Quick Lesson Overview:
In this dynamic song-based lesson plan, students engage with the song “I’ll Be” by Colbie Caillat feat. Sheryl Crow. They discuss what makes a song great, analyze its lyrics, identify comparative adjectives, recognize frequency adverbs, complete lyrics using the WILL future, speculate about a potential music video, and conclude with a music video viewing, fostering language skills through music, critical thinking, and creativity.
- Language level: B1
- Learner type: All ages
- Skills: speaking, reading, listening and writing
- Topic: commitment and reliability, friendship
- Grammar:Simple future, frequency adverbs
- Materials: genially presentation, youtube videos
- Duration: 45 – 60 min
- Downloadable materials: Instructions.pdf
Objectives Of This ESL Song Lesson Plan:
- – Enhance Listening and Vocabulary Skills: This lesson plan aims to improve students’ listening comprehension skills by engaging them in exercises that require them to listen to the song’s lyrics closely. Additionally, it enhances vocabulary acquisition as students identify and work with new words in the song.
- – Encourage Critical Thinking and Speculation: The lesson plan encourages students to think critically about the song’s lyrics, mood, and genre. They also engage in speculation about the song’s content, fostering critical thinking and imaginative skills.
- – Promote Creative Expression: Through activities like predicting the music video and sharing their thoughts on it, students have the opportunity to express their creativity and opinions. This objective encourages students to communicate effectively and confidently in English.
How to Teach English with This ESL Song Lesson Plan: Instructions
Step 1 (5 min)
Ask your students to tell you what makes a good song. Is it the rhythm, the singer/ band or the message? Ask students to share their opinions and have them tell you their favorite songs and why they like them.
Step 2 ( 7 min)
Tell your students that you are going to show them the first line from a song.
[GENIALLY PRESENTATION LINK] Slide 01 has the first line. Have a student read it. Ask students to say what they think the song is going to be about based on the first line.
Show slide 02, and do the same. Have different students give their opinions, and also predict what the other lines are going to be. do this for the first 4 lines of the song (slides 1-4).
After the line 4 in slide 04, ask students what kind of song they think it is: fast, slow, happy, sad, music genre, etc. and why.
Step 3 (5 min)
slide 05 has the verse 1 and the audio for verses 1 and 2. there’s a listening exercise here for students to identify a comparative adjective in the extract. Before playing it, check if students remember comparative adjectives by having them give you examples, and write them on the board.
answer (brighter).
Step 4 (7 min)
Slide 06 has another listening exercise, this time, students have to identify frequency adverbs in it. Also, they have to count how many times each one is sung.
see answers in the instructions.pdf.
Step 5 (10 min)
Share the lyrics exercise in slides 07 – 09 Students have to fill the gaps with the verbs in parentheses using WILL./ WON’T
Go slide by slide and give time for students to write down their answers in the chat (if you’re doing this online.
Step 6 (7 min)
Ask students what they think the music video for this song could be like. Have students share their ideas.
Step 7 (5-7 min)
Play the music video for students to check their ideas. Then, have them comment on it to finish the activity.
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