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Lollapalooza inspired! – Jane Godwin Coury

As you may know, Lollapalooza music festival took place in São Paulo from 5-7 April. The event witnessed an impressive line-up of national and international bands who played for 300,000 fans at Interlagos. This month, I have prepared some activities for different levels connected to Lollapalooza that can be used in your English lessons.

ACTIVITY 1

Level: A2

Instructions: Give each pair of students a copy of the crossword below and the clues. Ask them to solve the crossword. All the answers have to do with Lollapalooza. When they have finished, elicit the answers (below).

Ask each pair to write 8 sentences, one for each word, in pencil. Check the students’ sentences. Ask them to rub out the keyword and draw a line where the word was. They should now give their sentences to another pair to fill in the gaps. After completing the exercise, the sentences are returned to the original owners, who should check if the answers are correct.

CLUES

ACROSS DOWN
1. Lollapoolooza has a policy to _ _ _ _ _ _ _ trash, including cans and bottles. 2. There were over 50 national and international _ _ _ _ _ at Lollapalooza, São Paulo.
3. The singers perform on this in front of huge crowds. 4. The list of singers and bands taking part in the festival.
5. You wear this to prove you have bought a ticket. 6. Amusements such as a big wheel or a roller coaster ridden at the festival.
8. An electronic method to pay for things, not using cash. 7. People who admire the musicians.

ANSWERS

ACROSSDOWN
1. Recycle2. Bands
3. Stage4. Line-up
5. Wristband6. Rides
8. Cashless7. Fans

ACTIVITY 2

Level: B1

Instructions: Give each pair of students the following poem called “I wanna be yours” written by John Cooper Clarke, a British punk poet, who recorded it in 1982. Ask them to read it and write the words connected to the pictures. Help the students with any doubts they may have about vocabulary.

Answers: Vacuum cleaner; coffee pot; teddy bear; ocean.

Play the version the Artic Monkeys made of this song (https://www.youtube.com/watch?v=fJLQCf4mFP0&list=RDfJLQCf4mFP0&start_radio=1&t=14) and ask the students to write down the differences between the poem and the song. Play it two or three times. Afterwards give them the lyrics (below) to compare what they wrote with the Artic Monkeys’ version.

Wanna be yours – Artic Monkeys
I wanna be your vacuum cleaner
Breathing in your dust
I wanna be your Ford Cortina
I will never rust
If you like your coffee hot
Let me be your coffee pot
You call the shots babe
I just wanna be yours
Secrets I have held in my heart
Are harder to hide than I thought
Maybe I just wanna be yours
I wanna be yours, I wanna be yours
Wanna be yours, wanna be yours, wanna be yours
Let me be your * ‘leccy meter and I’ll never run out
And let me be the portable heater that you’ll get cold without
I wanna be your setting lotion (I wanna be)
Hold your hair in deep devotion (How deep?)
At least as deep as the Pacific Ocean
I wanna be yours
Secrets I have held in my heart
Are harder to hide than I thought
Maybe I just wanna be yours
I wanna be yours, I wanna be yours
Wanna be yours, wanna be yours, wanna be yours
Wanna be yours, wanna be yours, wanna be yours, wanna be yours
I wanna be your vacuum cleaner
Breathing in your dust
I wanna be your Ford Cortina
I will never rust
I just wanna be yours (Wanna be yours)
I just wanna be yours (Wanna be yours)
I just wanna be yours (Wanna be yours)

*leccy meter= electric meter
Source: https://www.letras.mus.br/arctic-monkeys/i-wanna-be-yours/

If the students would like to see John Cooper Clarke performing a version of his poem, you can see it here: https://www.youtube.com/watch?v=EiPZJGAJxPc

ACTIVITY 3

Level: B2

Instructions: Give a copy of the lyrics of Sam Smith’s song “I’ve Told You Now” (below) to

each student. Play the song (https://www.youtube.com/watch?v=YI2RwISSTvE) and ask

the students to fill in the gaps with the words they hear. Elicit the answers from the

students.

Answers: 1. water; 2. corner; 3. time; 4. team; 5. me; 6. time.

Afterwards, ask the students to discuss the following in groups of three.

  1. What is the difference between “talk at someone” and “talk on”? (“talk at someone” = to talk a lot without letting the other person say anything and “talk on”= to continue to talk)
  2. What do you think “on my free will” means? (my own choice/voluntarily).
  3. What is a synonym for “spills out” in the context of the lyrics? (to tell someone something in a hurry)

Finally, ask the students what they think “the truth” was in the lyrics. Ask them to think of possible scenarios as to what the truth could have been in this story.

I’ve Told You Now – Sam Smith

You know what I mean
It’s like walking in the heat all day with no 1._____________ It’s like waiting for a friend
Watching everybody else meet theirs on that 2._________ Or losing in an argument
Though you’re right, can’t get your thoughts in order

Still I refrain
From talking at you, talking on
You know me well
I don’t explain

But what the hell
Why do you think I come ’round here on my free will?
Wasting all my precious 3.___________
Oh, the truth spills out
And oooooo oh I’ve
I’ve told you now

You know what I mean
Although I try my best, I still let down the 4._____________ You’re everything I want
Why should I resist when you are there for 5.________?

Should I refrain
From talking at you, talking on
You know me well
I don’t explain

But what the hell
Why do you think I come ’round here on my free will?
Wasting all my precious 6.________ Oh the truth spills out
And oooooo oh I’ve
I’ve told you now

I’ve told you now
And I’ve told you now!
And I’ve told you now!

Still I refrain
From talking at you, talking on
You know me well
I don’t explain

So what the hell…(repeated)
Source: https://www.azlyrics.com/lyrics/samsmith/ivetoldyounow.html
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