Lyrics Training was a favourite site for me but for some time I have stopped using it in class. I was thinking to do a fun exercise with a class and my 16 year old daughter said ‘Why don’t you use Lyrics Training’ fot the lesson. I listened to her and visited the site to have a look at the changes and I found out that they are testing the teacher account. I signed up as a teacher , chose a song and created my custom exercise and then sent it to my students.
Welcome to the 33rd ELT carnival. The theme is Using Music and Songs in EFL Classes and today I’m happy to introduce a wonderful album to you. If you are ready grab a cup of coffee (hot or cold), put the record on and enjoy …
Here we begin
From Vicky Loras’s Blog by Vicky Loras
from Linguistic Consultancy by Marisa Pavan
From EFL Classroom 2.0 by Chris Hoade
From Wondering about ELT by Eduardo Siemens
From EFL Classroom 2.0 by David Deubelbeiss
From Vicki Hollett’s Business English Teaching and Video by Vicki Hollett
From A Journey in TEFL by Anna Musielak
From B’s Life with English by Baiba Svenka
From mELTing Activities by Carissa Peck
From Fun & Creative ESL workshops for kids by Caroline Leahy
From Songs to Teach by Sibel Taskin Simsek
and a bonus: Love Street – The Doors
From A Journey in TEFL by Eva Buyuksimkesyan
From Teach Them English by Adam Simpson
From ELThq by Alex Barboza
From ESL library. com by Shelly Terrell
From Merve Oflaz’s blog by Merve Oflaz
The 34th ELT Blog Carnival will be held here and the theme is pronunciation!
You can always revisit the previous carnivals to get inspiration for your lessons from The ELT Blog Carnival home page
If you have a song lesson that you want to share with us, please leave a comment below 🙂
Some more ideas on my blog on using songs and music in the classroom
In the session, I talked about why we should use songs in EFL classes.
Music is everywhere in our lives. We listen to songs when we are happy, angry, sad or when we need inspiration or when we want to relax. We go out of our homes with our songs, we travel with them, we wait with them, we shop with them.
So we can teach with them. May be I didn’t say anything new. These are the things we all know. However, I think it is always good to remember them.
Music can be used to teach
grammar : at the presentation stage of a grammar point or while reviewing
listening : gap fill exercises, matching to teach listening for gist or detail
vocabulary: to teach or increase vocab by asking your students to replace the words with a synonym, antonym or a near synonym.
reading: songs are authentic texts and they can be used for comprehension, discussion and teaching culture
writing: you can use songs for teaching writing. Ask your students to write a letter to the character, write a story which took place before the sond, add one more verse to the original, write their song for the same topic.
While doing all these we can always use web 2.0 to motivate our students so they can add their own content to the material.
In the final part of my talk I gave examples how I used songs with my students.
I started the session with an activity from Music and Song by Tim Murphey (2009, OUP)
Play an instrumental piece.
Ask students to fill out the questionnaire while listening to the music.
1. If you turned on the radio and heard this piece of music would you:
- turn off immediately?
- listen attentively?
- buy the record?
- download it to your mp3 player?
- Leave it on as background music?
- Imagine someone who loves this music. Describe the person in a few words.
- Imagine someone who doesn’t love this music. Describe the person in a few words.
- What emotions does it evoke in you?
- What do you see if you close your eyes as you listen?
- If this were the background music for an advertisement, what do you think the advertised product would be?
- If this were a soundtrack for a film, what kind of a film would that be?
- In what kind of place would you be most likely to hear this music?
Students listen to a piece of music. Preferably something in an other language or instrumental.
While listening, they just write the words that go with the melody.
After listening, ask what they have listed.
A student writes all the words on the board.
Then they write a paragraph with the words on the board. They can even write a story.
You can do the brainstorming in the class and assign the story as homework.
Aim: to focus on structures using too and enough and the difference between them.
After teaching too and enough as a follow up I did the following activity. It was spontaneous, I wasn’t prepared for a better skeleton for the poem but they loved the idea.
Tell students to list the things their parents, teachers or elders say for about being too young or old enough.
Give examples :
Parents usually say you are old enough to take some responsibility. However, they also say you are too young to go out late.
Then write the skeleton poem on the board and say they will write a poem. They can even create their own poem with the same idea.
My parents say I’m too —-
but they want me to —–
They say I’m ———- enough —–
I think I’m too ——
but too (possibly an opposite)
I believe I’m not ————— enough
However, I’m ———————– enough
And these are the —-
As a follow up you can ask them to prepare glogs or slideshows with their poems.