Learning English Through Music: A Simple Tool for Meaningful Conversation

Music can be a powerful and surprisingly versatile tool for English B’Yachad mentors. 

A song can introduce vocabulary, model pronunciation, strengthen listening comprehension, and create an opportunity for a student and mentor to explore language and culture together.

For the technical instructions associated with sharing music through Google Meet or Zoom, use these instructions.

Why Songs Can Be Difficult to Understand

Students who can carry on a conversation in English may still find English-language songs surprisingly difficult to understand.

Words may be shortened, run together, sung quickly, or obscured by the music itself. Familiar words can suddenly become difficult to recognize.

One simple solution is to slow the song down.

YouTube, Spotify, and other platforms often offer playback-speed controls. Try listening at a slower speed so your student can distinguish the individual words more clearly. Listen to a few lines, pause, check the lyrics, and then listen again at normal speed.

Slowing down the music isn't "cheating." It is a way to help students hear the sounds and patterns of spoken English more clearly.

Partner with Your Student in Selecting the Song 

One of the best ways to introduce music is to ask your student to select a song.

They may even be able to take the lead in finding it and sharing it during your session, letting them manage the technical aspects of searching and sharing the music.    

More importantly, letting your student choose the song builds your partnership. You're learning something about their interests, tastes, memories, and culture.

Make Sure You Can Hear the Music

Because English B’Yachad sessions take place online, there is one technical piece to consider: making sure your student can hear the song you're sharing.

In Zoom

When you share your screen in Zoom, remember to manually select "Share Sound." If you don't select this option, your student may see the song playing on your screen but won't hear the audio.

In Google Meet

Google Meet makes this somewhat easier because computer audio is generally shared automatically when you share a Chrome tab with audio.

If you're unsure, do a quick test before beginning the activity.

And here's another reason to let your student handle the music sharing: they may be able to navigate the technology more easily than you can! Asking them to find the song, share their screen, and make sure the sound is working can turn a technical task into another opportunity to communicate in English.

Work through the song slowly - one song may be parted into multiple sessions.

In fact, working with just a verse or chorus can provide plenty of material. A shorter segment makes it easier to focus on the language without turning the session into a music-listening exercise.

It's also worth being aware of commercial content, particularly when using YouTube. Advertisements can interrupt the flow of the session, so preview the song if possible and consider choosing a version that minimizes interruptions.

The goal is not to listen to music for 30 minutes. The goal is to use music as a springboard for English.

The Methodology for Structuring a Lesson around Music

Listen. Stop. Explore.

Once you've selected a song, try working through it a few lines at a time.

Listen.

Stop.

Look at the lyrics.

Discuss words or phrases that are unfamiliar.

Listen again.

Then ask your student what they understood.

This process activates vocabulary your student already knows while introducing new vocabulary in context. It also gives them repeated exposure to pronunciation, rhythm, intonation, and the way English words are connected when spoken or sung.

You can ask:

• What words did you recognize?

• Which words were difficult to hear?

• What do you think this phrase means?

• Is there another way to say it?

• Have you heard this expression before?

• Can you use this word in another sentence?

Even Simple Lyrics Can Teach a Lot

You don't need a complicated song to create a useful English activity.

Take The Beatles' "I Want to Hold Your Hand." The lyrics are relatively simple, but there are still many opportunities for language learning.

For example, the word "wanna" is a common informal way of saying "want to." That opens the door to a discussion about how English is spoken differently from how it is written.

You can then explore the expression want to in different contexts and tenses:

• What did you want to do yesterday?

• What do you want to do tomorrow?

• What would you want to do if you had a free day?

• What does your friend want to do?

• 
  

Even a simple phrase can become a lesson in grammar and conversation.

The word "hand" offers another opportunity. It can be a noun, as in "Hold my hand," but it can also be a verb, as in "Hand me the book." You can explore other expressions involving the word: give someone a hand, on the other hand, hands-on, and more.

The point is not to dissect every word. Choose one or two interesting words or expressions and see where the conversation takes you.

Turn the Song Into a Story

For students who are ready for more challenging conversation, use the song as a story.

After working through the lyrics, ask your student to explain in English what the song is about.

Who is speaking? What is happening? How does the person feel? What happened before the song begins? What might happen afterward?

You can even ask your student to retell what the song was about without looking at the lyrics.

This turns a listening exercise into a speaking activity—and gives the student a reason to use the vocabulary they have just learned.

Look for Songs That Tell Stories

Story-based songs can be especially useful because they naturally encourage conversation and comprehension.

The same approach works with movies and television shows. Rather than watching an entire movie as a lesson, choose a short scene. Watch it once for the overall meaning, then watch it again and pause to explore a few lines or expressions.

Ask your student to explain what happened in the scene or predict what will happen next.

You can even compare the language in the scene with the way the same idea would be expressed in more formal English.

The Most Important Part Isn't the Technology

The technology makes it possible to share the music. The lyrics provide the material for learning. But the relationship between mentor and student is what makes the activity meaningful.

When a student chooses a song, shares something they enjoy, and explains what it means, they aren't simply practicing English. They're sharing a piece of themselves.

And when you explore the song together—one line at a time—you create a natural conversation in which vocabulary, pronunciation, listening comprehension, grammar, and cultural understanding all come together.

So the next time you're looking for something different to do in your English B’Yachad session, ask your student:

"What's a song you like in English? Let's listen to it together."

You may discover that a three-minute song can provide significant material for conversation, learning, and connection.