Barış Altıntaş Barış Altıntaş

Elementary level


In this lesson, students will be performing a listening activity in the context of a love triangle. They will listen to "Can't Buy Me Love" from the Beatles following a pre-listening task where they will be introduced to new vocabulary and the modal verb can. They will be thinking about love and money and the role of these in a relationship as part of a love triangle story. After listening to the song a few times, they will be asked to fill in gaps provided in the text of the lyrics (with the words love, money, can't, buy, care, too much). Later, there will be a controlled speaking exercise where the students can practice their new modal verb.


Main Aims

  • To provide detailed listening practice using a text about the role of money in relationships in the context of a love triangle and the song Can't Buy Me Love

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of love, money and relationships and financial abilities.
  • To provide clarification, review and practice of words found in Can't Buy Me Love in the context of romantic relationships


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

The students will be introduced to three matchstick characters, one woman and two men, who will be setting the context for the song.

Pre-Reading/Listening (9-10 minutes) • To prepare students for the text and make it accessible

Students will be introduced to the following forms and vocabulary: can can't diamond ring not care much for smthg/smbdy to buy smtgh in the context of Jimbo, James and Jenny in what will turn out to be a love triangle.

While-Reading/Listening #1 (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Before listening, the students will be asked to write down several words from the song in their notebooks. Ss will put a tick (checkmark) next to the words they recognize in the song as it plays. They will later check their answers in pairs.

While-Reading/Listening #2 (12-13 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

The students will be asked to fill gaps in the full lyrics of the song. They will check their answers in pairs and there will be a whole class discussion on what the most difficult part has been.

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

The students will perform an A-B dialog asking questions about the theme of the song as well as several questions/answers regarding the modal verb can.

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