Prior to class, write on the whiteboard the name of several musical genres, as well as several countries. Play a few seconds of music from various musical genres, while pointing to the list on the board. As a class, students decide which musical genre the music belongs to, and which country the music comes from. One of the countries on the list is Trinidad and Tobago. Elicit musical genres from Trinidad and Tobago.

St open their books to pg 10, and look at pictures of musical instruments. Elicit the instruments in the pictures. Ask students what instruments they play, and what instruments are popular in Turkey.

Tell students they will listen to a woman from Trinidad and Tobago talking about music in her country. Tell students they should answer questions 2.1 and 2.2. Feedback: full class.

Students work in groups and try to remember which instruments Natalie plays now, and which she doesn't play any more. Students listen to the recording again and check their answers. Students correct their answers in groups. If necessary, we listen twice. Ask St why she no longer plays the steel drum. Feedback: listening. Feedback: whole class.

In groups, st try to remember which musical genres Natalie mentions. St listen to recording to check their answers in groups.

Individually, st do exercise 5: match two parts of sentences from the listening. St correct in groups. Feedback: each pair of students receives a photocopy of the listening text. They read through it as the recording plays.

Show students a print-out of a word in bold, and the same word in normal type. Elicit the word bold. Ask individual students to read the words in bold in exercise 5. Tell students to look at the bullet points in 6. Ask individual students questions about these bullet points. Tell students they are going to write 4 or 5 sentences about these topics, using the words in bold from exercise 5. Monitor for errors.

Select two or three errors related to the present simple or past simple tenses from those made by students during writing. Write the errors or sentences on the board. Elicit corrections.

Choose a relatively advanced student, and ask him questions about his relationship with music. Have student ask the teacher about his relationship with music. Tell students they will now talk to each other in the same way, asking and answering questions about music in their lives. In groups, st talk to each other about music in their lives. Monitor for mistakes. Give feedback on mistakes to the whole class.

St move around to new groups, repeat previous exercise.