Music for the teaching of english1
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The document discusses using songs and chants to teach English to young children. It provides examples from primary English textbooks, including songs, chants and rhymes about numbers, colors, families and holidays. Specific activities are suggested for teaching vocabulary and pronunciation through singing, movement, and repetition. Songs are said to motivate children and help structure lessons while reinforcing key words and concepts.
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The document discusses how musical activities like songs, rhymes, chants and games can be effectively used to teach English to young language learners. It provides examples of popular English nursery rhymes and songs that can be used, such as "Eeny, Meeny, Miny Mo", "Who Stole the Cookies from the Cookie Jar?" and "Miss Lucy Had a Baby". It also outlines activities that can be done with students based on each rhyme or song to practice different language skills. The document emphasizes that music helps make language learning fun and memorable for children since it appeals to their natural enjoyment of music and play.
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The document discusses using songs to teach English and provides examples of activities teachers can do. It begins by outlining the benefits of using songs, such as helping students learn vocabulary, pronunciation, grammar, and culture. Several activities are described, including using songs to teach specific vocabulary like animals or parts of the body, practicing sounds and pronunciation, extracting grammatical structures, and learning about different cultures. The document also provides websites where teachers can find English learning songs classified by topic, ability to download song sheets and listen to audio, and descriptions of the songs.
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- The lesson incorporates singing, dancing, gestures, flashcards and a dice game to engage students visually, physically and orally in reviewing and practicing target vocabulary.
Lesson plan 4
This document is a lesson plan for an English class at a kindergarten in Bariloche, Argentina. The lesson plan is for 26 students aged 5 and focuses on zoo animals. The lesson aims to develop the students' listening, speaking, and concentration skills. It includes activities like guessing animals from gestures and sounds, dancing like animals, and playing a mimics game. The lesson uses songs, flashcards, and videos as materials and incorporates multiple intelligences like linguistic, interpersonal, and kinesthetic learning.
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Using Songs In Teaching English
Using songs is an effective way to teach English as it appeals to humans' natural fondness for music. Songs expose students to authentic language and make learning fun. They can be used to improve vocabulary, grammar, and accents. The teacher should select songs with clearly articulated lyrics that students can relate to, avoiding slang or obscure cultural references. Effective classroom activities using songs include fill-in-the-blank exercises, identifying mistakes in lyrics, and rearranging verses.
Plan 1
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Using Songs In Teaching English
Using songs is an effective way to teach English as it appeals to humans' natural fondness for music. Songs expose students to authentic language and make learning fun. They can be used to improve vocabulary, grammar, and accents. The teacher should select songs with clearly articulated lyrics that students can relate to, avoiding slang or obscure cultural references. Effective classroom activities using songs include fill-in-the-blank exercises, identifying mistakes in lyrics, and rearranging verses.
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- The 40-minute lesson plan aims to teach students about different modes of transportation in the city through songs, flashcards, and a video.
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This document discusses the use of songs, rhymes, chants and poems in language teaching. It provides reasons for using these tools such as making the language memorable, motivating students, and helping improve pronunciation. Examples are given of different types that can be used, such as fingerplays, counting rhymes and tongue twisters. Suggestions are provided for how to use these tools, such as setting context, pre-teaching vocabulary, and having students perform. Criteria for choosing appropriate songs are outlined. Ways songs can be used, such as fill-in-the-blanks activities, are also described.
Lesson plan 1
This lesson plan is for a 60-minute English class for 7-8 year old students focusing on body parts vocabulary. The plan includes a routine song greeting, review of body parts vocabulary through a puppet story activity, reading and acting out the story of Little Red Riding Hood to practice the vocabulary, and closing with a song and dance about body parts. Scaffolding strategies such as visual aids, modeling, repetition, and asking questions are incorporated throughout to support student understanding and participation. The plan aims to develop students' speaking, listening, physical, collaborative, and problem solving skills.
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c 2014 Kristin Lems kristinlems@gmail.com
Also see: ESL Support Video Channel: http://www.youtube.com/channel/UCNILOFXqUb-YY4hhjV4cOog
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The document discusses strategies for improving English listening comprehension through phonetic exercises. It explains that Spanish speakers often have difficulty understanding connected speech in English due to differences in pronunciation between isolated sounds and everyday speech. Some key terms related to phonetics and pronunciation are defined, such as phonetic alphabet, connected speech, linking, elision, content words, and function words. A variety of exercises are proposed to help students practice sounds, minimal pairs, homophones, tongue twisters, and songs.
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1. A greeting routine where students sing a hello song expressing different feelings.
2. An introduction where the teacher presents hands and feet as parts of the body through dance.
3. The main activity is singing and acting out the song "If You're Happy and You Know It" which reviews feelings and introduces actions for different body parts. Students practice the song through matching and singing activities.
4. The lesson closes with a goodbye song. As follow up, students are assigned to record themselves singing the first two parts
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The document provides details of a lesson plan for preschool children aimed at revising numbers, colors, feelings and body parts. The lesson involves helping a "Color Monster" character whose body parts became separated after an accident. Children will work on reassembling the monster's body using "magic words" from a song they learned earlier. The teacher will guide the activity with picture prompts and questions to reinforce vocabulary. A classmate will be introduced to help lead parts of the activity and familiarize children with working with both teachers.
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This document discusses the use of songs, rhymes, chants and poems in language teaching. It provides reasons for using these tools such as making the language memorable, motivating students, and helping improve pronunciation. Examples are given of different types that can be used, such as fingerplays, counting rhymes and tongue twisters. Suggestions are provided for how to use these tools, such as setting context, pre-teaching vocabulary, and having students perform. Criteria for choosing appropriate songs are outlined. Ways songs can be used, such as fill-in-the-blanks activities, are also described.
Lesson plan 1
This lesson plan is for a 60-minute English class for 7-8 year old students focusing on body parts vocabulary. The plan includes a routine song greeting, review of body parts vocabulary through a puppet story activity, reading and acting out the story of Little Red Riding Hood to practice the vocabulary, and closing with a song and dance about body parts. Scaffolding strategies such as visual aids, modeling, repetition, and asking questions are incorporated throughout to support student understanding and participation. The plan aims to develop students' speaking, listening, physical, collaborative, and problem solving skills.
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Untitled (3)
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Teaching english through songs, rhymes and short stories
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WAYS TO INTEGRATE MUSIC IN DIFFERENT LEARNING AREAS
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Kristin Lems PCI at TESOL 2014 - Music and Song in Teaching ESL
Kristin Lems PCI at TESOL 2014 - Music and Song in Teaching ESL
Lesson plan 5 navarro - 2nd sub - p with observations
Lesson plan 5 navarro - 2nd sub - p with observations
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The document outlines a lesson plan for a beginner English class of 31 5-year-olds focusing on school objects. The plan includes aims to identify and learn school objects, revise colors, and develop listening and speaking skills. A variety of activities are outlined using songs, flashcards, real objects, and a worksheet to present, practice, and assess the target vocabulary.
Initial level - Lesson Plan 2
- This lesson plan aims to teach kindergarten students new vocabulary words related to commands like "stand up", "jump", and "hands up" through songs, movements, and activities.
- Students will review colors and gender vocabulary from the previous lesson. They will then learn new commands by listening to instructions, doing physical activities, and singing songs with movements.
- The teacher will assess students on their understanding and use of the new vocabulary throughout interactive listening, speaking, and movement activities.
Babies Boogie: Adding Music and Dance to story time for under Two's
The document outlines how to plan and conduct music-based story times for babies, including sample schedules, research supporting the benefits of early musical exposure and brain development, and tips for implementation in libraries to increase early literacy, learning, and family engagement. The presentation provides evidence that music helps brain development in infants and supports early learning goals while creating a fun environment that can attract more families to the library.
2
This document outlines four activities for a didactic unit on the family for children ages 2-3.
1) The first activity involves counting family members in flashcards and practicing numbers 1-5. It aims to introduce numbers, family members, and types of families.
2) The second activity is singing a family song to practice names of family members and recognize them.
3) The third activity tells a story to teach that families can expand and introduce aunts, uncles and cousins while promoting attention and understanding of family.
4) The fourth activity involves singing a rhyme about the finger family, recognizing family members, and puzzles to link family members. It aims to recognize family members and introduce
2
This document outlines four activities for a didactic unit on the family:
1. A counting activity using flashcards to introduce numbers 1-5 and recognize family members.
2. Singing a family song to practice the names of family members.
3. Telling a story to introduce more family members like aunts and uncles and promote attention.
4. Singing a rhyme and puzzle activity to recognize family members.
The activities aim to teach numbers, family vocabulary, and recognition through songs, stories, and games. They are designed for ages 2-3 years old.
English through Music
This document discusses using music as a way to teach English as a second language to young learners through Content and Language Integrated Learning (CLIL). It describes how musical activities like singing, rhythm games, and composing can provide opportunities for language exposure, practice, and development. Examples of music lessons are provided that integrate language learning goals with musical objectives. The document also addresses ensuring CLIL music lessons maximize language learning and engagement.
CRAFTS IN THE CLASS
The document describes three arts and crafts activities for English language classes at different grade levels. The first activity uses paper bag puppets to teach animal vocabulary to younger students. The second uses rain sticks to teach musical instruments to older students. The third uses play dough painting to teach face parts to preschoolers. The crafts reinforce language lessons in a hands-on, engaging way.
Manualidadessssss
The document describes three arts and crafts activities for English language classes at different grade levels:
1) For grades 1-2, making paper bag puppets of farm and zoo animals to reinforce vocabulary while singing a song.
2) For grades 4-5, constructing rainsticks out of paper tubes after learning about musical instrument categories.
3) For preschoolers, modeling faces out of play dough to practice parts of the face vocabulary.
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Music for the teaching of english1
- 1. Songs, chants, rhymes with VYLs
- 12. Adult: One, two. Chorus: One, two. Adult: One, two, three. Chorus: One, two, three. Adult: One, two, three, four. Chorus: One, two, three, four. Adult: One, two, three, four, five! Chorus: One, two, three, four, five! Adult: Five number trees! Chorus: Five number trees! Katy: Now say it like me One, two. One, two, three. One, two, three, four. One, two, three, four, five! Five number trees!
- 14. SONG Harry: I’m Harry Hippo. Hippo, hippo. I’m Harry Hippo and I’m your friend. Lindy: I’m Lindy Lion. Lion, lion. I’m Lindy Lion and I’m your friend. Micky: I’m Micky Monkey. Monkey, monkey. I’m Micky Monkey and I´m your friend. Polly: I’m Polly Parrot. Parrot, parrot. I’m Polly Parrot and I´m your friend.
- 19. SONG Parrot: In the classroom, in the classroom. Now sit down and look at me. In the classroom, in the classroom. Polly Parrot, look at me! In the classroom, in the classroom. Get your pencil, get your book. In the classroom, in the classroom. Polly Parrot, get your book!
- 26. SONG Adult: Who is wearing orange today? Orange today? Orange today? Who is wearing orange today? Who? Who? Who? Who is wearing purple today? Purple today? Purple today? Who is wearing purple today? Who? Who? Who? Who is wearing blue today? Blue today? Blue today? Who is wearing blue today? Who? Who? Who?
- 29. SONG Father Christmas: I’m Father Christmas Big and fat. Ho, ho, ho. Hee, hee, hee. Here is my beard And hear is my sack Ho, ho, ho. Hee, hee, hee. When the children Are asleep, Ho, ho, ho. Hee, hee, hee. I open the door And in I creep. Ho, ho, ho. Hee, hee, hee.
- 31. RHYME Easter rabbit’s ears (to put the hands like the ears) Are big and brown (to move the hands up and down) His little white tail (to put the hand in the back) Is soft and round. (to move the hand) He wiggles his nose, (to move the nose) His mouth is small, (to point the mouth) And when he jumps, (to jump) He’s very tall! (to stretch the arms upwards) His legs are brown, (to give some claps in the knees) His eyes are pink, (to point the eyes) He looks at me, (to open much the eyes) … And gives a wink! (to wink an eye)