SONG ACTIVITY – LIKE I’M GONNA LOSE YOU Name: Group: Date: / / 1. Match each expression to one picture below. (a) broken heart (c) in the blink of an eye (b) split second (d) to take for granted [ ] [ ] [ ] [ ] 2. In pairs, orally complete the statements. (a) There are scenes from the movies that every broken heart knows, for example… (b) If we remembered more often that we can lose somebody, we could… (c) We can make the most of our lives in many ways, for example… (d) When someone takes something for granted, it could be bad because… 3. Listen to the song “Like I’m gonna lose you”, by Meghan Trainor, and circle the word that completes the lines in each case. (a) We were sleeping / walking on moonlight and you pulled me close (b) I woke up in tears / pain with you by my side (c) And I realized: no, we’re not promised forever / tomorrow (d) I’m gonna hold you like I’m saying goodbye / farewell (e) In the blink of an eye, just a whisper / breath of smoke (f) So I’ll kiss / miss you longer, baby, any chance that I get (g) I’ll make the most of the days / minutes and love with no regrets / limits (h) Use what we got before / after it’s all gone (i) So I’m gonna love you while / like I’m gonna lose you (j) ’Cause we’ll never know when we’ll run out of love / time (k) Wherever we’re standing, I won’t take / fake you for granted (l) I’m gonna love / lose you like I’m gonna love / lose you

SONG ACTIVITY – LIKE I’M GONNA LOSE YOU

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SONG ACTIVITY – LIKE I’M GONNA LOSE YOU

Name:Group:Date://1.Matcheachexpressiontoonepicturebelow.(a)brokenheart (c)intheblinkofaneye (b)splitsecond (d)totakeforgranted

[]

2.Inpairs,orallycompletethestatements.(a)Therearescenesfromthemoviesthateverybrokenheartknows,forexample…(b)Ifwerememberedmoreoftenthatwecanlosesomebody,wecould…(c)Wecanmakethemostofourlivesinmanyways,forexample…(d)Whensomeonetakessomethingforgranted,itcouldbebadbecause…3.Listentothesong“LikeI’mgonnaloseyou”,byMeghanTrainor,andcirclethewordthat

completesthelinesineachcase.(a)Weweresleeping/walkingonmoonlightandyoupulledmeclose

(b)Iwokeupintears/painwithyoubymyside

(c)AndIrealized:no,we’renotpromisedforever/tomorrow

(d)I’mgonnaholdyoulikeI’msayinggoodbye/farewell

(e)Intheblinkofaneye,justawhisper/breathofsmoke

(f)SoI’llkiss/missyoulonger,baby,anychancethatIget

(g)I’llmakethemostofthedays/minutesandlovewithnoregrets/limits

(h)Usewhatwegotbefore/afterit’sallgone

(i)SoI’mgonnaloveyouwhile/likeI’mgonnaloseyou

(j)’Causewe’llneverknowwhenwe’llrunoutoflove/time

(k)Whereverwe’restanding,Iwon’ttake/fakeyouforgranted

(l)I’mgonnalove/loseyoulikeI’mgonnalove/loseyou

SONG ACTIVITY – LIKE I’M GONNA LOSE YOU

Name:Group:Date://4.Whatthemescanyourelatetothesong?Check.[]LOVE[]FRATERNITY[]FEAR[]WORK[]PRIDE

[]WAR[]FUTURE[]COLLABORATION[]CARE[]AFFECTION

5.Ingroups,discussthemeaningofthelinesbelowandwritedownyourideas.

We’llneverknowwhenwe’llrunoutoftimeSoI’mgonnaloveyoulikeI’mgonnaloseyou

6. Answerwith your group: do you think the song is relatedonly to romantic love?Why?

Whynot?7.Inyouropinion,whichpicture(s)canberelatedtothesong?Check.

(a)[]

(b)[]

(c)[]

(d)[]

(e)[]

(f)[]

SONG ACTIVITY – LIKE I’M GONNA LOSE YOU

byMeghanTrainor

TEACHER’SNOTESTargetaudience(age):EnsinoFundamental2,8ºe9ºanoseEnsinoMédio.Aim:workingwithvocabulary,expressionsandcollocationsrelatedtothethemeofthesong(enjoyingtimearoundtheonesyoulove),answeringquestionsthathelpthecomprehensionofthelyricsandhavingfunbysingingthesongandwatchingthevideo.Duration:50min.Organization:individualworkoringroups(teacher’schoice).Material:worksheets.Preparation:make copies of theworksheet (1 per student) and check thewebsitewith thesong.http://www.youtube.com/watch?v=2-MBfn8XjIUProcedure:Pre-listening(activities1and2)

• Warmup students by asking themwhat reallymatterswhenwe love someone. Talkaboutloveinamoregeneralsense,notonlyromantic.Includealsofamilyandfriends.Makesuretheymentionthetimespenttogetherwiththesepeopleandattitudesthatshowtheirfeelings,likesmallactsofkindnessandotherstheymaythinkof.

• Handouttheworksheets.• Beforelisteningtothesong,tellstudentsthey’regoingtoworkwithsomevocabulary

fromthelyrics.• 1.Askstudentstodoactivity1andchecktheiranswers.• 2.While students are doing the activity orally, walk around the room helping and

monitoringthegroups.Listening(activity3)

• 3.Askstudentstodoexercise3whiletheylistentothesong.• Ifpossible,playthevideowiththesongandcheckwhatstudentsunderstoodfromthe

lyrics.• Checkanswers.

Afterlistening(activities4,5,6,and7)• 4-5-6.Allowsometimeforstudentstodoactivities4,5and6andmonitortheiroral

production.• 7.Afteranalyzingthepictures,askstudentstochoosetheonesrelatedtothesongand

comparewithapartner.Wrapupactivity

• Studentssingalongwiththevideo.Answers:1.c,d,a,b.2.Answerswillvary.3.(a)walking;(b)tears;(c)tomorrow;(d)goodbye;(e)whisper;(f)kiss;(g)minutes-regrets;

(h)before;(i)like;(j)time;(k)take;(l)love-lose.4.Answerscanvary,butmayinclude:love,fear,future,care,affection.5.Groupdiscussion.6.Groupdiscussion.7.Answerswillvary,butmayinclude:(a);(b);(e);(f).