anthony anthony

music expressions lessons
pre-intermediate level


In this lesson, students will talk about music in general, they will learn some pieces of information about music in Trinidad and Tobago through a listening activity and they will practise the expressions to talk about music that are used in the listening. Also, they will write some sentences about their lives and their relationships with music to open a short conversation with their classmates on that topic.


Main Aims

  • To provide clarification and practice of functional phrases to talk about personal experiences and music in the context of music

Subsidiary Aims

  • To provide gist listening practice of an interview about musical instruments in the context of music


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

After saying Good morning and asking the Ss how they are, I will ask them to write their names in a piece of paper and stick it in front of their desks just to remember what their names are. The piece of paper will be provided. After that, I will show some pictures related to music on the WB using the projector and ask the Ss what they see. After listening to their ideas, I will tell them the topic of the lesson and show on the WB three questions for them to discuss in pairs.

Transition and contextualization (5-8 minutes) • To provide context for the target language through a listening activity

I will show some pictures on the WB highlighting three musical instruments that Ss may already know and will be mentioned in the listening. I will introduce Natalie, the girl interviewed in the listening, and tell the students to listen and pay attention to the interview. The instruction: Listen to Natalie talking about music in Trinidad and Tobago. ICQ: Are you going to listen or talk? After the listening, I will show two questions on the WB about the listening and ask the students to answer and discuss them in pairs. After one minute, I will elicit the answers quickly. (I play the track once more if necessary).

Highlighting (5-8 minutes) • To draw students' attention to the target language

I will give the students a piece of paper with a matching exercise regarding the target languae and I will have them match in pairs. I will play the recording again for them to check and after that I will show the exercise on the WB and ask some random students to stand up quickly and do the exercise on the WB.

Clarification (5-8 minutes) • To clarify the meaning, pronunciation and form of the target language

I will make sure that the Ss understand the meaning of the phrases using CCQs such as: "would love to be able to means that I don't want to do something?", "Be brought up to do something means that some one taught me and guided me how to do something or it came naturally?", Also, I will have the students repeating the right pronunciation for "brought up, I would love to, and nowadays"

Controlled Practice (3-6 minutes) • To concept check and prepare students for more meaningful practice

I will give the students a photocopy of the Work Book (English Unlimited. Pre-intermediate Work Book. Cambridge University Press, 2010. pag. 4) and ask them to do the three exercises on it in pairs and discuss about them. The answers will be checked as WCFB, asking randoms students to answer each exercise.

Production (8-10 minutes) • To use the target language in a real context

I will ask the students to write some sentences about some things related to music that will be shown on the WB using the expressions in the previous exercise. I will give them two or three minutes to do that. After that, I will ask them to discuss those sentences with their classmates in groups of three grouping them by a number from 1 to 10 written in the piece of paper that I already gave them. Instruction 1: write four or five questions about these things (the things on the WB) ICQ: Are you going to write or talk to your classmates? Instruction 2: Look at the number in your pieces of paper and find your classmates with the same number to discuss your sentences.

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