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TEACHER’S NOTES What’s Your English? – Lesson Plan 2

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Overview: Suggestions for using the rap What’s Your English? by Baba Brinkman and Professor Elemental Total time for worksheet activities: 45 minutes + discussion Suggested level: Upper intermediate to advanced 1. For each student, make a copy of the Worksheet and the rap Transcript and Glossary. 2. Ask the students if they know the meaning of the word rap. Ask them how they feel about rap music in general and if they listen to it. Ask them if they know any rap artists? Rap is a way of talking using rhythm and rhyme, usually over a strong musical beat. This rap was written and performed by two rap artists: Baba Brinkman and Professor Elemental. You can find out more about them on these websites: www.bababrinkman.com www.professorelemental.com

5. Ask students to complete the vocabulary questions in exercise 2. Play the video clip so students can check their answers. You may have to play this part of the video more than once. 6. Put students into pairs and ask them to discuss the questions in exercise 3. Provide a couple of examples before students begin the task. 7. Play the complete video clip of Baba Brinkman and Professor Elemental’s rap battle.

3. Tell students they are going to listen to a rap and watch a video. Give out copies of the Worksheet.

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4. Play the video clip and ask students to answer the questions in exercise 1. Conduct feedback as a whole class.

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KEY What’s Your English? – Lesson Plan 2


1 Find the information The British man (Professor Elemental) is wearing a hat and holding a pipe. The North American man (Baba Brinkman) is wearing a checked shirt.

2 Vocabulary 1 British English / North American English spanner / wrench football / soccer autumn / fall rubbish / garbage lift / elevator petrol / gas crisp / potato chip 3 1 f 2 h 3 a 4 c 5 j 6 i 7 b 8 d 9 e 10 g

how’s it hanging / NAE not cricket / BE not whistling dixie / NAE blimey o’reilly / BE having a barney / BE hokey / NAE fo shizzle / NAE this has all gone pear-shaped / BE porky pies / BE chuffed to bits / BE

NAE = North American English BE = British English

3 Discussion


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a–d Students’ own answers.

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WORKSHEET What’s Your English? – Lesson Plan 2


1 Find the information Watch the rap battle video What’s Your English? Who do you think is British and who is Canadian? Why are they arguing?

2 Vocabulary 1 Complete the words in the table below to show the differences between British English and North American English. British English

North American English

s______ football a_____ rubbish l___ petrol c____

wrench s_____ fall g______ elevator g__ potato chip

2 Watch the video clip again and check your answers. 3 Complete the expressions using the words from the box. Then match the phrases in the left-hand column with their meaning in the right-hand column.

1. How’s it ? 2. not 3. not dixie 4. o’reilly 5. having a 6. 7. Fo 8. This has all gone 9. porky 10.

to bits

cricket

hangin’

-shaped

hokey

pear

pies

shizzle

whistling

a. serious about something b. for sure / absolutely c. surprised / shocked d. it’s gone horribly wrong e. lies f. How are you? g. very pleased h. wrong or unfair i. false or corny j. fighting

© Macmillan Publishers Limited 2012 The poem What’s Your English? © Baba Brinkman and Professor Elemental

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WORKSHEET What’s Your English? – Lesson Plan 2


Decide whether the expressions in the left-hand column are British or North American English. Write BE or NAE next to each phrase.

3 Discussion Discuss these questions in pairs. a When was the last time … someone told you porky pies? you had a barney? something went pear-shaped? you were chuffed to bits? b Do you think all English-speaking countries should aim to use the Queen’s English? Why / Why not? c Is your teacher’s nationality important to you? Why / Why not? d Do you agree that English is ‘the world’s preferred language’? Do you think this will be the case in the future?

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TEACHER’S NOTES

The 21st Century Flux – Part 3

www.macmillandictionary.com what’s your English?

TEACHER’S NOTES

Overview: Suggestions for using the third part of the poem The 21st Century Flux by Dizraeli TRANSCRIPT AND TRANSCRIPT AND GLOSSARY GLOSSARY st

The 21 Century Flux – Part 3 What’s Your English? Lesson Plan2 1 minutes + discussion Your ––Lesson Plan Total time forEnglish? worksheet activities: 30


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st Overview: Suggestions What’s Your English?for using the third part of the poem The 21 Century Flux by Dizraeli

Suggested level: Upper intermediate to advanced

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French and potato from Spanish.

The poem poem What’s Your English? English? © The What’s Your © Baba Baba Brinkman Brinkman and and Professor Professor Elemental Elemental

The poem The 21st Century Flux © Rowan Sawday (Dizraeli) 2010

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Baba:time for Hey, Professor! Total worksheet activities: 30 minutes + discussion Professor: Oh, hello. Set upSuggested a computerlevel: with Internet access. to advanced Baba: Wassup! 6. Let students compare their ideas and then give Upper intermediate Professor: Yes. out copies of the Transcript and Glossary of Elemental, Make1.aBaba: copy theProfessor poemwith Transcript andhow’s it hangin’? three ofcompare Dizraeli’s poem Century Set upof a computer Internet access. 6. part Let students their ideasThe and21st then give Professor: Oh, god Glossary and Worksheet for…each student. Flux. Play this part of the video (from 2:12 until out copies of the Transcript and Glossary of what? the let students it.Century 2. Baba: Make a copyWhat, of the poem Transcript and partend) threeand of Dizraeli’s poem follow The 21st 1 to give our language to the colonies. Professor: Oh, what a Glossary and Worksheet for each student. Flux. Play this part of the video (from 2:12 until Read out the following verse and ask your Baba: What arewhere you saying? the students end) and letthat students follow it.verb stem from students if they remember it is from: 7. Tell the missing 2 your 3. Professor: Read out theYou’re following verse anditask not using !step 5 (above) is mentioned in this part of the students if they remember where it is from: Tell students that the missing verb stem from It’smoolah simply not cricket, your slang7.is poem unclear! Shampoo juggernaut hullabaloo and ask them if they can find it. step 5 (above) is mentioned in this part of the The R is intrusive, you have no idear ad infinitum, pow-wow, kudos, déjà vu (The borrow.) Shampoo juggernaut poemanswer and ask is them if they can find it. 3 moolah hullabaloo here, you old badgering bristling Britsy Baba: Now Won ton, billabong, beef, potato, hobo, dream ad infinitum, pow-wow, kudos, déjà vu (The answer is borrow.) We’re linguistically evolving, we’re not whistling dixie! Wha gwan wigwam Wonwith ton, the billabong, beef, potato, hobo, dream 8. Use an image search to find pictures to Over-protective parenting is risky … Wha gwan with the wigwam 8. illustrate Use an image search to find pictures to mr Chimpanzee? the following words: elastic, Professor: You’re our clear descendants! mr Chimpanzee? illustrate theand following words: patchwork tapestry. In elastic, each case ask independence! Baba: Well, you overtaxed your syntax, sopatchwork we 4 and tapestry. In each case Note that you could remind students by playing students to describe what they seeask and ask Note that youIndependence? could remind students playing students to describe what they see and ask Professor: Frombywhat we invented? How senseless! this partthis of the video (0:33–0:46). them to tell you the names of the items in their part of the video (0:33–0:46). Each sentence is already perfect them to tell you the names of the items in their own own language(s). language(s). Baba: So you’ll 5 it? Ask students if theyifcan remember what thethe 4. Professor: Ask students they can remember what Preserve it – the Queen’s English founded your nation words/items have inhave common. (The(The answer 9.9. Put intosmall small monolingual groups words/items in common. answer Put students students into monolingual groups (if (if Just accept your received pronunciation is that most of them have been borrowed possible). Give out copies of the Worksheet. is that most of them have been borrowed just counts as possible). Give an outounce copies of the Worksheet. Baba: Your pronOUNCiation vacant! With by English from other languages but don’t Ask students to match thethe words withwith the the by English from other languages but don’t Ask students to match words 6 you’d reckanize the future sound of your language Of atstage.) this stage.) languages ininexercise 1 and thenthen discuss the the mentionmention that at that thisI’m exercise 1 and discuss here to throw a wrench in your languages engine once and for questions in exercise 2. all questions in exercise 2. You mean a spanner? 5. Professor: Write the following definition on the board and Answers to exercise 1 Write the definition on the askfollowing studentsNo, to suggest what theboard missing verb Baba: a wrench, and not aand football, a Answers soccer 1 1 i 4ball! gto exercise 7 a ask students to suggest 7 what the missing verb stem is: , so you fall, I’m12off Professor: It’s if to54the eg public 87b a stem is:_____________ing: House and it’s bin day, you get left 2 like 3 fhrubbish 65 de 98c b Out ... like yesterday’s fish and chip wrappers _____________ing: 3 h 6 d 9 c The practice of taking one word from a foreign 8 gifted rappers Rapscallions ought not to language and introducing it into another. Some The practice of taking onedon’t wordsay from a foreignsay ‘garbage’ as in “garbage rapper” Baba: Arrgh, ‘rubbish,’ examples of _____________ed English words languageinclude and introducing it into another. Somedied with Margaret Thatcher Your verbal conservatism juggernaut from Hindi, beef from examples of _____________ed English words Professor: She’sfrom still Spanish. alive! French and potato includeBaba: juggernautWhatever, from Hindi,I use beefelevators from for 9

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TEACHER’S NOTES



TEACHER’S NOTES

Overview: Suggestions for using the third part of the poem The 21st Century Flux by Dizraeli TRANSCRIPT AND TRANSCRIPT AND GLOSSARY GLOSSARY st

The 21 Century Flux – Part 3 What’s Your English? Lesson Plan2 1 minutes + discussion Your ––Lesson Plan Total time forEnglish? worksheet activities: 30



st Overview: Suggestions for using third part of the poem The at 21a Century Flux by Dizraeli But you need a liftthe ’cause you’re out of gas petrol station

10 Suggested level: You’ve Upper intermediate to advanced Professor: of gas to go with that hot air lame flow

Total time for worksheet activities: 30 minutes + discussion Not ‘tomayto,’ it’s ‘tomarto’ –

Baba:

Why?

The poem poem What’s Your English? English? © The What’s Your © Baba Baba Brinkman Brinkman and and Professor Professor Elemental Elemental


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language andThat’s introducing Some Professor: The practice of taking onewonderful! wordit into fromanother. a foreign examples of _____________ed English words Baba: Yeah it into another. Some language and introducing include juggernaut from Hindi, beef from Professor: That’s great. Thank very much examples of _____________ed Englishyou words French and potato from Spanish. Baba: I thought you’d like that, include juggernaut from Hindi, beef from yeah to bits, I really am French Professor: and potato Chuffed from Spanish.


1. Set upSuggested a computer with Internet access. to advanced 6. Let students compare their ideas and then give Upper Iintermediate 11 40 Professor: level: – because so! out copies of the Transcript and Glossary of Baba: Great, so this is a linguistic dictatorship? 2. Make1.a copy the poemwith Transcript and three ofcompare Dizraeli’s poem Century Set upof a computer 6. part Let students their ideasThe and21st then give Professor: ’Fraid so Internet access. Glossary and Worksheet for each student. Flux. Play this part of the video (from 2:12 until out copies Baba: What, so I have to say “crisp” for potato chip?of the Transcript and Glossary of the let students it.Century 2. Professor: Make a copyYes, of theorpoem and partend) threeand of Dizraeli’s poem follow The 21st we’llTranscript trade blows Glossary and Worksheet for each student. Flux. Play this part of the video (from 2:12 until 3. Read out the following verse ask Guy your 45 Baba: Alright, Mr.and Tough the students end) and letthat students follow it.verb stem from students if they remember where it is from: 7. Tell the missing you how Canucks fight I’ll 12 3. Read out the following verse and ask your step 5 (above) is mentioned in this part of the Professor: On remember ice? students if they where it is from: 7. Tell students that the missing verb stem from Shampoo juggernaut moolah hullabaloo poem and ask them if they can find it. Baba: Naw, we cuss nice step 5 (above) is mentioned in this part of the ad infinitum, pow-wow, kudos, déjà vu rhymes are brutal” (The borrow.) Like this: “Dude, your Shampoo juggernaut moolah hullabaloo poemanswer and ask is them if they can find it. Won ton, billabong, beef, potato, hobo, dream ad infinitum,Blimey pow-wow, kudos, déjà vu (The answer is borrow.) 50 Professor: O’Reilly Wha gwan wigwam Wonwith ton, the billabong, beef, potato, hobo, dream 8. Use an image search to find pictures to You’re barmy Wha gwan with the wigwam 8. illustrate Use an image search to find pictures to mr Chimpanzee? the following words: elastic, Baba: You’re cougar-bait mr Chimpanzee? illustrate theand following words: patchwork tapestry. In elastic, each case ask Professor: Well, if we’re having a barney patchwork and tapestry. In each case Note that you couldYou’re remind studentsyou’re by playing students to describe what they seeask and ask bonkers, piffle Note that you could remind students by playing students to describe what they see and ask this part of the video (0:33–0:46). them to tell you the names of the items in their 55 Baba: You’re this part of the video hokey (0:33–0:46). them to tell you the names of the items in their own Professor: Well, you can go whistle own language(s). language(s). 13 is all fat with no gristle shizzle, your what 4. Ask students if theyFo remember thethe 4. Baba: Ask students ifcan they can remember what Professor: This has all gone pear-shaped words/items have in common. (The(The answer 9.9. Put intosmall small monolingual groups words/items have in common. answer Put students students into monolingual groups (if (if is that most of them have been borrowed possible). Give out copies of the Worksheet. Baba: Your rhymes are bare-faced lies is that most of them have been borrowed possible). Give out copies of the Worksheet. 14 by English from other languages but don’t Ask students match thethe words withwith the the 60 by English Professor: Well, yours arebut fairy , no, moretoto like porky pies! from other languages don’t Ask students match words mention atstage.) thishere’s stage.)the point, porcupine, at languages ininexercise thenthen discuss the the Baba: the end of the day1 and mention that at that thisWell, languages exercise 1 and discuss questions in exercise 2. 15 the globe,questions and change is the price English in exercise 2. you pay 5. Write the following definition on the board and Answers to exercise 1 Professor: I say, that’s not a bad trade 5. Write the definition on the askfollowing students to suggest what theboard missingand verb Answers 1 1 i 4 gto exercise 7 a Baba: Yeah, Canadian slang ask students to suggest what the missingisverb stem is: 1 i 4 g 7 a 2 f 5 e 8 b 65 stem is: Like a tax that buys you … _____________ing: 23 fh 65 de 98c b language! Professor: The world’s 16 _____________ing: 3 h 6 d 9 c The practice Exactly! of taking one word from a foreign Baba:

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TEACHER’S NOTES

Overview: Suggestions for using the third part of the poem The 21st Century Flux by Dizraeli TRANSCRIPT AND GLOSSARY GLOSSARY TRANSCRIPT AND st

The 21 Century Flux – Part 3 What’s Your English? English?––Lesson LessonPlan Plan 1 What’s Your Total time for worksheet activities:230 minutes + discussion



Overview: Suggestions for using the third part of the poem The 21st Century Flux by Dizraeli Glossary Suggested level: Upper intermediate to advanced 30 minutes + discussion colony Total time for worksheet activities: noun a country that is controlled by another country intrusive adjective present and noticeable in a way that is annoying 1. Set upSuggested a computerlevel: with Internet access. 6. Let students compare their ideas and then give Upper intermediate descendant noun to advanced a relative of a person who lived in the past out of the how Transcript syntax noun thecopies rules about wordsand are Glossary arranged of and 2. Make1.a copy of the poem Transcript and part three of Dizraeli’s poem The 21st Century connected to maketheir phrases and sentences Set up a computer with Internet access. 6. Let students compare ideas and then give Glossary and Worksheet for eachadjective student. Flux. Play this of for theno video (from of 2:12 until out copies of the Transcript and Glossary senseless happening orpart done purpose 2. Make a copy of the poem Transcript and part three of Dizraeli’s poem The 21st Century the end) and let students follow it. received pronunciation (RP) noun a way of speaking British English that is considered and Worksheet for each student. Flux. part of the video (from 2:12 untilUK 3. Read outGlossary the following verse and ask your to bePlay thethis standard pronunciation in the the end) and let students follow it.verb stem from once and forif all completely and finally students they remember wherephrase it is from: 7. Tell students that the missing 3. Read out the following verse and ask your conservatism noun a tendency change; a political step 5 (above)toisdislike mentioned in this part of belief the that it students if they remember where it is from: 7. Tell students that the missing verb stem from is better for society to change only gradually Shampoo juggernaut moolah hullabaloo poem askisthem if they can it. the step 5 and (above) mentioned this find part they of trade phrase if people trade blows orininsults, hit or insult ad blows/insults infinitum, pow-wow, kudos, déjà vu (The answer is borrow.) Shampoo juggernaut moolah hullabaloo poem and ask them if they can find it. each other Won ton, beef, potato, hobo, dream adbillabong, infinitum, pow-wow, kudos, déjà vu (The answer is borrow.) barmy adjective (British) crazy or silly Wonwith ton, the billabong, beef, potato, hobo, dream 8. Use an image search to find pictures to Wha gwan wigwam Wha gwan with the wigwam 8. illustrate Use an image search to find pictures to mr Chimpanzee? the following words: elastic, mr Chimpanzee? illustrate theand following words: patchwork tapestry. In elastic, each case ask patchwork and tapestry. In each case ask Note that you could remind students by playing students to describe what they see and ask Note that you could remind students by playing students to describe what they see and ask this partthis of the (0:33–0:46). them tellyou youthe thenames names of the items in their part video of the video (0:33–0:46). them to to tell of the items in their own language(s). own language(s). 4. Ask students if theyifcan what thethe 4. Ask students theyremember can remember what words/items in common. answer Put students students into monolingual groups (if (if words/items have inhave common. (The(The answer 9.9. Put intosmall small monolingual groups is that most of them have been borrowed possible). Give out copies of the Worksheet. is that most of them have been borrowed possible). Give out copies of the Worksheet. by English from other languages but don’t Ask students students totomatch thethe words withwith the the by English from other languages but don’t Ask match words mention that at this stage.) languages in exercise 1 and then discuss the mention that at this stage.) languages in exercise 1 and then discuss the questions in exercise 2. questions in exercise 2. 5. Write the following definition on the board and Answers to exercise 1 5. Write the following definition on the board and ask students to suggest what the missing verb Answers 1 1 i 4 gto exercise 7 a ask students to suggest what the missing verb stem is: 2 f 5 e 8 b 1 i 4 g 7 a stem is:_____________ing: 23 fh 65 de 98c b

_____________ing: The practice of taking one word from a foreign

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include juggernaut from Hindi, beef from French and potato from Spanish. © Macmillan Publishers Limited 2010


language and introducing it into another. Some The practice of taking one word from a foreign examples of _____________ed English words languageinclude and introducing it into another. Some juggernaut from Hindi, beef from examples of _____________ed English words French and potato from Spanish.