Money – Pink Floyd

I created this lesson plan in light of the World Economic Forum (WEF) taking place in the popular Swiss ski resort of Davos and tried it out on my upper-intermediate 16 and 17 year olds by squeezing it into a 45-minute lesson, but it could easily have taken longer.


1. Has anyone heard of the band before? Elicit songs they already know (the usual suspects are in there but no one mentions this one, yay!) Think about whether the video depicts a positive or negative reflection on money and be ready to give examples after watching it.

2. Play video and show on the board if you have a projector:

3. Discuss whether it is positive or negative and why, with examples of what they saw (or the lyrics they heard.) Further discussion on the song and the video. Did they like it? Why/Why not?

4. Give out a copy of the lyrics omitting a selection of words depending on the language point you wish to exploit (if any), give them time to read through and predict the missing words then play the song one more time.

Here’s what I did:

(courtesy of

Money, get away

Get a good job with more pay and you’re O.K.

Money, it’s a gas

Grab that cash with both hands and make a stash

New car, caviar, four-star daydream,

Think I’ll buy me a football team


Money, get back

I’m all right, Jack, keep your hands off of my stack.

Money, it’s a hit

Don’t give me that do goody good bullshit

I’m in the hi-fidelity first class travelling set

And I think I need a Lear jet


Money, it’s a crime

Share it fairly but don’t take a slice of my pie

Money, so they say

Is the root of all evil today

But if you ask for a rise it’s no surprise that they’re giving none away.


5. Check in pairs before checking answers as a class.

6. Vocabulary match with definitions on the board and have students suggest the correct answers. Encourage students to ask or look up any other unknown words on their phones.


a stash      /        a stack (of money)

a slice of pie (figurative)

hands off

Money is the root of all evil (a well-known proverb)

a (pay)rise

to give (something) away
7. Post-listening discussion: Discussion questions about money in groups, monitoring students for good language and errors, then bring class back together for open class discussion.

Is it better to save money or spend it? Why?

What would you love to buy, but can’t afford?

Should children get pocket money from their parents?

Is it better to pay by cash or card, or is there a better way to pay these days?

Have you ever given spare change to beggars on the street? Why/Why not?

Do you think that being rich can have a bad effect on a person? How?

Can you explain these proverbs in other words?

  • The best things in life are free.
  • Time is money.
  • Save your pennies for a rainy day.
  • Money talks.
  • Money doesn’t grow on trees.

A wealthy family member just died and gave you 50,000 CHF

  • How would you spend it?
  • What would you buy?
  • Would you spend it on yourself, put it in the bank or buy something for your family?
  • Would you spend it all?

Extension/Follow-up activity: Who Gets the Money? debate and discussion.


Thanks for reading my first post!

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