Gursah Cekic Gursah Cekic

Types of Music
G7 - (CEFR B1) level

Description

In this lesson, students can receive different activities which are designed around the topic 'different kinds of music.' Firstly, there will be a simple vocabulary building task in which students will think of words within the theme of music. This will start with each letter of the alphabet. In Task 1, students will be offered a whole class mingle to get them ask each other questions that are related to music. In Task 2, students will be given an opportunity to listen to different types of music and asked to present their comments. Lastly, Task 3 offers a DIY music quiz for the learners to produce and do as a group. This also should provide us with an insight into the culture of music in our motherland.

Materials

Abc Find Someone Who
Abc UK Grime
Abc Music Quiz

Main Aims

  • To provide gist, scan and detailed reading practice using a text about different types of music.

Subsidiary Aims

  • To practise speaking skills and to review question formation with music vocabulary.

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

T writes the whole alphabet down on the the board under the title "Music." T asks Ss to think of words that are related to the theme of Music. T reminds that the words must begin with the different letters of the alphabet. As a whole class activity, Ss should work together and finish before the designated time span. Example: Alternative rock, Bebop, Coldplay, Drums, Electric guitar, Foo Fighters...

Pre-Listening (7-9 minutes) • To prepare students for the audio clips and make it accessible

Before the start of this whole class mingle activity, T asks Ss to write two more statements in the blank spaces at the end of the chart. T adds that all Ss must stand up and walk around to speak to different classmates. Ss are supposed to get as many different names as they can and it is not allowed for them to use the same classmates for the questions. T gives several examples for the extra information they could ask for and check the group are confident with the question forms they need before starting. E.g. “Have you been to a concert recently?” “Yes.” “What was the band's name?” – for the extra information.

While-Listening #1 (6-8 minutes) • To provide students with less challenging gist and specific information listening tasks

T plays the audio files and asks Ss to listen carefully and guess what these 3 different kids of music are. T tries to encourage them to think about how they feel. You also would review adjectives during this activity. T then asks Ss to give answers to questions written in the related material.

While-Reading/Listening #2 (13-15 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks.

The related material is a text from the Trend UK website. T divides Ss into groups into 3 and each group reads one paragraph. T then tells the rest of the class about what they’ve read. Answers are as follows: 1) How long does it take to produce a song and hear it on pirate radio nowadays? A few hours. 2) Where did Dizzee Rascal produce his first album? At home. 3) What computer game makes it possible for young people to make their own music? Playstation’s Music 2000. 4) What sort of music do the Animaniacs make? Eightbar. 5) Why does the writer compare ‘grime’ to ‘punk’? Because of the mix of drive, independence and DIY ambition.

Post-Reading (4-6 minutes) • To provide with an opportunity to expand on what they've learned

T takes the lower levels into consideration and revises 'wh' questions. Then, T puts Ss into teams and asks them to write 5 questions about music. (Ss must know the correct answers themselves.) Initially, T goes through the meaning of the ‘wh’ question words (who, what, when, why, which) and encourages Ss to use a all of them in their quiz. T gives some examples of questions before they begin. E.g. ‘Why do you think K-Pop is so popular in the world?’ ‘Who do you think is the number one in American or Turkish rap music?’ Following that, T starts using the questions when all groups are ready. T asks one of the teams to read their questions and the other teams write the answers on a piece of paper. After each round, swap the papers and mark them.

Web site designed by: Nikue