Download pdf - Activities Suggestions - Teaching English With Songs and Mus

8/8/2019 Activities Suggestions - Teaching English With Songs and Mus

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Teaching English with Songs and Music

The how and why of teaching with songs and music.

Edutainment includes 17 song lyric work sheets with music tape, it is highly suitable for these ideas.

Here are some great teaching tips for songs. Reprinted by permission.

Some peple have asked me for some of the acivities I do with Music in class. Here are some of them:

BLANKS

There are many ways blanks can be used. I give students lyrics with some blanks (specially the partsthat have to do wtih the subject we're covering in class). They listen to song once, at the second timethey fill in the blanks - as much as possible. Finally, they listen to it another time to check if they gotthe blanks filled in correctly. This activity takes up to 20 mins.

Blanks can be very helpful when teaching subjects like Simple Past. Pick up a song that has mayverbs in the past tense, blank them out and give in parenthesis the verbs in their base form. Have thestudents complete the song rewriting the past tense of each verb. This will help them memorize the

past form of regular and irregular verbs. (can be used with any verb tense)

Teaching ESL in a non-English speaking country is a challenge. Even advanced students sometimestend to go their mother-tongue in the classroom. So I found a way to keep them in touch with Englisheven outside the classroom: I asked them to bring in a song they liked, a song of the moment. I putsome blanks in the lyrics and they didn't get everything after the first time they listened to it. So I hadthem take the copies home and try to listen to that song anywhere possible (in the car, CDs,anywhere) and bring it in to me the in the following week with the blanks filled in. I also told them to trynot to look for the lyrics anywhere else but try to listen to the song itself. It worked out pretty well

STRIPS OF PAPER

Depending on the lenght of the song, you can cut the lyrics in strips of paper and have a contest. Ialways divide my classes in two groups. So the group that gets the lyrics with less mistakes after thesecond time (even after the first time, depending on the level of the class), gets a treat, or whateveryou feel like rewarding them with.

RELAXATION

I usually bring in some celtic, classic or just instrumental music on test days and put it on very low. Inoticed that when this procedure was done, students relax more and feel more comfortable during thetest.

GUIDED FANTASY

I usually do this procedure on a first-day class, to "break the ice". Nothing personnal, but for thisprocedure I use ENYA (who sings a little bit of folk and celtic music). I prepare a text, very imaginative,something that can take many different points of view, and read it out loud while the song's beingplayed. Students have their eyes closed and I ask them to imagine exactly what I'm reading and lettheir imagination flows along with the song. This is very relaxing!

If anyone needs some more suggestions, let me know.

Carlos Silva ([email protected]) Herndon,VA
http://www.eslgames.com/edutainment/http://www.eslgames.com/edutainment/


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This information was provided from a workshop presented by Joan Blankmann, from Northern VirginaCommunity College, Annandale Campus

1. HOW DIFFICULT IS THE SONG? Some factors to note are speed (fast or slow), the clarity of thevocalization, the amount of repetition, the vocabulary and metaphors. For a cloze task:

If the song has simple, repetitive lyrics, you can blank out more words;

If the song is more difficult, you will want to blank out fewer words;

An idea to try: blank out only the beginning or only the end of a phrase.

2. WHAT IS THE PROFICIENCY LEVEL OF THE CLASS?

For a cloze task:

If the song is for beginning level class, you wil want to blank out fewer words,but if it's for a moreadvances class you can blank out more words.

3. WHAT KIND OF ENGLISH LESSON DO THE LYRICS SUGGEST?

Simple, repetitive songs often contain a resurrent gramatical pattern.

More difficult songs contain interesting vocabulary and idioms.

Look for homophones, homographs and homonyms, as well as typical fast speech pronunciation.

Look for conversation and writing topics. Is there a message, theme, or story thst students candiscuss, explain, debate, and write about?

** What a coincidence. I just did a similar thing with my student here in Japan recently. I wassearching for a meaningful, fun lesson plan when I remembered she told me she wanted to learn

English in order to understand American songs, movies, etc. I decided to bring a tape of the countrysinger Kenny Rogers because he usually enunciates clearly while using a good mix of Americanpronunciation and common speach forms. My method was only to play parts of the song and explainthe vocabulary bit by bit until she understood the whole. Then I will give her a copy of the songs she'slearned so she can continue to practice listening for familiarity. I like your extra touch. It helps meexpand on what I did.

Thanks so much. Regards. Doug Premoe

Ian, Thanks for the activity. Using music in the classroom is a great way to liven up listening activities.I'd like to add a couple of steps that I've used with success to your process though to make thelistening activites more effective.

1. Start with a focusing activity. A focusing activity is anything that will get students thinking about thesubject of the song(listening.) As native learners, we do this naturally. We make guesses by looking atany pictures that come with it, we look at the title, we read the first(topic) sentence and make guessesabout what is to come. These skills need to be learned in a new language, they don't come naturally.In addition, if the students have made guesses beforehand, it is much easier to get them involved inlooking for the answers to their guesses.

Here are some examples of pre-listening focusing lessons.

A. Speculation: Put the title of the song on the board. Have students in pairs make guesses aboutwhat the song is about and write them down on a piece of paper. Then have students pass their


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papers a group to the left and have them read them. Students must guess if the other students guessis the same or different than theirs.

B. Pictures: Get a picture of the performers. Have students make up a story about them.(Or) get apicture that relates to the subject matter of the song. Students must guess about the song.

C. Take vocabulary from the song. Step 1:Put eight or ten words at random on your black/white board.Students get up and ask each other what the words mean. Step 2: Have students in groups of 3 or 4

write a quick story that uses the words. Step 3: Play the tape. Students must shout STOP any timethey hear one of the new vocab words. First student to shout correctly gets a point for their team.

D. Cut the song into strips. Give each student one strip to memorize. Students put the strips in theirpockets. Students get up and tell each other their part of the song, without looking at their part orshowing their part to anyone else. Then you can do many things: you could have students listen to thetape and put down the names of their classmates in the order they hear the parts from before(prettyhard) to having the students take out their strips, listen to the song and then put them on a table inorder as they hear their part of the song.

E. Write up a set of questions around the topic. Have students ask each other the questions. Or, moreadvanced, choose two songs of a similar theme(or first and second half of the song), split the class

into two teams. Have each group listen to their part and make up questions. Trade tapes and studentsjust listen to the other group's song. Finally pair each student with a member of the opposite team andhave them take turns asking their questions.

There are tons of things you can do to get the students involved. The most important point is toprovide preliminary material to the listening itself so that students have a clear, concrete reason forlistening. This will work much better than the abstract "'cause it's good fer ya".

Happy teaching! Prentice Berge

After reading the book Superlearning 2000, I became a fan of using music in the classroom. At first Ionly used it with my adult learners, but soon realized that it works equally well with younger learners

as well.

Superlearning music is the same music that is used in Suggestopedia (which is Baroque Largoselections for you classical music aficionados out there). There have been many studies done aboutthe affects of 60-80 beat per minute music on the brain , one of the original studies was done righthere in Japan by Professor Hideo Seki of Tokai University.

I have been using the music of Pachelbel, Handel, Corelli, Manfredini, Scarlatti, Locatelli, Vivaldi,Bach, Albinoni, and others, as background music. Usually its played very low and the students hardlynotice it. However, I believe it is great for the calming effect it produces as well as for the improvementin concentration (for them and me).

IN CONCLUSION:You can do lots of things with the song lyrics. Fill in blanks, ask and answer questions about the lyricsor about the different situations or characters in the song, write a letter to one of them, send an answerto the person referred to in the song, rewrite it as a story, write a story which began before the story inthe song and led to it, write story which will continue after the song, change words ( adjectives,adverbs, names, places, feelings, etc.), invent new lyrics for the melody, "draw" the different stanzasand of course enjoy listening to it or singing it.--Marcela Lococo