Using the short news and songs in english to practise listening skills for 11th grade

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING
THANH CHUONG 3 HIGH SCHOOL

=====  =====

TEACHING EXPERIENCE
USING THE SHORT NEWS AND SONGS IN ENGLISH
TO PRACTISE LISTENING SKILLS FOR
11TH GRADE STUDENTS.

Teacher: Hoàng Thị Hằng
Group: English

School year: 2020 - 2021


TABLE OF CONTENTS
CONTENTS
I: INTRODUCTION
1. Reasons for teaching experience
2. Purpose of teaching experience
3. Innovation of teaching experience
4. Methods of the teaching experience
5. Background of teaching experience
II: CONTENT
Chapter 1. Theoretical and Practical background
1.1. Theoretical background
1.2. Practical background
Chapter 2: The techniques
2.1. Pre – Listening Tasks
2.2. While – Listening Tasks

2.3. Post – Listening Tasks
Chapter 3: Illustrations
3.1 Sample 1: Listening to the news
3.2 Sample 2: Listening to the song
3.3 Sample 3: Listening to the news
3.4 Sample 4: Listening to the song
3.5 Sample 5: Listening to the news
Chapter 4: Findings and evaluation
Chapter 5: Some images were taken in classes which were
applied this teaching method
5.1. Images of 4 classes 11A3, 11 B, 11D2, 11D5 in listening lessons
5.2. Images of group works of these classes in listening parts
5.3. Images of Role Play “I’m a singer”
5.4. Images of the interview and talk about gardening in lesson 5
5.5. Image of presentation about their favourite singers
5.6. Images of discussion about Covid -19
5.7. Image of Student's Portfolio
III. CONCLUSION
REFERENCES

PAGE
1
1
1
1
2
2
3
3
3

4
5
5
5
5
5
5
10
14
18
23
28
29
29
30
31
33
34
35
36
37
38


I. INTRODUCTION
1. Reason for teaching experience
How to teach and study English effectively is always a big question to both
teachers and students. Moreover, learning a language is a complex and long
process as anyone who has tried will agree. The knowledge introduced in the
textbook is what all students have to exploit and receive. However, if teacher

teaches directly the lessons, students will feel passive and bored. They cannot
define what they are going to study because the fact that English is too difficult for
them, especially in listening skills.
As we known, “ Listening is ability to identify and understand what others
are saying. This involves understanding a speaker’s accent and pronunciation, his
grammar and vocabulary, and grasping his meaning” (Howatt and Dakin 1974).
However, in almost mountainous areas the students have little chance to practice
listening and speaking with native speakers. They encounter many problems with
listening skills, so they feel bored with the subject.
Furthermore, it can be undeniable that English has played a vital role in the
period of modernization and industrialization. It is not only the official language in
many fields of society but also the compulsory subject of many countries.
Companies are becoming more international, and English is listed as an essential
skill for more and more jobs. Therefore, being good at English is everyone’s desire
because they can easily find a good job in job markets. However, the effectiveness
of teaching and studying Listening Skills is not really as what we want.
Despite their good grammar and vocabulary, Listening skills in English
cause students a lot of trouble. They can not communicate well because of poor
listening. Therefore, to contribute to solving the problem, I have made every effort
to find out the ways to improve and develop students’ listening skills, not only in
listening lessons but also other ones.
In my teaching experience, I would like to recommend this method to help
improve listening skill for 11th graders:“Using the short news and songs in
English to practise listening skills for 11th grade”.
2. Purposes of teaching experience
The purposes of the study is to investigate some useful listening activities to
improve and develop students’ listening skills through short news and songs in
English.
3. Innovation of teaching experience
Listening is a basic skill in first language acquisition and is crucial in

English as Second/Foreign Language (ESL/EFL) learning. According to Wolvin
(2012) listening has been identified as one of the most used and one of the most
1


important communication skills in personal, academic, and professional settings
alike. The vital role of listening in communication begins with the recognition that
listening is the first language skill to be acquired. Given the concepts related to
listening, it is essential for language teachers to help their students become
effective listeners. It is not only for communicative goal of language teaching but
also when they use the language outside the classroom as well.
Besides that, using authentic songs and news is a new way in teaching
listening skills. We can access a great deal of materials which is updated every
minute on the internet. Students do not feel bored with the repetition of old
information in the text books. Moreover, the authentic songs and news can be used
for a number of purposes and there are many reasons why songs and news can be
considered a valuable pedagogical tool. Teachers should take songs and news to a
teaching context. First of all, music and news have to do with social context. The
second, they may change students' mood. Next, they provide stimulation and
entertainment as well as challenge and pleasure. Furthermore, music and news
maybe associated with happiness because it brings people's remembrances and
dreams. Finally, most teachers agree that music and authentic news are powerful
tools to learn English.
4. Methods of teaching experience
To complete my study, I draw experience from my own teaching, especially
in teaching for gifted students. I also consult a lot of documents and my colleagues
about their teaching experiences. Moreover, I carry out surveys among grade 11
students. I also use comparative methods (Compare the differences between my
colleagues’ periods and mine, compare the differences of the periods before and
after application).

5. Background of teaching experience
I applied techniques to teach students in 11A3, 11B, 11D2 and 11D5 at
Thanh Chuong 3 High School (a mountainous school with low level in English) in
school year 2020 -2021, and some of them for gifted students.
The following statistics at my classes when I did not apply these techniques:

Class

Good

Quite

Normal

Number

%

Number

%

Number

%

3

7.7 %

12

30.7%

24

61.6 %

11A3
( 39 students)
(inapplicable)
2


11B
(40 students)

2

5.0 %

15

37.5%

23

57.5 %

3

7.3 %

23

56.1%

15

36.6 %

1

2.9 %

6

17.1%

28

80 %

2

40 %

3

60 %

0

0%

(inapplicable)
11D2
(41 students)
(inapplicable)
11D5
(35 students)
(inapplicable)
Gifted Students
(5 students)
(inapplicable)
The table shows the statistics of classes 11A3, 11B, 11D2, 11D5 and some
of gifted students about listening results when I have not applied the techniques. As
can be seen, a lot of students in these classes can not listen to English well. The
good students who can listen to English make up below 10 %. On the other hand,
the number of normal and low level students account for more than 50 % in these
classes. In reality, they are lack of capability in listening skills, and usually get
bored with the subject. So, using songs and news is a new way to motivate students
and help them pay more attention to the subject.
II. CONTENTS
CHAPTER 1. THEORETICAL AND PRACTICAL BACKGROUND
1.1. Theoretical background
The use of music and song in the English language-learning classroom is a
common way. It has been proven by many researchers that music and songs
become one of the effective ways in English classroom. According to Brand and Li
(2009) teachers of English as a second language (ESL) from around the globe

enthusiastically report contributions to music education about their successful use
of music and associated song lyrics with students. Various teaching methods are
used to teach ESL learners and, according to research, music is the most important
method to enhance the learning of ESL (Horn, 2007, p.7).
3


It is said that songs play roles as authentic materials. When designing
lessons and teaching materials to further develop listening comprehension skills,
students need to be motivated and stay motivated. According to Hornby (1990), a
song is a piece of music with words that is sung. Song is also a great language
package that bundles culture, vocabulary, listening, grammar and a host of other
language skills in just a few rhymes. Songs can also provide a relaxed lesson.
They can also form the basis for many lessons (Futonge, 2005).
An other way of teaching listening is using news to provide authentic
materials for learners. By listening to the news (on TV, the internet or radio)
students are expected to be able to comprehend spoken language and it will
improve their ability in listening comprehension. So, by listening to the authentic
news, the students are trained to listen to the listening material from different
sources, topics, and accents, of the news readers. These activities also train them to
understand the spoken language in limited time, because the news presenters
commonly deliver the news faster.
Therefore, songs and news are authentic materials to improve students’
listening abilities. By doing this task regularly, the students will know the wide
range of vocabulary, pronunciation of unfamiliar words, and accents of the news
readers. When this activity is done continuously it will improve their listening
comprehension.
1.2. Practical background
Through teaching, my colleagues and I have experienced some obstacles
in teaching listening parts in the classroom. The followings are the most

common ones:
- The content of listening parts in the text book is too challenging and
general. Some of them are not updated every day. Therefore, students find it hard
to engage in the lessons.
- Because the exams usually examine students in grammar, reading and
writing skills, teachers at high school seldom pay attention to communicative skills
like listening section.
- Some teachers remain the same requirement, do not adapt the task, do not
prepare the activities beforehand. This leads to boredom and overload among
students.
- The most important thing is the students at Thanh Chuong 3 High School
are mainly from mountainous area, some of them are ethnic minority. They have a
lot of difficulties in learning foreign language, particularly the chance to access
internet to get materials is too little. As a result, they are not motivated in learning
English (especially in listening section) and they lose their passion for the subject.
Consequently, they usually get bad marks in the exams and feel bored with
learning English.
4


- To solve the problem, I decided to conduct a classroom action research
which focus on improving my students’ listening by applying authentic English
songs and news. These songs and news bring positive changes to my students. So,
finding effective solution is main duty of this teaching experience.
CHAPTER 2. THE TECHNIQUES
To help students improve their listening skills, these authentic tasks and
activities have been organized in the classroom and some of them carried out as
students’ homework (I ask Students to use PORTFOLIO to collect Students’ news
and song notes as a regular work, which was done every week).
2.1 PRE – LISTENING TASKS:

o

True or False statements. Teacher asks the Students to guess the
answers before listening.

o

Synonym matching – Students guess and try to match the synonyms in
two columns.

o

Sentence matching – Provide sentences that have been cut in half.
Students try to match the beginning to the end of the sentence.
Vocabulary and some grammar points relate to the topics

o

2.2 WHILE – LISTENING TASKS
o

Gap-filling (with options)

o

Gap-filling (without options)

o

Multiple-choice questions

o

Sentence matching

o

Reorder the sentences

o

And many others, but make sure tasks are more targeted towards
listening comprehension and not entirely open-ended.
2.3 POST – LISTENING TASKS

o

Open-ended questions: why, what, where, who, how, etc…

o

Discussion questions

o

Picture describing

o

Presentation (the current news, famous singers, favourite songs,

etc…)

o

Games to practice vocabulary or grammar

5


CHAPTER 3. THE ILLUSTRATION
3.1 Sample 1
LESSON 1
(I adapt some tasks of listening section of Unit 10 English 11 – Basic
level)
(I also use this task for my gifted students)
LISTENING TO THE NEWS
Headline: Cases in the U.S. have decreased in recent weeks, but new
virus variants are bringing new threats.
 Objectives: Help students practice listening for specific information,
inferring meaning, and discussing about problems of Covid-19.
 Level: Intermediate
 Activity type: Note taking
 Grammar focus: Passive Voice
 Vocabulary: infection, mutation, trajectory, pandemic, clinical trials,
legislation.
 Preparation: design the worksheet and copy for every students in the class.
 Procedure:
Stages/ Time

Teacher’s activities

Pre – listening

- T asks students to work in
pairs and match the word with
its synonym. (worksheet)

- Work in pairs and
match the words with
synonyms

- Expected answer:

- Give answers and
Vietnamese meaning

10 minutes

1.b, 2a, 3f, 4b, 5e, 6d

Students’ activities

- T calls some students to give
answers and ask them to give
Vietnamese
meaning
if
necessary.

- Read the words chorally

- T asks SS to read the words and individualy.
chorally and individually.
While –
listening

- T asks SS to read through the - Read through the news on
tasks.
worksheet and guess the kind
- T asks Ss to guess what kind of missing words.
6


20 minutes

of words that are missing.

- Listen to the audio/video
- T plays the audio/video for and fill in the missing words.
students to listen and take note
the missing words.
- Go to the board and write
- T asks Ss to work in pairs and the answers.
exchange the answers.
- T calls some Ss to write the
missing words on the board.
- T plays the audio/video for Ss
to listen again and check the
answers.

- Take note the right answers

- T gives feedback and answer on the worksheet.
key.
Expected answers:
1. Threats
2. Cases
3. Infectious
4. Security
5. Vaccination
6. Promises
7. Variants
8. Economic
- T provides
tapecript

students

the

Post – Listening - T asks Ss to work in groups - Work in groups and discuss
15 minutes and discuss about Covid-19 about Covid -19
pandemic
- Make presentation in front
- T calls some leaders of the of the class
groups
to
express
their
discussion

7

THE WORKSHEET 1

Some people took part in clinical trials

Listen to the news and do the tasks that follow
Audio/video source:
/>I. Vocabulary: matching the word with its synonym.
A

B

1. Infection

a. variation

2. Mutation

b. disease

3. Trajectory

c. epidemic

4. Pandemic

d. lawmaking

5. Clinical trials

e. trials of drugs

6. Legislation

f. track/path

II. Grammar: passive voice
8


- Underline the passive voice in the news.
III. Listen to the news and fill in the blank with missing words.
Cases in the U.S. have decreased in recent weeks, but new virus variants are
bringing new threats.
Reports of new COVID-19 infections are leveling off. But the CDC says it's
no time to relax - because of (1)…………….. from new mutations of the virus.
There are more than 28 million (2) ………….. and 510,000 deaths in the
U.S. now, with the past week showing a 29 percent decrease in daily infections
compared to two weeks earlier.
But the head of the CDC said Friday there's a concerning new shift in
COVID-19's trajectory. That's because highly (3) ……………… new variants of
the virus are forming and spreading.
"We may be done with the virus but clearly the virus is not done with us,"
said CDC director Dr. Rochelle Walensky. We cannot get comfortable or give in to
a false sense of (4) ………………….. that the worst of the pandemic is behind us.
Not now, not when mass (5) ………………… is so very close."
More than 70 million vaccine doses have been administered in the U.S., and
President Biden (6)…………….. 100 million shots by April 30 - his 100th day in
office.

And a third vaccine would help in that mission. Health officials say 3.9
million doses of Johnson & Johnson's vaccine could be available soon - enough to
increase vaccinations in states by 25 percent.
And still another pending vaccine, from AstraZeneca, could be a major
weapon because it's been modified to tackle emerging COVID-19 (7)…………...
The vaccine is now being distributed internationally. But it is still undergoing
American clinical trials, which must be completed before it can get emergency
use approval in the U.S.
And another step in the pandemic - President Biden's (8)…………………
relief package passed in the House Saturday, and now it's off to the Senate. But
even with the progress on legislation - and vaccinations - the commander in chief
isn't celebrating yet.
"This is not a victory lap. Everything’s not fixed. We’ve got a long way to
go."
IV. Discussion
1. How does the Covid -19 pandemic affect to the human race, environment,
economy, education, and so on?
9


2. What do we have to do to keep away that virus?
This image of class 11A3 when I apply some techniques.

This image is about students’ listening effect
when I use this teaching method in class
10


In the image, the students of class 11B usually feel bored with English
subject. However, when I apply this technique, they pay more attention to the

lesson, and do the task eagerly.

Image of
listening
when I use
news

student’s
note
authentic

11


3.2 Sample 2
LESSON 2
(I adapt the listening skill of Unit 2- English 11 Basic level)
LISTENING TO THE SONG
Song: I NEVER LOVE AGAIN – LADY GAGA
- Objectives: after the lesson, students will be able to arrange the information,
correct the mistakes and make the role play as a singer.
- Level: Pre – Intermediate
- Activity type: Note taking, reordering, and correcting.
- Grammar focus: Future form, shorten form, and command form.
- Vocabulary: break my heart, stranger, pretend, sunlight, touch.
- Preparation: design the worksheet and copy for every students in the class.
- Procedure:
Stages/ Time
Pre – listening
10 minutes

Teacher’s activities

Students’ activities

- T asks students to work in - Work in pairs and talk about
pairs and tell your partner the favourite singers
about your favourite singers
- Give answers
- T calls some pairs to give
answers.
12


- T provides to students some
vocabularies and asks Ss to
give Vietnamese meaning.
- T asks Ss to read the words
- Read the words chorally and
chorrally and individually
individualy.
Vocabulary:
- break my heart
- stranger
-

pretend,

- Sunlight
- touch.

While –
listening
20 minutes

Task 1: Fill in the missing - Read through the worksheet
word
and guess the kind of missing
- T asks SS to read through the words.
worksheet about content of the - Listen to the audio/video
exercise.
and fill the missing words.
- T asks Ss to guess what kind
of words that are missing.
- Go to the board and write
- T plays the audio/video for the answers.
students to listen and take note
the missing words.
- T asks Ss to work in pairs
and exchange the answers.
- T calls some Ss to write the
missing words on the board.
- T plays the audio/video for - Take note the right answers
Ss to listen again and check on the worksheet.
the answers.
- T gives feedback and answer
key.
Expected answers:
Could/ goodbye/ wanted/
cried/ knew/ last/ broke/ two/
save.

Task

2:

Reorder

the
13


sentences
- T asks Ss to listen to the song
again and rearrange the task.
- Listen and rearrange the
- T plays the audio/video twice task
-T calls some Ss to give
answers
- T plays the tape again, gives
feedback and answer key
- Expected answers:

- Listen again and check the
answer.

1.Don’t wanna feel another
touch
2. Don’t wanna start another
fire
3. Don’t wanna know another
kiss

4. No other name fallin’ off my
lips
5. Don’t wanna give my heart
away
Task 3. Correct the mistakes
- T asks Ss to listen to the song
to find and correct the
mistakes
- T plays the tape twice
- T calls some Ss to give
answers
- T plays the tape again , gives
feedback and answer key.
- Expected answers:
When we first met
I never thought that I would
fall
I never thought that I’d find
myself
Lying in your arms, mm, mm
And I wanna pretend that it’s
not true

- Listen to the song to find
and correct mistakes
14


Oh, baby, that you’re gone
‘Cause my world keeps

turnin’, and turnin’, and
turnin’
And I’m not movin’ on
T provides
tapecript

students

the

Post – Listening - T asks Ss to work in groups - Work in groups and make
and make the role play “I’m a role play.
15 minutes
singer”.
- Make role play and sing
- T calls some students to some favourite English songs.
make role play.
WORKSHEET 2

Audio/video source:
/>
1. Fill in the blank
Wish I …………….., I could’ve said ………………
I would’ve said what I …………… to
Maybe even ………….. for you
If I …………. It would be the last time
I would’ve …………. My heart in ………..
Tryna ……………. A part of you
2. ****CHORUS****
Reorder the sentences

…. Don’t wanna start another fire
…. Don’t wanna feel another touch
…. Don’t wanna know another kiss
15


…. No other name fallin’ off my lips
3. Correct the mistakes
When we last met
I never thought that I water fall
I never thought that I’d see myself
Lying in your arms, mm, mm
And I want to see that it’s not true
Oh, honey, that you’re far
‘Cause my head keeps changing, and changing, and changing
And I’m not movin’ on
Image of student’s listening note when I use some techniques

3.3 Sample 3
LESSON 3
(I adapt the listening skill of Unit 8- English 11 Basic level)
LISTENING TO THE NEWS
News: Italian Fashion
 Objectives: help student improve the matching, and filling gap (with
options).
 Level: intermediate
 Activity type: matching
 Grammar focus: tenses revision
 Vocabulary: featuring, runway, collaborate, solidarity, artisans,
exhibition, ridiculous.

16


 Preparation: design the worksheet and copy for every students in the
class.
 Procedure:
Stages/ Time
Pre – listening
10 minutes

Teacher’s activities

Students’ activities

- T asks students to brainstorm - Work in pairs and
some ideas about the fashion.
brainstorm
ideas
about
- T calls some students to give fashion.
answers.

- Give answers.

- T asks SS to read the new
words
chorally
and - Read the words chorally
individually.
and individualy.

While –
listening
20 minutes

Task 1. Choose the right - Read through the news on
answers
worksheet and guess the
- T asks SS to read through the kind of missing words.
news on the worksheet to make - Listen to the audio/video
sure that they understand it.
and choose the missing
- T asks Ss to guess what kind words.
of words that are missing (with
options provided)
- Give the correct answers.
- T plays the audio/video for
students to listen and choose the
right words.
- T asks Ss to work in pairs and
exchange the answers.
- T calls some Ss to give
- Take note the right answers
answers.
on the worksheet.
- T plays the audio/video for Ss
to listen again and check the
answers.
- T gives feedback and answer
key.
Expected answers:

1. Designer
2. Industry
3. Culture
17


4. Member
5. Cooperating
Task
2:
information

Match

the

- T asks Ss to listen to the - Listen and match
audio/video
to
match
information of column A and B
- T plays the tape twice
- T calls some Ss to give - Give answers
answers
- T plays the tape again, give
feedback and answer key.
- Listen again and check
Expected answer:
1.B, 2.C, 3.A, 4.D
-T provides

tapecript

students

the

Post – Listening - T asks Ss to work in groups - Work in groups and talk
15 minutes and make presentation about about Italian Fashion
Italian Fashion.
- Make presentation in front
- T calls some leaders of the of the class
groups to present in front of
class.
WORKSHEET 3
Audio/video source
/>ITALIAN FASHION
TASK 1: Listen and choose the right option.

18


Designer Stella Jean joins the band Soul Voices at the end of her fashion show in Milan, Italy,
Sunday, September 24, 2017. (AP Photo/Luca Bruno)

Stella Jean is a Haitian-Italian clothes (1) (model/ designer) …………….who is
trying to change the Italian fashion (2)(economy/industry) ……………..by
working with African designers. She is showing her designs during Milan Fashion
Week, a seasonal event in Italy’s northern (3)(culture/ agriculture)
……………….center of Milan. The current show lasts until March 4. Jean is the
only Black (4)(member/ leader) …………….of the Italian National Fashion

Chamber, a non-profit group that supports Italian fashion. She credits the group
with “a lot of goodwill” in (5)(cooperating/ organising) …………………with five
young designers. The effort included financing and business partnerships with
Italian suppliers.
Task 2: Listen and match.
A
1. Jean’s
work
popular after…

became

2. Edward Buchanan and
Michelle Ngomo are two
Black fashion designers
working in Milan…
3. The Italian fashion group is
continuing its efforts by…

B
a. collaborating with five new designers from
Italy’s minority communities during fashion week
in September.
b. Giorgio Armani invited her to a fashion show in
2014.
c. They collaborated with Jean demanding fashion
companies show their solidarity with the Black
Lives Matter Movement through action.
d. So she created an event to build relationships
between Italian fashion companies and

4. Jean also wants the world
fashion system to value
sustainable
production
methods
Your answers: 1…., 2….., 3…..,4…..
 Presentation about Italian Fashion. Look at the pictures and talk
about Italian Fashion

19


Italian Women’s Fashion
Italian Men’fashion
Image of student’s listening note when I use some techniques
3.4 Sample 4
LESSON 4
(I adapt the listening skill of Unit 9- English 11 Basic level)
LISTENING TO THE SONG
SONG: WRITING’S ON THE WALL- Sam Smith

20


 Objectives: help students improve the listening skills by numbering the
lines, filling the words, choosing the best options.
 Level: Pre-intermediate
 Activity type: filling, choosing, numbering,ect…
 Vocabulary: hit the floor, shoot to miss, suffocate, shards of glass, haunt.

 Preparation: design the worksheet and copy for every students in the
class.
 Procedure:
Stages/ Time
Pre – listening
10 minutes

Teacher’s activities

Students’ activities

- T asks students to work in - Work in pairs and talk about
pairs and talk something about the singer
Sam Smith.
- Give answers
- T calls some pairs to give
answers.
- T provides to students some
vocabularies and asks Ss to
give vietnamese meaning.
- T asks Ss to read the words - Read the words chorally
chorrally and individually
and individualy.
Vocabulary
- Hit the floor
- Shoot to miss
- Suffocate
- Shards of glass

While –

listening
25 minutes

- Haunt
Task 1: Circle the correct
words

- Listen and choose the right
word

- T asks Ss to listen and circle
the correct word
- T plays the audio twice
- T calls some Ss to give
answer
- T plays the audio/video for Ss
to listen again and check the

- Give answer

21


answers.
- T gives feedback and answer
key.
Expected answer:
- before
- hit
- running

- Listen again and check

- get
- with
- stay
Task 2: Fill in the words
-T asks Ss to listen and fill the
missing words
- T plays the tape

- Listen and fill the missing
word

- Give answer

- T calls Ss to give answers

- T plays the audio/video for Ss
to listen again and check the - Listen again and check
answers.
Expected answer:
- Prepared
- Shoot
- Storm
- Make
- Running
- Something

- Read through the task and

guess the order of a piece of
song.

- Risk
- Break
Task
3:
sentences

Number

the

- Listen to the audio/video
and number the sentences.

- T asks SS to read through the
- Go to the board and write
tasks.
the answers.
- T asks Ss to guess the order
22


before listening.

- Take note the right answers
- T plays the audio/video for on the worksheet.
students to listen and number
the sentences.

- Listen and take note
- T asks Ss to work in pairs and
exchange the answers.
- T calls some Ss to write the
answers on the board.
- T plays the audio/video for Ss
to listen again and check the
answers.

- Give answer
- Listen again and check

- T gives feedback and answer
key.
Expected answers:
1.How do I live? How do I
breathe?
2. When you're not here I'm
suffocating
3. I want to feel love, run
through my blood
4. Tell me is this where I give
it all up?
5. For you I have to risk it all
6. 'Cause the writing's on the
wall
Task 4: Cross out the word - Read and guess
that is extra
- Listen and cross out the
- T asks Ss to read through the extra words

task and guess the extra words.
- T plays the song for students
to listen in twice.
- T calls some Ss to give the - Give answer
answers
- T plays the audio/video for Ss - Listen again and check
to listen again and check the
answers
Expected answer:
23