Music in English Teaching

Music in English Teaching

A. Benefits essential to using any music High-interest high motivation memorable Lowered inhibition level Reaches learners with right brain strengths Reaches learners with auditory strengths Help promote class bonding Help create shared frame of cultural reference also illustration of grammar in context High-interest topics and themes Prestige value of knowing songs from Target Culture Rhythmic element helps reinforce English prosody and fluency

B. Some Criteria for choosing songs for classroom use Most importantly: you like the song and want to share it! Words easily intelligible Enough repetition to provide oral practice Song is famous, or a “classic” likely to be heard by students outside class Well-written from a native speaker perspective If students will sing it, range of notes suitable for average mixed voices Contains values and themes you want to introduce into the class If part of a unit of songs, good to draw upon different musical genres

C. For listening comprehension – with CD or video a. Fill in before looking to cultivate guided listening and hypothesis formation b. Fill in during listening c. Scramble lines of lyrics on large index cards can be ordered as students listen d. Mark stress patterns (“beats”) on lyric sheet while listening e. Transcribe entire song while listening, dictation style (or assign small groups one verse each), then check w/ master copy of lyrics 5. Play song while displaying accompanying pictures as aids to meaning

D. For reading comprehension For reading comprehension/cultural studies – Gangsta’s Paradise is an excellent song. 1. Explain target vocabulary and idioms, then illustrate in context 2. Study as literature, examining prosodic and thematic features 3. Compare and contrast w/ a related reading

E. For pronunciation/speaking practice 1. Speak/chant/whisper lyrics as a group along with tape with lyrics supplied, pausing tape during practice, then at full tempo 2. Same as point 1, but singing along with audio 3. Sing along with music track only – “karaoke” style 4. Sing/chant song in alternating assigned solo parts 5. Memorize and perform song(s) for class, especially for last day 6. Discuss topic or content of song in large or small groups 7. Have songs sung as part of daily routine 8. Role plays the lyrics of pop songs in front of the class

F. For writing practice 1. Add additional verse to song in small groups (can use recorded instrumental break to fit in extra verse) 2. Write verses to “zipper” songs or blues songs 3. Write parody or new set of words to known melody 4. Make written response/reaction to the song topic; examples: a. Does this song remind you of anything in your life? b. What do you think happened next, after the story in the song? c. Do you agree with the point of view of the singer? Why or why not? d. Write down what happens in the song, in your words. e. Think about the relationship between the two people in the song. Write it as a dialog. 5. Have students prepare 5 minute written reports about their favorite The song, then play the song for the class 6. Compare and contrast two songs 7. Give writing assignment based on listening to classical piece and writing a story response, then sharing it with the class as music plays

G. For culture-based activities 1. Use with accompanying readings to teach values, history 2. Use as part of unit on teaching tolerance, or as intro to minority Cultures 3. Use as lead-in activity for a cross-class session w/ a class of nearby native speakers b. What do you think happened next, after the story in the song? c. Do you agree with the point of view of the singer? Why or why not? d. Write down what happens in the song, in your words. e. Think about the relationship between the two people in the song. Write it as a dialog. 5. Have students prepare 5 minute written reports about their favorite song, then play the song for the class 6. Compare and contrast two songs 7. Give writing assignment based on listening to classical piece and writing a story response, then sharing it with the class as music plays

G. For culture-based activities 1. Use with accompanying readings to teach values, history 2. Use as part of unit on teaching tolerance, or as intro to minority Cultures 3. Use as lead-in activity for a cross-class session w/ a class of nearby native speakers[ embed]http://https://youtu.be/S7j11jZGM2w[/embed] Micro_teachingMicro_teachingMicro_teaching Micro-Teaching_in_Pairs_on_WizIQ

Advertisements

One thought on “Music in English Teaching

Leave a Reply

Please log in using one of these methods to post your comment:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s