little more difficult by playing the song continuously and stopping only when requested, make it a much more difficult by playing it continuously.)  

Instruct upper-intermediate students to try and arrange the lyric strips before listening to the song.

EXERCISE-1

INSTRUCTIONS FOR STUDENTS

LEVEL:  Pre-intermediate/Intermediate/Upper-intermediate 

INSTRUCTIONS: 

-Cut the following lyrics into strips

-Work on your own, or with a friend

-Listen to the music and put the strips in order

-Play the song according to your level, (ie: play the song line by line, or make it a little more difficult by playing the song continuously and stopping only when you necessary, or make it a much more difficult by playing it continuously.)  

Upper-intermediate students should try to arrange the lyric strips before listening to the song.

• -Both of the following exercises can be used independently of each other or in combination for a mixed-ability class

• -Either/both can be used for the presentation of:  First Conditional Constructions

• -Either/both can be used as a fun exercise

• -Exercise 2 can be used as a fun test or for revision purposes

I Don't Want To Talk About It

EXERCISE-1 

(Listening/Sequencing Practice by Bibi Baxter)

CLICK FOR ANSWER KEY

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

Oh-oh-oh my heart!

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

If I stay here just a little bit longer

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

They're a mirror

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

Blue for the tears!  Black for the night's fears!

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

I can tell by your eyes that you've probably been crying forever

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

How you broke my heart!

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

They're a mirror

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

And the stars in the sky don't mean nothing to you;

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

If I stay here, won't you listen to my heart?

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

And the stars in the sky don't mean nothing to you;

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

I don't want to talk about it!

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

If I stand all alone, will the shadow hide the colour of my heart?

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

I Don't Want To Talk About It

 EXERCISE-1B 

(Listening/Sequencing Practice by Bibi Baxter)  

CLICK FOR ANSWER KEY

....................   And the stars in the sky don't mean nothing to you;

....................   And the stars in the sky don't mean nothing to you;

....................   Blue for the tears!  Black for the night's fears!

....................   How you broke my heart!

....................   I can tell by your eyes that you've probably been crying forever

....................   I don't want to talk about it!

....................   If I stand all alone, will the shadow hide the colour of my heart?

....................   If I stay here just a little bit longer

....................   If I stay here, won't you listen to my heart?

....................   Oh-oh-oh my heart!

....................   They're a mirror

....................   They're a mirror

FOLLOW-UP EXERCISE (no music required)

EXERCISE-2

PEDAGOGIC INSTRUCTIONS FOR TUTORS

PRACTICE: Speaking/Listening

LANGUAGE: First conditional construction (as a negative question) based on the following construction in the lyrics: "If I stay here, won't you listen to my heart?"

ACTIVITY:  Milling/Matching

LEVEL:  Pre-intermediate/Intermediate 

INSTRUCTIONS: 

-Cut the following into strips along the dotted lines (One set is adequate for up to 24 students)

-Give each student at least one piece of paper (the ones with the number on are the first half of the sentence and must be spoken first)

-Instruct your students to mill, saying the words on their strip(s) of paper and to listen to other students reading out their words.   (Students should NOT read other students' words, but should LISTEN and decide whether they can be logically matched with the words on their own piece of paper.)

1.   If I touch wet paint......
2.   ...... won't I get wet?  (Wrong answer of course because it is illogical)
3.   ...... won't my fingers be sticky?  (Right answer and logical)

-Instruct students not to sit down until they have found the matching strip.  (Often someone will sit down with the wrong answer;  this will mean some of the remaining students will be unable to find their match.  This will lead to accusations and laughter when you eventually go through the answers.)

-Get students to read their questions, starting from number 1, etc.

EXERCISE-2

INSTRUCTIONS FOR STUDENTS

LANGUAGE PRACTICE: First conditional construction (as a negative question) based on the following construction in the lyrics: "If I stay here, won't you listen to my heart?"

LEVEL:  Pre-intermediate/Intermediate 

INSTRUCTIONS: 

-Cut the following into strips along the dotted lines.  (Do not read them as you are cutting them, as they are in the correct order.) 

-Use the strips as a matching exercise.  Lay them on the desk in front of you and match up the different sections to make 12 logical questions. 

1.   If I touch wet paint......
2.   ...... won't I get wet?  (Wrong answer of course because it is illogical)
3.   ...... won't my fingers be sticky?  (Right answer and logical)

EXERCISE-2 

(A Matching Exercise by Bibi Baxter)

CLICK FOR ANSWER KEY

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

1.  If I touch that wet paint,  ..........

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

..........won't you even taste it?

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

2.  If I jump in the sea, ..........

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

.......... won't you say something nice?

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

3.  If you park too close to that car, ..........

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

..........won't my fingers be sticky?

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

4. If I sneeze again, ..........

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

.......... won't you be hungry?

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

5.   If they can't turn off the car alarm, ..........

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

.......... won't someone complain about us doing too much work?

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

6.  If he copies your exam paper again, ..........

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

.......... won't you help me?

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

7.  If I lend you some money, ........

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

.......... won't you report him for cheating?

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

8.  If I cook you a new dish, ..........

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

.......... won't I get wet?

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

9.  If I can't do my homework, ..........

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

.......... won't you go to the market with me this afternoon?

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

10.  If I introduce you to my new friend, ..........

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

......... won't the door hit it?

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

11.  If the teacher gives us another test, ..........

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

.......... won't you at least put your fingers in your ears?

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

12.  If I eat your sandwiches, ..........

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

.......... won't you offer me your handkerchief?

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

General Notes

This construction is used to plead, or persuade, when the answer "no" is expected, as in numbers 3-12.  In numbers 1-2, this construction is used to politely query an instruction using logic (as if to say:  Why are you asking me to do this?  It is not a reasonable request.)

EXERCISE-2 (Answer Key)

1.  If I touch that wet paint, won't my fingers be sticky?

2.  If I jump in the sea, won't I get wet?

3.  If you park too close to that car,  won't the door hit it?

4. If I sneeze again,  won't you offer me your handkerchief?

5.  If they can't turn off the car alarm, won't you at least put your fingers in your ears?

6. If he copies your exam paper again, won't you report him for cheating?

7. If I lend you some money, won't you go to the market with me this afternoon?

8. If I cook you a new dish, won't you even taste it?

9. If I can't do my homework, won't you help me?

10. If I introduce you to my new friend, won't you say something nice?

11. If the teacher gives us another test,  won't someone complain?

12. If I eat your sandwiches, won't you be hungry?

R-Z

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