Quick Lesson Overview:
In this dynamic song-based lesson plan crafted for English language learners, students explore the lyrics and thematic visuals of “All My Life” by Lil Durk ft. J. Cole. Through activities grounded in the chorus dialogue, learners anticipate key vocabulary from the song, engage in in-depth discussions about the song’s core messages, and hone their listening and interpretation skills with a specially curated video dialogue echoing the song’s sentiments.
- Language level: B2/C1
- Learner type: All ages
- Skills: Speaking, reading, listening, writing
- Topic: Perseverance, Resilience, Self-empowerment
- Materials: Genially presentation (containing Music video extract, video dialogue)
- Duration: Approximately 1 hour
- Downloadable materials: Instructions.pdf
Objectives Of This ESL Song Lesson Plan:
- – To enhance students’ listening and interpretative skills through dialogue comprehension, and engagement with the music video extract.
- – To boost students’ speaking and collaborative skills by facilitating discussion on the song’s themes and vocabulary exploration.
- – To cultivate critical thinking and creative skills as students draw connections between the dialogue, song lyrics, and the visual elements of the music video
Welcome to the Song Activity Factory! Here, we follow the rules of The Creative Jedi Code:
How to Teach English with Lil Durk’s All My Life: Instructions
Step 1 (5 -7 min)
Genially presentation LINK slide 01
quote: “Our greatest glory is not in never falling, but in rising every time we fall.” – Confucius
Have students read and give their ideas about the meaning of the quote. and then say if they agree or disagree with it and why. Have other students say if they agree or disagree with each other and explain their reasons
Step 2 (10 min)
Vocabulary – matching exercise slide 02
Students match the expressions with their meanings using the context from the example sentences.
Give them some time to do the exercise and then correct them. Answers are in slide 3.
Step 3 (10 min)
Listening exercise – slide 04
Tell students they are going to listen to a dialogue between Anna and Mark at a café. They use some expressions from the vocabulary exercise.
First listening:
- What are Anna and Mike discussing at the café?
Second listening questions:
- How does Anna describe her past challenges?
- How does Mike respond to Anna’s experiences, and what example does he give from his own life?
- What does Mike say as a form of encouragement to Anna?
Step 4 (10 min)
MUSIC VIDEO EXTRACT slide 05
Tell students they are going to watch an extract of a music video (only the chorus part) that is connected to the dialogue and expressions they studied before.
Before playing the video the first time, ask students what they think the video might visually portray based on the dialogue they just heard. This allows students to engage their imagination and make connections.
1- First play (with no sound)
Play the extract of the music video without sound. Ask students to note down what they see, focusing on settings, characters, actions, colors, and any symbolic imagery.
2- Second play (with sound)
Now, play the same section with the sound on. Ask students to observe how the visual and auditory elements complement each other.
Ask students: How do the visuals reflect the lyrics of the chorus?
Step 5 (5 min)
Slide 6. pairwork.
Have students work in pairs and compare the dialogue and its context with the music video and the lyrics. How do they differ? How are they similar?
Step 6 (5 – 7 min)
Have the pairs share their ideas with the class. Have a mini discussion.
Step 7 (10 min) OPTIONAL
Creative Exercise:
- Ask students to imagine they are directing the music video. What scenes or visuals would they add or change to convey the message of the song? Let them sketch or describe their ideas.
Song Activity Factory 