Quick Guide
- Keywords: Cognitive health, motivation & engagement, cultural understanding
- Learner English level: Intermediate to Advanced
- Learner maturity: High school and above
- Preparation time: 5 minutes
- Activity time: 60-90 minutes
- Materials: Pre-task discussion questions (Appendix A), lyrics gap-fill handout (Appendix B), answer sheet (Appendix C), projector, links for music video/audio and lyrics (see References)
Music can enhance motivation and engagement in ESL, creating an immersive language-learning environment (Engh, 2013). Music not only evokes emotions but also reduces language-learning stress, making it a powerful tool for lowering anxiety (Kasap, 2023). The song Californication was chosen, as it contrasts California’s dream with its darker realities, offering stimulating opportunities for discussion. The activity is easily implemented, regardless of the teacher’s musical background.
Preparation
Step 1: Prepare copies of the handout.
Step 2: Prepare pre-task questions on the themes of the lesson. For example, “What music genres do you like/dislike?”, “What do you know about Hollywood?” (See Appendix A for more examples).
Step 3: Ensure access to the Californication YouTube link (Red Hot Chili Peppers, 2009).
Procedure
Step 1: Project pre-task questions onto the board (Appendix A).
Step 2: Introduce the questions, providing example answers (e.g., “I listen to music every day, especially pop and rock,” or “California has beaches and the Golden Gate Bridge”).
Step 3: Divide students into groups of four to discuss the questions. Monitor and support.
Step 4: Explain to students they will listen to a song called Californication that explores the darker side of Hollywood, beneath its glamorous exterior. Tell them not to worry about unknown vocabulary at this stage.
Step 5: Distribute the worksheet.
Step 6: Play the song and tell students to fill in the gaps.
Step 7: Play the song again and encourage students to discuss their answers with a partner.
Step 8: Play the song a third time, check answers as a class, and discuss any new vocabulary.
Step 9: If time permits and the students are keen, play the song again and sing along.
Step 10: Have students discuss phrases in the song that they think show challenges and problems about fame and Hollywood (e.g., “Pay your surgeon well to break the spell of aging” refers to plastic surgery). Some possible phrases are highlighted in blue on the answer sheet (Appendix C).
Step 11: Discuss as a class. Encourage students to share real-life examples or name celebrities connected to plastic surgery, drug use, or other issues mentioned in the song.
Extension
Ask students to choose a place they know well or want to visit, then write about its positive and negative qualities. Intermediate students can write 2-3 sentences, focusing on one positive and one negative aspect, while advanced students can write a paragraph (or longer) with a clear topic sentence and supporting details for both aspects.
Conclusion
This lesson fosters motivation and meaningful discussions, preparing students to engage with the world on a deeper level. By using the engaging power of music, students explore the contrast between the dream of California and its darker realities, enhancing both language skills and cultural understanding.
References
Engh, D. (2013). Why use music in English language learning? A survey of the literature. English Language Teaching, 6(2), 113–127. http://doi.org/10.5539/elt.v6n2p113
Kasap, S. (2023). The impact of musical skills on foreign language anxiety. European Journal of English Language Teaching, 8(2), 1–17. http://doi.org/10.46827/ejel.v8i2.4737
Red Hot Chili Peppers. (2009, October 27). Red Hot Chili Peppers: Californication (official music video) [Video]. YouTube. https://www.youtube.com/watch?v=YlUKcNNmywk
Appendices
The appendices are available below:
