The Reading / Listening - Music and Memory - Level 3

A new study has found that the energy levels of music affect what we remember. Two researchers from Goldsmiths, University of London looked into what kinds of memories people had after listening to different types of music. Music psychologist Safiyyah Nawaz and neuroscientist Dr Diana Omigie investigated how the tempo and mood of songs affected what people remembered about their life. The researchers found that high-energy music made people remember funny and happy events from their past. In contrast, slower and acoustic music brought back memories of calmness and sadness. It even made people recall romantic experiences.

The researchers asked 233 people about the sorts of memories they had after listening to music. The people listened to popular songs from their childhood and early adulthood. Dr Omigie said the feelings people had for music affected their memories. She said: "It's not just the musical features that influence memory, but also how much a person likes a song." Ms Nawaz said: "Acoustic songs were associated with memories that were more vivid, unique, and characterized by complex emotions like romance." She added that energetic songs were linked to "social, exciting, high-energy memories". The research will be put into a database of musical memories on the website memoryrecords.xyz.

Try the same news story at these easier levels:

    Music and Memory - Level 0 Music and Memory - Level 1   or  Music and Memory - Level 2

Sources
  • https://www.eurekalert.org/news-releases/1094542
  • https://cosmosmagazine.com/health/body-and-mind/songs-memories-emotion/
  • https://www.earth.com/news/how-music-tunes-the-emotions-in-our-memories/


Make sure you try all of the online activities for this reading and listening - There are dictations, multiple choice activities, drag and drop activities, sentence jumbles, which word activities, text reconstructions, spelling, gap fills and a whole lot more. Please enjoy :-)

Warm-ups

1. MUSIC: Students walk around the class and talk to other students about music. Change partners often and share your findings.
2. CHAT: In pairs / groups, talk about these topics or words from the article. What will the article say about them? What can you say about these words and your life?
       study / energy levels / memories / music / tempo / mood / happy events / acoustic /
       researchers / popular songs / childhood / adulthood / emotions / romance / website
Have a chat about the topics you liked. Change topics and partners frequently.
3. INVENTION: Students A strongly believe music is the best invention ever; Students B strongly believe it isn't. Change partners again and talk about your conversations.
4. MEMORIES: What memories do you have of these things? Complete this table with your partner(s). Change partners often and share what you wrote.

 

Good

Not So Good

First day at school

 

 

A vacation

 

 

A trip to the dentist

 

 

Going hiking

 

 

A first date

 

 

A concert

 

 

MY e-BOOK
ESL resource book with copiable worksheets and handouts - 1,000 Ideas and Activities for Language Teachers / English teachers
See a sample

5. SONG: Spend one minute writing down all of the different words you associate with the word "song". Share your words with your partner(s) and talk about them. Together, put the words into different categories.
6. MUSIC GENRES: Rank these with your partner. Put the best music genres at the top. Change partners often and share your rankings.

  • Rap
  • Rock
  • Electro
  • Jazz
  • Classical
  • Country
  • Pop
  • Folk

 

Vocabulary

    Paragraph 1

      1. study (noun) a. A person who studies how people think and feel.
      2. affect b. How someone feels at a certain time.
      3. psychologist c. Research done to learn new information about something.
      4. investigated d. Make a change in something or someone.
      5. tempo e. Looked at something carefully to find out more about it.
      6. mood f. The speed of music.
      7. acoustic g.

Music that does not use electric instruments.

    Paragraph 2

      8. sorts (noun) h. Connected to or linked to something.
      9. popular i. Different groups of things.
      10. childhood j. Help change how someone thinks or acts.
      11. influence (verb) k. Very clear, strong, and easy to imagine.
      12. associated with l. Liked by many people.
      13. vivid m. Feelings like happiness, sadness, anger, fear, love, etc.
      14. emotions n.

The time when someone is growing up; the time before adulthood.

 

Before reading / listening

1. TRUE / FALSE: Read the headline. Guess if 1-8 below are true (T) or false (F).

  1. Researchers say music helps us remember when we were babies.     T / F
  2. A psychiatrist was one of the researchers who conducted the study.     T / F
  3. High energy music was most associated with unhappy memories.     T / F
  4. The researchers said acoustic music brought back romantic memories.    T / F
  5. Thousands of people answered questions about music and memories.     T / F
  6. People listened to songs that were popular in their childhood.     T / F
  7. How much people liked a song affected what they remembered.     T / F
  8. The research is going to be published in a book of memories.     T / F

2. SYNONYM MATCH: Match the following synonyms from the article.

  1. found
  2. different
  3. tempo
  4. past
  5. recall
  6. popular
  7. influence
  8. associated with
  9. complex
  10. memories
  1. effect
  2. beat
  3. linked to
  4. various
  5. complicated
  6. life
  7. discovered
  8. well liked
  9. recollections
  10. remember

3. PHRASE MATCH: (Sometimes more than one choice is possible.)

  1. what kinds of memories
  2. the tempo and
  3. people remember funny and happy events
  4. acoustic
  5. It even made people recall
  6. popular songs from their childhood and
  7. It's not just the musical features that
  8. how much a person
  9. characterized by complex
  10. The research will be put into a database
  1. from their past
  2. romantic experiences
  3. of musical memories
  4. early adulthood
  5. mood of songs
  6. likes a song
  7. music
  8. emotions
  9. people had
  10. influence memory

Gap fill

Put these words into the spaces in the paragraph below.
looked
funny
tempo
even
study
acoustic
types
life

A new (1) ______________________________________________ has found that the energy levels of music affect what we remember. Two researchers from Goldsmiths, University of London (2) ______________________________________________ into what kinds of memories people had after listening to different (3) ______________________________________________ of music. Music psychologist Safiyyah Nawaz and neuroscientist Dr Diana Omigie investigated how the (4) ______________________________________________ and mood of songs affected what people remembered about their (5) ______________________________________________. The researchers found that high-energy music made people remember (6) ______________________________________________ and happy events from their past. In contrast, slower and (7) ______________________________________________ music brought back memories of calmness and sadness. It (8) ______________________________________________ made people recall romantic experiences.

Put these words into the spaces in the paragraph below.
popular
emotions
influence
database
sorts
high
feelings
associated

The researchers asked 233 people about the (9) ______________________________________________ of memories they had after listening to music. The people listened to (10) ______________________________________________ songs from their childhood and early adulthood. Dr Omigie said the (11) ______________________________________________ people had for music affected their memories. She said: "It's not just the musical features that (12) ______________________________________________ memory, but also how much a person likes a song." Ms Nawaz said: "Acoustic songs were (13) ______________________________________________ with memories that were more vivid, unique, and characterized by complex (14) ______________________________________________ like romance." She added that energetic songs were linked to "social, exciting, (15) ______________________________________________ -energy memories". The research will be put into a (16) ______________________________________________ of musical memories on the website memoryrecords.xyz.

Listening — Guess the answers. Listen to check.

1) A new study has found that the energy levels of music affect ______
     a.  what we renumber
     b.  what we remembers
     c.  that we remembers
     d.  what we remember
2)  looked into what kinds of memories people had after listening to different ______
     a.  types of music
     b.  types off music
     c.  types oft music
     d.  tapes off music
3)  how the tempo and mood of songs affected what people remembered ______
     a.  about their life
     b.  about their live
     c.  about their lift
     d.  about their lively
4)  high-energy music made people remember funny and happy events ______
     a.  from their past
     b.  from their passed
     c.  from their psst
     d.  from their parsed
5)  slower and acoustic music brought back memories of ______
     a.  calmness and sadly
     b.  calmness and sad mess
     c.  calmness and sadness
     d.  calm mess and sadness

6)  The people listened to popular songs from their childhood ______
     a.  and curly adulthood
     b.  and surly adulthood
     c.  and burly adulthood
     d.  and early adulthood
7)  It's not just the musical features ______
     a.  that influences memory
     b.  what influence memory
     c.  that influence memory
     d.  that confluence memory
8)  Acoustic songs were associated with memories that ______
     a.  were more vividly
     b.  were more vivid
     c.  were more livid
     d.  were more rigid
9)  and characterized by complex ______
     a.  emotional like romance
     b.  emotions like romantic
     c.  emotions like romance
     d.  emotions like romancing
10)  The research will be put into a database ______
     a.  of musical memorize
     b.  of musical memories
     c.  of musically memories
     d.  off musical memories

Listening — Listen and fill in the gaps

A new study has found that the energy levels of music affect (1) __________________________________________________. Two researchers from Goldsmiths, University of London (2) __________________________________________________ kinds of memories people had (3) __________________________________________________ different types of music. Music psychologist Safiyyah Nawaz and neuroscientist Dr Diana Omigie investigated how the (4) __________________________________________________ of songs affected what people remembered about their life. The researchers found that high-energy music made people remember funny and happy events (5) __________________________________________________. In contrast, slower and acoustic music brought back memories of calmness and sadness. It even (6) __________________________________________________ romantic experiences.

The researchers asked 233 people about (7) __________________________________________________ memories they had after listening to music. The people listened to popular songs from their childhood (8) __________________________________________________. Dr Omigie said the feelings people had for music affected their memories. She said: "It's not just the musical (9) __________________________________________________ memory, but also how much a person likes a song." Ms Nawaz said: "Acoustic songs (10) __________________________________________________ memories that were more vivid, unique, and characterized by complex (11) __________________________________________________." She added that energetic songs were linked to "social, exciting, high-energy memories". The research will be put (12) __________________________________________________ of musical memories on the website memoryrecords.xyz.

Comprehension questions

  1. How many researchers conducted the study in the article?
  2. What kind of researcher is Safiyyah Nawaz?
  3. What kind of music made people remember happy events?
  4. What did acoustic music bring back memories of besides calmness?
  5. What experiences did acoustic music make people think of?
  6. How many people answered questions about music and memories?
  7. How far back were the songs that people listened to?
  8. What "complex emotion" did a researcher mention?
  9. What kinds of songs led to exciting memories?
  10. Where will the research be made available?

Multiple choice quiz

1) How many researchers conducted the study in the article?
a) five
b) four
c) three
d) two
2) What kind of researcher is Safiyyah Nawaz?
a) a neuroscientist
b) a music psychologist
c) a neuro-linguist
d) a physiologist
3) What kind of music made people remember happy events?
a) rap and hip-hop
b) classical music
c) rock
d) high-energy music
4) What did acoustic music bring back memories of besides calmness?
a) loneliness
b) tears
c) sadness
d) test anxiety
5) What experiences did acoustic music make people think of?
a) memorable experiences
b) painful experiences
c) wonderful experiences
d) romantic experiences

6) How many people answered questions about music and memories?
a) 221
b) 232
c) 233
d) 223
7) How far back were the songs that people listened to?
a) people's childhoods
b) from infanthood
c) to teenage years
d) 10 years
8) What "complex emotion" did a researcher mention?
a) hate
b) self-doubt
c) romantic feelings
d) pride
9) What kinds of songs led to exciting memories?
a) military marching songs
b) energetic songs
c) rap songs
d) children's songs
10) Where will the research be made available?
a) on a website
b) on a podcast
c) in a magazine
d) in a book

Role play

Role  A – Rap
You think rap is the best music genre. Tell the others three reasons why. Tell them what is wrong with their genres. Also, tell the others which is the least interesting of these (and why): rock, classical or jazz.

Role  B – Rock
You think rock is the best music genre. Tell the others three reasons why. Tell them what is wrong with their genres. Also, tell the others which is the least interesting of these (and why): rap, classical or jazz.

Role  C – Classical
You think classical is the best music genre. Tell the others three reasons why. Tell them what is wrong with their genres. Also, tell the others which is the least interesting of these (and why): rock, rap or jazz.

Role  D – Jazz
You think jazz is the best music genre. Tell the others three reasons why. Tell them what is wrong with their genres. Also, tell the others which is the least interesting of these (and why): rock, classical or rap.

After reading / listening

1. WORD SEARCH: Look in your dictionary / computer to find collocates, other meanings, information, synonyms … for the words...

'music'

  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • and 'memories'.

  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • ________________
  • • Share your findings with your partners.

    • Make questions using the words you found.

    • Ask your partner / group your questions.

    2. ARTICLE QUESTIONS: Look back at the article and write down some questions you would like to ask the class about the text.

    •Share your questions with other classmates / groups. •Ask your partner / group your questions.

    3. GAP FILL: In pairs / groups, compare your answers to this exercise. Check your answers. Talk about the words from the activity. Were they new, interesting, worth learning…?

    4. VOCABULARY: Circle any words you do not understand. In groups, pool unknown words and use dictionaries to find their meanings.

    5. TEST EACH OTHER: Look at the words below. With your partner, try to recall how they were used in the text:

    • affect
    • types
    • tempo
    • funny
    • slower
    • romantic
    • 233
    • popular
    • features
    • unique
    • linked
    • website

    Student survey

    Write five GOOD questions about this topic in the table. Do this in pairs. Each student must write the questions on his / her own paper. When you have finished, interview other students. Write down their answers.

    (Please look at page 12 of the PDF to see a photocopiable example of this activity.)

    Discussion - Music and Memory

    STUDENT A’s QUESTIONS (Do not show these to student B)

    1. What did you think when you read the headline?
    2. What images are in your mind when you hear the word 'music'?
    3. Why do people like music?
    4. How important is music to you?
    5. What kinds of music do you like and dislike?
    6. What memories do you have when you listen to music?
    7. How does music change the way you feel?
    8. What do you think of up-tempo of downtempo music?
    9. What do you think of acoustic music?
    10. What music brings back memories of romantic experiences?

    STUDENT B’s QUESTIONS (Do not show these to student A)

    1. Did you like reading this article? Why/not?
    2. What do you think of when you hear the word 'memory'?
    3. What do you think about what you read?
    4. What does your favourite song make you remember?
    5. What songs did you like when you were a child?
    6. How have your musical tastes changed?
    7. Why do you like your favourite song?
    8. Why do we all have a different favourite song?
    9. What would life be like without music?
    10. What questions would you like to ask the researchers?

    Discussion — Write your own questions

    STUDENT A’s QUESTIONS (Do not show these to student B)

    (a) ________________

    (b) ________________

    (c) ________________

    (d) ________________

    (e) ________________

    STUDENT B’s QUESTIONS (Do not show these to student A)

    (f) ________________

    (g) ________________

    (h) ________________

    (i) ________________

    (j) ________________

    Language — Cloze (Gap-fill)

    A new study has found that the energy levels of music (1) ____ what we remember. Two researchers from Goldsmiths, University of London looked (2) ____ what kinds of memories people had after listening to (3) ____ types of music. Music psychologist Safiyyah Nawaz and neuroscientist Dr Diana Omigie investigated how the tempo and mood of songs affected (4) ____ people remembered about their life. The researchers found that high-energy music made people remember funny and happy events from their (5) ____. In contrast, slower and acoustic music brought back memories of calmness and sadness. It (6) ____ made people recall romantic experiences.

    The researchers asked 233 people about the (7) ____ of memories they had after listening to music. The people listened to popular songs from their childhood and early adulthood. Dr Omigie said the feelings people had for music affected (8) ____ memories. She said: "It's not just the musical features that influence memory, but also how (9) ____ a person likes a song." Ms Nawaz said: "Acoustic songs were associated with memories that were more vivid, unique, and characterized (10) ____ complex emotions like romance." She added that energetic songs were linked (11) ____ "social, exciting, high-energy memories". The research will be put into a (12) ____ of musical memories on the website memoryrecords.xyz.

    Which of these words go in the above text?

    1. (a)     confect     (b)     effect     (c)     infect     (d)     affect    
    2. (a)     onto     (b)     unto     (c)     as to     (d)     into    
    3. (a)     differ     (b)     different     (c)     differently     (d)     difference    
    4. (a)     which     (b)     whether     (c)     what     (d)     that    
    5. (a)     parsed     (b)     passed     (c)     past     (d)     psst    
    6. (a)     even     (b)     ever     (c)     event     (d)     every    
    7. (a)     shorts     (b)     sorts     (c)     spots     (d)     slots    
    8. (a)     their     (b)     them     (c)     that     (d)     they    
    9. (a)     many     (b)     much     (c)     most     (d)     more    
    10. (a)     at     (b)     of     (c)     by     (d)     to    
    11. (a)     as     (b)     of     (c)     to     (d)     up    
    12. (a)     data     (b)     data dump     (c)     data centre     (d)     database

    Spelling

    Paragraph 1

    1. Music sohsyploitgc
    2. neuroscientist Dr Diana Omigie ntdgaeviiset how
    3. the tpome and mood of songs
    4. In atrntcso
    5. ocatcsui music
    6. made people celral romantic experiences

    Paragraph 2

    1. people listened to aoplrpu songs
    2. from their childhood and early touodahld
    3. It's not just the musical arufseet
    4. fcenienlu memory
    5. songs were tasodacies with memories
    6. cxlempo emotions like romance

    Put the text back together

    (  1  )   A new study has found that the energy levels of music affect what we remember. Two researchers
    (    )     adulthood. Dr Omigie said the feelings people had for music affected their memories. She said: "It's not
    (    )     and sadness. It even made people recall romantic experiences.
    (    )     by complex emotions like romance." She added that energetic songs were linked to "social, exciting, high-
    (    )     energy memories". The research will be put into a database of musical memories on the website memoryrecords.xyz.
    (    )     events from their past. In contrast, slower and acoustic music brought back memories of calmness
    (    )     from Goldsmiths, University of London looked into what kinds of memories people had after listening to different
    (    )     how the tempo and mood of songs affected what people remembered about their
    (    )     just the musical features that influence memory, but also how much a person likes a
    (    )     life. The researchers found that high-energy music made people remember funny and happy
    (    )     listening to music. The people listened to popular songs from their childhood and early
    (    )     song." Ms Nawaz said: "Acoustic songs were associated with memories that were more vivid, unique, and characterized
    (    )     The researchers asked 233 people about the sorts of memories they had after
    (    )     types of music. Music psychologist Safiyyah Nawaz and neuroscientist Dr Diana Omigie investigated

    Put the words in the right order

    1. Energy   remember   affect   we   what   music   of   levels   .
    2. What   listening   after   people   memories   kinds   had   of   .
    3. The   remembered   people   what   affected   songs   of   tempo   .
    4. Music   events   happy   and   funny   remember   people   made   .
    5. Acoustic   calmness   of   memories   back   brought   music   .
    6. The   music   to   listening   after   had   they   memories   .
    7. People   childhood   their   from   songs   popular   to   listened   .
    8. It's   memory   influence   that   features   musical   just   not   .
    9. Acoustic   memories   vivid   with   associated   were   songs   .
    10. Put   memories   musical   of   database   a   into   .

    Circle the correct word (20 pairs)

    A new study has found that the energize / energy levels of music affect what we remembering / remember. Two researchers from Goldsmiths, University of London looked into that / what kinds of memories people had after listening / listened to different types of music. Music psychologist Safiyyah Nawaz and neuroscientist Dr Diana Omigie investigated how / what the tempo and mood of songs affective / affected what people remembered about their live / life. The researchers found that high-energy music made people remember funny / funnily and happy events from their past. In contrast, slower and acoustic music brought back memories of / at calmness and sadness. It even / ever made people recall romantic experiences.

    The researchers asked 233 people about the sorts on / of memories they had after listening to / for music. The people listened to popular songs for / from their childhood and early adulthood. Dr Omigie said the feelings people did / had for music affected their memories. She said: "It's not justly / just the musical features that influence memory, but also how much / many a person likes a song." Ms Nawaz said: "Acoustic songs were associated with memories that were much / more vivid, unique, and characterized by complex emotions like / liked romance." She added that energetic song / songs were linked to "social, exciting, high-energy memories". The research will be put into a database at / of musical memories on the website memoryrecords.xyz.

    Talk about the connection between each pair of words in italics, and why the correct word is correct. Look up the definition of new words.

    Insert the vowels (a, e, i, o, u)

    _  n_w  st_dy  h_s  f__nd  th_t  th_  _n_rgy  l_v_ls  _f  m_s_c  _ff_ct  wh_t  w_  r_m_mb_r.  Tw_  r_s__rch_rs  fr_m  G_ldsm_ths,  _n_v_rs_ty  _f  L_nd_n  l__k_d  _nt_  wh_t  k_nds  _f  m_m_r__s  p__pl_  h_d  _ft_r  l_st_n_ng  t_  d_ff_r_nt  typ_s  _f  m_s_c.  M_s_c  psych_l_g_st  S_f_yy_h  N_w_z  _nd  n__r_sc__nt_st  Dr  D__n_  _m_g__  _nv_st_g_t_d  h_w  th_  t_mp_  _nd  m__d  _f  s_ngs  _ff_ct_d  wh_t  p__pl_  r_m_mb_r_d  _b__t  th__r  l_f_.  Th_  r_s__rch_rs  f__nd  th_t  h_gh-_n_rgy  m_s_c  m_d_  p__pl_  r_m_mb_r  f_nny  _nd  h_ppy  _v_nts  fr_m  th__r  p_st.  _n  c_ntr_st,  sl_w_r  _nd  _c__st_c  m_s_c  br__ght  b_ck  m_m_r__s  _f  c_lmn_ss  _nd  s_dn_ss.  _t  _v_n  m_d_  p__pl_  r_c_ll  r_m_nt_c  _xp_r__nc_s.

    Th_  r_s__rch_rs  _sk_d  233  p__pl_  _b__t  th_  s_rts  _f  m_m_r__s  th_y  h_d  _ft_r  l_st_n_ng  t_  m_s_c.  Th_  p__pl_  l_st_n_d  t_  p_p_l_r  s_ngs  fr_m  th__r  ch_ldh__d  _nd  __rly  _d_lth__d.  Dr  _m_g__  s__d  th_  f__l_ngs  p__pl_  h_d  f_r  m_s_c  _ff_ct_d  th__r  m_m_r__s.  Sh_  s__d:  "_t's  n_t  j_st  th_  m_s_c_l  f__t_r_s  th_t  _nfl__nc_  m_m_ry,  b_t  _ls_  h_w  m_ch  _  p_rs_n  l_k_s  _  s_ng."  Ms  N_w_z  s__d:  "_c__st_c  s_ngs  w_r_  _ss_c__t_d  w_th  m_m_r__s  th_t  w_r_  m_r_  v_v_d,  _n_q__,  _nd  ch_r_ct_r_z_d  by  c_mpl_x  _m_t__ns  l_k_  r_m_nc_."  Sh_  _dd_d  th_t  _n_rg_t_c  s_ngs  w_r_  l_nk_d  t_  "s_c__l,  _xc_t_ng,  h_gh-_n_rgy  m_m_r__s".  Th_  r_s__rch  w_ll  b_  p_t  _nt_  _  d_t_b_s_  _f  m_s_c_l  m_m_r__s  _n  th_  w_bs_t_  m_m_ryr_c_rds.xyz.

    Punctuate the text and add capitals

    a new study has found that the energy levels of music affect what we remember two researchers from goldsmiths university of london looked into what kinds of memories people had after listening to different types of music music psychologist safiyyah nawaz and neuroscientist dr diana omigie investigated how the tempo and mood of songs affected what people remembered about their life the researchers found that highenergy music made people remember funny and happy events from their past in contrast slower and acoustic music brought back memories of calmness and sadness it even made people recall romantic experiences

    the researchers asked 233 people about the sorts of memories they had after listening to music the people listened to popular songs from their childhood and early adulthood dr omigie said the feelings people had for music affected their memories she said its not just the musical features that influence memory but also how much a person likes a song ms nawaz said acoustic songs were associated with memories that were more vivid unique and characterized by complex emotions like romance she added that energetic songs were linked to social exciting highenergy memories the research will be put into a database of musical memories on the website memoryrecordsxyz

    Put a slash (/) where the spaces are

    Anewstudyhasfoundthattheenergylevelsofmusicaffectwhatwereme
    mber.TworesearchersfromGoldsmiths,UniversityofLondonlookedin
    towhatkindsofmemoriespeoplehadafterlisteningtodifferenttypesof
    music.MusicpsychologistSafiyyahNawazandneuroscientistDrDiana
    Omigieinvestigatedhowthetempoandmoodofsongsaffectedwhatpeo
    plerememberedabouttheirlife.Theresearchersfoundthathigh-ener
    gymusicmadepeoplerememberfunnyandhappyeventsfromtheirpast
    .Incontrast,slowerandacousticmusicbroughtbackmemoriesofcalmn
    essandsadness.Itevenmadepeoplerecallromanticexperiences.Ther
    esearchersasked233peopleaboutthesortsofmemoriestheyhadafterl
    isteningtomusic.Thepeoplelistenedtopopularsongsfromtheirchildho
    odandearlyadulthood.DrOmigiesaidthefeelingspeoplehadformusica
    ffectedtheirmemories.Shesaid:"It'snotjustthemusicalfeaturesthati
    nfluencememory,butalsohowmuchapersonlikesasong."MsNawazsai
    d:"Acousticsongswereassociatedwithmemoriesthatweremorevivid,
    unique,andcharacterizedbycomplexemotionslikeromance."Sheadd
    edthatenergeticsongswerelinkedto"social,exciting,high-energyme
    mories".Theresearchwillbeputintoadatabaseofmusicalmemoriesont
    hewebsitememoryrecords.xyz.

    Free writing

    Write about music and memory for 10 minutes. Comment on your partner’s paper.

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    Academic writing

    Music is more important than books and exercise. Discuss.

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    Homework

    1. VOCABULARY EXTENSION: Choose several of the words from the text. Use a dictionary or Google’s search field (or another search engine) to build up more associations / collocations of each word.
    2. INTERNET: Search the Internet and find out more about this news story. Share what you discover with your partner(s) in the next lesson.
    3. MEMORIES: Make a poster about memories. Show your work to your classmates in the next lesson. Did you all have similar things?
    4. MUSIC: Write a magazine article about making music a compulsory school until the end of high school. Include imaginary interviews with people who are for and against this.
    Read what you wrote to your classmates in the next lesson. Write down any new words and expressions you hear from your partner(s).
    5. WHAT HAPPENED NEXT? Write a newspaper article about the next stage in this news story. Read what you wrote to your classmates in the next lesson. Give each other feedback on your articles.
    6. LETTER: Write a letter to an expert on music. Ask him/her three questions about it. Give him/her three of your opinions on it. Read your letter to your partner(s) in your next lesson. Your partner(s) will answer your questions.

    A Few Additional Activities for Students

    Ask your students what they have read, seen or heard about this news in their own language. Students are likely to / may have have encountered this news in their L1 and therefore bring a background knowledge to the classroom.

    Get students to role play different characters from this news story.

    Ask students to keep track of this news and revisit it to discuss in your next class.

    Ask students to male predictions of how this news might develop in the next few days or weeks, and then revisit and discuss in a future class.

    Ask students to write a follow-up story to this news.

    Students role play a journalist and someone who witnessed or was a part of this news. Perhaps they could make a video of the interview.

    Ask students to keep a news journal in English and add this story to their thoughts.

    Also...

    Buy my 1,000 Ideas and Activities for Language Teachers eBook. It has hundreds of ideas, activity templates, reproducible activities for:

    • News
    • Warm ups
    • Pre-reading / Post-reading
    • Using headlines
    • Working with words
    • While-reading / While-listening
    • Moving from text to speech
    • Post-reading / Post-listening
    • Discussions
    • Using opinions
    • Plans
    • Language
    • Using lists
    • Using quotes
    • Task-based activities
    • Role plays
    • Using the central characters in the article
    • Using themes from the news
    • Homework

    Buy my book

    $US 9.99

    Answers

    (Please look at page 26 of the PDF to see a photocopiable example of this activity.)

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