Age: Older Teens & Adults

The idea here is to discuss the reasons behind songs, that is, what drives song writers to write certain types of song. They write for many reasons, either to express discontent  with a certain topic, which could be a political view, family issues, a broken heart, or a positive experience, instead. In a nutshell, they can talk about anything. Keep in mind that the more engaging your attitude is towards this task, the more engaged students will be. Believe it or not, a lot can be said. However, older teenagers and adults are “hard” to please, and they don’t get excited easily. So, it´s the teacher´s job to give the tone to the activity. For the song IDGAF , after a brief discussion, students will listen to the song and decide how they writes feels, in other words, the reason behind the lyrics. They will also guess the name of the song. In the end, they will write their own song and share them with their peers.




My Love

Age: Adults

I recommend the song “MY LOVE” for an adult group. First, students will say what they know about the author. Then, they choose a word/phrase from two options given for each line. After that, they listen and check whether they were right. Finally, they correct a few grammar mistakes in the song.

Hazard: Fill In The Blanks

Age: Older Teens& Adults

For the song “HAZARD”, students first guess what the song is about by taking a short quiz. Then, they are introduced to the vocabulary and after that, they listen to the song and fill in the blanks with words that rhyme the ones that appear in bold. After that, based on the lyrics, they share what they think the song is about and finally, they watch the video of the song to check.

Don’t Stop Believing

Age: Adults

For the song “DON’T STOP BELIEVING”, students will first combine fragments of information in order to guess and talk about the band. Then, arranged in small  groups, they will be provided with pieces of the song to be put in order. After that, they will listen to the song and check whether their sequence is correct. They will also have to guess the name of the song after that and finally, they will share what they think about the song.

I Can´t Forget About You

Age: Teens

The song “I CAN’T FORGET ABOUT YOU” is an opportunity for students to talk about music. First, they share what they know about the band and the kind of music they like or don´t. Then, they fill in the blanks with words they think are suitable. After that, they listen to the song and check whether they are right.  Finally, they illustrate the song and have the illustrations made into an animation.


Age: Teens

The song “SMILE” gives students an opportunity to practice on synonyms. First, they will check items on a list and share with their peers what things they have done to make a friend smile. Then, they listen to the song and find what´s different. There are 10 synonyms for words and phrases in the song.) After that, students write them down and in the end, they google another song of their choice and replace words and phrases for synonyms. Finally, they share their songs with their peers.


Chasing Cars

Age: Older Teens & Adults

The song “CHASING CARS” is great to encourage students to use their imagination. The activity proposed here is the following: First, students use biographical fragments of information provided by the teacher to talk about the band. Then, they listen to the song and find 10 things that don´t belong in the lyrics. After that, they write their own version of the song and share it with their peers.


Everybody Is Changing

The activities proposed for the song “EVERYBODY IS CHANGING” are the following: First, students talk a little bit about the band, based on some pieces of information provided by the teacher. Then, they listen to the song and find 5 mistakes in it. After that, they list the new words in order of difficulty and write their definitions with the help of a dictionary or their cellphones.

Fuck You

Age: Adults

The song “FUCK YOU” allows us to work on vocabulary practice and inferring meaning. First, students are asked what reasons motivate song writes to write. After they share their opinion, they listen to the song and guess what made the author write this particular song. Then, they work on a vocabulary comprehension task and finally, they personalize it.