B1 – The Power of Music

The new group lesson format on Preply seems to have become my new hobby. On top of my Housing course, I started promoting and successfully teaching another course titled Culture Vulture. The course consists of five one-hour-long lessons dealing with different parts of culture: music, books, films, art and television.

I must admit that I have given this course much more thought than the previous one, and really outlined each lesson before submitting it to the Preply team. I have realised that online students want to focus mostly on conversation classes. I believe that music is a universal language that above all is easy and fun to talk about. Even though I knew that music and films would attract the most people, I didn’t want to focus on these two things only. I decided to mix a few culture-related topics, allowing students to talk about many different things and expand their vocabulary as much as possible.

After creating an outline of the course, I quickly designed a thumbnail to promote the classes. The classes were available for a maximum of six students. I must say that I was a bit nervous as for one week I had one student booked for a morning and one for an evening class. However, after a short talk, I convinced one of the students to join the evening class, which meant one thing – the first group lesson was about to happen. In total there were four students, making it the most successful class up to this day.

This blog post focuses on the first out of five lessons. Below you can find the list of lessons included in the course.

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The first lesson titled The Power of Music gives students a chance to interview their groupmates and learn about their music habits and preferences. Students share their favourite ways of listening to music and its effects on mood and health. Additionally, students are exposed to short extracts from a BBC 6-minute podcast, Life without music, a recording on the way music influences our day-to-day lives. At the end of the post, you can find the presentation and the lesson plan needed to teach this class.

Talk about your music listening habits. Look at the pictures and analyse the most common situations in which people tend to listen to music. Discuss how and when students like to listen to music. Think about the reasons why people enjoy listening to music in these situations and how it may affect the activity they are currently doing. In my case, this warm-up activity led to an interesting discussion on the reasons behind listening to music in public places, such as buses.

Proceed by thinking about the benefits of music on our health. Students work in pairs or groups and think of three positive impacts music has on us. Watch a short video The Scientific Benefits of Music and check if any of the students’ answers appeared in this recording. According to the video, music helps us with memory loss, gives us more energy when exercising and increases the rate of healing. Optionally, you can finish this part by talking about the points mentioned in the video – Do students agree with everything said in it? This recording will be a good listening warm-up before a podcast which is a bit faster and does not provide any visuals.

Before playing the podcast, show a picture of an ear and a worm. Ask students to predict the compound noun and its meaning. I must say that my group did their absolute best in this part of the class. However, the award for the best answer goes to an answer that an earworm is an infection and should be treated immediately! Play the first part of the podcast and check if students correctly guessed the missing word. Finish by explaining some of the new words, for example, to hum, and think about the last time you had a song stuck in your head. If you have extra time, you could also use this part of the class to focus on compound nouns and their formation.

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Talk about the power of music and its hold on our lives. Students read the statements and discuss if they are true or false. Listen to three extracts from the BBC podcast and check the answers. If needed, head to the BBC 6-minute podcast website and show the transcript. You can also listen to the whole podcast or download the full audio from the website for free.

Statement 1: At restaurants, music can affect what we choose to eat and drink.

Statement 2: The music tempo influences how quickly (or slowly) we shop or eat.

Statement 3: Music does not create the atmosphere in the movies.

As you can see, I decided to divide this podcast into shorter extracts to make it easier to digest and less scary. I played the extracts twice without the need to show the transcript. This division also helped us have more speaking time and eliminated the need to hop around the podcast and find the moments that needed to be repeated.

Since the main reason behind the group lessons is speaking, I decided to give the last 10 minutes for the students to talk with each other. I divided students into pairs and put them into breakout rooms. Students received a list of statements about music and discussed them with each. Some of the statements are: Music does not influence me while shopping, I can imagine the world without music, etc. During this part, you can go into ninja mode and observe the students without being visible to them. It eliminates the pressure of being listened to by a teacher and allows students to speak freely with each other.

I finished the class with the presentation of the rest of the course and some speaking feedback. At the end of the lesson, I was left with two students who decided to proceed with the rest of the course. It definitely motivated me to work more on this course and prepare the best lessons possible for my new pupils.

Feel free to download the files below! Happy listening 🎧

B1 Listening – Women and Football

It doesn’t matter where you are and who you’re talking to, they can recognise Ronaldo or Lewandowski. Why has football become such an essential part of our lives? Why during a World Cup or any other Championship, does the whole world stop? It seems that anywhere we look we are surrounded by sports bars whose income relies almost solely on showing football matches from all over the world. However, one question should be answered – why women’s football is nowhere near as popular as men’s football?

As an expat living in Spain, I don’t know how many times I was asked which football team I support – Barca or Madrid. The truth is, neither. I was always baffled by the popularity of football and the insane amount of money it brings. What strikes me the most is the popularity of men’s football and the negligence of women’s football. As I was looking for a perfect material to base my lesson on football equality, I found a short podcast by BBC Learning English – 6 minutes English ‘Women’s football’ explaining this phenomenon.

Scroll down until the end of the post to download the presentation and a lesson plan, available for free!

Show pictures of four famous female football players and ask students to name them and predict what they may be famous for. Follow this by showing pictures of four male football players. No matter if your students follow football or not, they will be able to name the men without any issues, or at the very least, they will be able to say what they are known for.

Lieke Martens (Paris Saint-Germain), Alexia Putellas (FC Barcelona), Lucy Bronze (England National Team), Lucie Martínková (Sparta Prague)
Lionel Messi (Paris Saint-Germain), Robert Lewandowski (FC Barcelona), Cristiano Ronaldo (Portugal National Team), Zlatan Ibrahimović (Sweden National Team)

Now that students are prepped and have an understanding of what is going to happen, ask and discuss the main question Why is men’s football more popular than women’s football? Elicit a few answers and see if students can reach a common conclusion. Before finding out the answer, ask a question posed at the beginning of the podcast: When was the first official women’s football world cup? – A: 1970, B: 1988, or C: 1991. Proceed by playing the first part of the recording (0:00 – 5:20).

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Finish this part by reading the transcript of the podcast and asking if the real reason why women’s football isn’t popular surprises them. Do they think that there may be some other reasons that were not mentioned in the recording? You can find the full transcript of the recording on the BBC website.

The second part of the class deals with six new vocabulary items: to dampen enthusiasm, to ban, a concerted effort, a struggle, to have agency and a backlash. Students match the words with their definitions. Check the answers by listening to the second part of the recording (5:20 – 6:20).

It’s time to put the vocabulary into practice. Students read six questions related to football and fill in the gaps with the words from the previous exercise. Put students into pairs or small groups and let them discuss their answers. Listen to their answers and end this part by giving speaking feedback.

The class may end with a B1 PET style writing – article. If you have enough time, write an article in class, if not give it as homework. Students write a short article dealing with different ways to convince young women to play professional football. They also predict whether this sport has any potential to become as popular as its men’s version.

Click the links below to download the lesson plan and the presentation. You may also adjust this presentation in Canva.