Tag Archives: Vocabulary

Tim Minchin: Prejudice


Ask your students what the word prejudice means to them and if they have ever witnessed it in any way. It is best to have them discuss this topic first in pairs or small groups and then report.


Play the first 50 seconds of the video and then ask students what they expect the song to be about. If they need help, tell them the song is autobiographical and ask again.


Play the rest of the song, stopping if necessary to clarify. Stop the song after the letters are said and ask students to produce possible words from the given letters.


 Play the song to the end and ask students to discuss in pair or in small groups how they understand it. 

Invite comments.


 Ask students to come up with other words that seem innocent but can also be used to hurt others or share any words that have hurt them in the past. Ask them to think about what could be done about that and opec conversation about bullying.

more such lessons by Sandra Vida on lessonswithmusic.com

Video by India Arie

This song is perfect for teenagers with low self-esteem. It practically says everything, so you go into the lyrics as much as appropriate according to your students’ level. This is how I would do it:


Have students listen to the song, supported by lyrics:


Check understanding. My students usually do not know the following:

unconditionally, freckle, pantyhose, conclusion, confusion, misconception, mass-deception, mink,

You might want to point out the use of ain’t and other features of spoken language she uses and discuss their use with your students.


Ask students to work in pairs or small groups to discuss how they understand the following verses:

Get in where you fit in

Clear your mind

Put your salt on the shelf

Invite them to share their ideas and tell share yours.

Ask them how this song can be related to them, Depending on the group and its size, either all together or in groups first.

This part could also be done in writing, either in class or as homework. When you have their thoughts in writing, you can display them around the classroom and ask them to play “Find somebody who”, asking them to find 2 people who thought something similar to them and 2 who thought something different.

Yoghurt by Ylvis


Ask students to work in pairs and list what they would put in a yoghurt. If they need help, they can start with kinds of yoghurt they usually buy and later move on to their own ideas of what could be a good mixture.


Ask student if they know what other ingredients there are in a typical yoghurt and if they know how it is made. If they are interested, you might want to watch one of the videos on How to make yoghurt. https://www.youtube.com/watch?v=tyZ5mv8kyik


Have students listen to the song https://www.youtube.com/watch?v=M0eWawTdt_w


Ask students if they can now add more things to their lists.

Types of Yoghurt

What we eat yoghurt with



Ask students to make similar lists with other basic food, such as: eggs, bread, milk etc.