Wouldn’t you like to be listening to the latest hit on the radio and find out that you are able to understand the lyrics? Wow!!! 
Don’t you, every now and then, sing along even though you can only remember some of the words from the chorus and you don’t have the slightest clue about what it means? I’m sure you do! We have all been there!
But time flies and the course is short and even though I feel listening to a song can be as good as doing a traditional listening comprehension exercise the truth is that dedicating 20 minutes to a song never seems to fit into my lesson plan .
The idea is to bring music into the class as often as possible but without this activity taking too much time off my lessons. My focus in this five- minute-maximun activity will be on teaching vocabulary – a structure , an idiomatic expression, a phrasal verb or a certain word. The idea is to help students improve their listening skills and pronunciation, as well as teaching vocabulary.
In this song, we focus on the verb “to try”.
STEPS
♥Orally introduce the word you want students to learn by giving examples and asking them to infer the meaning. In the case of the verb “to try” I might want to teach the structure: Try+inf
♥Choose a song that contains the word or words you want to teach
♥Crop the video with, for example, tubechop; remember you don’t want to play the whole song .
♥First time: Students listen to the cropped video and identify when, in the song, the highlighted word(s) has been used -they can raise their hand when they hear the target word(s) .
♥ Second time: students do a fill- in- the- gaps exercise or a spot- the -mistakes exercise with the lyrics.
♥ Third time: students sing along; yes, why not? It’s a very good pronunciation exercise!!!
♥ HOMEWORK: Now, very important, students need to go home and write a sentence containing the highlighted word(s). Ask for volunteers to translate the cropped song .
My Fill in the Blanks
DESIRE,DIE,GET UP, SOMETIMES,SOMEONE’S, LIES,WONDER,JUST
Ever _____ about what he’s doing
How it all turned to ______
__________ I think that it’s better to never ask why
Where there is ____
There is gonna be a flame
Where there is a flame
____ bound to get burned
But ______ because it burns
Doesn’t mean you’re gonna _____
You’ve gotta _____ and try try try
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and ask the questions, which are written on the board. The class is divided into 2 groups. The first group leave the class and wait outside. The first group members take turns in asking the teacher the questions and write down the answers. Now, they leave and the second group does the same thing. However, what they do not know is that the teacher is honest and gives correct answers to only one group, but lies to the other. It’s a good idea not to tell them beforehand. Then, students pair off as 1st and 2nd group partners. The activity goes like this and one of the students tells his partner “I asked the teacher how old she was and she told me she was 16.” Then the other partner goes “I asked the same question, but she told me she was 36.” etc…until all the questions are reported. Here they have to pay attention to the usage of the reporting verbs and have fun in finding which group the teacher lied to. 
as I’ve already mentioned in one of my previous posts, Unit 1 of my pre-intermediate course is about Music.
I sing at the top of my voice and I enjoy it so much that sometimes I even dance while driving! But it even gets worse because while I am listening to music, very often, I focus on the grammar or the lyrics and if I am teaching something specific and I feel like my students need a break, then I make a point of not giving up till I find the right song. So much for concentration on the road!