Leigh Davidson Leigh Davidson

Forms of Entertainment: Books and Music
Upper-Intermediate to Advanced level


In this lesson, Ss will discuss 2 main forms of entertainment (books and music). Ss will share what they like to consume, how often, and why, and will provide recommendations to their fellow peers. A pre-reading task will be assigned, to introduce the Ss to the subject of banning and censoring society's various forms of entertainment. A final interactive activity will guide and motivate the WC to spontaneously ask and answer questions, related to the subject of music.


Main Aims

  • To provide Ss with an opportunity for freer speaking practice within the context of 2 main forms of entertainment (reading and listening to music)

Subsidiary Aims

  • To provide Ss with the opportunity to spontaneously ask, and answer, questions related to music
  • To provide Ss with an opportunity to practice their gist and detailed reading skills, while reading about banning books


Warmer/Lead-in: Books (12-15 minutes) • To set lesson context and engage students

Elicit from the WC who would call themselves a 'reader' (a person who likes to read books). Elicit from the readers why they like to read, how often do they read, what do they read (i.e. fiction, non-fiction, magazines, newspapers, etc.), and what is their favorite book/story. Elicit from the non-readers why they don't like to read. Write on the WB "AVID READER." Describe the T's childhood to the Ss, filled with books. First book at age 1; Read alone by age 4; Visited the library every weekend; Won a reading contest in middle school; Love receiving books as gifts; Talk about books at the dinner table with parents. Following your description, elicit from the WC who would define themselves as an avid reader and why. Elicit from the WC some general questions about reading and Turkish society: --"Is reading a popular activity for most Turkish people? Why or why not?" --"What about newspapers and magazines? Are they popular reading materials here in Turkey?" --"How popular are libraries and bookstores here in Turkey? What about here in Istanbul? Are they easy to find and easy to access?" --"Who would you say is the most famous author here in Turkey? Why is he/she so famous? What stories has he/she written about?"

Exposure: Pre-Reading Task on Banning Books (13-16 minutes) • To provide a model of production expected in coming tasks through reading

Reference the Ss to the pre-reading task ('You Can't Read That'). Ask the gist CCQ: "Based off of this article, does America actually ban books?" (T Answer: No, just certain books have been removed from libraries or were not allowed to be taught in certain public schools). "So why were some of these books removed from libraries and schools in America?" Focus on 'Daddy's Roomate' and 'And Tango Makes Three' (T Answer: the books' subject is about a gay relationship). Focus on the 'Harry Potter' series (T Answer: the book contains magic and witchcraft). Focus on Pullman's 'His Dark Materials' trilogy (T Answer: the book includes the consumption of alcohol (i.e. imbibing), anti-Christian values, and an anti-Christian message). Elicit from the WC a general response to the banning of these books and the rationale behind their censorship. --"Why do you think people want certain books to be banned and censored?" --"Do you think that it is appropriate and acceptable to allow for certain stories/ideas/themes to be banned from the general public?" --"Who should decide what stories/ideas/themes are acceptable and which ones are unacceptable for the general public?"

Productive Task: Popular Non-Fiction (20-22 minutes) • To provide an opportunity to practice target productive skills

Write on the WB "FICTION" and "NON-FICTION." Try to elicit from the WC the differences between these two variants of literature. Write underneath the FICTION heading "Fifty Shades of Grey" and "Game of Thrones." Elicit from the WC who is familiar with these stories. Mention that both of these books were 'best-sellers' when they were first published--'Fifty Shades of Grey' sold even more copies than the 'Harry Potter' and 'Da Vinci Code' series. Try to elicit from the Ss a general synopsis for both books (T Answer: 'Fifty Shades of Grey' is a love story and 'Game of Thrones' is a fantasy set in medieval times). Divide the WC into groups and instruct the Ss, in their groups, to think about these two books, separately, and come up with 3 possible reasons for why each book became so popular for the reading masses. Bring the groups together for WC FB. Write some of the Ss answers on the WB. (Possible answers--'Fifty Shades of Grey': about female desire, an uncommon theme; the language is explicit and raunchy; and the story is about taboo sex; 'Game of Thrones': the theme of the story is about the struggle for power; the story focuses on human topics such as greed, corruption, and power; the story is character-driven; the characters are real and dirty/gritty; and the story is unpredictable (i.e. main characters die). Referencing the previous discussion, elicit from the WC the following question: --"Would either of these books be banned in certain countries or during a certain period of time (in history)? If so, why would they be banned?"

Productive Task: Quotations and Proverbs on Books and Music (15-18 minutes) • To provide an opportunity to practice target productive skills

Divide the WC into groups of 3 and have each group select a proverb, or quotation, on literature and reading and the subject of music. Instruct the Ss to decide: 1) what the proverb/quotation means and 2) do they agree or disagree with the proverb/quotation meaning, and why. "Does this proverb/quotation apply to today? Does it apply to the beliefs and values of modern Turkish society?" Following discussion, bring the WC together for FB and for each group to share and explain their proverb/quotation.

Warmer/Lead In: Music (18-20 minutes) • To set lesson context and engage students

Write on the WB "MUSIC." Share with the WC little clips of 5 of your favorite songs: Michael Jackson 'Billy Jean'; AC/DC 'Shook Me All Night Long'; Queen 'Another One Bites The Dust'; The Police 'Roxanne'; Rolling Stone 'Sympathy for the Devil.' Try to have the Ss guess the artist, and song title, related to each song clip. Elicit from the Ss what they think these song selections say about their T. "What kind of personality would you say your T has, based on this short list of some of her favorite songs?" "What genre of music do you think these songs fall under?" Elicit from the Ss what genres of music they are familiar with. Write the Ss' answers on the WB, under the heading "MUSIC." Possible answers: "Punk, Rock, Classical, Folk, Jazz, Country, Pop, Blues, Alternative Rock, Funk, Rap, Hip Hop, Electronic Dance Music, Techno, Heavy Metal." Instruct the Ss, in pairs, to share with their partner their favorite music genre(s). "Why is it your favorite? What do you feel when you listen to that type of music?" Have the pairs also discuss their favorite bands, and perhaps songs, related to their favorite genre of music. Following PW discussion, bring the WC together for FB and a response to some of the bands/songs mentioned.

Productive Task: WC General Questions (15-20 minutes) • To provide an opportunity to practice target productive skills

Ask the WC some general questions related to music: --"Is music important: to you, to society, to the world? Why (not)?" --"If music were removed from the world, how would you feel?" --"How often do you listen to music? How many hours do you spend listening to music within a day?" --"Who listens to music in the shower, in the morning, to wake themselves up?" --"Is there a song that makes you emotional--makes you cry every time you hear it?" (T example: Yellowcard 'Believe' and Sara Bareilles 'In Your Eyes') --"Who likes to sing? Can you carry a tune or are you tone deaf (write on the WB)? Do you sing to yourself or in front of other people? Do you have a favorite song that you like to sing?" (T example: Queen 'Bohemian Rhapsody') --"Who here feels like dancing when listening to music? Why (not)? What genre of music do you like/love dancing to?" --"Who plays music while studying or working? Do you find it difficult to concentrate when listening to music, or does it help you concentrate?" --"Who here likes classical music? Why (not)?" Mention studies done on classical music (specifically Mozart) and retaining information (i.e. improving memory). --"Who here listens to 'soundtrack music' (music from a tv series or movie)? Why do you like listening to that kind of music?" --"Is there any music you can’t stand? What is it and why don’t you like it?" (T example: country music) --"Who thinks that music can heal sick people? Why (not)?" --"Do you think the new music, being written and produced today, is better, or worse, than older music?"

Productive Task: Music FSW (Find Somebody Who...) (25-28 minutes) • To provide an opportunity to practice target productive skills

Elicit from the Ss who regularly goes to see live concerts--live music. What type of live music do the concert-goers like? "Why do people like to attend live concerts? What is different about the experience, compared to listening to the song at home?" Instruct the Ss that you would like them to survey each other and find out the musical tastes of their fellow peers. "I want you in this survey, for example, to find someone who thinks they can't sing and someone who says they can sing. Write down your peers' names for the section which relates to them. Ask follow-up questions related to each section." Demonstrate an example of the activity with a Ss volunteer. Distribute the survey to each Ss and instruct them to stand up and start going around the classroom. Allow a good amount of time for this activity. Play some background music while this activity is going on. (System of a Down 'Lonely Day' and 'Hypnotize'; Muse 'Hysteria'; Sia 'Alive'; Alanis Morissette 'You Outta Know'; Paula Abdul 'Straight Up'; Sublime 'Date Rape'; Supernova 'Math'; Flogging Molly 'Float'; Gogol Bordello 'Wonderlust') When the energy for this activity has died down, instruct the Ss to return to their seats and request from some volunteers to share their survey results during WC FB.

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