Introduction to Song-based Phrases Warm-up
Ignite your English lessons and infuse them with rhythm, relevance, and real-world language usage! Introducing “Song-based Phrases Warm-up,” a dynamic way to start your class and energize your students. This innovative warm-up exercise uses modern song extracts (Taylor Swift, OneRepublic, Christopher) to spark conversation, engage students, and develop key skills they’ll need for the Cambridge English: First (B2) exam. It’s fast, it’s communicative, and it’s sure to captivate your students. With this 20-minute activity, you’ll bring the lively language of contemporary music into your classroom and turn exam preparation into an enjoyable and memorable experience. Step up the beat in your classes, and let’s make English learning as exhilarating as a favorite song!
Quick description of this 20-minute activity
This activity is designed for Intermediate to Upper-Intermediate level (B1+ to B2) learners, particularly teens and adults preparing for the Cambridge English: First (B2). The 20-minute exercise hones a range of skills including speaking, listening, reading, and interpreting song lyrics. The topic revolves around discussing song lyrics and expressing personal opinions. The language focus lies on phrases and vocabulary for expressing personal opinions, agreement and disagreement, and general discussion. All you need to carry out this warm-up is a Genially presentation. A truly refreshing take on traditional class warm-ups!
Welcome to the Song Activity Factory! Here, we follow the rules of The Creative Jedi Code:
INSTRUCTIONS
- Listen (5 min): Play a song extract and ask students to share what they understood.
- Lyrics + Repeat (5 min): Show the lyrics on a slide, play the song again for students to read and listen simultaneously.
- Think (5 min): Show questions about the lyrics on the next slide. Students write their answers individually.
- Discuss (5 min): Students talk about their answers and interpretations with a partner.
- Share (5 min): Pairs share their discussion points with the whole class.
Jumpstart this activity with these three song extracts:
Suggestion 01: Karma by Taylor Swift ft. Ice Spice LINK
Lyrics Extract:
“’Cause karma is my boyfriend
Karma is a god
Karma is the breeze in my hair on the weekend
Karma’s a relaxing thought”
Questions about the extract:
- What do you understand by the line “Karma is my boyfriend”?
- How does the singer relate karma to a relaxing thought?
- What kind of imagery does the line “Karma is the breeze in my hair on the weekend” evoke for you?
Additional Discussion Questions:
- How do you interpret the line “Karma is a god”?
- What are your views on karma? Do you think it plays a significant role in people’s lives?
- How would you feel if karma were a person in your life, like a boyfriend or a friend? How would you treat them
Suggestion 02: “A beautiful life” by Christopher LINK
Lyrics Extract:
“Daddy, I can’t sleep”, she said
Can you leave the light on?
And please sing me my song
And I can’t help but think to myself
Those green eyes and brown curls
Turned into my whole world
Questions about the extract:
- Who do you think the speaker and the listener in the song extract are?
- How does the speaker seem to feel about the person they are addressing?
- What do you think the phrase “Those green eyes and brown curls turned into my whole world” implies?
Additional Discussion Questions:
- In the line “Those green eyes and brown curls turned into my whole world”, how does the speaker express their affection?
- Why do you think the person addressed in the song asks for the light to be left on and for a song to be sung?
- Can you recall a moment in your life when you sought comfort in a similar way? What brought you comfort?
Suggestion 03: RUNAWAY BY OneRepublic LINK
Lyrics Extract:
“Runaway
Right now let’s just runaway
All that talk is killing me
One last shot, hold onto me (oh)
Babe, I think we should runaway
I’m my own worst enemy
Blue sky’s only miles away
One last shot, hold onto me (oh)”
Questions about the extract:
- What does the singer want to do and why?
- What do you think the phrase “One last shot, hold onto me” implies?
- How is the singer his “own worst enemy”?
Additional Discussion Questions:
- What do you think is causing the singer to feel the need to “runaway”?
- How does the phrase “Blue sky’s only miles away” relate to the overall theme of the song?
- Can you relate to the feeling of being your “own worst enemy”? Can you give an example from your own life or the life of someone you know?
WRAP UP
That’s it for this week, folks!
I hope this Song-based Phrases Warm-up brings a fresh rhythm to your ESL classes and gets your students in tune with their Cambridge English: First (B2) preparation. Remember, the power of music can make learning English a joyful journey, not just a destination.
Your turn now! Try this activity in your next class and let me know how it goes. And remember, it’s not about
using music as a mere accessory, it’s about integrating it into your teaching to transform your classroom into a lively and engaging learning space.
Share your experiences and feedback. Do you have any other song-based activities that worked wonders in your class? Let’s keep this conversation going. The more we share, the more we grow as educators.
Also, do check my other posts here for more innovative song-based lesson plans, strategies, and inspiration. Let’s keep pushing the boundaries and challenging the norms when it comes to teaching English.
Stay tuned for more musical journeys into the realm of ESL teaching. And remember, in every chord and lyric, there is a learning opportunity waiting to be unlocked.
Song Activity Factory 