Archive for Tag: songs

Tuesday, November 4, 2014

Singing in the Classroom — When Less is More

heyer_picBy Sandra Heyer
ESL Teacher and Author of the textbooks True Stories Behind the Songs and More True Stories Behind the Songs
Songs and Activities for English Language Learners

Not long ago, I was flipping through radio stations in my car when I came across an oldies station playing “Raindrops Keep Falling on My Head,” the song that accompanied the iconic scene in the 1969 movie Butch Cassidy and the Sundance Kid. I began to sing along, a little surprised that I knew the words. But the bigger surprise was that I wasn’t singing in English — I was singing in German. Ach, du lieber Himmel! Where did that come from? I had probably memorized the lyrics when I was teaching German in the early 1970s. There they were, pretty much intact, over four decades later.

Language learners and teachers know that singing popular songs in the target language and memorizing their lyrics can be a powerful learning technique. However, if you teach beginners, as I do, your attempts at having students sing along with recordings may have had mixed results. For the activity to work, the planets have to be perfectly aligned: The song’s lyrics have to be simple, the tempo not too fast, the rhythm predictable, and the melody universally appealing. That’s a pretty tall order.

After several disappointing experiences with sing-alongs in my beginning class, I had pretty much abandoned the activity. Then came the “Ah ha!” moment —

Read more »

Tuesday, October 21, 2014

Singing the Way to Paraphrasing Success

TamaraJonesBy Tamara Jones
EAL Instructor, British School of Brussels
jonestamara@hotmail.com

ARGH! Summarizing!

Students rarely find anything more difficult to do. There are just so many steps and potential pitfalls. First students have to understand the primary text. Then, they have to identify the key points. Finally, in order to avoid copying, they have to use synonyms to restate the main points and shift those words around to form grammatical constructions that differ from the original. Any one of these steps is difficult on its own. Doing them all together is enough to make even the coolest secondary school student break into a sweat.

Right now, some of my students at the British School of Brussels are studying for the IGCSE E2L exam, which they will take next year. One of the sections of the test is a summarizing component in which the students must read and summarize an academic passage. The students struggle with this part of the exam more than the other readings and writings they have to do. Having the vocabulary to understand and restate the key ideas from the passage is a huge challenge for them. But, more than anything, they have trouble transforming the structure of the original sentences.

Read more »

Tuesday, February 22, 2011

Singing the Way to Pronunciation Success!

By Tamara Jones
ESL Instructor, SHAPE Language Center, Belgium
jonestamara@hotmail.com

Last week I talked about some ways I incorporate songs into my Conversation classes. I’ve also had great success with bringing music into my Pronunciation lessons. Singing and Pronunciation are just a perfect fit. At no time is my French /r/ sound more perfect than when I am singing along with my recording of Edith Pilaf’s “Non, Je Ne Regrette Rien.”

Read more »

Tuesday, February 15, 2011

Singing the Way to Conversation Success!

By Tamara Jones
ESL Instructor, SHAPE Language Center, Belgium
jonestamara@hotmail.com

So, there I was, tearing through the streets of Brussels, chatting away with my taxi driver in my halting French. He was telling me (if I understood correctly) that he had family in Quebec, and I wanted to tell him that even though I am from Canada, I have never been to Quebec. As I was trying to cobble together a grammatically correct negative, the lyrics from a French song suddenly popped into my head. Non, je ne regrette rien. Thanks to French songstress Edith Pilaf, I got my negative right! Je n’ai jamais visite Quebec. As a teacher, I have been using music in my English classes for a while, but this was the first time I had a personal experience that backed up my hunch that singing is a great language learning tool.

Read more »

Monday, May 4, 2009

Teaching Grammar with Songs

By Maria Spelleri
Instructor, Department of Language and Literature
Manatee Community College, Florida, USA

What better way to liven up a grammar class than with a little music?

Instructors new to the idea of using songs as a teaching tool may be reluctant, as I once was, because they worry that some of their older, more “serious” students (usually found in an IEP or college program) will perceive songs as trivial, a waste of time and money. But we can successfully use songs with these adult students as long as we have specific lesson objectives and convey that songs are simply another source of authentic language input.

There may also be evidence, which will delight even the dour rocket scientist in your class, that language learned in songs is more readily retained and memorable. (Think about how we sing our ABC’s.) Finally, I’ve found a great way to ease into songs with my adult students is to inform the students that the song is a grammar lesson disguised as a break. (“You’ve been working really hard this week, so listen, enjoy…..and learn.”)

While there are many ways to use songs in language learning in general, many grammar instructors use song lyrics as sources of authentic language models of specific grammar points. Searching for lyrics that utilize the structure being taught is a time-consuming process, but luckily there are already some linked grammar/song sources available.

There are seven different songs lessons for low level grammar structures, nine intermediate lessons, and ten more advanced structure lessons right here on the Azar Grammar site in the collection of classroom materials. These lessons involve completing cloze exercises, sequencing, completing charts, analyzing and discussing grammar usage alternatives and meaning, listening for specific words and structures, using lyrics as a model for spoken and written production, and other activities.

Lyrics can be found at any one of many sites, like SongLyrics.com, but be sure to check the lyrics with the version of the song you are using because of slight variations in live vs. studio recordings and errors in lyrics transcribing. I frequently use YouTube as a free source of many songs, and the video is sometimes a stimulating source of discussion as well.

As you listen to the radio or when you pop in a cd at home, listen to songs with an ear for grammar and you’ll likely stumble across a song that you can use for a future lesson — just don’t forget to jot it down! If you are “always” searching, you’ll save a lot of time, as opposed to pouring over song lyrics searching for a specific structure the day before you plan on teaching it! The songs on this website provide an excellent jump start to your own collection as well as offering some activity ideas that can be reused on any song you come across. Have fun!