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Alternatively, this question can be asked after all the work on the song is finished; learners don't need to know the title before they hear the song.

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Advanced learners might be asked to freewrite for 5 or 10 minutes, with the topic being "bosses." For learners who may be less willing to write, small group discussions around bosses they have known (or know of through television, film or even song) might be a good way to get ideas flowing.

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Completing a cloze exercise on a song gives learners a chance to first focus on hearing lyrics, if not actually "hearing" meaning. It's one of the few times an instructor can legitimately say, "Fill in these blanks" and not be concerned that it is just busy work.


1. Introduction

* Before listening to the song, ask learners, "What's a lament?"

* Tell the learners this is a song about a boss's or supervisor's problem. Ask them to think of what problems a boss could have, working, perhaps, with these prompts:

  • What is a boss?
  • What does a boss do?
  • What responsibilities does a boss have?
  • What privileges does a boss have?

* Encourage learners to talk about bosses for whom they have worked. If learners have had little direct paid work experience, you might ask them to think about what the word 'boss' conjures for them.

* After the discussion, play the song once and then give learners the cloze exercise (page134) and ask them to fill in the missing words, playing the song as many times as is needed or until learners are ready to assist one another in completing the cloze.

* Once everyone has completed the sheet, take the time to go over any needed vocabulary work, using the matching exercise (page 135).

Bosses Lament
Handout 134		 Bosses Lament
 Vocabulary
Handout 135

2. Guided discussion

* Ask learners to respond to the song in pairs or small groups. Some questions to consider:

  • What does the song make them think of?
  • What is a union?
  • What does it mean to demand what one is worth?

Learners may be interested in doing some research about unions. The focus of this song is on unions and organizing, but many people have difficulty understanding the differences between a union and non-union shop and/or may be uncomfortable with some of these issues. If this is the case, you may choose to focus on women's rights (and lack of rights) in the workplace.

3. Vocabulary review

* Both EAL and literacy learners might benefit from a review of the many idioms used in the song, as well as particular terms referring to labour issues:

  • I don't know what to make of it
  • just where it all will end
  • got hold of
  • whatever on this earth
  • what they are worth
  • it's completely out of line
  • rumors of a walkout
  • a strike
  • a picket
  • a slowdown
  • the tried and trusted norm
  • I'll damn well see her fired

4. Further discussion

* Ask learners to talk about work that is traditionally thought of as "women's work." Make a list of the jobs they suggest and ask them to discuss the qualifications needed to do such work. For example:

secretary nurse
   
need to know how to type medical training
phone skills common sense
organizational skills ability to act quickly,
physical stamina follow directions
computer skills

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There are many ways to use this song, but focusing on the differences in pay and status between administrators and support staff is a primary objective. While some learners and tutors may not want to take on union issues, it is important to bring out the fact that secretaries perform many, many tasks in the course of doing their job and that their abilities are often undervalued - in terms of both the lack of status accorded their work and hard cash.


* You may then ask learners to talk about the differences between doctors and nurses, secretaries and the people for whom they work, teachers and principals, etc.

It's likely that learners will come to the realization that many of these "support" jobs require many of the same skills and abilities as those required in more "male" jobs. The song points out the fact that secretaries need to know almost (if not) as much as bosses in order to keep an office and a business running smoothly

If there is interest, ask students to research the salary ranges of the positions they've listed as well as the salary ranges for other work (nurses/doctors, secretaries/the administrators they work for, teachers/principals, domestic workers, childcare workers, etc.).


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