"Every Breath You Take"

Objectives:

Duration:

    4 hours

Materials:

Activities:       

1. Teacher tells learners that they will listen to "Every Breath You Take," by The Police, to help teach the future continuous tense. 

2. Teacher introduces the future continuous tense by writing the term on the board with an example. "Continuous" is then defined as action that goes on and on for a period of time; the "future continuous" is action that goes on for a period of time in the future. Teacher gives examples of the future continuous tense by saying, "Tomorrow, I will be walking to work (it takes time to walk to work). Next week, she will be driving to school (it takes time to drive to school). Next month, I will be looking for a new apartment (it takes days or weeks to find a new apartment)." Teacher asks learners to identify the structure of the future continuous tense (the future form of "to be" plus a verb with an "ing" ending.) 

3. Teacher conducts think-pair-share activity to allow learners to create their own sentences in the future continuous tense. Teacher writes a list of verbs on the board next to a list of proper nouns and personal pronouns. Learners work individually to mix and match any four pairs. Sentences can be as long or short as they like, but learners are encouraged to make the sentences as long as they can. Learners then share their list with the person on their left, who reads and helps correct any mistakes. Teacher provides assistance where necessary. Learners read their sentences aloud to the class.

4. Learners complete Future Continuous worksheet, correct in pairs and share responses with the class. 

5. Teacher distributes "Every Breath You Take" vocabulary sheet and defines terms; learners practice pronunciation.

6. Learners listen to "Every Breath You Take," putting a checkmark beside each vocabulary word as they hear it. 

7. Teacher distributes pgs.1-2 of the lyrics sheet and assigns learner pairs. As the CD plays a second time, learners fill in the blanks on their lyrics sheet with the help of their vocabulary sheet. Taking two lines at a time, learners read aloud the completed lyrics. Teacher plays the CD again, allowing learners to check their work. Teacher distributes pgs. 3-4, the completed lyrics page, for learners to compare with their work.

8. Class sings "Every Breath You Take" with the help of the lyrics sheet.

9. Teacher forms mixed-ability learner pairs (pairs consist of one lower ability and one higher ability learner) and distributes sentence strips to each pair. Learner pairs put lyrics in proper sequence. Pairs see teacher when they think they have the correct sequence. Teacher provides minimal coaching. After ten minutes, learner pairs may share/compare answers.  

10. Class sings "Every Breath You Take" using their sentence strips.

Assessment:

Teacher monitors verbal and written responses of individual learners.