Teaching Songs.

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Teaching songs













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Teaching songs


Songs can be a useful tool when teaching ESL because they give students the opportunity to listen to someone other than you, their teacher. Songs can be a challenge for students because they are often faster than an instructor’s speech however they can also be enjoyable and serve to reinforce certain aspects of English



Benefits of Songs:


 They are memorable:


The song the students learn at their early age has its own interesting language. When students grow up , they never forget such language. It lives in their memory for ever.



 They can be great fun.


The biggest factor that makes them fun for the kids is how much the teacher likes them, so you have a perfect motivation for using your own favorites.



 They mark different stages of the lesson


You can start the class every week with the same song, end the class with another, and use songs or chants to mark other transitions like books out and books away.

• Students just show their understanding by doing the actions while others sing along or even improvise their own words.






They can be used at whatever stage


You can use songs during presentation, practice or revision before a test. You can even use an action song for a week or two before the formal presentation, and so make the presentation when it comes much easier.


They sound great to mothers and school managers listening outside your classroom door They can be performed during end of year shows or parties  They allow for lots of repetition of the language kids not to get bored.



1-Grammar


Often songs can be used to practice particular grammat points. Some textbooks spend enormous amounts of time on particular topics and creating new activities may become challenging so songs are something you can turn to.



2-Mad Libs


Mad Libs are a great way to practice parts of speech. You can really use any passage to make a Mad Libs activity but it can be fun to use songs too


3-Holiday:


There may not be a particular point to using the song in your class besides to conduct a listening activity using a popular holiday song, but sometimes that is sufficient and your students are sure to enjoy it. If your students are willing, it may be appropriate to practice singing the song too.



4-Discussion:


Certain songs can be used to lead into discussions. This type of activity would be appropriate for more advanced learners. If you are not exactly sure what kinds of questions will be appropriate, you can start off with very simple ones such as “Is this a happy song?” and when students say “No” ask them why not?

This can lead into a discussion about people’s indifference, homeless people, or something similar.



Image result for teaching songs



Songs can be taught in many  ways:


1. The close or gap fill


This is the most familiar and popular activity, and for that reason is probably overused. However, there are many important things to bear in mind when using them, and there are many different ways to use them.


Have a point, be it vocabulary or prepositions or whatever.
Don't cloze 3 or more in a row.

For lower levels: give the first letter, miss out word endings, give

dashes for letters, or give a glossary.

Give vocabulary clues or synonyms for the missing words.

Get students to work in pairs to predict words before you play the tape.

Insert extra words which students then cross out as they listen.

Change the words, as in "Careful Shouts" or "Countless Whiskies."

Close unstressed, then stressed words in the same song, and have

students discuss why one is easier than the other.

Close several words in a row and Ss have to guess not only form

(adj., adv., n., vb, prep.) but words, rhythm and rhyme.




2. A-B activities


Students match beginnings and ends of lines, such as ."Another Day in Paradise" (simple) or "Private Investigations" & "If Only..." (more complicated).



3. Mixed-up activities


Generally, have the lines of the song on separate strips of paper.

Students put down strips as they hear them.
Mixed-up lines/verses.
Students try to organize in advance (use prompts).



4. Dictation-wall


Dictation-wall

Self-dictation (whole song blanked)
Part Dictation




5. Translation


Class chooses a song from their own language.
Groups translate.
Check with other groups.
Combine the best. Then work on rhyme and rhythm.



6. Jigsaw-listening


Groups listen to different songs with the same (Luka/Behind the Wall) or different themes (Easy Street/Money for Nothing) and peer teach vocabulary, compare.



7. Composing


Listen to the song.

Students add verses of their own.
Good songs for this are, "Imagine" & "Man Gave Names To All The Animals" by Bob Dylan.
Students finish the line in each verse, then listen to check.
In groups, students then write their own verse.



8. Writing


Put random words from the song on the board. Students try and write

the "tale of the song."

Students paraphrase the song

Cut the song in half. Students predict the other half.




9. Pronunciation


He's got the whole world... /h/ sound

Do I speak double Dutch to a real double duchess... /d/ sound


10. Vocabulary


Miming verbs
Dictionary work
Matching



11. Listening


Give Ss word list. Ss number as they hear them.

Sound discrimination, e.g. tempted/tended



12. Posters


Arrange lyrics and pictures, or just lyrics, or translate.





Bibliography


Music and Song can be used to talk about people's lives.



Principles for making a song ‘work’.


Students have fun and are therefore motivated.

Students learn quicker than with other methods
 Students remember longer than with other methods
 Students use rhythm and intonation when speaking, moving.

Using the song reinforces other things such as discipline, group work, rewarding good behavior, fostering learner independence



Electronic song teaching:


  Songs can be presented to learners in class without any excessive efforts or expensive musical instruments. This can be carried out through an electronic program like "Movie-Maker" or "power point".


This program can present the song words with tune, motion and sound effects and timed automatic transition electronically in a lovely way.








Make sure that:


1.Meaning of the song can be made clear in a quick and easy way.

2.Whether the students understand the the song or not, is easy to

gauge.

3.The meanings and the song are easy to remember

4.The song is suitable for the students in terms of age, speed

and content.

5.The language in the song is similar to language they will be able to

use in other parts of the class and/ or outside the class.







Factors to take into account:


1.    Are the gestures you want to use the same in English speaking countries as in the country of countries the kids come from? If not, will you want to use the one they know to reinforce the meaning and avoid misunderstanding or teach them the British or American gestures as a kind of cultural training?



2.    Is the first gesture you think of (e.g. rolling arms around each other for “roll over” in “There was one in the bed” song) something that might be better used with another meaning in a later song or in classroom instructions (e.g. the rolling arms gesture could be the best gesture for “repeat”)?



3.    Can the students still use the same gestures if you speed the song up for a bit of variety?



4.    Do the gestures build up to a climax, e.g. leaving the most amusing or energetic gesture for the last verse of the song?



5.    Are the gestures fun?


6.    Will some of the kids, e.g. the older ones, be embarrassed by doing any of the gestures, e.g. looking camp if they have to mime being a wo

man.



Image result for tourists in sharm el-sheikh and hurghada



Making a song the focus of your class


1. Listen to the song

That’s it – start things off by just listening. It’s important to remember that this is supposed to be a fun activity; don’t make it too serious or boring.



2. Ask some questions about the title

Here are an example of the types of questions you can ask:

For Queen’s classic ‘We are the champions’:

  • ‘What is a champion?’
  • ‘What kinds of champions are there in the world?’
  • ‘What activities have champions?’



Such questions tend to work really well as conversation starters, so group three or four learners together and then get feedback from each group on their thoughts. If you think it would help, make this your first step, i.e., before the initial listening.



Alternatively, prior to having listened to the song you can teach a couple of words and give a simple task for the first listening. My favorite strategy is to give three or four words from the song and ask  them to listen out for the words that rhyme with them. You could also brainstorm possible rhymes before listening.




3. Listen to the song again, this time with lyrics


This time, you should give learners the chance to read the lyrics to the song. At this point you might do one or more of the following activities:


  • Learners can just read the lyrics while they listen. They can possibly highlight unknown words for later discussion.
  • You can make a lyric worksheet as a gap fill; learners fill in the gaps as they listen.



4. Focus on a particular verb tense or aspect of grammar


  • How many examples can you find of the past simple in the lyrics?
  • Why did the writer of this song choose this verb tense?

This acts as a springboard for discussing the function of a specific tense, as well as examining its form. Furthermore, it often tends to raise awareness of grammatical flexibility and ‘poetic license in the construction of song lyrics.





5. Focus on vocabulary, idioms and expressions


Start with questions like these (again, for Queen’s classic song ‘We are the champions’):


  • What does ‘I’ve paid my dues’ mean?
  • What does ‘my share of’ mean?
  • What does ‘I’ve taken my bows’ mean?


Go through the meanings, illustrating with other examples if necessary. Songs often serve as really good contexts for phrases and idioms, but it’s good to make sure that the meaning is clear.


6. Round things off with some creativity


 You might want to try finishing things off with an activity that
stimulates creative thought.



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Sing Out Loud Children's Songs


1-Bingo


2-Hokey Pokey


3-Hush Little Baby


4-The Happy Song


5-I'm a Little Teapot


6-Are You Sleeping?


7- The Alphabet Song


8-Hickory Dickory Dock


9-Mary Had a Little Lamb


10-Twinkle, Twinkle, Little Star


11- One, Two,  Buckle My Shoe


12-Head, Shoulders, Knees, and Toes


13-Over the River and Through the Woods



View Other Resources:


A course content for the co-


curriculum activities:


1-Classroom Activity 1


2-Classroom Activity  2


3-Classroom Activity  3


4-Classroom Activity 4


5-Classroom Activity  5


6-Classroom Activity  6




View Resources:


1- Micro-teaching.


2-Talking to learn.


3-USA Education System.


4-The Conversation Class 


5-Pre-Shool Education.


6-Puns,  puzzles and Riddles.


7-Curiosity and Comprehension.


8-A Classroom Language  Journal.


9- Twenty Testing mistakes to avoid.


10-Creating a storytelling Classroom.


Cover photo of Forum 2004



Teaching Forum 2004, Volume

42, Issue 1


1-MA KINGS ENS EOF WORDS


2-The Communicative Approach:

Adressing Frequent Failure

3-Reflective Portfolio: Two Case Studies

from United Arab Emirates


4-English Magazines = Motivation +

Improved ESL Writing Skills


5-Authentic Video in the Beginning ESOL

Classroom: Using a Full

6-Length Feature Film for Listening and

Speaking Strategy Practice


7-Sexist Language Persists in the

Classroom


8-Teacher Resources


9-Abstracts from Other Journals


10-The Lighter Side


11-The Lighter Side (answers)


12-A Postcard from America

13-An Integrated Skills Lesson Plan for "A

Postcard from America"    



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