Skip to main content

Something Just Like This

A listening activity based on a Coldplay's song, which can be optionally followed by jigsaw reading.



This is a song activity based on a surprise collaboration between Coldplay and the Chainsmokers from a couple of years ago. I've used it successfully with students of different ages: teenagers and young adults, who complimented me on my musical taste (!)



Note that the teacher's notes are not provided because the student worksheet is pretty self-explanatory. To check the answers for the While Listening activities, see this lyrics video:


















Procedure





Pre-listening


Facilitate discussion about heroes and superheroes with students - at this stage you don't have to tell students that a song is to follow. Use the handout below (1st page) or click HERE to open it in the editable Word format.












While-Listening 1


Students listen to the song and try to catch the names of the heroes/superheroes mentioned. Four are mentioned: Achilles, Hercules, Spiderman and Superman (all in the first verse)




Pre/While-Listening 2


On the 2nd page you will find more intensive listening activities: matching (A), gapfill (B), correct the mistakes (C). Note that A should be done before students listen; B and C are done while listening.



Allow students to compare the answer in pairs, then play the lyrics video to check the answers with the whole class. You can also find the lyrics on Coldplay's official website.




Post-Listening


Discuss the meaning of the song. There is an extensive interpretation of the lyrics on this blog, which also points out some possible inaccuracies (Achilles and his gold?)






Reading (optional)


As a follow up I have used this reading activity on TeachRock.org

Divide the class into two groups:



Group A: Hercules & Wonder Woman

Group B: Achilles & Superman



No idea how it would work on Zoom but worth trying.




I hope you and your students enjoy the activity as much as we did.





For other song activities, click HERE

Comments

Popular posts from this blog

Benefits Of Healthy eating Turmeric every day for the body

One teaspoon of turmeric a day to prevent inflammation, accumulation of toxins, pain, and the outbreak of cancer.  Yes, turmeric has been known since 2.5 centuries ago in India, as a plant anti-inflammatory / inflammatory, anti-bacterial, and also have a good detox properties, now proven to prevent Alzheimer's disease and cancer. Turmeric prevents inflammation:  For people who

Women and children overboard

It's the  Catch-22  of clinical trials: to protect pregnant women and children from the risks of untested drugs....we don't test drugs adequately for them. In the last few decades , we've been more concerned about the harms of research than of inadequately tested treatments for everyone, in fact. But for "vulnerable populations,"  like pregnant women and children, the default was to exclude them. And just in case any women might be, or might become, pregnant, it was often easier just to exclude us all from trials. It got so bad, that by the late 1990s, the FDA realized regulations and more for pregnant women - and women generally - had to change. The NIH (National Institutes of Health) took action too. And so few drugs had enough safety and efficacy information for children that, even in official circles, children were being called "therapeutic orphans."  Action began on that, too. There is still a long way to go. But this month there was a sign that

Not a word was spoken (but many were learned)

Video is often used in the EFL classroom for listening comprehension activities, facilitating discussions and, of course, language work. But how can you exploit silent films without any language in them? Since developing learners' linguistic resources should be our primary goal (well, at least the blogger behind the blog thinks so), here are four suggestions on how language (grammar and vocabulary) can be generated from silent clips. Split-viewing Split-viewing is an information gap activity where the class is split into groups with one group facing the screen and the other with their back to the screen. The ones facing the screen than report on what they have seen - this can be done WHILE as well as AFTER they watch. Alternatively, students who are not watching (the ones sitting with their backs to the screen) can be send out of the classroom and come up with a list of the questions to ask the 'watching group'. This works particularly well with action or crime scenes with