Mohamed Mohamed

Listening lesson; music vocabulary; past simple and present simple
Pre-intermediate level


In this lesson, students will practice listening and speaking skills, while reviewing/learning vocabulary connected to music. After listening to various short musical clips and identifying the genre and the country of origin, students will listen to a recording of a musician from Trinidad and Tobago talking about her experience growing up with music. They will listen to the recording numerous times, doing various listening tasks as the lesson progresses. Students will then write 4 to 5 sentences about their relationship to music, using vocabulary from the listening, and then get feedback on some of their grammar mistakes. They will then practice speaking about their relationship to music, once more getting feedback on errors made during the task, before redoing the task in a new group.


Abc Music player, clips of music.
Abc English Unlimited
Abc Bold print-out and normal print-out

Main Aims

  • By the end of the class, students will have had the opportunity to practice listening for gist and for detail, and practice speaking and writing in the present simple and past tenses.

Subsidiary Aims

  • By the end of the class, students will have reviewed, or learned, vocabulary related to musical instruments and to playing a musical instrument.


Intro (4-5 minutes) • To introduce the topic of the lesson

Prior to class, write on the whiteboard the name of several musical genres, as well as several countries. Play a few seconds of music from various musical genres, while pointing to the list on the board. As a class, students decide which musical genre the music belongs to, and which country the music comes from. One of the countries on the list is Trinidad and Tobago. Elicit musical genres from Trinidad and Tobago.

Instruments (1-2 minutes) • To introduce some of the vocabulary in the listening

St open their books to pg 10, and look at pictures of musical instruments. Elicit the instruments in the pictures. Ask students what instruments they play, and what instruments are popular in Turkey.

First listening (2-3 minutes) • To listen for gist

Tell students they will listen to a woman from Trinidad and Tobago talking about music in her country. Tell students they should answer questions 2.1 and 2.2. Feedback: full class.

Second listening (5-7 minutes) • To listen for detail

Students work in groups and try to remember which instruments Natalie plays now, and which she doesn't play any more. Students listen to the recording again and check their answers. Students correct their answers in groups. If necessary, we listen twice. Ask St why she no longer plays the steel drum. Feedback: listening. Feedback: whole class.

Musical genres (2-3 minutes) • To listen for detail

In groups, st try to remember which musical genres Natalie mentions. St listen to recording to check their answers in groups.

Matching exercise (4-6 minutes) • To listen for detail; to become familiar with vocabulary to talk about the past and to talk about musical instruments

Individually, st do exercise 5: match two parts of sentences from the listening. St correct in groups. Feedback: each pair of students receives a photocopy of the listening text. They read through it as the recording plays.

Writing about music (7-10 minutes) • To write sentences about music using present and past tenses

Show students a print-out of a word in bold, and the same word in normal type. Elicit the word bold. Ask individual students to read the words in bold in exercise 5. Tell students to look at the bullet points in 6. Ask individual students questions about these bullet points. Tell students they are going to write 4 or 5 sentences about these topics, using the words in bold from exercise 5. Monitor for errors.

Writing feedback (1-5 minutes) • To give grammar-related feedback on writing

Select two or three errors related to the present simple or past simple tenses from those made by students during writing. Write the errors or sentences on the board. Elicit corrections.

Speaking (6-7 minutes) • To speak about music and musical instruments

Choose a relatively advanced student, and ask him questions about his relationship with music. Have student ask the teacher about his relationship with music. Tell students they will now talk to each other in the same way, asking and answering questions about music in their lives. In groups, st talk to each other about music in their lives. Monitor for mistakes. Give feedback on mistakes to the whole class.

Speaking task 2 (4-6 minutes) • To speak about music and musical instruments

St move around to new groups, repeat previous exercise.

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