alex cassidy alex cassidy

Music, reading lesson
Upper Intermediate level


In this lesson, Ss will be introduced to the topic of music through a moving video. We will then move onto reading for gist, and then detail, as well as do some exercises related to the reading. Then we will do some speaking exercises, and lastly if we have time I will introduce some music vocabulary.


Abc pg. 54 & 55
Abc Vocab unscramble
Abc Video from youtube

Main Aims

  • To provide gist and detail reading practice using a text about music in the context of a boy hearing music for the first time. an

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of music and personal life.


Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

Ss will watch a very emotional video about a girl who overcomes and learns to play the violin. The commercial feeds into the reading perfectly because both main characters are deaf. T: There are 3 characters in the film. An old man, and two young girls. While watching the film, I want you to think of 1 word (How many words?) for each person. I also want you to assign a number to each person based on how important you think music is to that person. 1 means music isn't important to them at all. 10 Means music is very important. After we watch the video, Ss will do small group discussion, and answer my questions. We'll quickly do WCFB and I'll elicit some answers from a couple of Ss, then Ss will go back to groups and answer. T: Now I want you to assign a number to yourself 1-10, and I want you to talk about what you think your life would be like if you couldn't hear, and what sounds you would miss most. Would you miss music? Ss again will break into small groups and discuss, and then we'll again do WCFB.

Pre-Reading/Listening (4-6 minutes) • To prepare students for the text and make it accessible

Students will read the title and small caption at the top of the article and they will make predictions about what they think the article is going to be about. T: Please read the title, this small caption, and look at the picture. What do you think the article is going to be about?

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Ss will then read through the article once, and they will find why the writer chose the title. After they read the article once, they will then read the first paragraph again and do exercise c. T: In paragraph 1, is says, "[the boy became] frozen as a cacophony of sounds attacked me.]. Paragraph 1 also says, "the whir of the computer, the hum of the air conditioning, the clacking of the keyboard] And in the last paragraph, it says that Austin is still "learning how to hear" and develop to "ignore unwanted noise". Can you discuss with your partner what you think it would be like to hear nothing your whole life, and then hear everything at once.

While-Reading/Listening #2 (6-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Ss will read the rest of the article again, and then with a partner they will do ex. e. Say why the article mentions the following pieces of music or artists.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ss will now have an opportunity to discuss the text more in speaking exercises. 3f) Why do you think.... Austin's experience... help us understand more about musical taste? What music would you recommend to Austin. Then we'll move to pg. 55 - 2, Do you have a favorite kind of music? etc. At this stage, I will put the Ss in groups of 3, however if only 4 Ss show up, then I will probably make this stage a class discussion.

(If time) Music vocabulary lesson (5-7 minutes) • To introduce music vocabulary in the context of musical instruments

This is a back-up activity in case the class moves too quickly. I will have a worksheet ready to give Ss that different musical instruments as well as their names scrambled. Ss will unscramble the names, and we will do MFP together. If we don't have time, I will still give Ss this worksheet as a take away.

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