Listen and do songs

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“Come to Me, all you who labor and are heavy laden, and I will give you rest.

” Matthew 11:28

free-clipart-important-notice-9 | Chippewas of the Thames

Humor:

Q: Why did the teacher wear sunglasses?

A: Because his class was so bright

Dear visitor,

Use the language selector above to go through my whole site using any native language you speak,

then you can enjoy my YouTube channel.

اختاراي لغة من لغات العالم / اللغة التى تريد تصفح موقعى باستخدامها . استخدم المؤشر

الذى فى الاعلى

I register a video presentation in my YouTube channel for each page of my site.

Next,use the other world site selector above to go to the search engine site or the social media site you like.

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منهج الانجليزى ثانوية عامة / و شكل و طريقة امتحا ن نظام التعليم الجديد والتصحيح الكترونيا

(Listen and Do Songs.)

Mr. / Girgis

Listening:

Listening is receiving language through the ears.

Listening involves identifying the sounds of

speech and processing them into words and

sentences. When we listen, we use our ears to

receive individual sounds (letters, stress, rhythm

and pauses) and we use our brain to convert

these into messages that mean something to us.

Listening in any language requires focus and

attention. It is a skill that some people need to

work at harder than others. People who have

difficulty concentrating are typically poor listeners.

Listening in a second language requires even

greater focus.

(Listen and Do

Songs.)

I will provide a sample lesson for what can be

called “Listen and Do” songs for YLs at the

beginning level. These are the songs to which

students physically respond by performing an

action (e.g., a song contains the words “wake

up,” and whenever students hear “wake up”

they perform an action, such as raising their

hands).

A lesson plan

Pre-Listening:

• Get the students interested in the topic of the

song and to warm them up, you can show a

picture or other realia related to the song and

ask the students what they think the song is

about. Tolerate some native language use, as

these are YLs and beginners.

• Read the title of the song aloud, and explain

it through actions and visuals.

• Ask the students if they already know any

words in English related to the title of the song.

Write any English words that the students

mention.

• Finally, explain the unknown vocabulary from

the song through actions and visuals. There

are usually very colorful pictures in YLs’ books,

and it is time saving to make use of them

During Listening:

1-Learners listen for skimming,guess through

context and take notes.

2-Learners predict and check inaccurate

guesses independently.

3-Learners listen for scanning to check

detailed specific meanings.

First listening.

1-The aim of the first listening, as pointed out

by Harmer (1991), is to give students an idea

of what the listening material sounds like.

Let the students listen to the song without

any interruptions so that they will have an

opportunity to hear the music and the lyrics.

This is termed free listening.

2-After the free listening, tell the students to

look at the lyrics of the song (from the

handout, textbook, board, or poster), since

this is probably the best time to let students

3-Next, read the lyrics of the song aloud and

ask the students to listen and follow from the

handout. Finally, read the lyrics aloud line by

line and ask the students to repeat every line

aloud.

4-Read every line aloud, demonstrate the

associated action or actions, and ask the

students to do the same actions.

Second listening.

Play the song again and guide the students both

by singing and doing the actions that you have

already taught. This time, ask the students to

just listen and do the actions under your

guidance. Hearing the teacher sing the song

and seeing the teacher do the actions help

students overcome feelings of shyness and lack

of confidence.

Third listening.

This is the stage when students are asked

to sing the song along with the CD or the

teacher line by line. As a teacher, check for

correct intonation of language—not music—

and pronunciation, and do some remedial work

on any problematic intonation or pronunciation.

Fourth listening.

Ask the students to sing the complete song

along with the CD and join in the singing

yourself. Also, ask the students to do the

accompanying actions. My own experience

demonstrates that the final listening can be

carried out a few times, as the students are

eager and interested to sing the whole song

and perform the actions.

Post-Listening:

This stage is generally accepted as the stage

when the teacher moves on from listening

practice to focus on other language skills

such as reading, speaking, and writing.

Listen and Do songs are suitable for

competitions, games, and simple drama

activities. Some suggested examples follow.

you may wish to turn this song into a

competition by assigning points to every

correct pronunciation and action.

Choose two students and call them to the front.

Then give commands randomly related to the

song and reward the quickest correct action

with applause by the class.

The teacher says “knees,” and the students

are expected to touch or point to their knees.

The quickest student to touch or point to his

knees wins a point and is applauded by the

class.

• The same game may be played as a whole

class as well.The teacher randomly gives

commands, and any student to do an incorrect

action is taken out of the game. The last

remaining student is announced as the winner.

• To strengthen students’ speaking skills, the

teacher performs the actions randomly, without

speaking, and asks the students to name the

correct words or the correct commands.

• To foster students’ writing skills, the teacher

sticks a picture, or several pictures, on the board

and asks different students to come up and write

what the picture shows.

For example, I usually put a picture or drawing

of a human body on the board for the song

“Head, Shoulders, Knees, and Toes” and draw

arrows linked to the head, shoulders, knees,

toes, eyes, ears, mouth, and nose.

Next, I teach the structure “I have _____” and

write an example sentence on the board (e.g., “I

have brown eyes”). Then I name an item (e.g.,

ears) and call a student to the board.

The student first has to write the word ears

in the blank line. Then, the student has to

write a sentence using the “I have structure.

(“I have two ears.”)

Post-teaching stage

• The teacher makes sets of cards with a key

word from the song on each (e.g., mouth, head)

and then cuts each card in half, with a part of

the word on each half.

Next, the teacher asks the students to work in

pairs and reconstruct the words by finding and

putting together the two halves correctly. Once

the students finish the activity, the teacher asks

the pairs to show and read aloud the words

that they have reconstructed.

• Alternatively, using the structure “I have

_____,” the teacher writes different sentences

on cards (e.g., “I have two eyes”) and cuts

each sentence into pieces with a word on

each piece. Then, the teacher asks the

students to form small groups and gives

the pieces for a different sentence to each

group.

Next, the teacher asks the groups to construct

a sentence by using the words they have.

Finally, each group is asked to read its

sentence aloud.

Methods for listening and speaking

1-Pre-listening. (Learners' predictions)

2-First listening. (comparing).

3-Pair process-based discussion. (Understanding)

4-Second listening. (Analysis)

5-Guided practice.

6-Free practice.

Follow-up activities

It may be beneficial for the students to sing the

song the next day, or for a number of days

after it is taught. These repetitions of the

song may be termed as long-term follow-ups.

• Prepare a worksheet consisting of the

pictures of the key words from the song

and leave a blank space below each picture

so that students can fill it in with the right word

For example, the pictures may be of parts

of the body mentioned in the song. Distribute

the worksheets and ask the students to

complete the task individually in 3–5 minutes.

. Distribute the flashcard sets and ask the

students to listen attentively as you name the

key words that appear on the flashcards. Once

you finish naming all the key words, check for

the correct order of flashcards.


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