Love and Chaos Part 6(E) Arizona Al 1

10th May 2021

May be an image of 2 people and people smiling
East Berlin squat, mid 1990s

Part Six. Berlin. February 1995

Arizona Al had been at the club since late afternoon, setting up, sound checking, greeting acquaintances, sippin’ beer but mostly just hanging around and waiting.

The door to the club had been locked. Someone turned up, but didn’t have the key. He went to call a friend who should have the key. He returned after fifteen minutes, unable to reach him.

Other people came and went, all trying the door, surprised that it wouldn’t open under their special handle-turning techniques.

One fellow artist arrived, with acoustic guitar strapped to his back. He resembled the actor Willem Dafoe in ‘Platoon’, even wearing a white headband in the same manner of the actor in that film. He smiled, (he also had an impossibly wide mouth), tried the door and asked when it would be open.

“Yo ! Bryan ! Get yer arse over here,” Arizona called to a man who had just walked into the Hof from the street.

Bryan was medium height and stocky, and walked with real determination, as if he were always on a life or death mission.

Bryan looked at the door, wondering why no one had bothered to open it. He keep shaking it, until Willem Dafoe told him that he thought it was locked. Bryan had a very round face and hair that stuck out at all angles. His normal expression was one of complete shock at whatever was happening.

Bryan therefore appeared completely shocked at finding the door locked.

Two young men arrived, pushing a trolley loaded with beer crates, and there were sundry cries in German, but no key.

Then an American girl arrived, wearing a floral dress underneath a heavy army coat, and long red leather boots. She knew most of the people that were waiting outside as, by now, quite a crowd had built up. Willem Dafoe took out his guitar and strummed some chords, one or two men moved closer and moved their heads in rhythm. Another began singing, but it was a different song in a different key.

Finally Horst arrived, taking his time crossing the Hof, walking with a swagger, clearly stoned. He also tried the door, then stood back, smiling to himself, thinking.
“Ahhh.” He mumbled something in German, causing some curses, some laughter. Melissa, the American, translated. He had forgotten the key.

Within twenty minutes, the door was opened and the musicians and technicians and hangers-on and friends, and friends of friends and a few drunks, began pouring in.

A van backed into the Hof, people jumped out, shouting and laughing, and from the back doors, various amplifiers and boxes of cables were carried inside, Bryan seeming to be everywhere but doing nothing.

Arizona got his alloted time to soundcheck. Tonight he had decided to do what he called his ‘unplugged’ set, by which he meant just playing electric guitar and singing. Then he saw Jacques, Melissa’s French Canadian boyfriend, and called him over.

Jacques was a very pleasant chap, tall and cumbersome, with enormous feet that always found things to bump into and knock over, as if possessed by a will of their own, a pair of unruly dogs, forever going off chasing cats and rabbits.

They conferred and it was decided that Jacques would accompany him on one or two songs. They had done some stuff together before, Arizona singing, while Jacques intoned as counterpoint.

Arizona was shooed off stage as Willem Dafoe had to run through his list and the soundman had to change the levels for his acoustic guitar and adjust the mike stand, as Willem was barely five foot two on tiptoes.

People carried full beer crates in and empty ones out, Horst slumped at the bar, taking instructions from his staff. Melissa liaised between artists, walking around with pen and paper, trying to work out a schedule that meet with approval, a thankless task, as half the bands wanted to go on last, the other half preferring first.

Bryan appeared, and helped out Melissa with the indisputable assertion that they couldn’t all go on last, and after proclaiming this piece of sage wisdom, promptly found another problem to solve. Or create.

Typically, the gig was nowhere near ready by the advertised opening time, and several people had entered the bar, walking past the admission desk that no one was working. Some staff suggested they should all be thrown out, some said they should stay, but pay, some said they should stay, not pay, but not be allowed to buy drinks, some one else, quite possibly Bryan, suggested they should pay, and then be made to leave. In all events, nothing happened and because of this, most of them left, anyway.

Melissa, pleading, like an over-eager actress of the Method school, appealed to the room, that someone needs to be on the door. This led to discussions as to who’s turn it was, who wanted to do it and then, when a volunteer was found, no one knew where the cash box was. There wouldn’t be enough change for the bar and the door, as the entrance was an inconvenient three Marks, and everyone would be paying with five-Mark coins.

The obvious suggestion was to raise the entrance to five Marks, but this was vetoed. Bryan thought that anyone who had the exact change should get in free, but failed to see the flaw in his solution.

By now more people were coming in, as no one had closed the door.

It was at this point that Richard and Chris arrived, not noticing the desk or even knowing about the admission fee.

They saw Arizona Al in a crowd of people, and went up to him to say Hi, then left him to ‘get his shit together’, as Chris put it, and planted themselves at the bar, where they intended to stay all night.

The subject of Monika naturally dominated the conversation and Chris, despite the bravado and carefree attitude, was really scared that he had lost her. He opened up to Richard that there had been conversations about work and getting more settled in Berlin, maybe going on a language course and getting a proper respectable job.

“What’s the probability of any of the above happening ?” asked Richard.

“Not good.”

Chris drank quietly, and Richard was reminded of the time in London just before he was set to leave for Berlin. He was about to ask him if he had any regrets about leaving the UK, when Bryan popped up behind the bar, starred at both of them in turn, then went off to join the crowd around Arizona.

“What in the name of fuck . . . ?” began Chris, more electroshocked than recalled back to life.

“Where did that goddamn thing come from ?”

“Fucking Cheshire Cat face, out of nowhere.”

“Oh, look, he’s a friend of Al’s,” said Richard, indicating the two of them in an embrace. There was quite a crowd in the centre and both of them noticed a number of very attractive girls. Willem Dafoe was dwarfed by an icy blonde in cocktail dress, who held a Sekt glass without ever drinking from it, and maintaining an aloof distance from everyone.

Melissa was running around stressed, as the running order was still in a state of flux. To end the impasse, and making it clear it was an immense favour he was doing, Willem deigned to open proceedings.

He walked on stage to the applause of the organisers and fellow artists, and complete indifference of everyone else. Until, that is, the icy blonde joined him. She took up position at the back of the stage, and, with a disparaging look at the Mike stand, made a willing young man adjust it up to her height, and bring it the necessary inches closer to her mouth, rather than have to walk towards it.

She was pure class.

Willem Dafoe began playing. The first song was a slow ballad of no apparent melody. He would hit a chord, then sing, following it by a gentle up-down strum and lots of moaning. He hit another chord, thought about hitting another, but hung his hand in the air and turned his head to the side, before letting it fall across the strings. Meanwhile, the icy blonde was making some kind of droning background noise.

The ‘song’ finished some minutes later. The solitary voice of Melissa could be heard, saying,

“Beautiful, beautiful.”

Then the other performers clapped, some worried that the opening act had set too high a standard.

The second song had a different title, but was pretty much the same, from tunelessness to theatricality to Melissa’s not so convincing appraisal.

When the third number started, showing no indication of variance, Chris turned to Richard and, appropriating the famous line from the movie ‘Jaws’, said,

“We’re gonna need a bigger bar.” Then he raised his hand to get the barman’s attention, “Alcohol !”

A woman singer songwriter was next, listenable for a song or two, but she also outstayed her welcome. After she finished, a section of the crowd left, and this pattern was repeated for each subsequent act. Friends came to lend support, then, duty done, made a beeline for the door. Quickly.

“When the fuck’s that cunt on ?” asked Chris, his tolerance worn away by ineptitude.

“Look, there he is again. What the fuck is he doing ? I mean, really ! What the fuck is he doing ?”

Richard was referring to Bryan who was criss-crossing the room, appearing behind the mixing desk, the bar, the stage and all points in-between. Now he was standing in the centre of the room, was wasn’t very full, shouting to the mixing desk. The man behind the desk did nothing, the volume of the between-set music changed not an iota, but Bryan was happy, giving the thumbs-up sign.

“Oh, thank fuck, he’s going on,” said Chris, seeing Arizona getting up on stage and plugging in his guitar.

The house music cut abruptly, Arizona introduced himself and made some comments as the sound level rose and fell and fed-back. Bryan naturally appeared and shouted.

When the last of the feedback had faded, Arizona began and played a mid tempo number, jiving around as he played. Richard and Chris were both happily surprised as it was quite good. After the song, while people were still clapping, Arizona announced that it was a cover, of a little known American band from Phoenix. The next songs were his own but failed to elicit the same response, or, by the fourth number, any response, bar Richard and Chris at the bar.

Chris lent over,

“This is terrible. He’s dying up there.”

“I know. Now what the fuck’s happening ?”

Jacques plodded on-stage, unknown to Arizona, who had his back to him, and when he turned around to face the audience, was nearly knocked over. Chris covered his face with his hands and let out a moan, that everyone heard.

They performed two numbers. In the first, Jacques merely stood in the back, and made some backing vocals, repeating key lines of the lyrics. In the second, the two engaged in a kind of comedy routine for introduction, about what to do in Berlin, and Jacques suggesting they go to the Thursday Bar, a well known alternative music venue bar, also in south Prenzlauer Berg, but Arizona said that they couldn’t go there, causing Jacques to inquire why not and being told by Arizona that today was Saturday and therefore . . . not open.

“I’ve gotta do something. This is worse than I imagined.”

Richard had no idea what Chris was planning, and at that point, neither had Chris, but something had to be done, and a far, far better thing than what they were being subjected to now.


Jacques left the stage and there was an assumption that the set was over, so there was a ripple of applause, but that immediately died when Arizona began a new number. Richard felt Chris push past him and walk towards the stage, then vanish.

Arizona began playing, when suddenly, at the very back of the stage, Richard could see Chris, moving from left to right in profile, in measured, theatrical steps, pausing before each new stride.

Arizona was unaware.

Chris turned, froze, then began walking in the same mechanical manner towards the singer.

Arizona was sensing an increase in audience interest, so began dancing a bit as he played. As Chris copied his motions, in his own singular style, the crowd clapped and laughed, inspiring Arizona to cut loose and skip around. Everyone was at least looking at the stage, and mostly smiling, except Bryan who looked completely bewildered, not to say shocked.

That’s when Arizona noticed Chris, but, like a true professional, carried on playing. Chris then stood in front of Arizona and sank to his knees, making gestures towards Arizona’s guitar that in his naivety, Richard at first failed to comprehend. Then he thought back to watching Bowie with Mick Ronson on guitar, Jim Morrison with Robbie Krieger, and understood.

It had certainly livened up the performance, and people assumed it was all part of the act. Chris was more than happy to stand on stage with Arizona Al and take the applause.

Later, at a table, Arizona told of his initial thoughts on seeing Chris coming towards him,

“You know, what with the lights and shit, and my eyesight being bad, I couldn’t see who or what it was, then when you began pulling that faggot Ziggy Stardust shit, I thought, OK, motherfucker, you wanna play, I’ll play, suck on this, arsehole!”

There were several people around them, including Melissa and Jacques, Bryan and a couple of German girls who had stumbled in, attracted by the noise.

“Yeah, thinking of adding some Nirvana covers to my set, couldn’t do it before because everyone was doing it, but, you know, it’ll be a year since Kurt blew himself away, time’s ripe. But I don’t wanna play the obvious ones, you know, thought I’d go for some cuts of the last album, as that was the direction he was going in.”

“Good idea,” agreed Richard. “What songs ?”

“’Numb’, ‘Black-Shaped Box’. You know ?”


Neither Richard nor Chris had the heart (shaped box) to correct him.
Not that it mattered either way to the two girls. They sat down when Melissa and Jacques left and began speaking in English.

Richard thought that here were two girls and two guys without girlfriends, but the girls were quite blatant in their interest for the performers, the performers only, whose stage antics had obviously made quite an impression.

Feeling tired, and like a third-wheel, as usual, Richard decided to leave, telling Chris he’ll see him later, and congratulating Arizona on a great gig.

The girls suggested Jägermeister shots, a German digestif spirit. This was followed by more beers and more shots and before long, Arizona and Chris were enjoying the time honoured tradition of the rock ‘n’ roll groupie.

Arizona was the first to leave, with his new friend, while Chris was determined to drink more Jägermeister, furious that no one had told him before about this wonderful new drink.

After some more shots and beers, he too went back with his first fan.

They got a taxi on Invalidenstrasse and kissed all the way, the driver, working weekend nights in Berlin, quite used to it.

Chris followed the girl into her apartment building, up the stairs in the Vor Haus (front house) and went inside with her. She left him in her kitchen as she went to the bathroom and told him to help himself to a drink. He found some wine, but no corkscrew, and walked into the hall to ask her where one may be found. He passed a door, slightly ajar and did a double take and refocus as, through the gap, he could see a topless Arizona Al, sitting up in bed, smoking, and staring back at him.

Subject Index: Film, TV, Theatre & Music

4th December 2020

A list of some of the major films and songs that I’ve used in various lessons

Films, TV & Theatre

Around the World in 80 Days // Young Learners 5 // 27th October 2019

Big Bang Theory // Young Learners 5 // 17th November 2019

Blind Date // Adult Speaking Class. Theme: Love & marriage

Car Share // IELTS // 19th February 2019

Chungking Express // Adult C, L 1 // 5th March 2019 /// IELTS // 16th April 2019 /// IELTS // 4th March 2019

Dead Poet Society // Adult C, L 3 // 7th November 2019

Dracula // Adult C, L 1 // 2nd January 2019

Dragon’s Den (US Shark’s Tank) // Adult C, L 3 // 18th March 2019

Far Flung Floyd // Adult professionals // Adult mechanics: What can go wrong ?

Far Flung Floyd // Vietnamese Party Food // 19th May 2020

Four Weddings and a Funeral // Adult Speaking Class. Theme: Love & marriage Part 2

Holidays from Hell // IELTS // 10th February 2019

Ing … // IELTS 5-6.5 // 4th September 2019

Inglorious Besterds // Adult C, L 1 // 26th February 2019

Live and Let Die // Young Teens // 27th February 2019

Lost in Translation // IELTS // What do you like this film ? // 6th April 2020

Man Who Fell To Earth // Young Learners 4 // 16th November 2019

Most Haunted // Adult C, L 1 // 2 January 2019

Nosferatu // Adult C, L 1 // 2 January 2019

The Owl and the Sparrow (Vietnam) // IELTS // 16th April 2019

Psycho // Adult C, L 3 // 12 November 2019

Rebel Without A Cause // Adult C, L 3 // 15 August 2019 \ 12 November 2019

Reservoir Dogs // Adult C, L 3 // 23rd September 2019

Social Network // IELTS 5-6.5 // 4th September 2019 /// Adult C, L 3 // 5th September 2019

Star Wars The Last Jedi // IELTS // 14th January 2019

Summer Holiday //Young Learners 4 // 23rd November 2019

Take Care of my Cat (South Korea) // IELTS // 16th April 2019

Tokyo Story (Japan) // IELTS // 16th April 2019

Top Gear // Adult professionals // Adult mechanics: What can go wrong ?

Top Gear / Vietnam / Porsche challenge / Tesla car / Break for the border /

Twin Peaks // Young Learners 5 // 17th November 2019

2001: A Space Odyssey // Young Learners 4 // 16th November 2019

Waiting For Godot // Adult C, L 1 // 5th March 201

Music

Abba ‘Mamma Mia’ // Young Learners 2 // 18th May 2019

The Archies ‘Sugar, Sugar’ // KG 1 // 5th May 2019

Louis Armstrong ‘Hello Dolly’ // Young Learners 2 // 26th April 2019

Louis Armstrong ‘Wonderful World’ // Young Learners 2 // 1st June 2019

The Bangles ‘Walk Like An Egyptian’ // Young Learners 2 // 1st June 2019

The Beatles ‘I’ll Be Back’ // Adult Speaking Class, Level 1

Beatles ‘Can’t Buy Me Love’ // Adult C, L 3 // 14 November 2019

David Bowie ‘Changes’ // IELTS // 16th April 2019

David Bowie ‘Space Oddity’ // Young Learners 4 // 16th November 2019

Bucks Fizz ‘Making Your Mind Up’ // Adult C, L 2 // 27th May 2019

Chic ‘Good Times’ // IELTS 5-6.5 // 25th September 2019

The Coasters ‘Poison Ivy’ // Teenagers: Architecture & Mythology // 13th March 2020

The Deep Six ‘It’s Happening’ // IELTS 5-6.5 // 25th September 2019

Bob Dylan ‘Times They Are A-Changin’ // Adult C, L 3 // 3rd December 2019

Eifel 65 ‘Move Your Body’ // KG Safari 1 // 2nd March 2019

Flying Lizards ‘Money’ // Adult C, L 3 // 14 November 2019

James ‘Sit Down’ // KG 1 // 24th January 2019

Gene Kelly ‘Singing in the Rain’ // Young Learners 3 // 17th August 2019

Gladys Knight ‘Baby, Don’t Change Your Mind’ // IELTS // 16th April 2019

Kraftwerk ‘The Model’ // Young Learners 5 // 17th November 2019

Kraftwerk ‘We Are The Robots’ // KG 1 // 24th January 2019

Ali Hassan Kuban ‘Habibi’ // Teenagers: Architecture & Mythology // 13th March 2020

Led Zepplin ‘Whole Lotta Love’ // Adult C, L 1 // 12 & 19 December 2018

John Lennon ‘Starting Over’ // IELTS 5-6.5 // 14th August 2019

John Lennon ‘Imagine’ // IELTS 5-6.5 // 25th September 2019

Lykki Li ‘Little Bit’ // Young Learners 4 // 1st May 2019

Don McLean ‘Vincent’ // Young Learners 4 // 26th October 2019

Men At Work ‘Down Under’ // IELTS 5-6.5 // 21st August 2019

Paul McCartney ‘Another Day’ // Adult Speaking Class, level 2

Kylie Minogue ‘can’t get you’ // IELTS // 21st January 2019

Nirvana ‘Teen Spirit’ // IELTS 5-6.5 // 25th September 2019

Ohio Express ‘Yummy, Yummy, Yummy’ // KG 1 // 5th May 2019

Otis Redding “Dock of the Bay’ // IELTS // 16th April 2019

REM ‘Stand’ // KG 1 // 24th January 2019

Cliff Richard ‘Summer Holiday’ // Young Learners 4 // 23rd November 2019

Russian National Anthem (2 versions) // Young Learners 3 // 7th September 2019

The Sonics ‘Have Love, Will Travel’ // IELTS // 10th February 2019

Spice Girls ‘Tell Me What You Want’ // Young Learners 4 // 9th November 2019

Steppenwolf ‘Born To Be Wild’ // Adult Class, Level 3 // 22nd April 2019

Stray Cats ‘Strut’ // IELTS 5-6.5 // 25th September 2019

Sweet ‘Love is like Oxygen’ // IELTS 5-6.5 // 25th September 2019

Talking Heads ‘Once In A Lifetime’ // Adult Speaking Class, level 2

Tchaikovsky ‘Swan Lake’ // Adult C, L 3 // 4th December 2019

Tuareg music // Adult Speaking Class, level 3. Theme: Travel // 11th February 2020

10cc ‘Dreadlock Holiday’ // IELTS 5-6.5 // 4th September 2019

Hank Williams ‘I’m so lonesome’ // IELTS // 21st January 2019

‘Run, Rabbit, Run’ // KG 1 // 24th January 2019

Reading exercises

Arabian Nights // Adult Speaking Class, level 2, Part 6 24th January 2020

Reading practice // Adult Speaking Class, Level 3. Theme: Crime & Punishment

Sherlock Holmes // Adult Speaking Class, Level 3. Theme: London 3rd March 2020

Subject Index: Famous Quotes

4th December 2020

Famous Quotes

Bible “Whatever a man sows …” // IELTS 5 – 6.5. Writing example // 15th March 2020

David Bowie “Ground control” // Young Learners 4 // 8th June 2019

Chaucer “Time & tide …” // Teenagers: Architecture & Mythology // 13th March 2020

Ho Chi Minh “need to work much harder” // IELTS: Hello, India // 24th January 2020

Shakespeare “All that glisters …” // Adult Speaking Class, Level 2: luxury day // 12th March 2020

Shakespeare “More things in Heaven … ” // Teenagers: Architecture & Mythology // 13 Mch 2020

Shakespeare “To be or not to be” // Adult C, L 2 // 27th May 2019

Shakespeare “We are such stuff …” // Adult C, L 1 // 5th March 2019

Shakespeare “Neither a borrower …” // Adult C, L 3 // 14 November 2019

Shakespeare “All the world’s a stage” // Adult Speaking Class, Level 2, Part 6, 25th January 2020

Tarantino “Shutting your butt down.” // Adult C, L 3 // 26th November 2019

Twin Peaks “Damn fine coffee,” // Young Learners 5 // 17th November 2019

Lao-Tzu ‘Give a man a fish …” // IELTS 5 – 6.5. Writing example // 15th March 2020

Andy Warhol “Famous for 15 mins” // Adult Speaking Class, Level 3, Part 4 // 27th January 2020

Wittgenstein “Limits of my language …” // IELTS // 28th January 2019

Adult Speaking Class, Level 3: Describing people

27th May 2020

Adjectives to describe people

Bob Dylan Announces New Album Rough and Rowdy Ways, Shares New ...

What are your first impressions of the man above, Mr Bob Dylan. What do you think of first – his appearance or his personality ? Probably the way he looks.

First impressions count

Today we’re having an advanced class using new words and expressions to describe both the physical and personality attributes of famous musicians.

So, as a warm up, how would you describe Mr Bob Dylan ?

Start with his looks, which are more factual, though subjective (i.e. to some young people, he will look ancient, while to older people, he may look distinguished and wise).

Then, tell me what you think he is like. You probably don’t know Mr Dylan, personally, so you can’t say, “He is incredibly friendly,” or, “He is extremely stand-offish.”

Therefore, you must employ opinion phrases:

He seems to be …

In my opinion …

I don’t know him personally, but I would say he is …

However, would it surprise you to know that Mr Dylan won the Noble Prize for Literature in 2016, and that his music has been unbelievably influential all over the world ?

The many lives of Bob Dylan | Culture| Arts, music and lifestyle ...
Mr Bob Dylan receiving an award from President Obama

Your Turn:

I will show you some photos of rock stars, and you will practice sentence building. tell me what they look like, and what you think they are like as people. Can you explain why ? Finally, to practice complex sentence, I will give you basic information, and you have to incorporate these facts into long sentences using discourse markers and relative pronouns.

New Vocabulary: Look up any words you don’t know

Negative

unreliable // aggressive // arrogant // dishonest // talkative // stingy // selfish // rude // nasty // lazy // over-rated

Very positive

inspirational // role-modal // intellectual // philosophical //down to earth // influential // under-rated

Adjectives to describe appearance

tall // giant // diminutive // medium height // average height //

fat // overweight // chubby // slim // thin // skinny // bony // anorexic-looking

blonde hair = fair // brown hair = brunette // red hair = redhead

hair – straight // curly // wavy // crew-cut (army, very short) // bald //

freckles // wrinkles // crow’s feet // scars // spots 

normal-looking // weird- looking // looks more dead than alive // bags under eyes

How would you describe these rock stars ?

David Bowie 1947 – 2016
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Keith Richards of The Rolling Stones born 1943
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Jerry Garcia of The Grateful Dead 1942 – 1995
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Robert Johnson, legendary Blues man 1911 – 1938
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Dolly Parton born 1946
Johnny Rotten on Museum of Arts and Design's Punk Exhibit ...
Johnny Rotten (John Lydon) born 1956

Johnny Rotten, Real name John Lydon. Born 1956. Was in the Sex Pistols from 1975 – 1978. Formed band PIL. Changed name back to Lydon. Married Nora Forster in 1979. He was going to be on the Pan Am flight that crashed in Lockerbie, Scotland. He wrote a book, published in 2008.

John Lydon, who performed under the name Johnny Rotten while he was in the Sex Pistols from 1975 – 1978, is married to Nora Forster, and has been married since 1979. After leaving the Sex Pitols, he formed a new band, PIL, and had a book published in 2008. He escaped certain death by missing his flight on the doomed Pan Am flight that exploded over Lockerbie in Scotland.

Look at how much information I pack into the first, complex sentence:

Name – John Lydon

Stage name – Johnny Rotten

Band name – Sex Pistols

Time of band – 1975 – 1979

Marital status – married

Wife’s name – Nora Forster

How long married – since 1979

Now – how does he look ? Friendly ? Sweet and quiet ? What do you think ?

Make complex sentences:

David Bowie born 1947 and died 2016. Born in Brixton, south London. First big record was ‘Space Oddity’ in 1969. Record was in the Top 5. ‘Ziggy Stardust’ was released in 1972. It was incredibly influential. Many musicians say it is one of their favourite records. In 1976 he was in a film called ‘The Man Who Fell To Earth.’ In 1977 he moved to Berlin, Germany and made two important records, ‘Low’ and ‘Heroes.’ He was married to the super model Iman. She is Somali-American. Bowie made records up until his death in 2016. He died of Cancer.

Choose a musician; what do you think they are like ?

Which one would you like to meet, and why ?

Which one makes music you would like to hear ?

If these musicians are too old for you, tell the class about your favourite modern musician. Is it …

T-ARA sau 2 năm đóng băng hoạt động: người chăm chỉ đóng phim ...
CD9 (band) - Wikipedia
CD9 from Mexico
2
SANAM from India

Now, a last word from Neil Young:

KEEP ON ROCKIN' IN THE FREE WORLD Poster | Orange | Keep Calm-o-Matic

Young Learners, Level 4: “Can you hear me, Major Tom ?”

15th November for Saturday 16th November 2019 E Up 4 U7 L4 (edited from June 8th 2019)

RIP David Bowie: Best Tribute Quotes & Memes | Heavy.com | Page 2

Today’s lesson is about space, astronauts and basic science. It is a mighty theme and so, to paraphrase Melville, we need a mighty beginning … for cinema fans, there really is no other choice … the opening of Stanley Kubrick’s ‘2001: A Space Odyssey’.

So what do the students know about the solar system ? I’ll let them tell me, after boarding some key words:

solar system

planet (Earth, gas giant, rock)

moon (the Moon)

star

asteroid

vacuum

I’ll put a flash card of planet Earth on the board, towards the right-hand side. The students can them fill in the gaps … what planets do they know ? How big is the sun relative to the planets ? What exactly is the sun ? Where does light come from in space ? What exists in space ? 

FUN FACTS:

The speed of sound is 343 metres per second (usually given as 330 m p s)

The speed of light is 299 792 458 metres per second or approximately 300 000 000 m p s or 300 000 km per second.

Sound cannot travel through a vacuum

To demonstrate the last point, show NOT tell; here’s a good example (start around the 0:24 second mark): An iPhone not making sound in a vacuum.

https://www.youtube.com/watch?v=JrU9LouWY18&t=24s

Group work: Would you like to go to space ?

What would be the pros and cons ? In small groups, discuss the question, trying to use some of the recent vocabulary.

Song time: A British classic, and the first hit for David Bowie, an artist with a deep connection with space. This video has lyrics, but how many words can they recognise ? They can shout them out as they hear them.

‘Space Oddity’; lyrics start around the 0:30 second mark

Board any new words or phrases such as ignition / made the grade / peculiar /

Runaround

This is based on the UK children’s show from the 1970s. The class will be split into small groups. One member from each has to stand in front of the board. I will read a question and then give three answers. The students have to run to the correct number. They then have three seconds to change their minds.

Who was the first man on the moon ? Buzz Aldrin / Michael Collins / Neil Armstrong

What is the biggest planet ? Jupiter / Saturn / Mars

The sun is a: planet / star / moon

What is faster ? light / sound / Ms Bao Tran speaking (just give the name of any talkative students, and then elicit the adjective talkative).

In space, people are: heavier / lighter / weigh the same ?

The first animal in space was a: monkey / elephant / dog

(Last one could seem to be a trick question. The answer is Laika, the Russian dog. Monkeys were first put into rockets but they didn’t go high enough to officially enter space).

Bookwork. Today there is a fair amount of reading. I’ll use the passages to show a little grammar, introduce the students to adverbs.

The princess was very beautiful (very = adverb, beautiful is an adjective)

Here, the adverb ‘very‘ goes before the adjective. For concept checking (do the students understand and can use this formula ?) some quick questions:

Correct these sentences:

The very student was clever 

Laika, the dog, was scared very 

Very David talented is

During the reading, I’ll be asking the students to point out the adjectives and adverbs in the short pieces of text.

Then the students complete a workbook with more concept checking exercises. Those who are fast finishers, rising stars, will get a worksheet, a word-search and comprehension questions about space. Then it’s back down to Earth … and next week the subject is …

Image result for cliff summer holiday

Young Learners, Level 4: “Can you hear me, Major Tom ?”

6th June 2019. Everybody Up 4. Unit 7, Lesson 4

Today’s lesson is a cross-curicumlum class about space, astronauts and basic science. It is a mighty theme and so, to paraphrase Melville, we need a mighty beginning … for cinema fans, there really is no other choice … the opening of Stanley Kubrick’s ‘2001: A Space Odyssey’.

https://www.youtube.com/watch?v=e-QFj59PON4

So what do the students know about the solar system ? I’ll let them tell me, after boarding some key words:

solar system

planet (Earth, gas giant, rock)

moon (the Moon)

star

asteroid

vacuum

I’ll put a flash card of planet Earth on the board, towards the right-hand side. The students can them fill in the gaps … what planets do they know ? How big is the sun relative to the planets ? What exactly is the sun ? Where does light come from in space ? What exists in space ?

FUN FACTS:

The speed of sound is 343 metres per second (usually given as 330 m p s)

The speed of light is 299 792 458 metres per second or

approximately 300 000 000 metres per second or 300 000 km per second.

Sound cannot travel through a vacuum

To demonstrate the last point, show NOT tell; here’s a good example (start around the 0:24 second mark): An iPhone not making sound in a vacuum.

https://www.youtube.com/watch?v=JrU9LouWY18&list=PL97HViQblvdEM3zsauRxnIg1baFTNmsDM&index=26&t=0s

Group work: Would you like to go to space ?

What would be the pros and cons ? In small groups, discuss the question, trying to use some of the recent vocabulary.

Song time: A British classic, and the first hit for David Bowie, an artist with a deep connection with space. This video has lyrics, but how many words can they recognise ? They can shout them out as they hear them.

‘Space Oddity’. Lyrics start around the 0:30 second mark

https://www.youtube.com/watch?v=9_M3uw29U1U

Board any new words or phrases such as ignition / made the grade / peculiar /

Runaround

This is based on the UK children’s show from the 1970. The class will be split into small groups. One member from each has to stand in front of the board. I will read a question and then give three answers. The students have to run to the correct number. They then have three seconds to change their minds.

Who was the first man on the moon ? Buzz Aldrin / Michael Collins / Neil Armstrong

What is the biggest planet ? Jupiter / Saturn / Mars

The sun is a: planet / star / moon

What is faster ? light / sound / Mr Phuc speaking (just give the name of any talkative students).

In space, people are: heavier / lighter / weigh the same ?

The first animal in space was a: monkey / elephant / dog

(Last one could seem to be a trick question. The answer is Laika, the Russian dog. Monkeys were first put into rockets but they didn’t go high enough to officially enter space).

Bookwork. Today there is a fair amount of reading. I’ll use the passages to show a little grammar, introduce the students to adverbs.

The princess was very beautiful (very = adverb, beautiful is an adjective)

Here, the adverb ‘very‘ goes before the adjective. For concept checking (do the students understand and can use this formula ?) some quick questions:

Correct these sentences:

The very student was clever

Laika, the dog, was scared very

Very David talented is

During the reading, I’ll be asking the students to point out the adjectives and adverbs in the short pieces of text.

IELTS Unit 6: ch – ch – ch – ch – changes

16th April 2019

Tomorrow night I’m substituting a new IELTS class which is going to be very heavy on reading. In order to offset this passive activity, I want to promote and encourage as much speaking as possible AND to make the students take notes of any new words or phrases. Apparently, note-taking is not big in Vietnam; for a teacher, it can seem that the students are expecting to be entertained. It’s quite amazing the amount of students who attend class without notebooks, writing implements or the motivation to open their mouths and practice the language they are paying to learn.

Therefore, I have to make it clear at the outset what I expect them to do if THEY expect to get a good grade. Taking a photo of the board is not good enough, they need to physically write and practice the new vocabulary. Wether I am successful is another matter (for another blog).

And so, without further ado, tomorrow’s plan.

The theme is about changing lives, making decisions, trying something new. Consequently, I’ll play three songs which feature a change of one description or other. Let’s start with the song alluded to in the title, ‘Changes’ by the British legend David Bowie:

https://www.youtube.com/watch?v=LCgzX7vwlFk

David Bowie in the early 1970s … going through many changes

Next we have USA Soul-singer, Otis Redding. He sings about a life-changing move: https://www.youtube.com/watch?v=ISxskvJ9FwI

Otis Redding who left his home in Georgia …..

Finally the use of change in a more abstract way, a mental activity. If someone makes a decision then has a different view, we say they ‘change their mind’. That is the subject of our last song, ‘Baby, Don’t Change your Mind’ by Gladys Knight & the Pips: https://www.youtube.com/watch?v=6IjDftWaXpA

Gladys Knight

The first task is to identify the type of change mentioned in the song then subsequently moving on to a second task; what do they think of the music ?

This will involve forming opinions, and using special vocabulary pertaining to music. To begin with, the students have been given several opportunities to practise these:

In my opinion

For me

I feel that

From my point of view

Then some new phrases to express like or dislike:

I really love it / I quite like it / I’m crazy about it

I can take it or leave it / I don’t mind it

I’m quite keen on it / I’m not so keen on it

I’m into it / I’m not really into it / I’m not into it at all !

I can’t stand it / It’s excruciating / I can’t bear it

It’s not my cup of tea / It’s right up my street

Now vocabulary pertaining to the actual music:

melodic / tuneless

catchy / boring

repetitive / interesting

rhythmic / great beat /

uplifting / depressing / melancholic

The students will have to move around the room (always a challenge as most students are glued to their seats for the whole three-hours and simply will not move) and interview each other. It’s my job to get them to elucidate and expand their answers, to illustrate that a basic, ‘I like it’, isn’t what is expected from an IELTS student … and isn’t going to be accepted by THIS teacher.

Thereafter, I want to move from music to cinema. I’m going to show some stills of Asian films and let the students work together to create possible scenarios. As always, I’ll model one example. This is from one of my favourite directors, Hong Kong’s Wong Kar-wai, and the film in 1994s ‘Chungking Express’.

Brigitte Lin

This still doesn’t give much information … but it has some. The figure wears a long trench-coat as worn by detectives or private eyes in US crime films). Her blonde hair is a wig and she wears sunglasses … at night. What does that suggest ?

Furthermore, the scene is well-lit by the store; what area of Asia could this be, where there is so much light, neon, brightness and excitement ?

In answer, the film is set in Hong Kong. The lady is organising some smuggling. If it works, she will make a lot of money. If it fails, her life is certainly in severe danger. Whatever happens, this night will change her life.

Now, the students have to look at these stills:


Where is this film set ? What could be the life-changing situation ? For a clue, consider the ages of two of the characters. On the other hand:

Take Care of my Cat

Where is this set ? (the signs give a clue). This is a film about five young ladies who have just left school. What changes are they facing ? Finally, a film closer to home:

The Owl and the Sparrow

The students will probably recognise the setting and the situation. How do they read the body language of the actors ? What could change ? How are the girls in this situation in the first place ?

After this, it’s time to hit the books.

To make reading more of an active activity, the students can work in pairs. One will read one paragraph, then relate the information to their partner. This is then repeated with the second partner reading then relating. Thus they practice reading, speaking and listening.

Furthermore, they can try to rephrase some lines, a useful ability to have in an IELTS test.

To end, we could show some clips of films, then pause and ask the students what they think will happen next, and to describe what they see in the shot. This helps develop the use of adjectives and discourse markers. And who knows … maybe they will change their habits and actually get up from their chairs.