The Language Teacher
November 2001

Running Into Someone

Linh T. Pallos

Kyoto Tachibana Women's University, Osaka Gakuin Daigaku

QUICK GUIDE

Key Words: Short interchanges, songs
Learner English Level: Low intermediate and above
Learner Maturity Level: University age, due to the content of this particular song
Preparation Time: About 10 minutes for photocopying song lyrics
Activity Time: About one hour

The aim of this activity is to practice short interchanges, the ones you have when you run into someone but have no time to talk. Students will also learn that the linking and weakening of words are very much a part of spoken English. In this article, several techniques to teach short interactions are introduced based around a popular song by The Backstreet Boys. This group is coming to Japan this month and many of my students will be attending. My students love the group and many have their most recent CD, Black and Blue. When asked, "What songs do you want to understand and learn?" many listed songs from this Black and Blue album. You will probably find that the same is true for your students. These are three very good reasons why I have chosen to look into using one or two of their songs in my classes this semester, and to share with you here in My Share. Why not take advantage of your students' interest in this group and their songs?

This particular song, The Call, was chosen as it starts off with a guy and his girlfriend having a short interchange over the phone, but the conversation is cut short as his mobile phone battery is running out. The song is used as a follow up to the "running into someone" game which focuses on short interchanges between two people who have run into each other but have no time to talk. Of course, you can also choose a different song that your students enjoy to teach this activity.

Linking and Weakening of Words

In this activity we are also alerting students to the linking and weakening of words. Explain to the students that one of the reasons why English learners often have difficulty in listening comprehension is because of these features. This will become clear to them in the chorusing before the actual activity.

Point out the linking rule: Words ending in a consonant followed by a word beginning with a vowel are linked. A visual of this on the board with an upturned arc between and under the words is helpful. The weakening of words occurs when a consonant is dropped and/or when a schwa replaces the vowel. (E.g., How are you doin'? Bob 'n' Alice are here.) A schwa is an unstressed vowel or vowels in a word. Since it is frequent in English, learners need to be made aware of it. Words that don't convey much content are often unstressed or weakened.

Preteach, go through, and chorus different forms of the following (make sure it is all written on the board so they can refer to it while playing the game later):

Greetings (e.g., Hi. Hi there. Hey. Long time no see, etc.)
Enquiring about someone (e.g., How are you? How ya doin'? How's life? How are things? How's it goin'? What's up? What's new?)
Answers to the enquiry (e.g., Fine thanks. Great. Not bad. Can't complain. Not much, etc.). Explain that we don't answer with "terrible" as this type of response would lead the other person to ask, for example, "Why, what's wrong?" which means you would have to give an explanation and get into a long conversation which you have no time for.
Asking "Where are you goin'?" (e.g., Where are you off to? Where are ya headin'? Whatcha doin'?)
Answering "Where are you goin'? (e.g., I'm goin' shopping. I'm offta football practice. I'm headin' to the gym. I'm on my way to see a movie. etc.)
Responses to this (e.g., Have fun. Don't spend/work too much. Sounds good/like fun. etc.)
Initiating farewell (e.g., Sorry, I gotta go/gotta run. Sorry, would like to talk but I gotta go. Look, I hafta go, etc.)
Saying goodbye (OK, see ya (later). Bye. Catch you later. OK, later, etc.)

Give each student the lyrics to The Call with the cloze exercise (see cloze lyrics) to see if they can catch the weakened words when they hear the song. A second and perhaps a third play of the song may be necessary. Then, check the missing words with the whole class. At this point, we only want to alert the students to the linking and weakening of words. We are not concentrating on the meaning or content of the song. This song is authentic material illustrating the use of such features.

The Running Into Someone game

This game enables the students to practice these features and short interchanges.

1. Seat all students in a circle facing in, make sure there is enough space between the chairs for them to be able to get in and out, and make sure that there is enough running room on the outside of circle.

2. One person (preferably the teacher) needs to stand outside the circle to demonstrate the activity.

3. The person standing runs around the outside of the circle, taps a person on the shoulder and continues to run in that same direction.

4. The person who was tapped stands up, runs to the outside of the circle, and runs in the opposite direction to the person who tapped them.

5. When the two people meet, they stop and go through a short conversation. An example is given below.

A: Hey. How ya doin'?

B: Can't complain.

A: Where are you headin'?

B: I'm off to my part-time job.

A: Don't work too hard.

B: Sorry, would like to talk but I gotta go.

A: Ok, see ya. Bye.

6. One of them needs to initiate an end to the conversation at some point. The other person responds with a farewell and they both race to the empty seat.

7. The one left standing runs around to tap another person and the process starts all over again.

Initially, one student will tend to ask all the questions and the other will tend to only give answers. This is all right for the first two pairs as you give students the idea of the game. However, you will want to pause early in the game to let students know that they do not need to take it in turns to ask and answer. In a normal conversation, both people usually ask questions.

Also, let them know that what you have put on the board are examples only. As students gain confidence they will experiment and expand on the examples you have given. This game usually produces a good laugh as they are thinking on their feet (literally and figuratively). The race to be the first one to get to the empty chair helps to decrease their inhibitions. Make sure there is enough running space outside the circle, some students do go for it and quite literally run into each other.

Understanding and Singing the Song

1. Listen to the song again. The students are likely to notice these features more at this point than before.

2. Ask students to underline any words or phrases they don't understand. In groups, they are to ask and help each other with the words and phrases they don't understand. Teacher wanders around and assists if needed.

3. Conduct a class check.

4. Ask them to discuss in their groups what they think the song is about.

5. Ask two or three groups to share with the class, encourage the class to agree or disagree and explain. The teacher clarifies if necessary.

6. Referring again to the linking rule, ask students to go through the lyrics and draw in their arcs following the rule. This visual linking will make it easier for them when they sing the song.

7. Read through the song with the class, noting links and weakened words.

8. Play the song with the class reading the lyrics.

9. Play it again with the class singing along. The number of times you sing this song depends on your students' concentration and interest level.

10. You could follow this activity up with other activities such as writing the story of the song or student presentations about other songs.

The group's details and lyrics, along with a whole lot of other information, can be found at various sites including <www.backstreet.net/index1.html>.

The Call(Backstreet Boys)

Girl: Hello?

Hi, it's me, what's up baby?

I'm sorry, listen, I'm _______ be late tonight so don't stay up and wait for me OK?

Girl: Where are you?

Say that again?

Girl: Hello? You're really _________ out.

I think my battery must be low.

Listen, if you can hear me, we're ________ to a place nearby all right?

________ go! (click)

** Let me tell you the story _______ the call that changed my destiny. Me and my boys went out just to end up in misery. Was about to go home when there she was _________ in front of me.

She said, "Hi.

I got a little place nearby, ________ go?"

I ____________ said no, someone's __________ for me, but I called my girl up and said,

CHORUS

Listen baby, I'm sorry

Just ________ tell you don't worry

I will be late, don't stay up and wait for me.

I'll say again,

you're ________ out

my battery is low

Just so you know, we're ________ to a place nearby,

_________ go!

Now two years gone, nothings been won.

I can't take it back, what's done is done.

One of her friends found out that she wasn't my only one.

And it eats me from inside

that she's not by my side.

Just because I made that call and lied.

CHORUS -- repeat

CHORUS -- repeat (sound of phone hanging up)

The Call (all the words)

Backstreet Boys

Girl: Hello?

Hi, it's me, what's up baby?

I'm sorry, listen, I'm gonna be late tonight so don't stay up and wait for me OK?

Girl: Where are you?

Say that again?

Girl: Hello? You're really droppin' out.

I think my battery must be low.

Listen, if you can hear me, we're goin' to a place nearby all right?

Gotta go! (click)

** Let me tell you the story 'bout the call that changed my destiny. Me and my boys went out just to end up in misery. Was about to go home when there she was standin' in front of me. She said, "Hi

I got a little place nearby, wanna go?"

I should've said no, someone's waitin' for me,

but I called my girl up and said,

CHORUS

Listen baby, I'm sorry

Just wanna tell you don't worry

I will be late, don't stay up and wait for me.

I'll say again,

you're droppin' out

my battery is low

Just so you know, we're goin' to a place nearby,

Gotta go!