Warm-up
Answer a few quick questions before today’s lesson about music.
Listening
Listen carefully to the recording and answer each question. You can replay the audio up to two times.
Listening — Music Programmes at School
Read all the questions carefully before the recording begins. You will hear the recording twice.
Reading
Read the passage on the left, then work through the questions on the right.
Reading — Why Schools Should Invest in Music Programmes
Read the passage on the left, then answer the questions one by one.
Why Schools Should Invest in Music Programmes
Music education has long been viewed as a ‘nice to have’ in schools, but mounting evidence suggests it should be a core subject. Research from Stanford University and the University of Helsinki has consistently shown that students who participate in music programmes perform better academically across all subjects, particularly in mathematics and language arts. If schools were to prioritise music education, they could potentially close achievement gaps and boost overall student performance. The cognitive benefits extend beyond academics. Learning an instrument requires discipline, focus, and problem-solving skills that transfer directly to other areas of learning. Studies indicate that musical training strengthens neural pathways associated with memory and emotional regulation. Moreover, ensemble playing—whether in orchestras, choirs, or bands—develops crucial social skills including collaboration, communication, and empathy. If students had more opportunities to participate in group music-making, they would likely develop stronger interpersonal relationships and greater confidence. Unfortunately, budget cuts have forced many schools worldwide to reduce or eliminate music programmes. In the United States, approximately 30% of public schools have cut music classes over the past decade. This trend is concerning because music education is particularly valuable for disadvantaged students who may lack access to private lessons or cultural institutions. If schools had continued to fund these programmes adequately, thousands of young people would have experienced the transformative power of musical learning. The solution is clear: policymakers must recognise music not as an extracurricular luxury, but as an essential component of holistic education. When schools commit real resources to music—qualified teachers, instruments, and rehearsal spaces—they invest in their students’ futures. The evidence overwhelmingly supports this investment, making a strong case for music to reclaim its rightful place in schools everywhere.Vocabulary Practice
Practise the 12 key vocabulary items from this lesson through three exercises.
Vocabulary Practice — Music in Schools
Work through all three parts. Each part uses the same vocabulary in a different way.
Use of English
Transform the root word in brackets to fit the sentence.
Music Education: A Sound Investment
Use of English — Word formation
Choose or type the correct word for each gap in the passage above.
Writing Task
B2 First — Writing Part 2
Enter your name if you would like your teacher to identify your work — this is optional. Click Start when you are ready. The timer will begin immediately.
After the Lesson
Reflect on what you learned and how confident you feel now.
Teacher Guide
Practise with
- acousticadjective
Related to sound or hearing; using no electronic amplification or equipment.
- bassnoun
The lowest musical notes produced by an instrument, or a common freshwater fish.
- chordnoun
a group of musical notes played at the same time
- composeverb
to write or create music, poetry, or other artistic works; to create something
- compositionnoun
A piece of writing, music, or art created by someone as an original work.
- dynamicsnoun
the variation in loudness and softness in a piece of music
- improviseverb
to perform without preparation or a fixed plan
- lyricnoun
The words and phrases that form the text of a song.
- scorenoun
the written version of a piece of music showing all the parts
- symphonynoun
a long complex musical composition for a full orchestra