My Bonnie is over the ocean
My Bonnie is over the sea
My Bonnie is over the ocean
Oh, bring back my Bonnie to me! Bring back, bring back,
Oh, bring back my Bonnie to me, to me! Bring back, bring back,
Oh, bring back my Bonnie to me!
A simple song, at every B letter in the song learners should either stand up or sit down.
Should be possible to start and finish sitting.
Fell in love with this song at Milow's concert, wanted to use it with students, but could not find the lyrics.
So, tried to listen and read his lips :), wrote them down and enjoyed this childhood story with my students a lot.
My students encouraged me to make this video with lyrics and upload it to YouTube. Did so.
Hope others will enjoy it just as much as we did.
Some tips for the LESSON PLAN could be as follows:
Warm-ups:
* Write down 10 keywords to describe your current life / your life 5 years ago etc (to describe the childhood, activities and games, things that are/fun etc)
* Compare your keywords with a partner / in a group. Which ones are similar /different?
OR
* There is going to be a song about a boy's childhood about 20 years ago.
Which words you think might appear in this song? Write them down. (5, 10...)
Compare them with your partner / group.
OR
* Teacher writes/presents "cowboys, pirates, musketeers" on the board.
Pupils try to guess, what could be connected to these expressions.
If the group needs more explanation, the teacher explains that there is going to be a song about a boy's childhood and this is the title- guess the words that appear in the song. (Some very common words might be excluded- I, you, and etc.)
Listening activity 1:
* Listen to the song.
- Which words in the song are similar / different compared to your words?
OR - Try to catch the words you expected to appear in the song.
* Discussion: What is similar /different in his and your childhood?
Listening activity 2:
* Listen to the song, fill the gaps in the lyrics.
In the
summers of our innocence
We rode our
………………………, hopped the fence
Fishing
balls and earthworms in a tin
We were ………………….
kites and skipping stones
Playing
Indiana Jones
Which scraped
our palms and knees and …………………………..skin
We built
our tree …………………., we were young
We didn’t
care if we got stung
So we kept
batting …………….. hives
Just for
fun
With our ………………….-talkies
in our hand
And calls
no-one could understand
It was „…………….
for all“, and „all for one“
Do-do-doo
do doo, do doo, do doo…
In the
summer nights we’d sneak …………………………
Our bottle
rockets lit the sky
Our sling
shots aimed at lizards, ……………. and toads
We were
cowboys, pirates, musketeers
And in our
back-……………….. we would smuggle beers
We jumped
into the river with no clothes
We were ………………………..
walls in cut-off jeans
And looked
at …………………………..magazines
At night
wet dreams, then blue bongs in the sun
So with
bows and ……………………… in our hand
And calls
no-one could understand
It was „one for all“ and „…………… for one”
Do-do-doo….
In the
summers of our innocence
When ………………….
was small and still made sense
But time
flies and I just turned thirty-one
By the time
when you turn ……………………
Darkness
starts to follow you
We won’t
surrender like in this Springsteen’s song
So with our ……………………… in our hands
And calls
that no-one understands
It’s still
“one for all”, and “all for …………………”
Do-do-doo…
(Milow- cowboys, pirates, musketeers)
* Check the gaps, try to translate or explain the meaning of the lyrics.
Follow-ups: * Sing along (possible to use video with lyrics showed above)
