Talking About Art

Age: Teens & Adults
Focus: Reflection & Discussion

The activity below has been designed for the song "VINCENT" by Don McLean. Students engage into a brief discussion on the importance of art. Then, they answer a questionnaire, so they give the teacher an idea of how much they know about art. After that, they walk around and look at the walls, where pictures of different pieces of work by different artists have been posted on (including the one described in the lyrics). At this point, don't tell them anything but let them guess who painted what. Then, they are handed the lyrics (without the tittle) and try to guess who the song is about. After they listen to the song, they identify in the lyrics both the artist and the piece of work (at this point, allow them to refer to the pictures on the walls). In the end, they share how they feel about the song.

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"GREEN" Project

Age: Teens
Focus: Future Forms

It's no secret to anyone that Michael Jackson was very vocal about environmental issues. "EARTH SONG" is an example of how concerned he was about raising people's awareness on preserving and protecting the planet. This song is a great opportunity for students to:

1) Engage into a GREEN project, therefore collaborate in groups;   

2) Use future forms (WILL, GOING TO, Present Continuous);

3) Become aware of their role in the planet and what they can do to make it a better place.   

First, students are introduced to some vocabulary presented in the song. Then, they listen to the song and identify the problems we have in the planet and some questioning made by the author.  After that, students engage into a group discussion based on questions provided by the teacher. In the end, the teacher assigns a group project,  which could be a power point presentation, a poster, an illustration, a letter to the authorities, etc…  in other words, students are free to choose the means to express their concern about the planet.

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The place where I live

The song "DOWNTOWN" is an old song performed by Frank Sinatra, therefore appropriate for adults. The song sounds super old, yet funny and unusual. Besides, it's about the excitements of being downtown, which is an opportunity for students to share how they feel about the place where they live. After a brief discussion, students listen to the song and identify elements that show why the author enjoys downtown so much. In the end, students are arranged in two groups and discuss the advantages and disadvantages of living downtown. 

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Don't you remember?

Age: Adults
Focus: Would X Used To

"DON'T YOU REMEMBER" is performed by Dean Martin, therefore a great song to play in a class of adults. Mine usually love those old songs. The activity consists in allowing students to briefly say weather they have a good memory or not. Then, they listen to the song and say whether the author has a good memory or not. Finally, students write about a memory they have using USED TO and WOULD. 

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When is lying better than telling the truth?

Age: Older Teens & Adults
Focus: Reflection & Discussion

The song "DO YOU REMEMBER" by Phil Collins is a romantic song but it's about a relationship that ended. The focus is engage students into a group discussion. Simple task, actually: First, students  choose from a number of options provided and explain their choices.  Then, they listen to the song/ read the lyrics and guess why the author ended his relationship (After listening to the song, students will realize that lying was not the only reason). Finally, they reflect and have a group discussion about lying. 

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Lessons we learn

Age: Adults
Focus: Verb Tenses

"CRASH BOOM BANG" by Roxette is a song about a lesson the author has learned. After having a brief discussion in pairs, students listen to the song and identify the verb tenses presented. In the end, students guess what lesson the author has learned.

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What I wanna do is...

Age: Adults
Focus: WILL for intentions


The activity below has been designed for the song "COME AWAY WITH ME" by Nora Jones. Simple and short task. First, students list the things they are planning to do today or this week. After sharing what they will do, they listen to the song and afterwards, engage into a brief discussion on the author's intentions.

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This town is great

Age: Teens & Adults
Focus: Writing

"CHICAGO", originally performed by Frank Sinatra, is about the city and its qualities. It's a great opportunity for students to reflect on the qualities of their own city and what makes it a special place. Simple task: First, students engage into a brief discussion about the city and after that, they listen to the song and identify the qualities the author thinks the city has. In the end, students write about the qualities of a city they like.

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Are you an optimist?

Age: Teens & Adults
Focus: Reflection & Discussion


Short and simple activity: The song "BEAUTIFUL LIFE"  by Ace of Base gives students the opportunity to reflect whether they are optimistic or pessimistic about life. First, they discuss and share what they think and why. Then, they listen to the song and identify elements that represent being optimistic about life. Finally, they engage into a discussion about their attitude towards life in general.

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Talking about places

Age: Older Teens & Adults
Focus: Describing Places

The following activity is about the song "A FOGGY DAY" performed here by Michael Bubblé. First, students try to guess what place the song is about by reading some clues on slide 2. In the song, the author says what he doesn't like about the city. After listening to the song, students have to share what they don't like about a city they know, which could be their hometown or any other place. This could be done in the form of a piece of writing as well.

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Can I marry your daughter?

Age: Teens and Adults
Focus: First Conditionals

The activity proposed here is for the song "RUDE" by Magic. Although the song doesn't have the first conditional, it can be used for that purpose, so you can show students the slide with the lyrics but you don't necessarily need photocopies.

TEENS 

First, students fill in speech bubbles in pictures taped to the wall. Then, they are assigned a role in a group of three.

Student 1: The boyfriend
Student 2: The girlfriend (or the girl's mother)
Student 3: The father

Assuming students have been exposed to the first conditional and practiced for some weeks, in groups of three, they engage in a conversation in which the boyfriend asks his girlfriend's father to marry her. In case the girls in class don't feel comfortable playing the girlfriend, they can play the girl's mother.

The boyfriend is supposed to use the first conditional in the conversation and convince the girl's father (or mother) that their marriage will work out.  IF YOU GIVE ME YOUR PERMISSION, WE WILL… / IF WE DON'T GET MARRIED, WE WILL… etc. (The same with the adults below)

ADULTS

First, male married students share with everyone how they proposed to their wives and female married students share how their husbands proposed to them. Then, they are assigned a role and engage in the same conversation proposed above.

NOTE: For both age groups, teacher monitors students and provides them with vocabulary and feedback.

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Superstitions

Age: Teens & Adults
Focus: Vocabulary


The activity below has even designed for the song "GOOD LUCK CHARM" by ELVIS PRESLEY. After having learned and practiced the vocabulary (four-leaf clover, fig, lucky penny, etc…) students guess which of the lucky charms they have learned are actually in the song. They listen to it, check and underline the words. After that, they engage in a discussion saying whether they believe in superstitions or not.

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Super Women

Age: Adults
Focus: Reflection and Discussion/ Simple Present (Routines)

The activity that follows has been designed for the song "SUPER WOMAN". Unlike other activities from the wiki, two songs sung by two different performers are used in this one. Because they coincidently have the same title and, of course, are about strong women, we decided to put the two together in one single activity. First, students list and share in pairs what qualities a woman must have to be a super woman. Then, they listen to the song and compare the two. After that, they have to say which of the two women portrayed in the songs is a real super woman and why. This activity is super simple for there is no writing but some reflection on the message presented in the song and some speaking practice. 

Activities - Downloadable

In case you choose to work with Alicia Key's version only, here is our suggestion for an activity. 

Family Issues

Age: Teens & Adults
Focus: Reflection and Discussion / Modals of Speculation

The activity below has been designed for the song "FAMILY PORTRAIT" by Pink. It's suitable for a group of older teens or an adult group. First, students speculate about what the singer was like as a child  and her family based on a picture. Students are supposed to use modals of speculation (I think she may have been rebellious), although they might use Would/Used To (I think she used to be funny and talkative) or Simple Past (I think she used bad language). After they discuss, they will listen to the song and find in the lyrics information that describes her family and how she feels. In the end, students say what they think they would do in her shoes. 

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Hazard - Narrative Writing & Trial

The two last activities proposed for the song HAZARD are the ones that follow. I hope you like them. I'd be glad to know what you think, so leave a comment.


HAZARD (OPTIONS 6)

NARRATIVE WRITING

Here, students will first reflect and discuss about a few questions provided by the teacher. Then, they will watch the video of the song and finally engage into a writing task, in which they will narrate what happened. They will write an introduction, a body and a conclusion. In the end, students read their narratives to their peers. Here is an opportunity for them to use their writing skills and also their imagination since they are to come up with an ending for the story.

HAZARD (OPTION 7)

 TRIAL

Students are arranged in two groups. Then, based on the video, they reflect and discuss in order to find evidence for determining whether the man is innocent or guilty of the crime he's being accused of.

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We are more beautiful than we think

Age: Teens & Adults
Focus: Reflection & Discussion

The activity below has been designed for the song "BEAUTIFUL" by Christina Aguilera. First, students describe themselves to the person sitting next to them and then they listen to their partner's description. After that, they watch a TV commercial by Dove and say what aspect of the video they found interesting. Then, they listen to the song and find 10 vocabulary mistakes. Finally, they engage into a discussion about beauty. 

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What did the author mean?

Age: Teens & Adults
Focus: Modas Of Speculation


The activity below has been designed for the song "APRIL COME SHE WILL" by Paul Simon. First, students talk about their favorite season of the year. Then, they listen to the song and fill in some blanks. After that, they speculate what the author meant when he wrote the song. 

Activity - Dowloadable

Hazard - Rhyming

HAZARD   (OPTION 4)

Another possible activity for the song "HAZARD" by Richard Marx is Rhyming. First of all, students will have some minutes to guess what the song is about by choosing from 3 options in 5 different items.  Then, they listen to the song and fill in the blanks with words that rhyme other words in the song. After that, they discuss what they think happened.

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Hazard - Wondering what may have happened

Age: Teens & Adults
Focus: Modals os Speculation


HAZARD (OPTION 3)

The activity below has also been designed for the song "HAZARD" by Richard Marx. First, students discuss what they would do if they were wrongly accused of a crime. Then, they watch the video of the song, which is about a man who is accused of a crime. Finally, they come up with sentences using Modals of Speculation.

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Living in the Ghetto

Age: Teens & Adults

Focus: If Clauses

The activity below has been designed for the song "IN THE GHETTO" by Elvis Presley. First, students guess what the song is about based on five words given. Then, they listen to the song and identify the difficulties of living in the ghetto. After that, they put some sentences in a chronological order. Finally, a quick review on Conditional Sentences is provided, so students practice it by writing a few sentences based on the song.

Activity - Downloadable