anthonyrossetti’s Blog

Working on checkpoint 3 and it's proving to be difficult i got the first part right but not the 2nd part

The question is.

a. Choose a song and think about how you could use it in a lesson with a group of learners. Include the relevant lyrics and explain what language point(s) or skill(s), in addition to listening, your students can practise with the help of the song. What level of learner would you use the song for? Remember that it is a listening lesson, so they need to listen to the song at some point rather than simply read the lyrics. (Write about 150 words apart from the song lyrics) 

My answer was.

For this I chose the song “Fast Car” by Tracy Chapman.
Levels: Pre-intermediate - intermediate 
“You got a fast car
And we go cruising to entertain ourselves
You still ain’t got a job
And I work in a market as a checkout girl
I know things will get better
You’ll find work and I’ll get promoted
We’ll move out of the shelter
Buy a big house and live in the suburbs
I remember we were driving in your car
The speed so fast I felt like I was drunk
City lights lay out before us
And your arm felt nice wrapped ‘round my shoulder
And I had a feeling that I belonged
And I had a feeling I could be someone”

(I would have these lyrics written on the board at the beginning but erasing them later to replace them with a timetable)

The English points I would be teaching are the tenses (present continuous, past perfect and future continuous).
I would begin by discussing the song I will play, without telling them the topic.
I would let the students listen the whole song first. I would then play just the lyrics above reading along with the lyrics I wrote on the board. Then I would use my above set of lyrics to create a discussion asking questions about the song. Such as… 
“Is she moving out of the shelter now or in the future?”
“Has her boyfriend found a job yet?”
“When do you think he will find a job?”
“Are they going cruising now or later on?”
I would then brainstorm with them about what do they think the topic of the song is about. Getting them to elicit ideas about what they think the song is about.
After that I would draw a timetable or chart and write tenses from the lyrics beside it. Getting them to try and place words from the side under the correct tense.
Next I would let them listen to that section of lyrics one more time.
Then I would assign pairs and pass out sheets that I printed out with some mistakes and try getting them to correct them. Letting them work together.
After they finished with the worksheet we would go over what they missed (If any).
Then we would finish by singing along with the whole song.


His review and comment on it was.

This is a good attempt, but the instructions ask you to ‘explain what language point(s) or skill(s), in addition to listening, your students can practise with the help of the song and how they can practise them.’ You have not identified the tenses correctly and you have not described an activity the students could do to practise the language point. 

Please try this task again.

can someone please help me? I don't want the answer just an example.



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Hi anthonyrossetti.

Well done! Really pleased for you. Sometimes you can over-work it and make it much more difficult for yourself. 

That website really helped me too and made the task so much easier.

From the comments you received, it sounds like the same tutor marked your checkpoint that marked mine. Almost the same comment!

Right, onwards and upwards now! The end is in sight :)

Have a good weekend



Thank you guys for the help! I re did it using Queen's song we are the champions and passed. I was really over thinking it and saw what i was doing wrong.  The only comment he gave me was "You have found a suitable song to focus on the chosen language point and your activities correspond to the aims of the lesson. 

You have demonstrated sound knowledge of how to plan skills-based lessons. " :D 


@allisonkilkenny that website also really helped alot! 


Take a look at the following website which helped me enormously when I tackled Checkpoint 3.

Loads of songs to choose from . . . and each song includes what level of learner it is suitable for and the grammar which will be learned.


Good luck!

Hi there,

As your tutor says, you haven't correctly identified any of the tenses, which has left you trying to teach an odd combination of tenses that we would never use in the same lesson. That said, I think this song should be used for teaching topics rather than grammar as there's very little in the way of accessible and consistent tense use there.

For advice on choosing songs see: For ideas choose 'grammar songs' or 'topic songs' from the left-hand menu.




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