NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
ESOL
Everyday Communication
Skills Development
Teacher’s Notes
[INTERMEDIATE 1]
The Scottish Qualifications Authority regularly reviews
the arrangements for National Qualifications. Users of
all NQ support materials, whether published by
Learning and Teaching Scotland or others, are
reminded that it is their responsibility to check that the
support materials correspond to the requirements of the
current arrangements.
Acknowledgement
Learning and Teaching Scotland gratefully acknowledges this contribution to the National
Qualifications support programme for ESOL.
© Learning and Teaching Scotland 2009
This resource may be reproduced in whole or in part for educational purposes by educational
establishments in Scotland provided that no profit accrues at any stage.
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Contents
Introduction
Content of the resource and teaching approaches
Learning intentions
Curriculum for Excellence
Lesson summaries
Lesson notes
Lesson 1
Lesson 2
Lesson 3
4
5
6
7
8
11
15
Teacher resources
Lesson 1
Text: Beginning of ABBA – version to be copied for students
Lesson 2
Notes on the past continuous tense and formation of questions and
negatives
Lesson 3
Transcript: Report from a concert
Review of the film Mamma Mia: student’s versions
Appendix
Peer and self-assessment sheet
Two stars and a wish sheet
An example spidergram
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INTRODUCTION
Introduction
Content of the resource and teaching approaches
This resource is designed to support English as an Additional Language
(EAL) students in the development of the skills needed for the ESOL
unit Everyday Communication Intermediate 1. The students should
already know the present simple tense, the present continuous tense and
the past simple tense. The past continuous tense is introduced but the
resource may also be of benefit to the students who have already been
presented with the tense but still require more practice in using it.
The emphasis is on talking about the past and the context is the world
of music. All four basic linguistic skills (speaking, listening, reading
and writing) are practised. There is a strong emphasis on developing
vocabulary throughout the resource.
The resource consists of three lessons, each of which contains a few
tasks for the students to do. In order to perform the tasks, the students
will have to use different media: written texts, recordings, the internet.
Also, different media should be suggested for their homework. The
teacher’s ideas are very welcome; the value of variety in teaching can
never be overestimated. The students should also keep a jotter/notebook
at all times to note down words, expressions and language forms as well
as their written homework. At the end of each lesson there are
additional activities that could be completed as homework or as
extension activities in the classroom. After peer/self-assessment, the
teacher can encourage re-drafting if he/she thinks it is appropriate in
his/her teaching situation.
The students should be encouraged to refer to their own experience as
often as possible. While talking about it, correction should be
postponed until the task is finished. Correcting at the time of speaking
could be discouraging for some students. A good approach is to listen
with interest to what the student has to say, react to it and encourage
other students to do the same.
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INTRODUCTION
The use of dictionaries (online or paper, monolingual or bilingual)
should be promoted whenever new English vocabulary appears or the
students need to translate concepts they are familiar with but cannot yet
express in English. The teacher should be sympathetic and also provide
vocabulary should the need arise. This especially applies to all texts in
which there might be vocabulary that, according to the teacher, the
students might have a problem with.
Activities which the students are going to do are of various types:
individual, paired, grouped and whole class. Although each task is
described in this way, this can be changed in order to adapt to the a ctual
teaching situation.
Learning intentions
1.
The students will practise different ways of talking about the past:
the past simple tense, the past continuous tense and the present
simple tense.
2.
They will learn how to write a review and how to describe past
events.
3.
They will develop all four skills: listening, speaking, reading and
writing.
4.
They will revise and learn new vocabulary connected with music.
5.
Teachers will build up opportunities for peer- or self-assessment
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INTRODUCTION
Curriculum for Excellence
It is hoped that this resource will support the development of EAL
students as:
Successful learners
 willing to make notes and build up a bank of different language
structures
 able to identify the purpose and language of different genres: wri tten
and spoken
 developing skills for different kinds of extended writing: reviews and
accounts of past events.
Confident individuals
 developing higher order reading skills in English: comprehension,
inference and development of structures and cohesive devices
 able to talk about past experience and state opinions.
Responsible citizens
 listening with respect to the views of others: group sharing of
experience and reporting back
 becoming familiar with the different forms of media used in
everyday life: reading texts, listening to speeches, watching video
clips
 focusing on a subject of topical interest: music.
Effective contributors
 able to describe own experiences, contributing to group discussion:
discussion is a stimulus for most lessons
 able to co-operate in order to achieve a desired joint aim.
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INTRODUCTION
Lesson summaries
Lesson 1 – The beginning of Abba
As the students work through the activities in this lesson, they will:
 develop their music vocabulary
 read a text and rearrange it into the correct order
 present a biography of the band in their chosen media.
Lesson 2 – Talking about past
In this lesson, the students will:
 watch a video clip in order to learn more music vocabulary
 learn or revise how to use past simple tense and past continuous
tense
 do grammar exercises (expressing past)
 form statements, negative sentences and questions
 describe past events.
Lesson 3 – Writing a review
And finally, in this lesson, they will:




listen to a report from a concert and then answer questions
discuss the features of a good review
get information by asking questions
write a review of a film or a concert.
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LESSON NOTES
Lesson notes
Lesson 1
The beginning of Abba
Additional note: ABBA was a Swedish Eurovision Song Contestwinning pop group playing between 1972 and 1982. The band
comprised Benny Andersson (Sweden), Björn Ulvaeus (Sweden), Anni Frid Lyngstad (Norway) and Agnetha Fältskog (Sweden). They topped
the charts worldwide from the mid-1970s to the early 1980s. The name
‘ABBA’ is an acronym formed from the first letters of each of the
group members’ given names (Agnetha, Björn, Benny, Anni-Frid).
Aims: Developing music vocabulary; cohesive devices in a text (linking
expressions, timeline).
Task 1: Music vocabulary
1.
Paired activity. The students talk about music in their lives.
Suggested questions are in the student’s guide. A lot of
information is expected, so the students can make notes on what
they hear. When they finish, they tell the rest of the group about
the other person in the pair.
2.
Individual activity. The students make a spidergram of words
connected with music (an example spidergram is at the end of this
resource – p. 28). When they finish, the spidergrams can be
displayed on the wall for everybody to see and complete their
notes. At the end, if there are any problems with understanding the
words or expressions, they should be explained.
3.
Whole group activity. The students say what they know about
ABBA. If nobody knows anything about the band, the teacher may
point out that they will know when they read the text and the
students can start doing the exercise.
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LESSON NOTES
Task 2: Reading
1.
Individual or paired activity. The students are going to read a
text about the beginning of ABBA. The paragraphs are in the
wrong order and the task is to put them in the correct order. The
text to be copied, cut up and given out to the students is on p. 19.
After cutting it up, the text can be put in envelopes and then given
out to the students. As an alternative, the students can work on the
jumbled text that is at the end of their version – p.16.
Answer to question 1
1. d, 2. a, 3. c, 4. b, 5. f, 6. g, 7. e
2.
Group activity. Focus the students’ attention on what helped
them to decide the order. Draw their attention to the linking
expressions and clear timeline of the events.
Linking expressions to question 2:
paragraph d: story began
paragraph a: the pair (what pair?), that year (which year?)
paragraph b: At first (at first of what?), the four members (what
members?)
paragraph f: this success (what success?)
paragraph g: again (why again?)
paragraph e: this triumph (what triumph?)
Task 3: Presentation
1.
Individual activity. Now the students will present the band’s
story, concentrating on the most important moments of its history.
For a more dramatic effect they should use the present simple
tense.
Example: 1966 – Björn Ulvaeus meets Benny Andersson for the
first time.
The choice of the form of the presentation should be left to the
students. Suggested possibilities: (1) a written summary in the
student’s own words – word-processed text, (2) putting the events
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LESSON NOTES
on a timeline – poster, (3) PowerPoint presentation (+ captions or
bullet points).
2.
Paired activity. When the students have finished the activity, they
swap their presentation with somebody else in the class and assess
each other’s work using the peer assessment checklist at the end
of their booklet. Then they discuss their presentation with their
partner and ask him/her to complete the Two stars and a wish
record sheet. Both the checklist and the record sheet are provided
at the end of their resource (p. 18) and this resource (p. 26).
Additional activity
1.
Individual activity. The task is to find new words in the above
text connected with music and look up their meanings in a
dictionary if the students do not understand them. The
explanations should be in English but allow the students to have
them in their own languages if they wish. During the next meeting
the words and expressions should be presented and explained if
necessary.
2.
Individual activity. Another task is to write a short biography of
a famous musician, actor or somebody from the student’s family.
Again, the decision as to what form it will be presented in should
be left to the student. Possible forms:
(a)
(b)
(c)
a word-processed text
PowerPoint presentation
recording.
3.
Paired activity. When the students have finished the activity, they
swap their presentation with somebody else in the class and assess
each other’s work using the peer assessment checklist at the end
of their booklet. Then they discuss their presentation with their
partner and ask him/her to complete the Two stars and a wish
record sheet. Both the checklist and the record sheet are provided
at the end of their resource (p. 18) and this resource (p. 26).
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LESSON NOTES
Lesson 2
Talking about the past
Additional note: In order to do Task 1 the students will watch a video
clip. The address is http://www.youtube.com/watch?v=VgS-4stj8fQ.
The concert, which is called The Rock Concert Instruction Manual, is
played by Blue Man Group and shows in a funny way what happens at a
typical rock concert. Some of the activities are expressed in words and
shown on a big screen, which should make it easier for the students to
note the words down. If this video clip is unavailable, the teacher can
use either any other clip of his/her choice or images from different
concerts at the end of the student’s version.
Aims: Further developing music vocabulary; grammar – expressing past
(past continuous and past simple).
Task 1: Vocabulary
1.
Individual activity. The students watch the video clip and, while
watching, they name as many objects (for example instruments,
microphone, loudspeakers, etc) and activities (to bob, to jump, to
stretch, to hit, to clap, etc) as they can, and they write these words
down. Alternatively, they may look at the images of different
concerts at the end of their booklets. If they do not know the
words in English, they write them in their native languages a nd
after watching look up their meanings in a dictionary. When they
finish, they present their findings to the whole group.
2.
Individual activity. The students should imagine that they were at
the concert. What did they see happening? They should write
down at least five new sentences. If they want, the students can
watch the video again. The sentences should be written after
watching the video, so that the use of a past tense is justified. If
the past continuous tense is a problem, it should be explained by
the teacher.
Example (not in the student’s version):
The members of the band and the audience were bobbing their
heads.
The audience were taking pictures.
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LESSON NOTES
Task 2: Grammar focus
If this is still required, the following questions can be considered an d
explained again: When is the past continuous tense used? What are the
similarities and differences between the past continuous tense and the
past simple tense? How is the past continuous tense formed? How are
questions and negatives in this tense formed?
1.
Individual and group activity. The students read the two
sentences and then, in a group discussion, they point out the
differences between the sentences. In sentence (a) the writer and
his friend Mike were at the concert as their action of going was
completed whereas in sentence (b) we do not know whether they
were at the concert or not as their action of going was not
completed. (The students are referred to the Grammar Focus notes
on p. 21 of their version, the same notes are provided in this
resource on p. 20). The students are also asked to translate the
sentences into their own languages and then they decide if the two
sentences would be different in their languages (as they are in
English) or identical as can be the case in some languages.
2.
Individual activity. Students put the verbs in brackets into a
correct form. (Past continuous, past simple, but also present
simple and present continuous). Present tenses are added to make
the students think!
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(a)
When I came home, my sister (to sleep) ...................... .
(b)
She (to send) ...................... you these pictures three days ago.
(c)
Mike (to study) ...................... very hard just now.
(d)
This time last week, we (to sunbathe) ...................... on the
beach in Hawaii.
(e)
They (to go) ...................... to the Metallica concert last
Saturday.
(f)
People in Britain (to prefer) ...................... Japanese cars
more than any others.
(g)
Jane (to be) ...................... late for an assembly today again.
EVERYDAY COMMUNICATION: TEACHER’S NOTES (INT 1, ESOL)
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LESSON NOTES
Answer to question 2
(a) was sleeping, (b) sent, (c) is studying, (d) were sunbathing, (e)
went, (f) prefer, (g) was
3.
Individual activity: Students change the sentences from question
1 into negatives.
Answer to question 3
(a) wasn’t (was not) sleeping, (b) didn’t (did not) send, (c) isn’t
(is not) studying, (d) weren’t (were not) sunbathing, (e) didn’t
(did not) go, (f) don’t (do not) prefer, (g) wasn’t (was not)
4.
Individual activity. Students change the sentences from question
1 into questions beginning as follows:
(a)
Was _____________________________________________?
(b)
When ____________________________________________?
(c)
Why ____________________________________________?
(d)
Where ___________________________________________?
(e)
Did _____________________________________________?
(f)
What cars ________________________________________?
(g)
Was _____________________________________________?
Answer to question 4
(a)
(b)
(c)
(d)
(e)
(f)
(g)
Was your sister sleeping when you came home?
When did she send you these pictures?
Why is Mike studying very hard just now?
When were we sunbathing on the beach in Hawaii?
Did they go to the Metallica concert last Saturday?
What cars do people in Britain prefer to buy?
Was Jane late for an assembly today again?
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LESSON NOTES
5.
Individual activity. The students read the text and put the verbs
into the correct form. There are only two forms available: past
simple or past continuous. Options other than the ones provided in
the answer should be accepted as long as they make sense and are
grammatically correct.
Answer to question 5
6.
wanted
were driving
was
were
overtaking
said
offered
felt
took
weremoving
thought
stopped
set off
asked
left
noticed
realised
was
were running
slowed down
saw
were
could
stopped
got
was finishing
stopped
started
was nagging
exchanged
were
lasted
filled up
were moving
accelerated
resumed
lost
were looking
out
drove on
began
hit
was
reached
Paired activity. The students write, in the form of a diary, what
they were doing and what they did yesterday and two days ago.
The differences expressed by the tenses should be discussed if
necessary. Then the students talk to their partners to find out what
they were doing/did yesterday and two days ago. They tell the
others about it.
Additional activity
1.
Individual activity. The task is to describe a concert a student has
been to or an imaginary one. (Point out that they should not give
opinions at this stage – just the description).
2.
Paired activity. When the students have finished the activity, they
swap their text with somebody else in the class and assess each
other’s work using the peer assessment checklist at the end of
their booklet. Then they discuss their text with their partner and
ask him/her to complete the Two stars and a wish record sheet.
Both the checklist and the record sheet are provided at the end of
their resource (p. 18) and this resource (p. 26).
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Lesson 3
Aims: Listening and true/false/no information exercise, writing a
review, asking for information, language formality (optional).
Task 1: Listening
The recording contains some vocabulary that might present some
problems to the students. It is left to the teacher’s decision which words
and expressions (if any) should be pre-taught before the students listen
to the recording.
Individual activity. The students listen to these memories of an ABBA
concert in London and decide if the sentences below are true, false or
there is no information. The transcript is on p. 22.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
ABBA gave a concert at the Albert Hall in 1977.
They started to sell tickets at 7 am.
The speaker saw Olympic sprinters at Wembley underground
station.
ABBA began playing at about 8.30 pm.
Benny was the first member of the band on stage that night.
The quality of the sound was very good during the whole concert.
ABBA’s song ‘Money Money Money’ wasn’t played at that
concert.
In the speaker's opinion the audience had difficulty recognising
the song ‘Summer Night City’.
ABBA gave their last concert that night.
ABBA played for more than two hours then.
Answer to Task 1
1. True, 2. False, 3. False, 4. True, 5. NI, 6. False, 7. False, 8. True, 9.
NI, 10. False
Task 2: Review
1.
Whole group activity. (a) What makes a good review? (b) Which
features of a good review does the listening material have? (The
tapescript must be seen by the students.)
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LESSON NOTES
Possible answers to (b)
1.
2.
3.
4.
5.
2.
Saying when and where the concert took place.
Mentioning songs which were played.
Giving the reaction of the concert goer and the audiences to
the music.
Expressing opinion of the music and sound.
Giving a general opinion at the end.
Paired activity. The students get a review of a film. Their
partners will get the same review but the texts will be incomplete.
The missing parts will be different for each person in a pair. By
asking questions, they try to reconstruct the text. An example is
provided in the student’s version but it must be checked if they
understand the rubric. They should be given more examples if
required. After finishing, they compare their versions, which
should be the same. If there are differences, the students should
think why they made mistakes.
The complete text
Running time: 108 minutes
Hugely enjoyable musical with gorgeous location work, terrific
songs and superb performances from a fabulous cast.
What's it all about?
Based on the smash hit musical, Mamma Mia contains 20 ABBA
songs. It is the story of Sophie (Amanda Seyfried), a young bride to-be who invites her three possible fathers – adventurer Bill
(Stellan Skarsgard), banker Harry (Colin Firth) and businessman
Sam (Pierce Brosnan) – to her Greek island home for her wedding.
Sophie doesn’t say anything about it to her mother, Donna (Meryl
Streep), the woman who broke all three of their hearts 20 years
previously.
Sophie always thought that she’d know immediately who her
father was after seeing him, but when the three men actually
come, she’s even more confused – and she still hasn’t broken the
news to her fiancé, Sky (Dominic Cooper). When Donna discovers
the men have arrived, she’s full of conflicting emotions and
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LESSON NOTES
confesses to her two best friends (Julie Walters and Christine
Baranski – both wonderful) that she doesn’t actually know who
Sophie’s father is.
The good
The cast are terrific, they played their roles brilliantly and bravely
sang all the songs in the film. Streep is fabulous as Donna and
Brosnan, Firth and Skarsgard are perfect as the three different
men, although their singing isn’t as good as that of Streep.
However, the real surprise is Amanda Seyfried (Mean Girls),
who’s sensational as Sophie. In addition, she has genuine
chemistry with Cooper and also has a terrific singing voice.
The great
To be honest, if you hate musicals (or ABBA), then Mamma Mia
is definitely not for you. However, if you’re a fan of the stage
show, then you won’t be disappointed.
Worth seeing?
Mamma Mia is an extremely enjoyable musical. You will be
grinning from ear to ear and singing ABBA songs all the way
home. Highly recommended.
3.
Paired and whole group activity. What features of a good review
can the students find in this text? The students discuss this with
their partners and the whole group discussion follows.
Optional task
Group activity. How do both texts from this lesson sound: formal or
informal? What makes the students think so? The students make a list
of reasons. In what contexts could they have been presented? The
teacher leads the discussion.
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LESSON NOTES
Additional activity
1.
Individual activity. The students’ task is to write a review of a
concert or a film. They should imagine that they are writing for a
well-known internet website where reviews of films are presented.
Word limit about 150 words.
2.
Paired activity. When the students have finished the activity, they
swap their text with somebody else in the class and assess each
other’s work using the peer assessment checklist at the end of
their booklet. Then they discuss their text with their partner and
ask him/her to complete the Two stars and a wish record sheet .
Both the checklist and the record sheet are provided at the end of
their resource (p. 18) and this resource (p. 26).
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LESSON NOTES
Teacher resources
Lesson 1
Task 2: The beginning
(a)
The pair wrote their first song later that year. Eventually, they
decided to stay together and write more songs. Five yea rs later,
Benny left The Hep Stars, and the Hootenanny Singers continued
their work only in the recording studio. The Hootenanny Singers
produced their records for the Polar Music company. This
company was owned by Stig Anderson, who in 1972 became
ABBA’s manager. Stig also wrote lyrics to many ABBA hits
during the first years of the group’s career.
(b)
At first, the four members worked together on their music but they
also continued to record songs separately. In 1970, the attractive
sound of their four voices together gave them the idea to create
the band Festfolk. This first attempt failed, but in the spring of
1972 they recorded a song called ‘People Need Love’. It became a
moderate hit in Sweden. At this time they called themselves Björn
and Benny, Agnetha and Anni-Frid.
(c)
In the spring of 1969, Björn and Benny met the two women who
later on became not only their fiancées but also the other half of
ABBA. Agnetha Fältskog (born 1950) was a successful solo
singer. Anni-Frid Lyngstad (born 1945), also known as Frida
worked part time as a cabaret singer. Agnetha and Björn got
married in July 1971 while Benny and Frida married in October
1978.
(d)
The ABBA story began in June 1966 when Björn Ulvaeus (born
1945) met Benny Andersson (born 1946). Björn was a member of
the Hootenanny Singers, a very popular folk music group. Benny
played keyboards in Sweden’s biggest pop group of the 1960s,
The Hep Stars. This group was very popular, especially with
teenage girls.
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LESSON NOTES
(e)
Soon after this triumph, ‘Waterloo’ was a huge hit all over
Europe. It even reached the US Top Ten. However, the fact that
ABBA were winners of the Eurovision Song Contest made it
difficult for them to follow this first success. This was because
they were not taken seriously by the majority of listeners. They
had to wait another 18 months before they got a major worldwide
hit again with ‘SOS’. Then their great career really started.
(f)
Encouraged by this success, they took part in the 1973 Eurovision
Song Contest with the song ‘Ring Ring’. They finished third, but
the single and the album of the same name did very well. ‘Ring
Ring’ became a hit in several European countries.
(g)
The group tried Eurovision again in 1974, this time with
‘Waterloo’.On this occasion they were much better prepared for
the contest. They also had a new improved name – ABBA. The
song won easily and they became very popular in Great Britain.
The Eurovision Song Contest held on 6 April 1974 turned out to
be the most famous moment in ABBA history.
Lesson 2
Task 2
Notes on the past continuous tense and formation of questions and
negatives in this tense. Only what is necessary for a student at this
level.
The past continuous tense is used when talking about past action s which
happened at a time that is now finished and which were not completed,
so they were either (a) in progress at or around a particular time or (b)
in progress at every moment over a longer period of time.
Examples
(a)
(b)
I couldn't answer your phone because I was taking a shower.
She was cleaning the flat all morning yesterday.
The past simple tense is also used for actions that happened at a time
that is now finished but it stresses completion of an action in the past.
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LESSON NOTES
Compare:
(a)
(b)
I was painting the room at weekend. (The listener doesn’t know if
the whole room was painted or not.)
I painted the room at the weekend. (The whole room was
painted.)
Past simple is always used when the verb is a state verb (eg to believe,
to know, to understand).
Example
I wanted to go out but it was raining so I stayed at home.
Negative sentences are formed by adding not to an auxiliary verb to be
(here in the form of was or were):
Example
They were not playing football on Saturday.
If a sentence does not contain any auxiliary verbs, a negative is formed
by inserting did not (didn't) before the verb, which must be in the base
form.
Example
Paul did not (didn’t) watch the match yesterday.
Questions are formed by changing the position of an auxiliary verb to
be (here in the form of was or were) before the subject group.
Example
Why was Jane crying yesterday when we saw her?
If a sentence does not contain any auxiliary verbs, a question is formed
by adding did before the subject group. The verb must be in the base
form.
Example
Did you watch the match yesterday?
EVERYDAY COMMUNICATION: TEACHER’S NOTES (INT 1, ESOL)
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LESSON NOTES
Lesson 3
Task 1: Transcript
Here are my memories of London Wembley Arena, Wednesday 7th
November 1979.
Me, then: 16 years old and terribly shy. My mates laughed at me for my
musical taste as they listened to prog rock (Pink Floyd), metal and
punk, but I didn't care. Loved the band and the music, tried to buy a
1977 Albert Hall ticket but failed.. Then came 1979...
My best mate at the time, Jon, was a fan as well. They started to sell
tickets at (I think) 10 am at Chappells in New Bond Street in London.
We asked Jon’s father to drive us up there at 6 am, and at 7 am there
was already a very long queue. After five long hours, we got tickets ....
four rows from the front, just right of centre.
We took the train up to Wembley on the night but the train was late!
ABBA were to start at 8 pm. On reaching Wembley underground
station, we ran like Olympic sprinters and took our seats at 8.15 ... and
thankfully the show was late as well. ABBA began the show 10/15
minutes later. I might not remember clearly, but here are some
memories.
The opening: Benny’s synth intro was unexpected and stunning. The
girls with their arms outstretched, the lighting change as ‘VV’ started
.... However, the sound mix was a complete mess for the first three
numbers but then almost magically became a clean, bright, sharp sound
for the rest of the show.
Other memories: the real concert didn’t really seem to start until
‘Money Money Money’ and then Agnetha sang like an angel in a
spotlight on ‘Chiquitita’. ‘SOS’ and ‘Fernando’ sounded rather old and
tired. Frida's performance of ‘Why Did It Have To Be Me’ was just
brilliant. ‘Summer Night City’ completely moved me – it seemed to me
that it took ages for most of the audience to recognise it. Agnetha
touched the audience when she took her place at the piano and started
playing and singing ‘I’m Still Alive’. Everyone was standing in silence
for ‘The Way Old Friends Do’ as the first encore. When it seemed
unlikely they would do the really old songs, Bjorn said, ‘Do you wanna
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LESSON NOTES
hear an oldie?’, it only took a second for the audience to realise what
was coming and soon everybody was jumping up and down.
ABBA never toured again. Memory can play tricks – I’m still
convinced that they performed ‘Mamma Mia’ that night, but I have
never seen or heard any evidence to confirm it. Although it might be 30
years ago, I can still feel that night, when my musical heroes spent
nearly two hours playing and singing for me just four rows in front of
me. A happy memory that still remains.
Task 3
Student A
Running time: 108 minutes
Hugely enjoyable musical with gorgeous location work, terrific
songs and superb performances from a fabulous cast.
What's it all about?
Based on the smash hit musical, Mamma Mia contains the best 20
ABBA songs. It is the story of Sophie (Amanda Seyfried), a young
bride-to-be who invites …………… – adventurer Bill (Stellan
Skarsgard), banker Harry (Colin Firth) and businessman Sam (Pierce
Brosnan) – to her Greek island home for her wedding. Sophie does not
say anything about it to her mother, Donna (Meryl Streep), the woman
who broke …………… 20 years previously.
Sophie always thought that she’d know immediately who her father was
after seeing him, but when the three men actually arriv e, she’s even
more confused – and she still hasn’t broken the news to …………….
When Donna discovers the men have arrived, she’s full of conflicting
emotions and confesses to her two best friends (Julie Walters and
Christine Baranski – both wonderful) that ………….
The good
The cast are terrific, they played their roles brilliantly and bravely sang
all the songs in the film. Streep is fabulous as Donna and Brosnan, Firth
and Skarsgard are perfect as the three different men, although
…………… isn’t as good as that of Streep.
EVERYDAY COMMUNICATION: TEACHER’S NOTES (INT 1, ESOL)
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LESSON NOTES
However, the real surprise is ……………, who’s sensational as Sophie.
In addition, she has genuine chemistry with Cooper and also has a
terrific …………….
The great
To be honest, if you hate musicals (or ABBA), then Mamma Mia is
definitely not for you. However, if you’re a fan of the stage show, then
you won’t be disappointed.
Worth seeing?
Mamma Mia is an ................. You will be grinning from ear to ear and
singing ABBA songs all the way home. Highly recommended.
Student B
Running time: .........................
Hugely enjoyable musical with gorgeous location work, terrific
songs and superb performances from a fabulous cast.
What's it all about?
Based on the smash hit musical, Mamma Mia contains
............................... It is the story of Sophie (Amanda Seyfried), a
…………… who invites her three possible fathers – adventurer Bill
(Stellan Skarsgard), banker Harry (Colin Firth) and businessman Sam
(Pierce Brosnan) – to her Greek island for .……………. Sophie does
not say anything about it to her mother, Donna (Meryl Streep), the
woman who broke all three of their hearts 20 years previously.
Sophie always thought that she’d know immediately who her father was
after seeing him, but when …………… actually arrive, she’s even more
confused – and she still hasn’t broken the news to her fiance, Sky
(Dominic Cooper). When Donna discovers the men have arrived, she ’s
full of conflicting emotions and confesses to …………… (Julie Walters
and Christine Baranski – both wonderful) that she doesn’t know who
Sophie’s father is.
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EVERYDAY COMMUNICATION: TEACHER’S NOTES (INT 1, ESOL)
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LESSON NOTES
The good
The cast are terrific, they played their roles brilliantly and bravely sang
……………. Streep is fabulous as Donna and Brosnan, Firth and
Skarsgard are perfect as the three different men, although their singing
isn’t as good as that of Streep.
However, the real surprise is Amanda Seyfried, who ’s sensational as
Sophie. In addition, she has genuine chemistry with Cooper and also
has a …………….
The great
To be honest, if you hate musicals (or ABBA), then Mamma Mia is
definitely not for you. However, if you’re a fan of the stage show, then
you won’t be disappointed.
Worth seeing?
Mamma Mia is an extremely enjoyable musical. You will be grinning
from ear to ear and singing Abba songs all the way home. Highly
recommended.
EVERYDAY COMMUNICATION: TEACHER’S NOTES (INT 1, ESOL)
© Learning and Teaching Scotland 2009
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APPENDIX
Appendix
Peer or self-assessment sheet
Answer the following questions by putting a tick in the boxes next to
the questions.
Has the material included:
1.
correctly punctuated sentences (full stops, commas, apostrophes
etc) with capital letters?
2.
paragraphs?
3.
correctly used tenses?
4.
correct spelling?
5.
a coherent structure (progression → timeline → order of events)?
6.
all of the relevant information, as outlined in the description of the
task?
Name of your partner: ..........................................................................
Class: ...................
Peer reviewer: .....................................................................................
Date: ....................
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EVERYDAY COMMUNICATION: TEACHER’S NOTES (INT 1, ESOL)
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APPENDIX
Two stars and a wish sheet
Two stars and a wish

Well done:

Well done:
Next steps:
EVERYDAY COMMUNICATION: TEACHER’S NOTES (INT 1, ESOL)
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APPENDIX
An example spidergram
TICKET
ROCK
STAGE
POP
CONCERT
BLUES
STYLES
LOUDSPEAKER
MUSIC
CELLO
COMPOSER
PEOPLE
SINGER
INSTRUMENTS
TRIO
DRUMS
DIRECTOR
SAXOPHONE
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EVERYDAY COMMUNICATION: TEACHER’S NOTES (INT 1, ESOL)
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