esl lesson music

“Music gives a soul to the universe, wings to the mind, flight to the imagination, and life to everything.” Plato (428BC – 348BC), Greek philosopher
  • July 1, 2021
  • General English

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LESSON OVERVIEW

This free ESL lesson plan on music has been designed for adults and young adults at an intermediate (B1/B2) to advanced (C1/C2) level and should last around 45 to 60 minutes for one student.

Since the dawn of time, humans have created and enjoyed music. Music can help make us feel happy when we are feeling down, it can help energise us or it can simply help us to relax. Unless of course that music happens to be by Coldplay, in which case we may begin to feel a burning anger and throw our speakers out of the window. In this ESL lesson plan on music, students will have the opportunity to discuss and express their opinions on issues such as their favourite bands, what they know about different genres and issues in the music industry.

This lesson plan could also be used with your students to debate these issues for World Music Day , which takes place in June. For more lesson plans on international days and important holidays, see the  calendar of world days  to plan your classes for these special occasions.

For advice on how to use this English lesson plan and  other lesson plans  on this site, see the  guide for ESL teachers .

PRE-CLASS ACTIVITIES

Reading activity Before the English class, send the following article to the students and ask them to read it while making a list of any new vocabulary or phrases they find (explain any the students don’t understand in the class):

Daily Mail | Are Coldplay the worst thing that’s happened to rock?

The article puts into words what we all know to be true: that Coldplay are the worst band in the history of rock. Striving to be everything to everyone, and ending up being nothing to no one, this middle-class band have contributed only to the bank accounts of their record labels. Yes, yes, I know, everyone loves them and they are one of the most successful bands of all time, but that is exactly what makes them so bad! At the start of the class, hold a brief discussion about what the students thought about the article. What do they think about the issues raised in the article? Do they agree with what was said? Can they think of any ways they might disagree with the content of the article? Are Coldplay really the worst thing that’s happened to rock? (Yes)

Video activity To save time in class for the conversation activities, the English teacher can ask the students to watch the video below and answer the listening questions in Section 3 of the lesson plan at home. There are intermediate listening questions and advanced listening questions so teachers can decide which would be more appropriate for their students. Check the answers in the class.

The video for this class is called “The History of The Beatles” by WatchMojo which explores the history of one of history’s most important rock bands.

IN-CLASS ACTIVITIES

The focus in the class is on conversation in order to help improve students’ fluency and confidence when speaking in English as well as boosting their vocabulary.

This lesson opens with a short discussion about the article the students read before the class. Next, the students can give their opinion on the quote at the beginning of the lesson plan – what they think the quote means and if they agree with it. This is followed by an initial discussion on the topic including the best era for music, when the students most like to listen to music and if they have been to any music festivals.

After this, students will learn some vocabulary connected with music such as to get song stuck in your head , gig and one-hit wonder . This vocabulary has been chosen to boost the students’ knowledge of less common vocabulary that could be useful for preparing for English exams like IELTS or TOEFL. The vocabulary is accompanied by a cloze activity and a speaking activity to test the students’ comprehension of these words.

If the students didn’t watch the video before the class, they can watch it after the vocabulary section and answer the listening questions. Before checking the answers, ask the students to give a brief summary of the video and what they thought about the content.

Finally, there is a more in-depth conversation about music. In this speaking activity, students will talk about issues such as which type of music is popular in their countries, whether violent music can be blamed for violence in society and the effect streaming and downloading will have on the music industry.

After the class, students will write a review for a music album. This could be a short paragraph or a longer piece of writing depending on what level the student is at. The writing activity is designed to allow students to practise and improve their grammar with the feedback from their teacher. For students who intend to take an international English exam such as IELTS or TOEFL, there is an alternative essay question to practise their essay-writing skills.

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esl lesson music

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3 thoughts on “Music”

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Thanks for the lesson. Just one thing, “one-hit wonder” does not refer to a song, but instead to the band/artist. The song is the “hit” being in the phrase.

So The Rembrandts is a one-hit wonder, thanks to their hit song “I’ll be there for you.”

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Good point, I’ll update the class, thanks!

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Hey, thanks a bunch for your lesson plans! Most of the times, I adapt them a lot, because I use a very different method, but they are always a very good inspiration and provide both excellent texts (written and audiovisual) and food for thought.

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  • Teaching Tips

45 Free ESL Songs for Teaching English (+ Activities!)

Quincy Smith

  • February 28, 2021
  • One Comment

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What a wonderful teacher music is!   If you’re one of the gifted and talented teachers that can hold a tune and strum the guitar, your gifts will shine through in a classroom.   However, if you’re like the rest of us who dare only sing in private or at karaoke night, fret not – you can still incorporate ESL listening activities into just about any lesson plan.

With each concept, grammar rule, vocab list or societal custom you chose to teach, you should always leave a little room for something light and creative.   Keeping your students happy keeps them interested, engaged, and will result in them actually learning to speak and understand English. 

In this article, we will provide you with links to ESL song lyrics, videos, and activities you can use with students of any age.   And the best part is—you don’t have to be a great and talented singer to do this.   You just need a bit of creativity and a passion for fun!

Looking for more ESL resources?  Check out our list of free ESL Lesson plans and ESL Worksheets ! 

General ESL Songs

Playing songs in the classroom is a sneaky way to get your students to do ESL worksheets and practice their reading and writing skills.   You can get as creative with the activities as you like.

You can start with simple activities such as gap-fill worksheets, where students must listen to the song and on their worksheet, fill in the missing lyrics.

Another fun activity you can do is have students create their own bingo cards using words from the song.   You can use songs like the popular hit by U2, “I Still Haven’t Found What I’m Looking For,” for this activity, link below, as an example.   Students will be allowed to create their own bingo boards from the set of given words to choose from on the worksheet.

Songs are an excellent way to introduce new vocabulary.   If you play a song for your class that either contains vocab words you’ve been teaching or want to teach, you can create more activities for your students after playing the song.   You can create crossword puzzles or word searches .   After the students have familiarized themselves with the vocab words, you can always play a vocabulary themed classroom game such as these !

  • Man in the Mirror
  • You Belong with Me
  • Constellations
  • The Scientist
  • We Used to Wait
  • Stand by Me
  • I Still Haven’t Found What I’m Looking For
  • We Are the Champions

ESL Songs for Adults

While ESL sing-a-long songs are fun for the younger learners, they may not be met with the same enthusiasm by teens or adults.   Fortunately, music can still be incorporated into your lesson plans with just as much enthusiasm for a much-needed break from lectures, reading or worksheets.

With just about any grammar subject or lesson, you can find a song out there that uses that same grammar rule in the lyrics.   Verb tenses are an easy place to start using songs, as it isn’t too difficult to find a song that takes place in the past tense, present tense, or future tense.   For example, if you are teaching past tense, play “House of the Rising Sun” by The Animals.   If you are teaching future tense, play “I Mua” by Nahko and Medicine for the People (a bonus here is that a beautiful and peaceful music video accompanies the song, found on YouTube, and this opens up plenty of discussion about Hawaii, travel or vacation).   For teaching possessives, play “Midnight Train to Georgia” by Gladys Knight and the Pips: Her world is his , his and hers alone, as well as “I’m Yours” by Jason Mraz. 

“I Am a Rock” by Simon and Garfunkel is a great way to introduce your students to the concept of metaphors.   The songs by Frank Sinatra, Stevie Wonder and Adele provide insight into common idioms used in the English language.

Before playing any song for your class, make sure you carefully evaluate the fluency level of your students and discuss any words that your students might not understand the meaning of.   It might be a good idea to give your students the print-outs and lyrics before playing the song and allow them to read it through and give them the opportunity to ask about any words they don’t understand.

  • The House of the Rising Sun
  • I Am a Rock
  • Midnight Train to Georgia
  • If I Were a Boy
  • Young at Heart
  • I’m Yours
  • You Can’t Judge a Book by Its Cover
  • Water Under the Bridge

ESL Christmas Songs (and Other Holidays!)

When you think of ESL songs for the holidays, most people will immediately think of Christmas carols.   And while those are a popular component of the English language, there are plenty of other times throughout the year you can bust out a good song to liven up the lesson plan.

Teaching the classic “happy birthday song” is an obvious one to use whenever someone has a birthday.   You can sing this one for any age class, not just the youngsters.   Halloween time also provides an opportunity to listen to some spooky tunes and accompanying worksheets and activities.   As with all the other categories of songs, songs around the holidays will inevitably open the door for more discussion about holiday customs and personal stories. 

  • O Christmas Tree
  • Rudolph the Red-Nosed Reindeer
  • Frosty the Snowman
  • 12 Days of Christmas
  • Jingle Bells
  • Jingle Bell Rock
  • Happy Birthday
  • Do You Want to Build a Snowman?
  • This is Halloween

ESL Songs for Beginners & Kids

Initially, this article may have led you to believe that if you don’t have a beautiful singing voice that you never have to sing in the classroom.   The exception to that rule is with kids.   But, the wonderful thing about kids is that they really don’t care if you’re wildly off key and tone deaf.   So, if you’re looking for some entertaining activities to do with your younger group of learners, teaching them simple little songs can actually be a very useful and powerful teaching tool.  

For example, let’s say you have a very energetic group of youngsters that can sometimes be a bit difficult to calm down and get them to listen once they’re all riled up.   Teaching them a simple song that you sing when you’re trying to get the class to focus can be very helpful.   Take the Dinosaur song for example.   It introduces new vocab words that rhyme (jaws, claws, etc.) and simple commands, “Sit back down!”   It’s a short and simple song so it won’t be too hard or require too much time to get the students to memorize it.   So now when the class starts to get out of hand, start singing!

Singing as a group forces the students to participate in the same activity, and it redirects their attention to something positive and productive.

ESL songs that have a physical action such as the Hokey Pokey will help students follow directions in a fun and simple way.   It also elicits responses, and even though it may seem very rudimentary, it can have a profound impact on their comprehension levels.

Just as with using songs in the adult ESL classroom, ESL songs for children can increase vocabulary and provide an excellent segue into discussions about related topics.

  • I’m a Little Teapot
  • Dinosaur Dinosaur
  • A Color Chorus
  • What Color Are You Wearing?
  • Hokey Pokey
  • You’re Welcome
  • Everything at Once
  • We All Stand Together
  • One, Two, Buckle My Shoe

Want more?  Here are some of the best online resources we found for ESL Songs:

  • Busy Teacher
  • Teaching Mama

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I’m looking for an old song called This English is Killing Me

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  • Secondary lesson plans - Intermediate B1

Music is Great

This lesson plan for teachers of teenagers and adults at CEFR level B1 explores the theme of music and music festivals. Students will develop their reading and speaking skills.

Audience at a music festival with hands in the air

Introduction

This lesson is about music and, in particular, music festivals. Students begin by discussing their music preferences and the role of music festivals in their culture. They read a text about a music festival in the UK and develop the skills of reading for gist and for detail. They discuss a dream festival in groups, and prepare to give a presentation. The students’ own experiences and opinions form the basis of much of the work in this lesson. 

Music and music festivals

Learning outcomes:

  • Identify the meaning of vocabulary in the context of music festivals
  • Find out information about a UK festival while practising reading skills
  • Participate in a discussion about what makes a dream festival
  • Give a presentation about a dream festival

Age and level:

13-17, Adults (B1+)

Approximately 65-75 minutes

The materials can be downloaded below.

  • Lesson plan
  • Student worksheet
  • Presentation

Plus chart paper and markers (optional)

Glad you found it :)

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Teaching English with Music: 4 Effective Ways to Use Music in the ESL Classroom

Do you have a CD player in your ESL classroom?

Or how about any other music-playing device?

All right, those of you who answered yes: Could you ever see yourself getting rid of your music player?

I hope you screamed no!

Most ESL teachers find music CDs and songs such an indispensable part of their classroom that they often buy their own—rather than depend on the school’s.

CD players and music have become a vital part of most modern classrooms.

With that being said, there are times when the use of music in the classroom is inappropriate or perhaps even harmful. One of my earliest memories of teaching students was having to correct a young high school student who, with good pronunciation, proceeded to tell me—in a vulgar and crude way that would require far too many expletives and asterisks to write out—what he was going to do over the weekend.

When I asked him where he had learned such language, he revealed that he was a big fan of the Wu-Tang Clan. In fact, the young man owned every single Wu-Tang family CD ever released. While the music had taught him a vast amount of vocabulary , and his pronunciation was very New York-esque, his inappropriate usage and understanding of the meaning of some of the words was a large drawback.

While the above is an extreme example, most teachers who have been working with music and English for a long time can think of their own cringeworthy moments involving music, foreign language and students. Whether it be overly contrived corny songs, inappropriate maturity levels (both high and low) or songs that leave students feeling shy and self-conscious, the stories are endless.

The first hint for any teacher regarding  the use of music is that it is a tool , not a panacea. Just like any other tool, it can be used appropriately for great benefit, or if used inappropriately it could be useless or perhaps even harmful. Just as a carpenter wouldn’t use a power saw to drive a nail, don’t use music where it shouldn’t be used.

So, where should it be used? Here are four effective ways to incorporate music into your ESL lessons .

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

4 Effective Ways to Use Music in the ESL Classroom

1. use music as an esl warm-up.

This tactic is especially useful when you have students who are coming in from a very static period, a boring period or one that was very stressful. For example, I had one class that I would consistently teach immediately following Japanese calligraphy class. For those who are familiar with Japanese calligraphy, the motions are supposed to be very exact, and the students spend the whole time sitting at their desks working on nothing but getting one particular figure or phrase perfect.

When you combine that with a teacher who required silence during this period, you can see the situation my students were in. They had been kept seated statically for the past hour—almost silently—and needed a change of pace before being able to do anything useful in terms of English.

In warm-up situations, keep in mind the mood you want to set for your period. Since I tend to prefer a class that is active but not frantic, I use lots of music that has a “rock” edge to it. When working with students that are already overly frantic, I choose slower, more mellow music. Either way, I choose the music to bring the students into the mood that I want them to be for that class period.

When choosing a song for warm-up, while the mood of the music is paramount, do not forget about lyrics. Students need a few minutes at least to switch their minds from their native language to English. Try to find something with a decent “hook” or chorus that students can at least repeat consistently without feeling stressed. Queen’s “We Will Rock You,” comes to mind, and while it may have very fast verses (many native speakers cannot even keep up, especially if you have a few beers in you), the iconic “we will, we will rock you,” combined with the backbeat make it a fun song.

Group singing is perhaps the easiest way to implement music as a warm-up . Remember, you want something that is quick, easy to understand and can be explained in just a few minutes at most. If you have to spend five minutes explaining how, you’re going to miss your window of opportunity. If you have a lower-level class, just having them sing the “hook”/chorus is perfectly fine.

I prefer to let students move around as they like with this; a little dance or a little jive is great to set the proper mood. For lyrics, choose music that you have previously introduced, or something so simple that they can pick it up on the fly. Remember, we’re trying to get your students’ heads out of their books and papers in this instance—not having them read lyrics sheets.

Personal Favorite ESL Warm-up Songs:

  • Queen – “We Will Rock You”
  • Naughty By Nature – “Hip Hop Hooray” (Note: There are adult lyrics at points, but even native speakers never know what these guys are saying until the famous “Hey, ho” chorus.)
  • The Beatles – “Yeah, Yeah, Yeah”

ESL Warm-up Songs for Younger Children :

  • “Mary Had a Little Lamb”
  • “Five In the Bed”

2. Teach Natural Speed and Flow of English Speaking with Music

Once students have a basic grasp of your target language or the structure that you want to practice , a perfect way to work on speed and delivery of English is to use music. In this instance, I think using the numerous ESL-targeted music CDs is ideal.

While to a native speaker these songs can sometimes come off as a bit hokey or contrived, with a bit of gusto they can readily be used to get students repeating target structures and grammar in a faster, more flowing manner. Make sure you try to pick CDs that are marketed towards the age group you are working with, to minimize the “hokiness.”

When you use music to teach speed and flow, keep your body movements to a minimum . While sitting in their desks or standing in choral rows isn’t helpful, if students are spending as much brain power worrying about movements and dancing as they are about singing, something is going to get lost. This happens even for professional singers in their native language. When you add in the foreign language aspect, students will often let the unfamiliar language slip in order to embrace the somewhat more familiar physical movement. This is especially true when talking about large groups, where students will try to hide in the anonymity of the crowd.

After trying a new song through group practice, there are tons of variations you can do. Songs with multiple parts can be reviewed by breaking up the class into groups, or you could even try a full-on choir style of singing if you have experience. I’ve also used it as a game with younger children, pausing the CD at random points and having them fill in the blanks by singing the next phrase of the song.

Personal Favorite ESL Songs for Natural Speech:

  • Matsuka Phonics EFL CDs

3. Review Previously Learned ESL Vocabulary and Grammar Using Music

This is great for all ages, from children through adults. Recently, anyone who’s been anywhere near a child can listen to them singing Disney’s “Let It Go,” a runaway hit song that has been recorded in 42 different languages. Thanks to this song’s popularity—at least in Japan—there are now millions of children who can sing at least bits of the English version, as well as the Japanese version.

FluentU takes authentic videos—like music videos, movie trailers, news and inspiring talks—and turns them into personalized language lessons.

When using music in this way, it’s so important to pick music that fits the temperament of the class or the student . Again, ESL CDs can be useful, but familiar children’s songs, holiday tunes  (at that time of year) or even popular music can also be used. As a caveat, try to use selective editing when it comes to language. While adult or older students may be able to “handle” adult language, keep the lyrics clean to safely avoid cultural problems or potential future faux pas.

Personal Favorite ESL Music for Vocabulary Review:

  • Disney Songs – These songs are familiar in most countries and enjoyed by all ages. Also, the song lyrics are invariably safe. “Toy Story,” “Tarzan,” “Winnie The Pooh” and others have spawned dozens of great songs to use.

 4. Increase Cultural Understanding with Music

Communication is as much about language as it is about culture. Often times, miscommunication occurs not because of the words said, but because of cultural assumptions by the parties on all sides that conflict or are not understood. Music stands as the one nearly universal cultural expression. Every culture through history has had music in some form or another.

By breaking down and analyzing the lyrics and the message of a song, students can gain a greater understanding of foreign culture . This application is best used with older or more advanced students, but even middle school students can gain understanding if they have guided help with the translation. When this is your goal, a word-for-word translation is sometimes the best idea, although this is not always possible. If a word-for-word translation is not possible, explaining the meaning of the phrase is best .

First and foremost, for this type of lesson activity make sure to be flexible. The discussion can often go in unexpected directions, and sometimes these tangents can bear great fruit. Again, as with activity type #3, try to pick songs that are an appropriate maturity level for your class. Second of all, be willing to devote the entire class period to the activity if necessary. Between listening , reading , discussing and then trying to perhaps sing, you can easily fill an hour long class or more.

Personal Favorite Songs for ESL Cultural Understanding:

  • Leonard Cohen – “Hallelujah” (Note: This song is recommended only for adult students, as the meanings behind the lyrics can be rather racy, but the slow delivery is helpful.)
  • Pink Floyd – “Another Brick in the Wall”
  • Dire Straits – “Working for a Living”

Music can both bridge gaps and help educate. Songs have been a part of human expression since our caveman days, and there’s no doubt that they help us learn.

Add that to its global impact, and it’s clear music is a key tool for any ESL instructor.

So whether you regularly use music in the classroom, or have only ventured there once in a while, try using music in any of these four ways—and enjoy the results!

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Song Activity Factory

The Power of Songs to Teach English: FREE Innovative activities and song-based lesson plans for teens and adults in ELT, ESL, EFL, TESOL, TEFL, EAL, ELL, and ELA. Free Resources for 21st Century Skills and Cambridge Exam Prep.

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Discover an innovative and engaging way to teach listening and grammar in your English Language Teaching (ELT) classroom. Our latest blog post introduces unique song-based activities designed with 2024’s hit songs. Perfect for teachers seeking creative and effective methods to enhance their lesson plans and captivate students.

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esl lesson music

FIND SONG ACTIVITIES BY CEFR LEVEL!

Now it’s easier for you to find a song activity in the huge archives of the Song Activity Factory!

Just click a Category below and find all the song Activities for that CEFR LEVEL that are available until now! Enjoy! 🙂

OBS: you can also find this menu either on the right side of the page if you’re using a computer, or at the bottom of the page if you’re using a mobile phone!

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ESL Song Analysis: Why Benson Boone’s ‘Beautiful Things’ Is Great

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Brave Beats: Critical Thinking Meets Music in This Engaging ESL Plan

Discover innovative ESL teaching strategies with our latest song-based lesson plan at Song Activity Factory. Engage students in critical thinking and creative language use as they explore the courage of being different, interpret music videos, and analyze song lyrics. Perfect for busy teachers seeking fresh, interactive classroom ideas. Elevate your English lessons with the power of music!

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How To Engage English Language Students With Songs? Try This!

Master English teaching with a twist! ‘Nothing to Declare’ by MGMT isn’t just a song—it’s a gateway to discussion, vocabulary building, and critical thinking in our latest lesson plan. .

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Free English Lessons

Arguing about music – listening lesson (b1).

Talking about music (music vocabulary) English listening lesson

What kind of music do you like and dislike? Can you say why you like a piece of music? In this free Oxford Online English listening lesson, listen to two people with very different tastes arguing about what to listen to. You can learn some new words and phrases for talking about music in English. This lesson is for intermediate learners.

Listen to the dialogue at normal speed here:

or listen to a slower version here:

https://www.oxfordonlineenglish.com/wp-content/uploads/2021/03/Arguing-about-music-25pc-slower.mp3

Woman : Argh! What’s this noise? Man : It’s some new music I got. Woman : It sounds like a hundred cats fighting. How can you listen to this crap? Man : It just takes time to get into it. I didn’t like it at first, but it grew on me. Woman : I’m not sure I have the time for that. Can’t we put something better on? Man : Like what? You only listen to cheesy music. That sounds just as bad to me as this does to you. Woman : I just like to listen to something I can sing along to. There’s nothing wrong with that. Man : That stuff all sounds the same to me. Woman : Well, I really can’t stand it any longer. Put something else on, or turn it off. Man : Fine, I’ll use headphones. Woman : Why don’t you just play something we both like? I liked that music you were playing last night. What was it? It sounded nice and summery. Man : Oh yeah… I’ve forgotten. It was some sort of reggae. But anyway, I’m not in the mood for that right now. I’ll just listen with headphones. Woman : But then we can’t talk to each other… Man : Eurrrgh…

Arguing About Music – exercise 1 Vocabulary: describing music

There are a number of ways to describe music in the dialogue. Some are collocations (that is, common combinations of words) and others are grammatical patterns.

Move the sort elements to complete five sentences used by the speakers.

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1 . Question

Click ‘Hint’ for some language notes to help you.

Sort elements

  • a hundred cats fighting.
  • bad to me as this does to you.
  • the same to me.
  • nice and summery.
  • sort of reggae.

1. After ‘sounds like’ you need a noun phrase. 2. ‘Just as’ is the start of a comparative form, so you need to find the second half of it. 3. This is a collocation for when two or more things are similar. 4. Here the verb ‘sound’ is followed by an adjective. 5. This is the verb ‘be’ followed by an expression to describe something vaguely.

Arguing About Music – exercise 2 Grammar and listening skills: contractions

There are lots of contractions in the dialogue, because they are a common feature of informal speech. However, learners tend to under-use contractions and find them difficult to hear.

Listen to five excerpts from the dialogue and choose the contraction used.

0 of 5 Questions completed

0 of 5 Questions answered correctly

https://www.oxfordonlineenglish.com/wp-content/uploads/2021/03/Arguing-about-music-contractions-1-whats-this-noise.mp3

  • what's
  • that's

2 . Question

https://www.oxfordonlineenglish.com/wp-content/uploads/2021/03/Arguing-about-music-contractions-2-Im-not-sure.mp3

3 . Question

https://www.oxfordonlineenglish.com/wp-content/uploads/2021/03/Arguing-about-music-contractions-3-cant.mp3

4 . Question

https://www.oxfordonlineenglish.com/wp-content/uploads/2021/03/Arguing-about-music-contractions-4-theres-nothing-wrong.mp3

  • there's
  • they're

5 . Question

https://www.oxfordonlineenglish.com/wp-content/uploads/2021/03/Arguing-about-music-contractions-5-why-dont-you.mp3

  • didn't
  • doesn't

Arguing About Music – exercise 3 Listening comprehension: positive and negative connotation

This exercise focuses on positive and negative language in the dialogue.

Listen again to the context and decide if the highlighted words are positive or negative.

Click ‘Hint’ to see a time reference to help you.

1. “How can you listen to this crap ?”

You hear this at 00.06. The sentence before is “It sounds like a hundred cats fighting.”

2. “It grew on me .”

You hear this at 00.12. The sentence before is “I didn’t like it at first, but …”

3. “You only listen to cheesy music.”

You hear this at 00.18. The following sentence begins “That sounds just as bad to me …”

4. “That stuff all sounds the same to me.”

You hear this at 00.26. Before this, the woman says “I just like to listen to something I can sing along to. There’s nothing wrong with that.”

5. “It sounded nice and summery .”

You hear this at 00.41. ‘Summery’ doesn’t automatically have a positive or negative connotation, but it does here in the expression ‘nice and summery’. The woman has just said “I liked that music you were playing last night.”

Arguing About Music – exercise 4 Pronunciation: when to stress prepositions

Most prepositions are not stressed, because the nouns, verbs or adjectives before or after them are more important. However, when these little words are part of phrasal verbs, they are stressed, because they contribute to the meaning of the verb.

Listen to five excerpts from the dialogue and decide if the highlighted words are stressed or not.

https://www.oxfordonlineenglish.com/wp-content/uploads/2021/03/Arguing-about-music-preposition-stress-1-get-into-it.mp3

1. “It just takes time to get into it.”

  • The word 'into' is stressed.
  • The word 'into' is unstressed.

‘Get into’ is a phrasal verb.

https://www.oxfordonlineenglish.com/wp-content/uploads/2021/03/Arguing-about-music-preposition-stress-1-grew-on-me.mp3

2. “I didn’t like it at first but it grew on me.”

  • The word 'on' is stressed.
  • The word 'on' is unstressed.

‘Grow on’ is not a phrasal verb. The meaning of ‘grow’ is not changed by adding the preposition. The word ‘on’ is a dependent preposition which links the verb ‘grow’ to the pronoun ‘me’.

https://www.oxfordonlineenglish.com/wp-content/uploads/2021/03/Arguing-about-music-preposition-stress-3-sing-along-to.mp3

3. “I just like to listen to something I can sing along to.”

  • The word 'along' is stressed.
  • The word 'along' is unstressed.

‘Sing along’ is a phrasal verb. It means something more specific than ‘sing’.

https://www.oxfordonlineenglish.com/wp-content/uploads/2021/03/Arguing-about-music-preposition-stress-4-turn-it-off.mp3

4. “Put something else on, or turn it off .”

  • The word 'off' is stressed.
  • The word 'off' is unstressed.

‘Turn off’ is a phrasal verb. The word ‘off’ makes the meaning of ‘turn’ more specific.

https://www.oxfordonlineenglish.com/wp-content/uploads/2021/03/Arguing-about-music-preposition-stress-5-talk-to-each-other.mp3

5. “But then we can’t talk to each other.”

  • The word 'to' is stressed.
  • The word 'to' is unstressed.

‘To’ is a dependent preposition which connects the verb ‘talk’ to the noun phrase ‘each other’. It does not affect the meaning of the verb.

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Topics: Music

By Adrian Tennant

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Students are introduced to the topic of music in this instalment of Adrian Tennant’s Topics series. The lesson is available at two language levels (Pre-intermediate and Intermediate +) and gives students practice in reading, listening and speaking skills, as well as exercises focusing on grammar and vocabulary. 

Topics: Music: Pre-intermediate: Lesson plan

Topics: music: intermediate +: lesson plan, topics: music (pre-intermediate), topics: music (intermediate +).

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Topics_index

Topics: Business

Topics_index

Topics: Christmas

Topics: crime.

EasterBunny156265

Topics: Easter

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Topics: Family

MARS138627

Topics: Food

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Topics: Health

Topics_index

Topics: Hobbies

Topics: identity, topics: jobs.

Topics_love

Topics: Love

Topics: museums, topics: phobias, topics: politics.

289646

Topics: Sport

Woman traveling

Topics: Travel

Topics: weather, related articles.

""

I’m only seeing bands I loved when I was 14. Am I in a musical rut – or is this growing up?

By Tim Bowen

Does the music we listen to in our teenage years become our favourite for the rest of our lives?

""

AI used to create new and final Beatles song, says Paul McCartney

By Engeli Haupt

Is it appropriate to use technology to create music using the voices of deceased artists?

Students are introduced to the topic of health in this instalment of Adrian Tennant’s Topics series. The lesson is available at two language levels (Pre-intermediate and Intermediate +) and gives students practice in reading, listening and speaking skills, as well as exercises focusing on grammar and vocabulary. 

No comments yet

Only registered users can comment on this article., more from topics.

Introduce your students to the topic of Easter in this lesson, which is designed to give students practice in reading, listening and speaking.

Use this jolly instalment of Adrian Tennant’s popular series and get your students into the holiday spirit.

Students are introduced to the topic of museums in this instalment of Adrian Tennant’s Topics series. The lesson is available at two language levels (Pre-intermediate and Intermediate +) and gives students practice in reading, listening and speaking skills, as well as exercises focusing on grammar and vocabulary. 

LESSON PLAN FOR ENGLISH TEACHERS

Powerful music.

esl lesson music

Level: Mixed levels

Type of English: General English

Tags: sound and music Celebrities and historical figures art describing music 16-18 years old 18+ years old Article based Video talk

Publication date: 22/03/2023

This lesson looks at music and how it can affect us. Students will watch a video about Beethoven’s 5th and how it stands out as a piece of music. They will also read an article looking at the effect music can have on us. Exercises focus on related vocabulary, listening and reading skills and offer students the opportunity to discuss questions on the topic.

by Joe Wilson

*Note: This lesson includes highly specialised vocabulary related to music education. It is intended for those who are interested in or already familiar with music theory and terminology. If your students do not have a strong background in music, they may find some of the concepts challenging to understand.

Why not create the same topic without focusing on the highly specialized vocabulary?

I agree with the comment above. A lot of these 'general lessons' are on specialized themes. Please include more general topics that are useful for all. Exploring how music affects us and the article included in this plan are useful for all students. By creating a more general theme it would be useful for all.

I, on the contrary, would appreciate more lessons like this. It was not at all that specific, and, fortunatelly, it was demanding a bit, which is exactly what advanced adult students need.

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Student worksheet

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Note: This lesson includes highly specialised vocabulary related to music education. It is intended for those who are interested in or already familiar with music theory and terminology. If your students do not have a strong background in music, they may find some of the concepts challenging to understand.

COURSE PLANS

This comprehensive course plan covers the full range of language needs – listening, role play, vocabulary development.

Worksheets in Video Talks course plan

esl lesson music

Type of English: General English Level: Advanced (C1-C2)

esl lesson music

Type of English: General English Level: Mixed levels

esl lesson music

Type of English: Medical English Level: Mixed levels

esl lesson music

Type of English: English for Teenagers Level: Mixed levels

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The sound of music

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Speaking class

ESL worksheet about music

LESSON OVERVIEW

In this ESL worksheet about music, students talk about music in their lives. They also listen to short pieces of music and discuss them.

This is a Speaking Class worksheet. It includes a variety of tasks that let your students practise their speaking skills. This lesson format does not focus on grammar or vocabulary. Learn more about it here.

WARM-UP & DISCUSSION

In the warm-up activity of this ESL worksheet about music, students look at nine words connected with music. They need to put them into three categories of three words . They also need to name the categories . Then, students look at six photos of people listening to music in different situations. They discuss why the people are listening to music and whether they listen to music in those situations. Students also need to answer some questions about the photographs . Next, students read six statements and decide which ones are true, sometimes true or never true . The statements refer to dancing, playing musical instruments, songs in English, etc. 

LISTENING & SPEAKING

In the second part of this ESL worksheet about music, students listen to three short pieces of music . They discuss some questions after listening to each one. For example, they have to say how the music made them feel and where they would expect to hear it. The three links are provided in the student’s and the teacher’s versions of the worksheet. In the e-lesson plan, the pieces can be played in the presentation. After the listening part, students read two quotes on music and answer some questions about each one. They also answer some general questions, e.g. about soundtracks. Finally, students do a speaking task which can take more or less time depending on the teacher’s decision. They look at nine music-related topics (e.g. playlists, changing music tastes, concerts, musicals), choose one and tell their partner about it. The partner then asks them a follow-up question . Next, students change roles. The teacher can choose to set a time frame for each round. Students can continue until they have used all the topics. 

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Very good lesson thanks!!!

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That’s great to hear 🙂

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Love this lesson plan for my conversation class! Thank you so much.

Thanks! Hope your students enjoy it 🙂

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Please allow me to have lesson plan of this beautiful structure of yours

Hi! To access the lesson you need to purchase the Unlimited subscription. Please see some details here . And you can browse our free lessons here .

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Good lesson thank you

Thanks, Shiella 🙂

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esl lesson music

There are so many ways to discover, buy and listen to music. What's the best way? Read more to find out about the exciting music culture in the UK!

Instructions

Do the preparation task first. Then read the article and do the exercises to check your understanding.

Preparation

Do you download music? Do you buy CDs? Do you listen to music on your phone? Do you prefer to watch music or just to listen? What about the old-fashioned radio? Have you ever seen your favourite band or singer perform live? There are so many ways to discover, buy and listen to music!

Music videos

British teenagers like to watch their music online. Watching music on video streaming sites on the internet is now more popular than listening to the radio with young British people. Popular videos can quickly become extremely popular internationally. Justin Bieber’s song ‘Baby’ was the most watched music video on YouTube until 2012. Then, PSY’s ‘Gangnam Style’ became the first video to get a billion views. Now, it’s quite common for videos to pass the billion mark. Things can change quickly on YouTube!

Downloading music

Downloading music is a popular choice for young Brits. The BPI (an organisation which promotes the interests of British music) says that people in the UK prefer downloading singles rather than albums. In the UK you can download a single for about £1 and an album for around £10. Using file-sharing websites to download music is often illegal of course but some people still continue to get their music this way. Record companies and many musicians are very unhappy that people can listen to their music without paying for it.

The O2 in London is the second largest live music arena in Europe. There you can see world-famous bands such as One Direction, Justin Bieber, Scissor Sisters, Prince, The Rolling Stones, Elton John, and Take That. This massive stadium has space for 20,000 people. It also has 548 toilets! Tickets are not cheap. You can pay more than £50 to see a concert at The O2.

What about free live music? There are music festivals across Britain every year that are completely free of charge. Last year more than 150,000 people went to the Tramlines free music festival in Sheffield in the north of England. The two-day festival is held every July. Last year there were 900 performances in total including local bands as well as music from all over the world.

Music on TV

The X Factor is a British television music competition to find new talented singers. The 'X Factor' of the title refers to the difficult-to-define quality that makes a star. The show began in 2004 and is still popular. X Factor singers perform on a stage in front of the judges and a live audience. After the performance the audience at home can vote by phone for their favourite acts. Many winners then go on to get a UK number-one single. But you don’t have to win The X Factor to become famous: One Direction, the massively popular British boy band, competed in 2010 but they didn’t win, they came third!

What kind of music?

What are you and your friends listening to these days? Hip hop, dance, rock, heavy metal, rap, urban, reggae … individual tastes are very varied amongst British teenagers. If a type of music exists then there’s somebody who likes it. But a shopping centre in Birmingham, central England, recently discovered what kind of music some local teenagers don’t like. This is what happened: shoppers and shop owners complained to the police about teenagers behaving badly in the shopping centre. When a new sound system started playing Bach, Mozart and Beethoven, the antisocial behaviour stopped. The young people causing problems had gone! Classical music was clearly not popular with these particular teenagers.

Are you listening to music as you read this?

Check your understanding: true or false

Check your grammar: multiple choice, check your grammar: reordering, worksheets and downloads.

What do you think is the best way to find and listen to music? Tell us about your favourite music and how you like to listen to it.

esl lesson music

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 English Discussion on  Music

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THE DISCUSSION ON MUSIC

STUDENT A's QUESTIONS (Do not show these to Student B.)

STUDENT B's QUESTIONS (Do not show these to Student A.)

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Breaking News English Lesson: Music and Genes

Home     |     help this site, ability to move to the beat of music is genetic    (22nd september, 2022).

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The Reading / Listening - Music and Genes - Level 3

We all love to move (or groove) to music. At the very least, we cannot resist tapping our foot or nodding our head when we hear music. New research suggests that moving our body to musical beats is genetic. Our dancing ability is in our genes. Parents pass their sense of rhythm down to their children. The study is from the Vanderbilt University in the USA, and the genomics and biotechnology company 23andMe. Researchers found 69 genes that affect how people react to musical rhythms. The researchers said different genes affect our ability to move in sync with music beats. They said the genes work in similar ways to those for other biological rhythms, such as breathing, walking and sleeping. The researchers used bio-data from over 600,000 people in their research. Researcher Dr David Hinds said: "The large number of…study participants offered a unique opportunity…to capture even small genetic signals." He added: "This research represents a leap forward for scientific understanding of the links between genetics and musicality." Researcher Dr Reyna Gordon said: "Rhythm is not just influenced by a single gene. It is influenced by many hundreds of genes." She added: "Tapping, clapping and dancing in synchrony with the beat of music is at the core of our human musicality." The research could one day help doctors use music and rhythm to make us healthier.

Try the same news story at these easier levels:

     Music and Genes - Level 0 ,  Music and Genes - Level 1   or  Music and Genes - Level 2

  • https:// neurosciencenews.com /genetic-lmusic-movement-21443/
  • https:// newatlas.com /science/genes-beat-sync-music-study-nature/
  • https://www. nature.com /articles/s41562-022-01359-x

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"Current events provide authentic learning experiences for students at all grade levels.... In studying current events, students are required to use a range of cognitive, affective, critical thinking and research skills." Haas, M. and Laughlin, M. (2000) Teaching Current Events: It's Status in Social Studies Today.

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--> 1. GENES: Students walk around the class and talk to other students about genes. Change partners often and share your findings. 2. CHAT: In pairs / groups, talk about these topics or words from the article. What will the article say about them? What can you say about these words and your life?        love / groove / tapping our foot / music / dancing / genes / rhythm / sleeping /        researchers / unique / opportunity / leap forward / musicality / clapping / doctors Have a chat about the topics you liked. Change topics and partners frequently. 3. DNA: Students A strongly believe scientists should change our DNA to make us more musical; Students B strongly believe this is a silly idea. Change partners again and talk about your conversations. 4. RHYTHM: What is tour rhythm regarding these things? Why? Complete this table with your partner(s). Change partners often and share what you wrote.   Rhythm Why? Dancing     Sleeping     Breathing     Walking     Living     Spending money     MY e-BOOK See a sample 5. GENES: Spend one minute writing down all of the different words you associate with the word "genes". Share your words with your partner(s) and talk about them. Together, put the words into different categories. 6. MUSIC: Rank these with your partner. Put the best music at the top. Change partners often and share your rankings. Jazz Opera Hip-hop Reggae Folk Techno Heavy metal Country   Vocabulary     Paragraph 1       1. groove a. Happening at the same time or rate as something else.       2. resist b. Try to stop an action.       3. ability c. A feeling about something.       4. sense d. Dance or listen to popular or jazz music.       5. react e. Taking air into the lungs and then releasing it.       6. in sync f. The means or skill to do something.       7. breathing g. Act because something else happened.     Paragraph 2       8. bio-data h. A time that makes it possible to do something; chance.       9. participant i. Being the only one of its kind; unlike anything else.       10. unique j. A big movement forward.       11. opportunity k. Information about our body and how it works.       12. capture l. A person who joins or takes part in something.       13. leap m. The part of something that is at the heart of its character.       14. core n. Cause data to be stored in a computer.   Before reading / listening 1. TRUE / FALSE: Read the headline. Guess if 1-8 below are true (T) or false (F). The article says music is groovy.      T / F Researchers say children can dance better than their parents.      T / F Researchers say humans can move to 69 different rhythms.      T / F Researchers said the rhythm of breathing is the same as dancing.      T / F More than 600,000 people were part of this research.      T / F Good rhythm can help people leap farther.     T / F A researcher said hundreds of genes affect rhythm.      T / F Music and rhythm could be used in future as a form of healthcare.      T / F 2. SYNONYM MATCH: Match the following synonyms from the article. resist suggests sense affect ways study unique leap links core jump research methods special connections shows influence stop centre feeling 3. PHRASE MATCH: (Sometimes more than one choice is possible.) We all love to move (or groove) moving our body to musical beats sense of move in sync They said the genes work in bio-data from This research represents a leap influenced by a single Tapping, clapping and dancing at the over 600,000 people in synchrony similar ways core of is genetic forward to music with music beats gene rhythm Gap fill Put these words into the spaces in the paragraph below. sense resist sync breathing ability react groove ways

We all love to move or (1) _____________________ to music. At the very least, we cannot (2) _____________________ tapping our foot or nodding our head when we hear music. New research suggests that moving our body to musical beats is genetic. Our dancing (3) _____________________ is in our genes. Parents pass their (4) _____________________ of rhythm down to their children. The study is from the Vanderbilt University in the USA, and the genomics and biotechnology company 23andMe. Researchers found 69 genes that affect how people (5) _____________________ to musical rhythms. The researchers said different genes affect our ability to move in (6) _____________________ with music beats. They said the genes work in similar (7) _____________________ to those for other biological rhythms, such as (8) _____________________, walking and sleeping.

doctors leap participants core healthier large small single

The researchers used bio-data from over 600,000 people in their research. Researcher Dr David Hinds said: "The (9) _____________________ number of...study (10) _____________________ offered a unique opportunity...to capture even (11) _____________________ genetic signals." He added: "This research represents a (12) _____________________ forward for scientific understanding of the links between genetics and musicality." Researcher Dr Reyna Gordon said: "Rhythm is not just influenced by a (13) _____________________ gene. It is influenced by many hundreds of genes." She added: "Tapping, clapping and dancing in synchrony with the beat of music is at the (14) _____________________ of our human musicality." The research could one day help (15) _____________________ use music and rhythm to make us (16) _____________________.

Listening — Guess the answers. Listen to check.

1) At the very least, we cannot resist ______      a.  tap ping our foot      b.  tap pin our foot      c.  tap in our foot      d.  tapping our foot 2)  New research suggests that moving our body to musical ______      a.  beats is generic      b.  beats is gen attic      c.  beats is genetic      d.  beats is genre attic 3)  Researchers found 69 genes that affect ______      a.  how people reeked      b.  how people react      c.  how people wretched      d.  how people reached 4)  The researchers said different genes affect our ability to ______      a.  move on sync      b.  move in sync      c.  moving sync      d.  move in sink 5)  They said the genes work in similar ways to those for ______      a.  other biologically rhythms      b.  other biology rhythms      c.  other bio logical rhythms      d.  other biological rhythms

6)  The researchers used bio-data from over 600,000 people ______      a.  on their research      b.  in their research      c.  in there research      d.  in their researcher 7)  This research represents a leap forward for scientific understanding ______      a.  off the links      b.  oft the links      c.  of the links      d.  over the links 8)  Rhythm is not just influenced by ______      a.  a single gene      b.  a jingle gene      c.  a sing all gene      d.  a sing allergen 9)  Tapping, clapping and dancing in synchrony with the beat of music is ______      a.  at the corps      b.  at the cor      c.  at the core      d.  at the craw 10)  The research could one day help doctors use music and rhythm to ______      a.  make us healthier      b.  make them healthier      c.  make we healthier      d.  make all healthier

Listening — Listen and fill in the gaps

We all love to move (or groove) to music. At (1) ____________________, we cannot resist tapping our foot or nodding our head when we hear music. New research suggests that moving our body to musical (2) ____________________. Our dancing ability is in our genes. Parents pass their sense of (3) ____________________ their children. The study is from the Vanderbilt University in the USA, and the genomics and biotechnology company 23andMe. Researchers found 69 genes (4) ____________________ people react to musical rhythms. The researchers said different genes (5) ____________________ to move in sync with music beats. They said the genes work in similar ways to those for other biological rhythms, (6) ____________________, walking and sleeping.

The researchers used (7) ____________________ 600,000 people in their research. Researcher Dr David Hinds said: "The large number of...study participants (8) ____________________ opportunity...to capture even small genetic signals." He added: "This research represents (9) ____________________ for scientific understanding of the links between genetics and musicality." Researcher Dr Reyna Gordon said: "Rhythm is not just (10) ____________________ single gene. It is influenced by many hundreds of genes." She added: "(11) ____________________ dancing in synchrony with the beat of music is at the core of our human musicality." The research could (12) ____________________ doctors use music and rhythm to make us healthier.

Comprehension questions

  • What does the article say we like to groove to?
  • What does the article say we nod to music?
  • What kind of company is 23andMe?
  • How many genes did researchers find that affect our rhythm?
  • What rhythms besides sleeping and walking do our genes also affect?
  • How many people were part of the research?
  • What kind of leap does the research in the article represent?
  • What did a researcher say rhythm is not just influenced by?
  • What is tapping, clapping and dancing at the core of?
  • What might doctors use in the future as part of their healthcare?

Multiple choice quiz

6) How many people were part of the research? a) just fewer than 600,000 b) exactly 600,000 c) more than 600,000 d) around 600,000 7) What kind of leap does the research in the article represent? a) a leap forward b) a leap for mankind c) a leap in the dark d) a leap into the unknown 8) What did a researcher say rhythm is not just influenced by? a) our heart b) jazz c) a single gene d) dancing 9) What is tapping, clapping and dancing at the core of? a) apples b) our human musicality c) computers d) microprocessors 10) What might doctors use in the future as part of their healthcare? a) music and rhythm b) drum sticks c) MP3 players d) opera

After reading / listening

1. WORD SEARCH: Look in your dictionary / computer to find collocates, other meanings, information, synonyms … for the words...

'beat' ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________ and 'music' . ________________ ________________ ________________ ________________ ________________ ________________ ________________ ________________

• Share your findings with your partners.

• Make questions using the words you found.

• Ask your partner / group your questions.

2. ARTICLE QUESTIONS: Look back at the article and write down some questions you would like to ask the class about the text.

3. GAP FILL: In pairs / groups, compare your answers to this exercise. Check your answers. Talk about the words from the activity. Were they new, interesting, worth learning…?

4. VOCABULARY: Circle any words you do not understand. In groups, pool unknown words and use dictionaries to find their meanings.

5. TEST EACH OTHER: Look at the words below. With your partner, try to recall how they were used in the text:

groove head pass 69 sync way bio-data large leap single core day

Student survey

Write five GOOD questions about this topic in the table. Do this in pairs. Each student must write the questions on his / her own paper. When you have finished, interview other students. Write down their answers.

(Please look at page 12 of the PDF to see a photocopiable example of this activity.)

Discussion - Music and Genes

STUDENT A’s QUESTIONS (Do not show these to student B)

  • What did you think when you read the headline?
  • What images are in your mind when you hear the word 'beat'?
  • What do you think about rhythm?
  • How often do you move to music?
  • What do you think of tapping your foot to music?
  • Did you get any musical genes from your parents?
  • How good are you at dancing?
  • What's your favourite music to dance to?
  • How important is rhythm in your life?
  • What are your walking, breathing and sleeping rhythms?

STUDENT B’s QUESTIONS (Do not show these to student A)

  • Did you like reading this article? Why/not?
  • What do you think of when you hear the word 'music'?
  • What do you think about what you read?
  • Why is music so important to us?
  • Is it important to listen to music before we sleep?
  • Is there any music that is bad for us?
  • Should scientists change genes to make people more musical?
  • Do you prefer fast or slow rhythms in life?
  • How can music and rhythm make us healthier?
  • What questions would you like to ask the researchers?

Discussion — Write your own questions

(a) ________________ (b) ________________ (c) ________________ (d) ________________ (e) ________________
(f) ________________ (g) ________________ (h) ________________ (i) ________________ (j) ________________

Language — Cloze (Gap-fill)

We all love to move (or () ____) to music. At the very least, we cannot resist tapping our foot or nodding our (2) ____ when we hear music. New research suggests that moving our body to musical beats is genetic. Our dancing ability is (3) ____ our genes. Parents pass their sense of rhythm down to their children. The study is from the Vanderbilt University in the USA, and the genomics and biotechnology company 23andMe. Researchers found 69 genes that (4) ____ how people react (5) ____ musical rhythms. The researchers said different genes affect our ability to move in sync with music beats. They said the genes work in similar ways to those for other biological rhythms, such (6) ____ breathing, walking and sleeping.

The researchers used bio-data from (7) ____ 600,000 people in their research. Researcher Dr David Hinds said: "The large number of...study participants offered a (8) ____ opportunity...to capture even small genetic signals." He added: "This research represents a (9) ____ forward for scientific understanding of the links between genetics and musicality." Researcher Dr Reyna Gordon said: "Rhythm is not just influenced (10) ____ a single gene. It is influenced by many hundreds of genes." She added: "Tapping, clapping and dancing in synchrony with the beat of music is at the (11) ____ of our human musicality." The research could (12) ____ day help doctors use music and rhythm to make us healthier.

Which of these words go in the above text?

  • (a)     grave     (b)     grieve     (c)     groove     (d)     gravitate    
  • (a)     head     (b)     stomach     (c)     hand     (d)     shoulder    
  • (a)     in     (b)     of     (c)     at     (d)     by    
  • (a)     affect     (b)     reflect     (c)     effect     (d)     inflict    
  • (a)     of     (b)     to     (c)     by     (d)     as    
  • (a)     'twas     (b)     has     (c)     was     (d)     as    
  • (a)     higher     (b)     increase     (c)     over     (d)     upped    
  • (a)     clinic     (b)     clique     (c)     unclear     (d)     unique    
  • (a)     leap     (b)     hop     (c)     shuffle     (d)     jog    
  • (a)     on     (b)     by     (c)     at     (d)     to    
  • (a)     skin     (b)     core     (c)     peel     (d)     seed    
  • (a)     once     (b)     only     (c)     one     (d)     ones

Paragraph 1

  • we cannot isrets tapping our foot
  • Our dancing iilaytb is in our genes
  • Parents pass their seens of rhythm down
  • how people react to cmlsaui rhythms
  • other liaiolbogc rhythms
  • trahneibg , walking and sleeping

Paragraph 2

  • The large number of study prsiapitactn
  • a quueni opportunity
  • actepru even small genetic signals
  • a leap forward for sciiifcten understanding
  • Rhythm is not just nlcfeinued by a single gene
  • Tapping, pgiplacn and dancing

Put the text back together

(  1   ) We all love to move (or groove) to music. At the very least, we cannot resist tapping our (...)  and musicality." Researcher Dr Reyna Gordon said: "Rhythm is not just influenced by a single gene. It is influenced (...)  day help doctors use music and rhythm to make us healthier. (...)  signals." He added: "This research represents a leap forward for scientific understanding of the links between genetics (...)  to musical rhythms. The researchers said different genes affect our ability to move in sync (...)  the beat of music is at the core of our human musicality." The research could one (...)  number of...study participants offered a unique opportunity...to capture even small genetic (...)  by many hundreds of genes." She added: "Tapping, clapping and dancing in synchrony with (...)  of rhythm down to their children. The study is from the Vanderbilt University in the USA, and the genomics and (...)  foot or nodding our head when we hear music. New research suggests that moving our (...)  biotechnology company 23andMe. Researchers found 69 genes that affect how people react (...)  The researchers used bio-data from over 600,000 people in their research. Researcher Dr David Hinds said: "The large (...)  with music beats. They said the genes work in similar ways to those for other biological rhythms, such as breathing, walking and sleeping. (...)  body to musical beats is genetic. Our dancing ability is in our genes. Parents pass their sense

Put the words in the right order

  • hear   our   we   music   .   when   We   tap   foot
  • Moving   musical   is   our   to   body   beats   genetic   .
  • pass   of   their   sense   Parents   down   .   rhythm
  • affect   Genes   rhythms   .   how   people   that   to   react
  • in   genes   They   work   said   the   ways   .   similar
  • used   researchers   from   people   .   600,000   over   The   bio-data
  • number   The   opportunity   .   a   unique   participants   offered   of
  • research   This   represents   a   science   .   leap   forward   for
  • just   gene   .   by   Rhythm   a   influenced   single   isn't
  • healthier   .   Doctors   us   use   make   rhythm   to

Circle the correct word (20 pairs)

We all love to move (or groove / groovy ) to music. At the very least / last , we cannot resist tipping / tapping our foot or nodding our head when we hear music. New research suggests that moving our body to musical beats is genetic. Our dancing able / ability is in our genes. Parents pass their sense of / to rhythm down to their children. The study is from / of the Vanderbilt University in the USA, and the genomics and biotechnology company 23andMe. Researchers found 69 genes that effect / affect how people react to musical / musician rhythms. The researchers said different genes affect our ability to move in sync / sink with music beats. They said the genes work in similar ways to those for other biological rhythms, such was / as breathing, walking and sleeping.

The researchers used bio-data from over 600,000 people on / in their research. Researcher Dr David Hinds said: "The large numeral / number of...study participants offered a clique / unique opportunity...to capture even small genetic signals." He added: " Those / This research represents a leaped / leap forward for scientific understanding of the links between genetics and musicality." Researcher Dr Reyna Gordon spoke / said : "Rhythm is not just influenced by a single / singles gene. It is influenced by many hundreds of genes." She added: "Tapping, clapping and dancing in / on synchrony with the beat of music is at the corn / core of our human musicality." The research could one day help doctors use music and rhythm to make them / us healthier.

Talk about the connection between each pair of words in italics, and why the correct word is correct. Look up the definition of new words.

Insert the vowels (a, e, i, o, u)

W_  _ll  l_v_  t_  m_v_  (_r  gr__v_)  t_  m_s_c.  _t  th_  v_ry  l__st,  w_  c_nn_t  r_s_st  t_pp_ng  __r  f__t  _r  n_dd_ng  __r  h__d  wh_n  w_  h__r  m_s_c.  N_w  r_s__rch  s_gg_sts  th_t  m_v_ng  __r  b_dy  t_  m_s_c_l  b__ts  _s  g_n_t_c.  __r  d_nc_ng  _b_l_ty  _s  _n  __r  g_n_s.  P_r_nts  p_ss  th__r  s_ns_  _f  rhythm  d_wn  t_  th__r  ch_ldr_n.  Th_  st_dy  _s  fr_m  th_  V_nd_rb_lt  _n_v_rs_ty  _n  th_  _S_,  _nd  th_  g_n_m_cs  _nd  b__t_chn_l_gy  c_mp_ny  23_ndM_.  R_s__rch_rs  f__nd  69  g_n_s  th_t  _ff_ct  h_w  p__pl_  r__ct  t_  m_s_c_l  rhythms.  Th_  r_s__rch_rs  s__d  d_ff_r_nt  g_n_s  _ff_ct  __r  _b_l_ty  t_  m_v_  _n  sync  w_th  m_s_c  b__ts.  Th_y  s__d  th_  g_n_s  w_rk  _n  s_m_l_r  w_ys  t_  th_s_  f_r  _th_r  b__l_g_c_l  rhythms,  s_ch  _s  br__th_ng,  w_lk_ng  _nd  sl__p_ng.

Th_  r_s__rch_rs  _s_d  b__-d_t_  fr_m  _v_r  600,000  p__pl_  _n  th__r  r_s__rch.  R_s__rch_r  Dr  D_v_d  H_nds  s__d:  "Th_  l_rg_  n_mb_r  _f...st_dy  p_rt_c_p_nts  _ff_r_d  _  _n_q__  _pp_rt_n_ty...t_  c_pt_r_  _v_n  sm_ll  g_n_t_c  s_gn_ls."  H_  _dd_d:  "Th_s  r_s__rch  r_pr_s_nts  _  l__p  f_rw_rd  f_r  sc__nt_f_c  _nd_rst_nd_ng  _f  th_  l_nks  b_tw__n  g_n_t_cs  _nd  m_s_c_l_ty."  R_s__rch_r  Dr  R_yn_  G_rd_n  s__d:  "Rhythm  _s  n_t  j_st  _nfl__nc_d  by  _  s_ngl_  g_n_.  _t  _s  _nfl__nc_d  by  m_ny  h_ndr_ds  _f  g_n_s."  Sh_  _dd_d:  "T_pp_ng,  cl_pp_ng  _nd  d_nc_ng  _n  synchr_ny  w_th  th_  b__t  _f  m_s_c  _s  _t  th_  c_r_  _f  __r  h_m_n  m_s_c_l_ty."  Th_  r_s__rch  c__ld  _n_  d_y  h_lp  d_ct_rs  _s_  m_s_c  _nd  rhythm  t_  m_k_  _s  h__lth__r.

Punctuate the text and add capitals

we all love to move or groove to music at the very least we cannot resist tapping our foot or nodding our head when we hear music new research suggests that moving our body to musical beats is genetic our dancing ability is in our genes parents pass their sense of rhythm down to their children the study is from the vanderbilt university in the usa and the genomics and biotechnology company 23andme researchers found 69 genes that affect how people react to musical rhythms the researchers said different genes affect our ability to move in sync with music beats they said the genes work in similar ways to those for other biological rhythms such as breathing walking and sleeping

the researchers used biodata from over 600000 people in their research researcher dr david hinds said the large number ofstudy participants offered a unique opportunityto capture even small genetic signals he added this research represents a leap forward for scientific understanding of the links between genetics and musicality researcher dr reyna gordon said rhythm is not just influenced by a single gene it is influenced by many hundreds of genes she added tapping clapping and dancing in synchrony with the beat of music is at the core of our human musicality the research could one day help doctors use music and rhythm to make us healthier

Put a slash (/) where the spaces are

Wealllovetomove(orgroove)tomusic.Attheveryleast,wecannotresis ttappingourfootornoddingourheadwhenwehearmusic.Newresearch suggeststhatmovingourbodytomusicalbeatsisgenetic.Ourdancinga bilityisinourgenes.Parentspasstheirsenseofrhythmdowntotheirchild ren.ThestudyisfromtheVanderbiltUniversityintheUSA,andthegeno micsandbiotechnologycompany23andMe.Researchersfound69gene sthataffecthowpeoplereacttomusicalrhythms.Theresearcherssaiddi fferentgenesaffectourabilitytomoveinsyncwithmusicbeats.Theysaid thegenesworkinsimilarwaystothoseforotherbiologicalrhythms,such asbreathing,walkingandsleeping.Theresearchersusedbio-datafrom over600,000peopleintheirresearch.ResearcherDrDavidHindssaid:" Thelargenumberof...studyparticipantsofferedauniqueopportunity... tocaptureevensmallgeneticsignals."Headded:"Thisresearchreprese ntsaleapforwardforscientificunderstandingofthelinksbetweengeneti csandmusicality."ResearcherDrReynaGordonsaid:"Rhythmisnotjus tinfluencedbyasinglegene.Itisinfluencedbymanyhundredsofgenes." Sheadded:"Tapping,clappinganddancinginsynchronywiththebeatof musicisatthecoreofourhumanmusicality."Theresearchcouldoneday helpdoctorsusemusicandrhythmtomakeushealthier.

Free writing

Write about beat of music for 10 minutes. Comment on your partner’s paper.

_____________________________________________________________________________

Academic writing

Music is essential for our health. Discuss.

1. VOCABULARY EXTENSION: Choose several of the words from the text. Use a dictionary or Google's search field (or another search engine) to build up more associations / collocations of each word. 2. INTERNET: Search the Internet and find out more about this news story. Share what you discover with your partner(s) in the next lesson. 3. RHYTHM: Make a poster about rhythm. Show your work to your classmates in the next lesson. Did you all have similar things? 4. MUSIC AND HEALTH: Write a magazine article about music should be used more to make us healthy. Include imaginary interviews with people who are for and against this. Read what you wrote to your classmates in the next lesson. Write down any new words and expressions you hear from your partner(s). 5. WHAT HAPPENED NEXT? Write a newspaper article about the next stage in this news story. Read what you wrote to your classmates in the next lesson. Give each other feedback on your articles. 6. LETTER: Write a letter to an expert on rhythm. Ask him/her three questions about it. Give him/her three of your ideas on how music can make our lives better. Read your letter to your partner(s) in your next lesson. Your partner(s) will answer your questions.

A Few Additional Activities for Students

Ask your students what they have read, seen or heard about this news in their own language. Students are likely to / may have have encountered this news in their L1 and therefore bring a background knowledge to the classroom.

Get students to role play different characters from this news story.

Ask students to keep track of this news and revisit it to discuss in your next class.

Ask students to male predictions of how this news might develop in the next few days or weeks, and then revisit and discuss in a future class.

Ask students to write a follow-up story to this news.

Students role play a journalist and someone who witnessed or was a part of this news. Perhaps they could make a video of the interview.

Ask students to keep a news journal in English and add this story to their thoughts.

Buy my 1,000 Ideas and Activities for Language Teachers eBook. It has hundreds of ideas, activity templates, reproducible activities for:

  • Pre-reading / Post-reading
  • Using headlines
  • Working with words
  • While-reading / While-listening
  • Moving from text to speech
  • Post-reading / Post-listening
  • Discussions
  • Using opinions
  • Using lists
  • Using quotes
  • Task-based activities
  • Using the central characters in the article
  • Using themes from the news

Buy my book

(Please look at page 26 of the PDF to see a photocopiable example of this activity.)

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COMMENTS

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  2. Let's talk about music!

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    This lesson plan for teachers of teenagers and adults at CEFR level B1 explores the theme of music and music festivals. Students will develop their reading and speaking skills. Introduction This lesson is about music and, in particular, music festivals.

  7. Music: ESL/EFL Lesson Plan and Worksheet

    ESL Worksheets Music LESSON PLAN FOR ENGLISH TEACHERS Music British English American English British English PREVIEW WORKSHEET Upper-intermediate (B2-C1) American English PREVIEW WORKSHEET Upper-intermediate (B2-C1) 45 min Music Share Level: Upper-intermediate (B2-C1) Type of English: General English

  8. How to Use Music in ESL Class

    When you do a song gap fill in class, you can make it into a game by splitting the class into teams and numbering each missing word. After listening to the song a few times, you can award points for each correct word and spelling. Many classes in ESL are also topic-based. When you are introducing a new topic in class, try doing a song gap fill ...

  9. Teaching English with Music: 4 Effective Ways to Use Music in the ESL

    Here are four effective ways to incorporate music into your ESL lessons. Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download) 4 Effective Ways to Use Music in the ESL Classroom 1. Use Music as an ESL Warm-up

  10. 5 Music ESL Lesson Ideas

    First, I'll share with you my favorite format for Music ESL lessons, then I'll share a few other ideas that might work well in your classroom! 1) Learn English from Songs. This is my go-to format for music lessons now. Simply use the lyrics to learn new vocabulary, phrases, or pronunciation. Download the songs and listen to the together as ...

  11. Can you imagine the world without music?

    LESSON OVERVIEW Thanks to this lesson plan on music, students will learn various adjectives for describing music and watch a video in which orchestra musicians talk about the world without music. Free / Premium Plan student's version teacher's version First, students get a set of pictures to describe.

  12. 548 Music English ESL worksheets pdf & doc

    PhilipR Vocabulary Matching Worksheet - Elementary 2.... Vocabulary worksheet containing Musical Instruments & House words. It has two sections: Match words and pictures (matching exercise) and Write the Words... 9822 uses AlePimenta Imagine - John Lennon

  13. Song Activity Factory

    Discover innovative ESL teaching strategies with our latest song-based lesson plan at Song Activity Factory. Engage students in critical thinking and creative language use as they explore the courage of being different, interpret music videos, and analyze song lyrics. Perfect for busy teachers seeking fresh, interactive classroom ideas.

  14. Arguing About Music

    Free English Lessons Arguing About Music - Listening Lesson (B1) What kind of music do you like and dislike? Can you say why you like a piece of music? In this free Oxford Online English listening lesson, listen to two people with very different tastes arguing about what to listen to.

  15. Topics: Music

    Company number: 1755588 VAT number: 199440621. Students are introduced to the topic of music in this instalment of Adrian Tennant's Topics series. The lesson is available at two language levels (Pre-intermediate and Intermediate +) and gives students practice in reading, listening and speaking skills, as well as exercises focusing on grammar ...

  16. Powerful music: ESL/EFL Lesson Plan and Worksheet

    60 min Powerful music Share Level: Mixed levels Type of English: General English Tags: sound and music Celebrities and historical figures art describing music 16-18 years old 18+ years old Article based Video talk Publication date: 22/03/2023 This lesson looks at music and how it can affect us.

  17. The sound of music

    B1 Lifestyle Culture Vulture Speaking class Add to saved lessons Ewa | Feb 22, 2023 LESSON OVERVIEW In this ESL worksheet about music, students talk about music in their lives. They also listen to short pieces of music and discuss them. A2 / Pre‐Intermediate B1 / Intermediate 45 min 60 min Speaking Class Unlimited Plan

  18. Best Music ESL Lesson

    Best Music ESL Lesson — Atlas Teaching. If you were to ask me the hardest type of lessons to plan, I'd probably answer, "Music.". Once I figured out this structure for a music ESL lesson, teaching bout music has been a breeze!

  19. ESLSongs.com

    ESLSongs.com is a collection of nearly 150 well-known, hand-picked, pop, rock & folk songs whose lyrics are perfect for presenting or for practising specific grammar or vocabulary in the ESL classroom with teenagers and adults. Most of the songs also come with an easy-to-use worksheet that you can download in pdf format!

  20. Music

    Music videos. British teenagers like to watch their music online. Watching music on video streaming sites on the internet is now more popular than listening to the radio with young British people. Popular videos can quickly become extremely popular internationally. Justin Bieber's song 'Baby' was the most watched music video on YouTube ...

  21. ESL Discussions: Conversation Questions: Speaking Lesson: MUSIC

    ESL Conversation Lesson Questions: Free classroom handouts. English lesson on MUSIC. Use for debates, discussions, speaking, conversations, independent learning and more.

  22. Music and Genes

    The Reading / Listening - Music and Genes - Level 3. We all love to move (or groove) to music. At the very least, we cannot resist tapping our foot or nodding our head when we hear music. New research suggests that moving our body to musical beats is genetic. Our dancing ability is in our genes.