F – Fagin escapes/runs away

T60

Musical Appreciation and Performing a Song

T61 Learning Activity 2 (50 minutes)

Speaking, Listening and Writing Section A

1. Students are asked to write a simple poem imagining the meals they would like. They could be encouraged to write about Chinese food dishes instead of Western ones. Remind them that they could include tastes and smells. They then practise saying their poem with a lot of feeling and hunger.

This could also be used as a post-listening activity where students change the food dishes from traditional western ones (such as pease pudding) to Chinese dishes using the same melody.

2. Suggested answers:

gruel – thin/watery congee

bill of fare (old-fashioned) – menu

crust – dry outside of bread

cadge (slang) – beg

thrill – excitement indigestion – stomachache banquet – large meal/feast brood – think about Section B

Suggested answers:

1. Main Courses: hot sausage and mustard; pease pudding; saveloys; steak Desserts: cold jelly and custard; peaches and cream

2. The three cooking methods mentioned in the song are frying, roasting and stewing. Some others include boiling, steaming, baking, grilling, poaching, sautéing and deep frying.

3. Any reasonable answers. Some examples are: (a) What is the next thing to eat? (b) Indigestion is what will happen next if one eats too much food.

4. excellent; fabulous; fantastic; incredible; sensational; superb; magnificent

5. Students’ own answers. The question aims to help students to reflect on the content of the song and to relate it to their personal experience. Teachers might like to encourage students to share their experience and ideas with the class.

Catering for Learner Diversity For more advanced students:

You might like to give students the following vocabulary extension activities based on the song lyrics. They could be done as homework so the students are able to research either at the supermarket or online.

1. The song refers to steaks. Think of three types of cuts of meat.

2. Find out what the following sauces and condiments are and what you eat with them.

(a) tomato ketchup (b) mustard (c) chutney

(d) thousand island dressing (e) chilli sauce

(f) mayonnaise (g) vinegar

T62

3. Try to write some rhyming lines about imagined delicious food. Perhaps you can use some of your earlier poem. Try to use about six syllables a line like the song does. Here is some help for you:

baked beans bamboo barbecue berry

bun cake cashew cheese

cherry clam claw cocoa

cocktail cuisines egg greens

fry ham Japanese lamb

milkshake pear pie potato

sardines Shanghai snail snake

stew wonton Suggested answers:

1. fillet, chop, rib, rib-eye, sirloin, T-bone, shoulder, leg, rump, belly, spare ribs, breast, wing, cutlet, etc.

2. (a) a red sauce made from tomatoes usually served with hamburgers and chips (b) hot yellow sauce usually eaten with meat

(c) a sort of vegetable jam eaten with cheeses and cold meats (d) a cold pink sauce put on salads and prawns

(e) a hot red sauce often used as dipping for fried and deep fried food (f) a type of salad cream made mainly from eggs

(g) sour liquid put on chips in the United Kingdom, used for preserving things and served with Shanghai dumplings

3. Students’ own answers. Some possible answers are “fried dumplings and congee”, “omelette with ham and cheese”, “coffee, milk and honey”, etc.

Learning Activity 3 (40 minutes) Speaking, Listening and Reading Section A

The song is fairly simple and the ideas are likely to interest adolescents. The lesson involves plenty of oral interaction. The intention is to get students to think about expectations about love in their culture and there are no fixed answers to the questions. The teacher will decide how much time there is and choose how many pairs/groups to explain their ideas to the class.

Section B

Suggested answers:

1. So far she exists only in his dreams.

2. The singer wants a special relationship in which the two people focus their thoughts on each other. He wants more than a general hello spoken to a group of friends.

3. The woman he dreams of is not really hiding and does not even know him, but the song suggests there is one person fated to love him and his problem will not be solved until he finds her.

4. e.g. The person who loves/needs me.

5. Why am I alone? Why can’t I find the one I think of? How will I find my special one?

6-7.Students’ own answers.

T63 Learning Activity 4 (50 minutes)

Speaking, Listening and Writing Section A

Suggested answers:

1. Students may find out what the song “I’d do anything” is about on the following website:

http://sufface.net/links/oliver-themusical.shtml#ida

The song is sung among a gang of thieves led by Fagin. Nancy and Dodger show how to act like lovers in high society. Bet and Oliver follow. Then, Fagin asks if the children are willing to do what they are asked to.

2. (a) b (b) c (c) a (d) a (e) b

3. Students’ own answers. Encourage students to be imaginative. e.g. Would you fly me to the moon? Would you take me wherever you go? Would you let me keep your bankbooks?

Section B

To help students to understand the lyrics of “I’d do anything” better, the language notes below on the last two verses could be provided to them before they listen to the song:

“the drop”: being hanged

“life and limb”: one’s body

“keep you in the swim”: keep you comfortable Suggested answers:

1. Pickpockets.

2. BET: Would you lace my shoe?

OLIVER: Anything!

BET: Paint your face bright blue?

OLIVER: Anything!

BET: Catch a kangaroo?

OLIVER: Anything!

BET: Go to Timbuctoo?

OLIVER: And back again!

I'd risk everything

For one kiss – everything – Yes, I'd do anything/everything

3. Students’ own answers. Teachers might like to invite some students to share their work with the class.

Catering for Learner Diversity

You might like to give students the following activity for extra language practice after they have completed question 2:

In some of the sentences below, “some” or “any” are used incorrectly. Put a cross against the sentences that are ungrammatical and correct the mistakes.

(a) Have you got any plans? ( ) (b) You don’t need any help. ( ) (c) You don’t need some help. ( )

(d) He’s angry because he hasn’t scored some goals. ( ) (e) Is there anyone in that room? ( )

(f) Peter will watch any film that’s on. ( )

T64 (g) Any students in the class have passed. ( ) (h) Mary hasn’t got any books. ( )

(i) I didn’t see some thieves. ( ) (j) No, I won’t go any faster. ( ) Suggested answers:

Sentences (c), (d), (g) and (i) are wrong. They should be corrected as follows:

(c) You don’t need any help.

(d) He’s angry because he hasn’t scored any goals.

(g) Some students in the class have passed.

(i) I didn’t see any thieves.

Learning Activity 5 (90 minutes) Performing a Song

If time allows, teachers might like to have students perform one of the songs introduced in this unit or any other songs deemed appropriate. The aim of this activity is to provide students with the opportunity to practise articulation as well as to sing and listen to English songs for enjoyment.

Teachers might like to adapt the “Performance Feedback Form” on pages T44 to T45 as appropriate for the song performance activity and use it for teacher or peer feedback.

Part 5

Presentation

on Poem or Song

T66