Skip to main content

Home  ES  JHS  HS  Articles  Blogs  Forum  Links  NonTextbook  Volunteers  Warmups  Shoutbox  SUBMISSIONS   

Go: JHS GrammarStevie Wonder Double-Dare



BORROWED FROM / INSPIRED BY: The old TV show, Double Dare


GRAMMAR: Relative Pronoun

EXAMPLE: Stevie Wonder is an American who is a musician.

DATE ADDED:Oct 20, 2009


    Large Classes (16-39 Students)ÓHuge Classes (40+ Students)Ô


35-50 min.

11 Votes: 4.5 Stars

If you're going to give this activity

a low-rating, please post a useful

comment to help make it better.


BRIEF OUTLINE:   Students learn about Stevie Wonder by playing a game and listening to Stevie Wonder songs, and of course, practicing Relative Pronouns.   



    • StevieWonderDoubleDare worksheet: Attachment includes three pages.
    • Stevie Wonder CD (not included): Create a CD with songs Stevie Wonder wrote. Some suggestions include: That's What Friends Are ForI Just Called To Say I Love YouHappy Birthday To YaWe Are the World. I recommend you choose songs from the students know or have easy song lyrics.
    • Cards: Make about 16 cards (point cards & Double-Dare cards). The point value depends on you. In a 45-50 minute class, it is best to have 4-5 Double-Dare cards and 11 point cards (example: two point cards with 100 pts, three with 50 pts, four with 10 pts, and two with 5 pts).


        1. Start the class by reading the Stevie Wonder fact on page three of the attachment. While you are doing this, the JTE attaches the cards and writes the list the songs on the blackboard. Make sure (s)he doesn't write the song titles in the order as they are on the CD because this will make guessing too easy.
        2. Then, have the students form groups and decide their order to answer the questions.
        3. One student from every group stands up and the ALT asks a question from the first page of the attachment. They can consult with their group or find the answer in the textbook. NOTE: the students can only reference the textbook if they are using the Total English textbook series.
        4. The first student to raise his/her hand and answer the question correctly chooses a point card from the chalkboard and their team receives the points. NOTE: Students must answer in complete sentences rather than just "C". Then, they put their answer into Japanese to ensure they understand what they are saying.
        5. If the student chooses a 'Double-Dare' card, the group has two options: 1.) they can receive 50 points and you move onto asking the next question, or 2.) they can play Double-Dare, which is an opportunity to guess the song's title that you will play for 20 seconds. If the group guesses the song correctly, they receive 100 points, but if incorrect, they receive 0 points. If guessed incorrectly, you can decide to keep playing the song until another team guesses correctly.
        6. The group with the most points at the end of class wins.



                • You might want to read the facts about Stevie Wonder two times before you start the game.
                • If time permits, page 3&4 of the attachment can be handed out for writing practice after the game.
                • Double-Dare Option: Instead of giving the Double-Dare chance to the group who selected the Double-Dare care, the group that selected the card automatically receives 50 points choosing and answering the question. Then, the teacher plays a song and the first group to respond with the correct song title receives 100 points. This way other groups have a competing chance.

                  TEACHING SUGGESTIONS:

                  • This activity was designed for Total English (grade 3, unit 5).
                  • You might print out a big picture of Stevie Wonder and stick it to the blackboard.
                  • Vocabulary cheat sheet: For lower level class, you may consider writing on the blackboard a list of words, with their Japanese translations, to help the students with unfamilar words.
                  • This game could take up the whole class period.
                  • For the song selections, it is highly recommended that teachers choose songs that are easy to understand and/or the title is repeated in the lyric. It is also best to include songs that aren't written by Stevie Wonder but are popular to students, for example, Michael Jackson, John Lennon, etc.
                  • For higher level class, teachers can consider not giving out the questions worksheet.



                          • Some students might be slower than others, so it is best to allow 1-2 minutes for each group to find the answer before the JTE starts to count down & chooses a group to answer the question.

If you have an updated attachment, email it to the site: admin (at) epedia (dot) onmicrosoft (dot) com


Template Version: 2.0


This page was last modified on Monday, March 19, 2012 02:49:13 PM