методичні доробки
Aspects of the Communicative Method
1. Student
Motivation: Students will have more to say on a topic if they are
interested in it. Students will use
always more English to describe their favorite musical group than they will
about the invention of the printing press.
2. Choice: If students use pre-written dialogues
or give memorized answers, they will not learn to communicate. Students need to be able choose the words
they use and how they use them.
3. Fluency over Accuracy: Students should not be afraid to make
mistakes. It is more important to
communicate than have good grammar
4. Information Gap: Communication in real life
almost always involves exchanging information.
If students learn to ask questions and understand answers, they will be
able to communicate with native speakers.
5. Authentic Materials/Realia: By using
materials meant for native speakers or objects from real life, the student can
see why the language is learned and
will be more motivated to learn it.
6. Little or No Teacher Intervention: Too much
correction makes students scared to use any language. Too much teacher control prevents students
from developing language skills.
Students work more comfortably in groups and at their own pace.
7. Feedback: Other students must be able to
react or respond to what someone has said (with either their own words or
actions). If the speaker does not know
if he/she has been understood by others, then the exchange is not
communicative.
Objectives:
·
to practice
extended use of active vocabulary on the topic;
·
to develop
students reading , listening and speaking skills;
·
to introduce some
information about recycling;
·
to teach students’
responsibility for keeping the environment clean;
·
to develop
student’s socio-linguistic competence.
Equipment needed: a computer, multimedia projector.
Material needed: a video “Save the Planet”; Quiz “Are you
environmentally friendly?” Survey “Energy
conservation at school”.
Procedure
1. Introducing
the topic of the lesson
Teacher: Today we’re going to continue our
work on the topic “The Problems of Our Planet and Ways to Their Solutions”. Our
lesson is devoted to the issue of Environmental protection. We’re going to
raise the most vital environmental problems, find solutions to them and state
the results.
At this lesson you will practice extended
use of active vocabulary on the topic, develop your speaking and communication
skills, increase your awareness of the environmental issue, develop your
socio-linguistic competence, and raise your responsibility for keeping the
environment clean.
2. Warm
up activity.
Teacher: Students,
you can see three laws of nature suggested by Barry Commoner, a biologist, in his book “Making peace with
the Planet”.
“Everything is
connected to everything else”
“Everything has to
go somewhere”
“Let nature take
its course”
Barry Commoner
I’d like you to
read the quotations and discuss them in three groups. What does the quotation
mean to you? Do you agree or disagree with the author? (3 minutes).
Students
share their ideas.
3.
Before watching the video about the problems our planet students discuss these
questions.
3. Watching the
video about the problems our planet is facing today (Slide 3). Students get ready to identify the problems, give
suggestions and state the results. Students work in groups (3 minutes). They
present their ideas.
Slide 4
4. Imagine that you are at the conference devoted to
the topic “Global Litter. Ways to Reduce Global Litter”.
4.1. The questions to discuss:
- Why is litter an
ongoing concern which many nations have to deal with? (Students share their ideas)
- Are there any
possible solutions which could lead to the permanent reduction in the waste
that has mounted up in the countries in the world? (Students share their ideas)
(-Use biodegradable
packing
- Save scrap metal
- Educate people to recycle
- Organize
paper saving projects
- Educate to
conserve natural resources an energy)
4.2. Match suggestions and results. Each student
receives a strip of paper with a suggestion or result written on it. Students
should find their partners to make up a sentence using linking words and
present the sentence.
Slide 5
Suggestions
|
Results
|
1.
daily rubbish collection
2.
better recycling system
3.
fine people who drop litter
4.
force factory to shut down
5.
bio-degradable items decompose naturally
|
a
reduce amount of rubbish to be collected and
save natural resources
b live in healthier surroundings
c they do not add to the problems of litter
d
less litter on the streets
e prevent the spread of diseases
|
1
– e 2 – a 3 – d 4 - b
5 - c
5.
Watching the video and writing 10 steps to save energy. Work in pairs (3
minutes). (Slide
7. Video)
Students present their ideas.
6. Discussion.
Teacher: Do you take part in any recycling programs or
have you ever participated in such activities? Discuss it in pairs and report
about your classmate’s contribution to recycling.
Students should create a poster to encourage schoolmates
to recycle (3 minutes). They present their posters.
7. Energy conservation at school (a survey, conducted
by students) (appendix 2)
Slide 8
Students present the results of their
survey.
8. Quiz “Are you
environmentally friendly?” (appendix 3)
Teacher: To sum up what you
have discussed, I want you to present the results of the quiz in order to see
if you are environmentally friendly. Compare your score with your classmates’,
think of how you could increase your awareness of these problems and get ready
to give a feedback.
Slide 9
Students present the results of their
survey.
9. Poetry and Environment.
Slide 10
Cinquain
|
Example
|
Line 1: One world title
Line 2: Two words describing title
Line 3: Tree words showing action
Line 4: Four words showing a feeling about title
Line 5: One word (simile or metaphor for title)
|
Water
Still, quiet
Reflects, listens, shimmers
Waiting for a splash
Silence
|
Students work in small groups to create a poem (3minutes).They present
their poems.
3.
Summing up.
Slide 11
Teacher: Environmental problems are of great concern
to us. Solutions to ecological problems require the cooperation of all nations.
By working together, we can really make a difference to our planet but don’t forget,
we can make a difference as individuals, too.
We all live in
such a beautiful world, and humans really are beautiful souls with such great
potential, we just have to reawaken to who we are, ridding ourselves of
ignorance. The more truth we see, the more we can do to change our ways into
more productive habits. And it really all does begin with caring about ourselves, other people, and the world.
Even though we cannot take on the responsibility for the entire earth, we can
take personal responsibility; pledge to our Earth, and everything on it.
Now we have come to the end of the lesson.
Your homework for the next lesson is to
write an article for our school magazine entitled “How can we make our town a
better place to live in”. I appreciate your hard work at the lesson today. Your
marks are…
Appendix 1
1. daily
rubbish collection
2. better
recycling system
3. fine
people who drop litter
4. tyre factory to
shut down
5. bio-degradable items decompose naturally
a) reduce amount of rubbish to be collected and
save natural resources
b) live in healthier surroundings
c) they do not add to the problems of litter
d) less litter on the streets
e)
prevent the spread of diseases
|
Tour your school building to look for ways energy is conserved or wasted. There
are eight things to observe as you walk through the building. If you think
energy is being conserved write "conservation" in the blank next to
the "C" blank. If you think
energy is being wasted, write "waste" next to the "W" blank. Each is worth one point. Repeat this
process in every room you chek. When you finish your tour, count the points for
each thing. Does your school save energy or waste energy?
WINDOWS
|
CEILING HEIGHT
|
(Check for drafts and for number of windows)
|
(Very high ceilings waste energy)
|
C: ___________________________
|
C: ___________________________
|
W:___________________________
|
W:___________________________
|
LIGHTING
|
CLASSROOM RADIATORS
|
(Unnecessary lights should be turned off)
|
(Placement in room affects conservation)
|
C: ___________________________
|
C: ___________________________
|
W:___________________________
|
W:___________________________
|
FURNITURE PLACEMENT
|
EXTERIOR DOORWAYS
|
(Furniture should not block heating devices)
|
(Door should be
kept closed when heat is on)
|
C: ___________________________
|
C: ___________________________
|
W:___________________________
|
W:___________________________
|
THERMOSTAT
|
EXTERIOR DOORWAYS
|
(Should be located on inside walls and set at 20 in
winter or 25 in summer)
|
(Carpeting helps keep rooms more comfortable)
|
C: ___________________________
|
C: ___________________________
|
W:___________________________
|
W:___________________________
|
Total points: Conservation:__________________
Waste: ____________________________________
ENERGY BINGO
1. Give each student a copy of the Energy Bingo sheet.
Students will walk around the room or area and find a classmate who can answer
"yes" to questions on the bingo sheet, and write their name in the
box of the question they answered. Students can only write their name in one
box for each bingo card.
2. After a student yells "BINGO" have
everyone sit back down.
3. Ask the student with "bingo" to tell the
class the number of the square and the
name of the student who answered the question. If student confirm that they do
these energy saving actions then you have a winner. Ask students how and why
they save energy as they answer. If there is a problem, then play the game
until there is another "bingo".
4. Discuss with the class the ways of saving energy
listed on the bingo sheet. Can everyone in the class do these things? What
difference would it make if everyone did these things?
1. Turns off the lights when they are not
being used.
|
5. Has taken a cold shower.
|
9. Never opens the refrigerator just to see
what there is to eat.
|
13. Doesn't use their stove to heat their
apartment.
|
2. Always reuses plastic bags.
|
6. Recycles glass bottles and jars.
|
10.
Uses food wastes from the kitchen to make compost for the garden.
|
14. Uses both sides of a piece of paper.
|
3. Turns the water off when you brush your
teeth.
|
7. Dresses warmly indoors
|
11. Tells members of their family to turn
off lights to save energy.
|
15. Walks or rides a bicycle instead of
using transport.
|
4. Takes a shower instead of a bath.
|
8. Seals the windows in the winter.
|
12. Buys refills for their pens instead of
buying a new one.
|
16. Puts rugs on their floors and walls.
|
What does the word NATURE mean for you? Express your
thoughts into acro poem
F. e.
Native
land
Attractive
fields
Treasure
forests
Unique
places
Rare
plants
Entire paradise.
Entire paradise.
‘I wish you
always:
Air to breathe,
Fire to warm you,
Water to drink and
the Earth to live in.
I
wish this to you from my heart’ -
VOCABULARY
Underline the correct word.
1 The ozone layer is
being contaminated/damaged by the use
of aerosols.
2 Zoos help to
preserve threatened/endangered species.
3 Deforestation is destroying/polluting the forests.
4 The Eden Project was built to increase/improve the living conditions of animals in captivity.
5 Factories should
not be allowed to pump industrial waste/greenhouse gases into rivers,
lakes or seas.
6 Many species are being wiped out/ruined by deforestation.
7 Global warming is caused by heat dumped/trapped in the
atmosphere.
Underline the correct word.
1 The ozone layer is
being contaminated/damaged by the use
of aerosols.
2 Zoos help to
preserve threatened/endangered species.
3 Deforestation is destroying/polluting the forests.
4 The Eden Project was built to increase/improve the living conditions of animals in captivity.
5 Factories should
not be allowed to pump industrial waste/greenhouse gases into rivers,
lakes or seas.
6 Many species are being wiped out/ruined by
deforestation.
7 Global warming is caused by heat dumped/trapped in the
atmosphere.
a) Do these problems cause land,
water, air or noise pollution?
Look at the table
below and tick (*). You can add your own
ideas.
land water air noise
1 oil spills
|
||||
2 exhaust fumes
|
||||
3 traffic jams
|
||||
4 dropping rubbish in
the countryside
|
||||
5 pumping industrial waste into rivers
|
||||
6
|
||||
7
|
b) Use the prompts in the table
above to make sentences, as in
the example.
Oil spills cause water pollution.
___________________________________________________________
c) Mach the solutions below to
the problems in part a),
then complete the sentences, as in the example.
1 If we fine factories, they won’t pump industrial waste into
rivers.
2_________________there won’t be so
many__________________________________.
3________________________there
won’t be so many__________________________________.
4_________________________________people
won’t__________________________________.
5________________________there
won’t be so many__________________________________.
GRAMMAR
1.Expand the newspaper headlines into full
sentences, using the correct form of the passive.
Example: 1 Chemical disaster caused by local energy company at the
weekend.
A chemical disaster was caused by a local
energy company at the
weekend.
2 10 killed in Friday’s
tragic train crash.
__________________________________________________
3 Saltley Museum to be
opened by local historian.
__________________________________________________
4 Taylor children reunited with parents.
__________________________________________________
5 Hikers trapped in avalanche since Saturday.
__________________________________________________
6 Brad Pit expected to win 2
Oscars.
__________________________________________________
2.Put the verbs in brackets
into the correct passive tense. Then act out the dialogues.
1 A: Did you know Jane__________ (take) to
hospital last night?
B: No! What happened?
A: She____________ (hit) by a
car.
B: Oh, no! That’s awful!
2 A: Great news! I _____________ (offer) a new job.
B:
That’s wonderful! When do you start?
3
A: Did you know that the house
________________ (build) over a century
ago?
B:
No, I thought it was only about 30 years old. It’s in good condition,
isn’t
it?
4 A: Hi! I’m
glad you’re back on the team. Why did you miss last week’s
game?
B: I _____________ (punish) for not doing my
homework.
3.The manager of Haley
Wildlife Sanctuary is talking to his assistant about his work. Answer the
questions, using the prompts below, as in the example.
1 A:
Have you contacted the new volunteers yet?
B: Yes/ new volunteers/ telephone /yesterday
Yes – the new volunteers were telephoned yesterday.
2 A: Have you
cleaned the cages yet?
B: No/ cages cleaned/ this afternoon
______________________________________________
3 A: Have you put
a new squirrel in his own cage?
B: Yes/ new squirrel/ moved/ first thing
this morning
______________________________________________
4 A: Have you
faxed the report to Head Office yet?
B: Yes/ report/ faxed/ last Friday
______________________________________________
5 A: Have you ordered
the equipment for the veterinary surgeons?
B: No/ equipment/ ordered/ tomorrow morning
_____________________________________________
Reading
Warming up.
Brainstorming.
T:
What words do you associate with the word “Danger”.
What words do you associate with the
word-combination “Danger! Humans!”
II. Main part.
1. Pre-reading activity.
Arrange
the letters in the words in the correct order and make up three sentences using
them.
ianmal-
________________
ckatat- ________________
erngdan-
_______________
kshar
- ________________
odof- ________________
lilk -
_________________
gorf- _________________
ontiac-
_________________
vase- _________________
tatbiha-
________________
2. While-reading activity.
1) Complete the text with the
words from the box.
person dangerous attack
accidents animals food Africa extinct
pollution actions save
|
When an
animal attacks a___________, there are always stories about it on TV and in the
newspapers. But people are usually more ____________than animals. Every year,
we kill approximately 100
million sharks, but sharks only ____________three or four people, and
crocodiles six or seven. More people die in ______________with chairs!
Animals
aren’t really a problem for people, but we are a problem for____________. We
eat millions of tonnes of fish and meat every year. But people don’t kill
animals just for____________. They also hunt them for fur or for fun. While
you’re reading this, people are hunting whales in the Arctic, tigers in Asia
and elephants in____________.
At the
moment, animals are becoming ______________in every part of the world. The ‘red
list’ of animals in danger includes insects, frogs, chameleons, fish and bigger
animals, like bears and whales. We aren’t killing all these animals directly,
but they are dying and becoming extinct because of human actions. Our
______________and construction is changing the climate and animals’ habitats,
and time is running out for some animals. It’s important to change our
_____________now and ______________the animals!
2) Complete the text with the correct word for each
space.
A
|
B
|
C
|
|
1
|
a
|
an
|
the
|
2
|
are
|
is
|
were
|
3
|
killing
|
killed
|
kill
|
4
|
are not
|
is not
|
was not
|
5
|
about
|
of
|
among
|
6
|
hunts
|
hunting
|
hunt
|
7
|
are
|
is
|
were
|
8
|
that
|
these
|
this
|
9
|
off
|
out
|
in
|
10
|
changed
|
changes
|
change
|
Danger!
Humans!
When 1)__________ animal attacks a person,
there are always stories about it on TV and in the newspapers. But people 2)____________usually
more dangerous than animals. Every year, we 3)_____________approximately
100 million sharks, but sharks only attack
three or four people, and crocodiles six or seven. More people
die in accidents with
chairs!
Animals 4)_____________really a problem for
people, but we are a problem for animals. We eat millions 5)_____________
tonnes of fish and meat every year. But people don’t kill animals just for
food. They also 6)____________them for fur or for fun. While you’re reading
this, people are hunting whales in the Arctic, tigers in Asia and elephants in
Africa.
At the moment, animals 7)_____________becoming
extinct in every part of the world. The ‘red list’ of animals in danger
includes insects, frogs, chameleons, fish and bigger animals, like bears and
whales. We aren’t killing all 8)______________animals directly, but they are
dying and becoming extinct because of human actions. Our pollution
and construction is changing the climate and animals’ habitats,
and time is running 9)______________for some animals. It’s important to 10)____________our
actions now and save the animals!
3.Post-reading activity.
1)
Read the text and
say if the statements below true or false.
1) Humans are not usually more dangerous than
animals.____
2)Every
year lions kill approximately 100 millions sharks.____
3)Sharks
only attack three or four people, and crocodiles six or seven. ___
4)We eat
thousands of tonnes of fish and meat every year. ____
5)Children are hunting whales in the Arctic, tigers in
Asia and elephants in Africa. ____
6)Animals
are becoming extinct in every part of the world. ____
7)We are
killing all these animals directly. ___
8)People do
not kill animals just for food. ____
9)Time is
runnig out for some animals. ____
10) We must
change our actions now and save the animals. ____
2) Read the text and answer the questions.
-
Where can we find
the information about attacks of animals a person?
-
Who is more
dangerous?
-
How many sharks do
people kill every year?
-
Are animals a
problem for people?
-
People kill
animals just for food, do not they?
-
What animals does
the “red list” include?
-
What humans’
actions is changing the climate and animals’ habitats?
-
What should we do
to avoid disappearing some kinds of
animals?
3) Match the main idea with each passage of the text.
Danger! Humans!
1. When an animal attacks a person, there are always
stories about it on TV and in the newspapers. But people are usually more
dangerous than animals. Every year, we kill approximately
100 million sharks, but sharks only attack
three or four people, and crocodiles six or seven. More people
die in accidents with
chairs!
2.Animals aren’t really a problem for people, but we are a problem for
animals. We eat millions of tonnes of
fish and meat every year. But people don’t kill animals just for food. They
also hunt them for fur or for fun. While you’re reading this, people are
hunting whales in the Arctic, tigers in Asia and elephants in Africa.
3.At the moment, animals are becoming extinct in every part of the
world. The ‘red list’ of animals in danger includes insects, frogs, chameleons,
fish and bigger animals, like bears and whales. We aren’t killing all these
animals directly, but they are dying and becoming extinct because of human
actions. Our pollution
and construction is changing the climate and
animals’ habitats, and time is running out for some animals. It’s important to
change our actions
now and save the animals!
A. We do not kill animals just for food.
B. Animals
are dying and becoming extinct because of humans’actions.
C. Humans
are more dangerous than animals.
III.1. Summary.
T: What
have you found out at the lesson today?
What
environmental problem we have talked about?
Do you
agree with the main idea of the text?
What
are some ways that you can reduce dying the animals?
2.
Homework.
T: Write a
magazine article about the environment in 2050. Include imaginary interviews
with someone who lives in 2050(but who has travelled back in time) and someone
from today.
Danger! Humans!
When
an animal attacks a person, there are always stories about it on TV and in the
newspapers. But people are usually more dangerous than animals. Every year, we
kill approximately 100 million sharks, but sharks only attack
three
or four people, and crocodiles six or seven. More people die in accidents
with
chairs!
Animals
aren’t really a problem for people, but we are a problem for animals. We eat
millions of tonnes of fish and meat every year. But people don’t kill animals
just for food. They also hunt them for fur or for fun. While you’re reading
this, people are hunting whales in the Arctic, tigers in Asia and elephants in
Africa.
At the moment, animals are becoming
extinct in every part of the world. The ‘red list’ of animals in danger
includes insects, frogs, chameleons, fish and bigger animals, like bears and
whales. We aren’t killing all these animals directly, but they are dying and
becoming extinct because of human actions. Our pollution and construction is changing the climate
and animals’ habitats, and time is running out for some animals. It’s important
to change our actions now and save the animals!
Vocabulary
1 Match the headlines to the problems, then
ask and answer the questions, as in the example.
overfishing Fishing Village Becomes Ghost Town
deforestation NORTHERN
EUROPE, TROPICAL
PARADISE
OF THE FUTURE
air pollution SEA Turns Black off
the Coast of Norway
oil spill Animals living
in Barton Wood left homless
global warming 10 SCHOOL CHILDREN HOSPITALIZED WITH
BREATHING PROBLEMS
Example
A: Why has the fishing village become
a ghost town?
B:
Because of overfishing.
COMMUNICATION
Use the prompts to make short
dialogues, as in the example. Who could be talking in each dialogue (friends,
parent – child, etc)?
-
Empty the bins all the
time
-
Help with the housework
-
Come home late at night
-
Ask before using the
computer
-
Tidy room/ not study
hard anough
-
Do washing up/ spend
hours on the phone
AGREENG DISAGREENG
That’s
true. That’s not true.
I do agree with that. I
disagree with that.
So do I / Me too. Neither
do I.
EXAMPLE
A: I empty the bins all the time. A: You never
help with housework.
B: So do I!
B: That’s not true.
( two flatmates) (
wife- husband)
WRITING
1.Match the suggestions to
the results. Then expand the prompts into full sentences, linking them with
appropriate phrases, as in the example.
Suggestions
|
Results
|
1
Stop cutting down trees
2
Use alternative forms of energy
3
Recycle containers, papers, etc
|
a
Make new products/ reduce / litter
b
Animals/ birds/ not lose/ natural habitats
c
Natural resources/ not come to
an and/
reduce air pollution caused by harmful
gases
|
1-b Firstly, it would be a good idea to stop cutting down trees. If
this were done
animals and birds would not lose their natural habitats.
3.
A
local newspaper has asked its readers to write articles entitled “ How to
improve the global environment”. Write your article suggesting ways to improve
our environment. Use the plan below.
INTRODUCTION
( Para 1) state the problems and/or the
causes
MAIN BODY
(Para
2-4) suggestions and
results
CONCLUSION
( Para 5) summarise your opinion
|
EARTH
SONG
What about sunrise
What about rain
What about all the things
That you said we were to gain...
What about killing fields
Is there a time
What about all the things
That you said was yours and mine...
Did you ever stop to notice
All the blood we've shed before
Did you ever stop to notice
The crying Earth the weeping shores?
Aaaaaaaaaah Aaaaaaaaaah
What have we done to the world
Look what we've done
What about all the peace
That you pledge your only son...
What about flowering fields
Is there a time
What about all the dreams
That you said was yours and mine...
Did you ever stop to notice
All the children dead from war
Did you ever stop to notice
The crying Earth the weeping shores?
Aaaaaaaaaaah Aaaaaaaaaaah
I used to dream
I used to glance beyond the stars
Now I don't know where we are
Although I know we've drifted far
Aaaaaaaaaaah Aaaaaaaaaaaah
Aaaaaaaaaaah Aaaaaaaaaaaah
Hey, what about yesterday
(What about us)
What about the seas
(What about us)
The heavens are falling down
(What about us)
I can't even breathe
(What about us)
What about the bleeding Earth
(What about us)
Can't we feel its wounds
(What about us)
What about nature's worth
(ooo,ooo)
It's our planet's womb
(What about us)
What about animals
(What about it)
We've turned kingdoms to dust
(What about us)
What about elephants
(What about us)
Have we lost their trust
(What about us)
What about crying whales
(What about us)
We're ravaging the seas
(What about us)
What about forest trails
(ooo, ooo)
Burnt despite our pleas
(What about us)
What about the holy land
(What about it)
Torn apart by creed
(What about us)
What about the common man
(What about us)
Can't we set him free
(What about us)
What about children dying
(What about us)
Can't you hear them cry
(What about us)
Where did we go wrong
(ooo, ooo)
Someone tell me why
(What about us)
What about babies
(What about it)
What about the days
(What about us)
What about all their joy
(What about us)
What about the man
(What about us)
What about the crying man
(What about us)
What about Abraham
(What was us)
What about death again
(ooo, ooo)
Do we give a damn
What about rain
What about all the things
That you said we were to gain...
What about killing fields
Is there a time
What about all the things
That you said was yours and mine...
Did you ever stop to notice
All the blood we've shed before
Did you ever stop to notice
The crying Earth the weeping shores?
Aaaaaaaaaah Aaaaaaaaaah
What have we done to the world
Look what we've done
What about all the peace
That you pledge your only son...
What about flowering fields
Is there a time
What about all the dreams
That you said was yours and mine...
Did you ever stop to notice
All the children dead from war
Did you ever stop to notice
The crying Earth the weeping shores?
Aaaaaaaaaaah Aaaaaaaaaaah
I used to dream
I used to glance beyond the stars
Now I don't know where we are
Although I know we've drifted far
Aaaaaaaaaaah Aaaaaaaaaaaah
Aaaaaaaaaaah Aaaaaaaaaaaah
Hey, what about yesterday
(What about us)
What about the seas
(What about us)
The heavens are falling down
(What about us)
I can't even breathe
(What about us)
What about the bleeding Earth
(What about us)
Can't we feel its wounds
(What about us)
What about nature's worth
(ooo,ooo)
It's our planet's womb
(What about us)
What about animals
(What about it)
We've turned kingdoms to dust
(What about us)
What about elephants
(What about us)
Have we lost their trust
(What about us)
What about crying whales
(What about us)
We're ravaging the seas
(What about us)
What about forest trails
(ooo, ooo)
Burnt despite our pleas
(What about us)
What about the holy land
(What about it)
Torn apart by creed
(What about us)
What about the common man
(What about us)
Can't we set him free
(What about us)
What about children dying
(What about us)
Can't you hear them cry
(What about us)
Where did we go wrong
(ooo, ooo)
Someone tell me why
(What about us)
What about babies
(What about it)
What about the days
(What about us)
What about all their joy
(What about us)
What about the man
(What about us)
What about the crying man
(What about us)
What about Abraham
(What was us)
What about death again
(ooo, ooo)
Do we give a damn
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