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SHUT UP !

(Sung by The Black-eyed Peas)

THE CONTENTS OF THIS PAGE

• Notes (scroll to next box)

• Exercise-1  Listening/Cloze

• Exercise-2  Dictation

RELATED PAGES

• More pedagogic ideas for lyrics, poetry, etc. (listed by language points)

• More pedagogic ideas for lyrics (listed by song & singer)

• Create your own worksheets

• Create a Library of Instant Lessons

• Information is given below on how to make this song suitable for students of varying levels;  however, please click here for additional advice

• Tailoring Your Language:  Ways of telling people to stop talking

(Pedagogic ideas & worksheets by Bibi Baxter)

SHUT UP !

(Sung by The Black-eyed Peas)

NOTES 

NOTE-4:  Sentences containing the Simple Present can also include the auxiliary DO in the affirmative form.  This is usually to emphasis the verb in a heated discussion, or argument - as in the situation implied by the lyrics.  REGIONAL ENGLISH: There are some regions where this construction is used by the local population in normal conversation, but this use can have a detrimental effect on the quality of the spoken English when used in this way.  

• EXERCISE:       1

• LEVEL:              Intermediate +

• ACTIVITY:          Cloze

• SKILLS:             Listening/Writing

INSTRUCTIONS

• Divide the class into groups A & B 

• Hand out copies of  Worksheet-A to each member of Group-A.

• Hand out copies of  Worksheet-B to each member of Group-B

• Instruct students to fill in the missing words, as you play the song.

• Do not allow students to compare the words they have written.

SHUT UP

Sung by The Black Eyed Peas Lyrics
(Worksheet A - Woman's words & those of others)

Chorus-1
S_ _ _  u_!  J_ _ _  s_ _ _  u_!  J_ _ _  u_ [x3]
S_ _ _   i _  u_ !  J_ _ _  s_ _ _  u_!  S_ _ _  u_


Chorus-2
W_  t_ _  t_  t_ _ _  i_  s_ _ ,
B_ _  w_'_ _  s_ _ _ _  l_ _ _ _ _  c_ _ _ _ _
A _ _  w_  t_ _  t_  m_ _ _  i_  w_ _ ,
B _ _  i_  s_ _ _ _  e_ _ _  u_  t_ _   w_ _ _
A_ _  I'_  c_ _ _
F _ _  t_ _ _ _ _  t_  b_  y_ _ _  l_ _ .
I  t _ _ _ _  I'_  g_ _ _ _  c_ _ _ _

Verse-1
Girl, me and you were just fine, you know.
We wine and dine;
(We) Did them things that couples do when in love, you know:
Walks on the beach and stuff, you know,
T_ _ _ _ _  t_ _ _  l_ _ _ _ _   s_ _  a_ _  d_,
I love you boo, I  l_ _ _  y_ _  t_ _ .
I  m_ _ _   y_ _  a  l_ _ .  I  m_ _ _  y_ _  e_ _ _  m_ _ .
That's why I flew you out,
When we was on tour.
But then something got out of hand.
You start yelling when I'm with my friends,
Even though I had legitimate reasons.
B _ _ _ _ _ _ _ !
You know I have to make them dividends.
B _ _ _ _ _ _ _ !
How could you trust our private lives, girl?
That's why you don't believe my lies
And quit this lecture
 
Chorus-3
S_ _ _  u_!  J_ _ _  s_ _ _  u_!  J_ _ _  u_
S_ _ _   i _  u_ !  J_ _ _  s_ _ _  u_!  S_ _ _  u_
[Repeat Chorus-2]

Verse-2
Why does she know she (‘s) got to move so fast;
Love is progress if you could make it last.
Why is it that you just lose control?
Every time you agree on taking it slow.
S_  w_ _  d_ _ _  i_   g_ _  t_  b_  s_   d_ _ _   t_ _ _ ?
’Coz fools in lust could never get enough of love.
Showing her the love that you be giving,
Changing up your living,
For a loving transition.
Girl, it's a mission trying to get you to listen.
Being mad at each other, has become our tradition.
You yell, I yell, everybody yells !
(I’ve) Got neighbours across the street, saying:
W _ _  t_ _  H_ _ _?
Who the Hell?
What the Hell's going down?
Too much of the bickering
Kill it with the sound and ....

[Repeat Chorus-3]
[Repeat Chorus-2]
[Repeat Chorus-1 (x2)]

Girl our love is dying.
Why can't you stop trying?
I (have) n _ _ _ _  b_ _ _  a  q_ _ _ _ _ _,
B_ _   I  d_   d_ _ _ _ _ _  b_ _ _ _ .
Believe me, I will do bad.
Let's forget the past
And let's start this new plan.
W _ ? ‘C _ _  i_'_  t_ _  s_ _ _  o_ _  r_ _ _ _ _ _
A_ _  t_ _ _  n_ _ _  w_ _ _  I  h_ _ _  t_ _ _  s_ _ _ _ _ .
Girl I know you're tired of the things they say
Y_ _'_ _  d_ _ _  r_ _ _
’C _ _  I  h_ _ _ _  t_ _ _  l_ _ _  d_ _ _  e_ _ _ _ _ _  j_ _ _  y_ _ _ _ _ _ _
That was a different thing
N_ , i_  i_ _’_
That was a different thing
N_ ,  i_  i_ _’_
That was a different thing
I_  w_ _  t_ _  s_ _ _  d_ _ _  t_ _ _
S_ _ _  a_ _  e_ _ _ _ _
B _ _  y_ _ '_ _  u_ _ _ _ _ _
Waaaaaaah!

[Repeat Chorus-1 (x2)]
 
COMBINATIONS OF THE FOLLOWING LINES CONTINUE TO THE END.
 
Stop the talking, baby,
Or I start walking, baby.
 
I_  t_ _ _  a_ _  t_ _ _ _  i_?
 
Stop the yakking, baby;
See what’s happened , baby.
 
O_ , n_ !

SHUT UP

Sung by The Black Eyed Peas Lyrics
(Worksheet B - Man's words)

Chorus-1
Shut  up!  Just shut  up!  Just shut  up [x3]
Shut  it  up !  Just shut  up!  Shut  up

Chorus-2

We try to take it slow,
But we're still losing control
And we try to make it work,
But it still ends up the worst
And I'm crazy
For trying to be your lady.
I think I'm going crazy

Verse-1

G _ _ ,  m_   a_ _  y_ _  w_ _ _  j_ _ _  f_ _ _ , y_ _  k_ _ .
W_  w_ _ _  a_ _  d_ _ ;
(We) d _ _  t_ _ _  t_ _ _ _ _  t_ _ _  c_ _ _ _ _ _  d_  w_ _ _  i_  l_ _ _ , y_ _  k_ _ _ :
W_ _ _ _  o_  t_ _  b_ _ _ _  a_ _  s_ _ _ _ ,  y_ _  k_ _ _ ,
Things that lovers say and do,
I  l_ _ _  y_ _   boo,  I love you too.
I miss you a lot. I miss you even more.

T _ _ _'_  w_ _  I  f_ _ _  y_ _  o_ ,
W_ _ _  w_  w_ _  o_  t_ _ .
B_ _  t_ _ _  s_ _ _ _ _ _ _ _  g_ _  o_ _  o_  h_ _ .
T_ _ _'_  w_ _  I  f_ _ _  y_ _  o_ ,
W _ _  w_  w_ _  o_  t_ _ _ .
B_ _  t_ _ _  s_ _ _ _ _ _ _ _  g_ _  o_ _  o_  h_ _ _ .
Y_ _  s_ _ _ _  y_ _ _ _ _ _  w_ _ _  I'_  w_ _ _  m_    f_ _ _ _ _ ,
E _ _ _  t_ _ _ _ _  I  h_ _  l_ _ _ _ _ _ _ _ _  r_ _ _ _ _ _ .

Bullshit !
Y_ _  k_ _ _  I  h_ _ _  t_  m_ _ _  t_ _ _  d_ _ _ _ _ _ _ _.

Bullshit !
H_ _  c_ _ _ _  y_ _  t_ _ _ _  o_ _  p_ _ _ _ _ _  l_ _ _ _ , g_ _ ?
T _ _ _'_  w_ _  y_ _  d_ _'_  b_ _ _ _ _ _  m_  l_ _
A _ _  q_ _ _  t_ _ _  l_ _ _ _ _ _

Chorus-3

Shut  up!  Just shut  up!  Just shut  up
Shut  it  up !  Just shut  up!  Shut  up

[Repeat Chorus-2]

Verse-2

W_ _  d_ _ _  s_ _  k_ _ _  s_ _ (‘s) g_ _  t_ m_ _ _  s_  f_ _ ;
L _ _ _  i_  p_ _ _ _ _ _ _  i_  y_ _  c_ _ _ _  m_ _ _  i_  l_ _ .
W_ _ i_  i_  t_ _ _  y_ _  j_ _ _  l_ _ _  c_ _ _ _ _ ?
E _ _ _ _  t_ _ _  y_ _  a_ _ _ _  o_  t_ _ _ _ _  i_  s_ _ .
So why does it got to be so damn tough?
’C _ _  f_ _ _ _  i_  l_ _ _  c_ _ _ _  n_ _ _ _  g_ _  e_ _ _ _ _  o_  l_ _ .
S _ _ _ _ _ _  h_ _  t_ _  l_ _ _  t_ _ _  y_ _  b_  g_ _ _ _ ,
C_ _ _ _ _ _ _  u_  y_ _ _  l_ _ _ _ ,
F _ _  a  l_ _ _ _ _  t_ _ _ _ _ _ _ _ .
G_ _ , i_'_  a  m_ _ _ _ _ _  t_ _ _ _ _  t_  g_ _  y_ _  t_  l_ _ _ _ .  
B _ _ _ _  m_ _  a_ e_ _ _  o_ _ _ _ ,  h_ _  b_ _ _ _ _  o_ _  t_ _ _ _ _ _ _ _ .
Y_ _  y_ _ _ , I  y_ _ _ , e_ _ _ _ _ _ _ _  y_ _ _ _ !
(I’ve) G_ _  n_ _ _ _ _ _ _ _ _  a_ _ _ _ _  t_ _  s_ _ _ _ _ , s_ _ _ _ :
Who the Hell?
W _ _  t_ _  h_ _ ?
W_ _ _  t_ _   h_ _ _'_  g_ _ _ _  d_ _ ?
T_ _  m_ _ _  o_  t_ _  b_ _ _ _ _ _ _
K _ _ _  i_  w_ _ _  t_ _  s_ _ _ _  a_ _ ....

[Repeat Chorus-3]

[Repeat Chorus-2]

[Repeat Chorus-1 (x2)]

G_ _ _  o_ _  l_ _ _  i_  d_ _ _ .
W _ _  c_ _'_   y_ _  s_ _ _  t_ _ _ _ _?
I (have) never been a quitter,

But I do deserve better.
B_ _ _ _ _ _  m_ , I w_ _ _  d_  b_ .
L_ '­­_  f_ _ _ _ _  t_ _  p_ _
A _ _  l_ _'_  s_ _ _ _  t_ _ _  n_ _  p_ _ _ .
Why? ‘Coz it's the same old routine
And then next week I hear them scream.
G_ _ _  I  k_ _ _  y_ _ '_ _  t_ _ _ _  o_  t_ _  t_ _ _ _ _  t_ _ _  s_
You're damn right
’Coz I heard them lame dame excuses just yesterday
T _ _ _ w_ _  a  d_ _ _ _ _ _ _ _  t_ _ _ _ _
No, it isn’t
T _ _ _ w_ _  a  d_ _ _ _ _ _ _ _  t_ _ _ _ _

No, it isn’t
T _ _ _ w_ _  a  d_ _ _ _ _ _ _ _  t_ _ _ _ _

It was the same damn thing
Same ass excuses
Boy you're useless
Waaaaaaah!

[Repeat Chorus-1 (x2)]

  COMBINATIONS OF THE FOLLOWING LINES CONTINUE TO THE END.

S_ _ _  t_ _  t_ _ _ _ _ _ , b_ _ _,

O_  I  s_ _ _ _  w_ _ _ _ _ _ ,  b_ _ _.

Is that all there is?

S_ _ _  t_ _  y_ _ _ _ _ _ , b_ _ _;

S_ _  w_ _ _’_  h_ _ _ _ _ _ _ ,  b_ _ _ .

Oh, no!

• EXERCISE:       2

• LEVEL:              Intermediate +

• ACTIVITY:      Dictation

• SKILLS:           Listening/Writing

INSTRUCTIONS

• Instruct students to choose a partner from the opposite group.  Students will now be working in pairs (A & B)

• Organise students so they are sitting opposite each other

• Instruct students not to show their worksheets to each other.

• Each student must then read out the printed words to their partner, so they may check their work.

• Finally, play the song again, so students can read the completed worksheet and maybe sing the words.