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I Want To Get Away


SUBMITTED BY: Raegina Taylor


EDITED BY: Fiona Steele

GRAMMAR: Infinitive Verb

EXAMPLE: I want to be a singer.

DATE ADDED: Aug 27, 2008


Small Classes (1-15 Students)ÒLarge Classes (16-39 Students)Ó




35-50 min.

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BRIEF OUTLINE: This activity uses Lenny Kravitz’s Fly Away as a warm-up to a bingo interview game and finally, a writing exercise.



  • IWantToGetAway attachments: They include lyrics, interview and writing attachments.
  • Lenny Kravitz’s Fly Away song (not included)



  1. Warm-up:
    • Write part of the lyrics on the chalkboard. Which part of the song, depends on the level of the students. Writing duplicate parts of the song, like the chorus, is okay.
    • Play the song once to accustom the students to it.
    • Students work in groups of four, each team getting a different colour piece of chalk. If there are more groups than colours, assign each group a shape instead.
    • Play the song again. When students hear a word that is written on the board, they race to the chalkboard and circle it or draw their designated shape.
    • The aim of this warm-up activity is for the groups to circle as many words as possible. To avoid having one student do all the work, have the students take turns.
  2. Activity:
    • Write the following sentences on the chalkboard: 'I want to get away. I want to fly away', possibly asking the students to remember these sentences because they will be using them later, and because it checks their listening skills.
    • Next, explain the questions, ‘Where do you want to go? Why?’
    • Once understood, have the students write where they want to go in the ‘自分の場合は’ area on the interview worksheet.
    • Then, explain the remaining part of the interview worksheet. The students must converse with their friends and teachers using the set dialogue. Their aim is to accrue one or more bingos by asking questions and writing the answers on their interview worksheet. A demonstration with the JTE prior to this activity is recommended.
    • Continue the activity for a set number of minutes or until a student gets one or two bingos. Alternatively, continue playing until a student completely fills out the interview worksheet.
  3. Follow-up worksheet:
    • Students write sentences according to the responses they received from their interviews.



  • If the sentences in this activity were changed to "I want to ~ TO ~" instead of "BECAUSE", then it could be used for the Infinitive Verb (suru tame ni).
  • For lower level classes, more time is required. You might try using only a small snippet of the song. Also, try removing some of the countries from the interview worksheet.



  • Students take a long time to think about their responses. Be aware of this and consider setting a time limit for the writing.
  • If students don’t seem to be mingling with the opposite gender well, make it a rule they must alternate between genders every other question.

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