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.
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.
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.
The document discusses the use of songs, rhymes, chants and poems in language classrooms, noting that they are highly memorable tools that can be used to introduce, practice, and reinforce vocabulary and structures in an engaging way. It provides examples of different types of songs, chants, and rhymes that can be used at various stages and in various ways, such as for warm-ups, practicing pronunciation, celebrating accomplishments, and more. Criteria for selecting songs and activities for working with them are also outlined.
The document summarizes an English language learning program for students in Kindergarten 4 (K4) and Kindergarten 5 (K5) at a Spanish school over multiple years. It outlines the basic contents taught each year including greetings, celebrations, songs, vocabulary about colors, animals, numbers. It describes methodologies used like storytelling, songs, games. Assessments are primarily formative through observation of students' participation and comprehension. The goal is to improve students' English knowledge through fun and engaging activities.
Kristin Lems PCI at TESOL 2014 - Music and Song in Teaching ESLkristinlems
The powerpoint from Kristin Lems' Pre-conference Workshop, How Teachers can Incorporate Music and Song in Teaching ESL, TESOL 2014.
c 2014 Kristin Lems kristinlems@gmail.com
Also see: ESL Support Video Channel: http://www.youtube.com/channel/UCNILOFXqUb-YY4hhjV4cOog
This document discusses how songs can be used effectively in the English classroom to support language learning. It provides several techniques for incorporating music, such as introducing new vocabulary, teaching pronunciation, and reviewing material. Some tips include exposing students to songs multiple times to help them get stuck in students' heads, using interactive songs that include actions, and playing soft music to encourage a positive learning atmosphere. Overall, the document advocates for using songs frequently in lessons as they are fun and can aid memory and language acquisition.
This document discusses using songs and chants in the classroom for language learning. It outlines advantages such as improving affect, cognition, linguistics, classroom atmosphere, and exposing students to language and culture. Disadvantages include lack of seriousness, distraction, excitement, taking away from syllabus, and lack of equipment. It provides examples of activities using songs for sequencing, fill in the blank, listening exercises, reviewing vocabulary, and cultural knowledge. It concludes that music creates a comfortable environment, exposes students to activities, and promotes confidence and group work.
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.
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.
The document discusses the use of songs, rhymes, chants and poems in language classrooms, noting that they are highly memorable tools that can be used to introduce, practice, and reinforce vocabulary and structures in an engaging way. It provides examples of different types of songs, chants, and rhymes that can be used at various stages and in various ways, such as for warm-ups, practicing pronunciation, celebrating accomplishments, and more. Criteria for selecting songs and activities for working with them are also outlined.
The document summarizes an English language learning program for students in Kindergarten 4 (K4) and Kindergarten 5 (K5) at a Spanish school over multiple years. It outlines the basic contents taught each year including greetings, celebrations, songs, vocabulary about colors, animals, numbers. It describes methodologies used like storytelling, songs, games. Assessments are primarily formative through observation of students' participation and comprehension. The goal is to improve students' English knowledge through fun and engaging activities.
Kristin Lems PCI at TESOL 2014 - Music and Song in Teaching ESLkristinlems
The powerpoint from Kristin Lems' Pre-conference Workshop, How Teachers can Incorporate Music and Song in Teaching ESL, TESOL 2014.
c 2014 Kristin Lems kristinlems@gmail.com
Also see: ESL Support Video Channel: http://www.youtube.com/channel/UCNILOFXqUb-YY4hhjV4cOog
This document discusses how songs can be used effectively in the English classroom to support language learning. It provides several techniques for incorporating music, such as introducing new vocabulary, teaching pronunciation, and reviewing material. Some tips include exposing students to songs multiple times to help them get stuck in students' heads, using interactive songs that include actions, and playing soft music to encourage a positive learning atmosphere. Overall, the document advocates for using songs frequently in lessons as they are fun and can aid memory and language acquisition.
This document discusses using songs and chants in the classroom for language learning. It outlines advantages such as improving affect, cognition, linguistics, classroom atmosphere, and exposing students to language and culture. Disadvantages include lack of seriousness, distraction, excitement, taking away from syllabus, and lack of equipment. It provides examples of activities using songs for sequencing, fill in the blank, listening exercises, reviewing vocabulary, and cultural knowledge. It concludes that music creates a comfortable environment, exposes students to activities, and promotes confidence and group work.
This document provides teaching materials for the song "The Logical Song" by Supertramp. It includes an activity using the lyrics to practice word formation, a discussion of the song's meaning about how education can restrict creativity and passion, and suggestions for further classroom discussion on societal pressures to conform versus staying true to oneself.
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.
Elementary education integration
Includes Elementary Lesson: Parts of Speech
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
A kindergarten class consisting of 11 girls and 9 boys will work on phonemic awareness skills through singing, dancing, games, and other activities. The teacher will use assessments to monitor students' progress in identifying and manipulating sounds. Parents will have access to tools on social media and the web to help their children practice skills at home.
This document summarizes a DFC project conducted by four members - Dorothy, Debby, Penny, and Tina - at Concordia Middle School under the guidance of Ms. Amy. Over the course of several classes, the members taught English to students through activities like teaching names and pronunciations, singing alphabet songs, telling stories, drawing, and dancing to music. Their goal was to help students enjoy learning English in a fun way without relying on their native language. The last day concluded with a powerpoint and song to encourage the students.
This lesson plan teaches verb tenses to 7th grade students. It begins with an introduction and objectives. The teacher leads various activities to teach the three main tenses - past, present, and future. Examples are provided and students participate in games to practice identifying verb tenses. The lesson concludes with an enrichment activity and practice questions to assess student understanding of using correct verb tenses.
1) The document discusses the form and usage of the past simple tense in English. It covers regular and irregular verbs in the past simple, questions, and negatives.
2) Examples are provided to demonstrate how to form the past simple of regular verbs by adding "-ed" and how irregular verbs have special past forms. Questions, negatives, and spelling rules are also explained.
3) Different usages of the past simple tense are outlined, including to talk about completed actions at specific times in the past, to list a series of completed actions, to describe durations or habits that are no longer true. Time expressions that can be used with the past simple are also mentioned.
This document provides a teaching guide for a Grade 1 music class focusing on dynamics and tempo. It includes lesson plans, activities, and assessments for two 40-minute classes on dynamics and two 30-minute classes on tempo. The lessons introduce key concepts like loudness vs softness and fast vs slow through songs, games, movement, and discussion. Students demonstrate their understanding by performing songs at different volumes and speeds, creating poems using loud and soft words, and identifying dynamics and tempos in various sounds and activities. The goal is for students to understand how to apply these musical elements appropriately based on the mood or style of different pieces.
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.
This lesson plan aims to teach students about different types of adverbs. It begins with an introduction to adverbs through analysis of song lyrics and examples. Students then watch a video explaining how adverbs modify verbs, adjectives, and other adverbs. The lesson identifies five types of adverbs: manner, place, time, frequency, and degree. Activities include students creating their own sentences using different adverbs and acting out phrases to demonstrate understanding. The goal is for 100% of students to be able to describe, use, and differentiate adverbs by the end of the lesson.
This lesson plan is for an English class for 5-6 year old students. It includes three activities - a review of animals and habitats, reading a story about habitats, and a matching game to reinforce vocabulary. The goals are to reinforce what the students have learned about animals, habitats, actions and characteristics through interactive activities like songs, stories and games.
The document provides information about the Simple Present tense in English. It begins by stating that the Simple Present corresponds to the present indicative tense in Portuguese. It then discusses the use of the Simple Present to indicate habitual or routine actions, general truths, and permanent facts. The formation of the Simple Present is explained, including the affirmative, interrogative, negative, and short answer forms. Examples are provided throughout to illustrate usage. Adverbs of frequency that are commonly used with the Simple Present are also listed.
This document is a resume for Jóhann Axel Schram Reed. It summarizes his education and career experience. He is currently pursuing a Master's in Music with a voice performance focus from Indiana University and holds a Bachelor's in Music with a voice performance focus from University of the Pacific. His career experience includes various roles teaching music and performing, such as voice instruction, musical directing, and worship leading.
Stress refers to pronouncing words or syllables with greater force. Primary stress is on the most prominent syllable. Secondary stress is on the next most intense syllable in longer words. Stress shift occurs when stress changes to create a new word with a different meaning. For example, the stress shifts from the second syllable to the first syllable when "insert" changes from a verb to a noun. Many factors like rhythm can affect stress patterns.
The document defines and provides examples for the eight parts of speech in English language: noun, pronoun, verb, adjective, adverb, preposition, conjunction, and interjection. Nouns are names of people, places or things. Pronouns are used in place of nouns. Verbs express actions or states of being. Adjectives describe nouns. Adverbs describe verbs, adjectives or other adverbs. Prepositions show relationships of nouns or pronouns to other words. Conjunctions join words or phrases. Interjections express emotions.
The document provides instruction on English grammar lessons, including topics like the simple past tense, past continuous tense, participles, telephone expressions, and prices/clothes. It includes examples and exercises for students to practice these grammar points. The lessons are adapted for adult high school students. Students are asked to complete sentences using simple past and past continuous tenses, identify participles in sentences, role play phone conversations using expressions, and answer questions about prices and clothing items using demonstratives.
This document discusses using songs in the primary English classroom to motivate students and reinforce language learning. It provides examples of songs from the LearnEnglish Kids website that can be used to practice grammar points, vocabulary, and listening skills. Tips are given for introducing, singing, and following up on songs in class. Songs are recommended for building confidence, memory, and a sense of community among young learners.
The document provides an overview of basic English grammar concepts including nouns, verbs, pronouns, adjectives, adverbs, prepositions and tenses. It defines different types of nouns such as proper nouns, common nouns, collective nouns and abstract nouns. It also describes the different forms and uses of verbs, pronouns, adjectives, adverbs, prepositions and tenses. Examples are given for each concept along with exercises for students to practice identifying and applying the grammar rules.
This document provides guidance for parents on supporting their child's phonics development at home. It explains the Read Write Inc phonics program used in Years 1 and 2, including the sets of sounds taught (Set 1, 2, and 3) and "green words". Suggested home activities include practicing sound cards and reading green words. It also outlines the Year 1 phonics screening check that evaluates phonics skills.
Learning Languages por Pamela Sandovalpamesandoval
This document discusses the importance of using music and songs in teaching foreign languages to children. It provides several key benefits:
1) Songs help children learn vocabulary, practice pronunciation, and be exposed to the target culture in an engaging way.
2) Music aids in memory as songs tend to get stuck in our minds. They use repetition which reinforces learning.
3) Songs motivate children and provide a fun change from the normal routine of language lessons.
4) Incorporating music trains children's brains and promotes overall development in both physical and emotional ways. The skills last a lifetime.
Cómo enseñar una lengua extranjera por Daisy Morejóndaisymorejon
This document discusses the importance of using music and songs in teaching foreign languages to children. It provides several key benefits:
1) Songs help children learn vocabulary, practice pronunciation, and be exposed to the target culture in an engaging way.
2) Music aids in memory as songs tend to get stuck in our minds. They use repetition which helps reinforce learning.
3) Using songs breaks up the routine and provides motivation and relaxation for children learning a new language.
It emphasizes the importance of selecting age-appropriate songs that interest the students and match their current language proficiency.
This document provides teaching materials for the song "The Logical Song" by Supertramp. It includes an activity using the lyrics to practice word formation, a discussion of the song's meaning about how education can restrict creativity and passion, and suggestions for further classroom discussion on societal pressures to conform versus staying true to oneself.
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.
Elementary education integration
Includes Elementary Lesson: Parts of Speech
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
A kindergarten class consisting of 11 girls and 9 boys will work on phonemic awareness skills through singing, dancing, games, and other activities. The teacher will use assessments to monitor students' progress in identifying and manipulating sounds. Parents will have access to tools on social media and the web to help their children practice skills at home.
This document summarizes a DFC project conducted by four members - Dorothy, Debby, Penny, and Tina - at Concordia Middle School under the guidance of Ms. Amy. Over the course of several classes, the members taught English to students through activities like teaching names and pronunciations, singing alphabet songs, telling stories, drawing, and dancing to music. Their goal was to help students enjoy learning English in a fun way without relying on their native language. The last day concluded with a powerpoint and song to encourage the students.
This lesson plan teaches verb tenses to 7th grade students. It begins with an introduction and objectives. The teacher leads various activities to teach the three main tenses - past, present, and future. Examples are provided and students participate in games to practice identifying verb tenses. The lesson concludes with an enrichment activity and practice questions to assess student understanding of using correct verb tenses.
1) The document discusses the form and usage of the past simple tense in English. It covers regular and irregular verbs in the past simple, questions, and negatives.
2) Examples are provided to demonstrate how to form the past simple of regular verbs by adding "-ed" and how irregular verbs have special past forms. Questions, negatives, and spelling rules are also explained.
3) Different usages of the past simple tense are outlined, including to talk about completed actions at specific times in the past, to list a series of completed actions, to describe durations or habits that are no longer true. Time expressions that can be used with the past simple are also mentioned.
This document provides a teaching guide for a Grade 1 music class focusing on dynamics and tempo. It includes lesson plans, activities, and assessments for two 40-minute classes on dynamics and two 30-minute classes on tempo. The lessons introduce key concepts like loudness vs softness and fast vs slow through songs, games, movement, and discussion. Students demonstrate their understanding by performing songs at different volumes and speeds, creating poems using loud and soft words, and identifying dynamics and tempos in various sounds and activities. The goal is for students to understand how to apply these musical elements appropriately based on the mood or style of different pieces.
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.
This lesson plan aims to teach students about different types of adverbs. It begins with an introduction to adverbs through analysis of song lyrics and examples. Students then watch a video explaining how adverbs modify verbs, adjectives, and other adverbs. The lesson identifies five types of adverbs: manner, place, time, frequency, and degree. Activities include students creating their own sentences using different adverbs and acting out phrases to demonstrate understanding. The goal is for 100% of students to be able to describe, use, and differentiate adverbs by the end of the lesson.
This lesson plan is for an English class for 5-6 year old students. It includes three activities - a review of animals and habitats, reading a story about habitats, and a matching game to reinforce vocabulary. The goals are to reinforce what the students have learned about animals, habitats, actions and characteristics through interactive activities like songs, stories and games.
The document provides information about the Simple Present tense in English. It begins by stating that the Simple Present corresponds to the present indicative tense in Portuguese. It then discusses the use of the Simple Present to indicate habitual or routine actions, general truths, and permanent facts. The formation of the Simple Present is explained, including the affirmative, interrogative, negative, and short answer forms. Examples are provided throughout to illustrate usage. Adverbs of frequency that are commonly used with the Simple Present are also listed.
This document is a resume for Jóhann Axel Schram Reed. It summarizes his education and career experience. He is currently pursuing a Master's in Music with a voice performance focus from Indiana University and holds a Bachelor's in Music with a voice performance focus from University of the Pacific. His career experience includes various roles teaching music and performing, such as voice instruction, musical directing, and worship leading.
Stress refers to pronouncing words or syllables with greater force. Primary stress is on the most prominent syllable. Secondary stress is on the next most intense syllable in longer words. Stress shift occurs when stress changes to create a new word with a different meaning. For example, the stress shifts from the second syllable to the first syllable when "insert" changes from a verb to a noun. Many factors like rhythm can affect stress patterns.
The document defines and provides examples for the eight parts of speech in English language: noun, pronoun, verb, adjective, adverb, preposition, conjunction, and interjection. Nouns are names of people, places or things. Pronouns are used in place of nouns. Verbs express actions or states of being. Adjectives describe nouns. Adverbs describe verbs, adjectives or other adverbs. Prepositions show relationships of nouns or pronouns to other words. Conjunctions join words or phrases. Interjections express emotions.
The document provides instruction on English grammar lessons, including topics like the simple past tense, past continuous tense, participles, telephone expressions, and prices/clothes. It includes examples and exercises for students to practice these grammar points. The lessons are adapted for adult high school students. Students are asked to complete sentences using simple past and past continuous tenses, identify participles in sentences, role play phone conversations using expressions, and answer questions about prices and clothing items using demonstratives.
This document discusses using songs in the primary English classroom to motivate students and reinforce language learning. It provides examples of songs from the LearnEnglish Kids website that can be used to practice grammar points, vocabulary, and listening skills. Tips are given for introducing, singing, and following up on songs in class. Songs are recommended for building confidence, memory, and a sense of community among young learners.
The document provides an overview of basic English grammar concepts including nouns, verbs, pronouns, adjectives, adverbs, prepositions and tenses. It defines different types of nouns such as proper nouns, common nouns, collective nouns and abstract nouns. It also describes the different forms and uses of verbs, pronouns, adjectives, adverbs, prepositions and tenses. Examples are given for each concept along with exercises for students to practice identifying and applying the grammar rules.
This document provides guidance for parents on supporting their child's phonics development at home. It explains the Read Write Inc phonics program used in Years 1 and 2, including the sets of sounds taught (Set 1, 2, and 3) and "green words". Suggested home activities include practicing sound cards and reading green words. It also outlines the Year 1 phonics screening check that evaluates phonics skills.
Learning Languages por Pamela Sandovalpamesandoval
This document discusses the importance of using music and songs in teaching foreign languages to children. It provides several key benefits:
1) Songs help children learn vocabulary, practice pronunciation, and be exposed to the target culture in an engaging way.
2) Music aids in memory as songs tend to get stuck in our minds. They use repetition which reinforces learning.
3) Songs motivate children and provide a fun change from the normal routine of language lessons.
4) Incorporating music trains children's brains and promotes overall development in both physical and emotional ways. The skills last a lifetime.
Cómo enseñar una lengua extranjera por Daisy Morejóndaisymorejon
This document discusses the importance of using music and songs in teaching foreign languages to children. It provides several key benefits:
1) Songs help children learn vocabulary, practice pronunciation, and be exposed to the target culture in an engaging way.
2) Music aids in memory as songs tend to get stuck in our minds. They use repetition which helps reinforce learning.
3) Using songs breaks up the routine and provides motivation and relaxation for children learning a new language.
It emphasizes the importance of selecting age-appropriate songs that interest the students and match their current language proficiency.
This document contains an English curriculum for Grade 1 students over 3 weeks. It includes songs, poems, stories and activities to teach students about themselves, their families, colors, foods and their body parts. The lessons incorporate singing, artwork, games and worksheets to engage students in learning through different mediums. The document provides a comprehensive weekly plan to introduce various concepts in an entertaining and interactive way for young learners.
This document contains an English curriculum for Grade 1 students over 3 weeks. It includes songs, poems, stories and activities to teach students about themselves, their families, colors, foods and their body parts. The lessons incorporate singing, artwork, games and worksheets to engage students in learning through different mediums. The document provides a comprehensive weekly plan to introduce various concepts in an entertaining and interactive way for young learners.
This document provides the weekly lesson plans for an English Grade 1 class, including songs, poems, stories, art projects, and games to teach students about themselves, their families, colors, numbers, foods, the body, and senses over the course of 6 weeks. The lessons incorporate music, artwork, games and activities to engage students as they learn foundational concepts in an enjoyable way.
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.
Babies Boogie: Adding Music and Dance to story time for under Two'sSara Figueroa
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.
Use it or Lose it! Games for the Creative 21st Century LearnerSusan Hillyard
This document provides information about a presentation by Susan Hillyard on using creative games in the language classroom. The presentation will explore teacher beliefs about creativity, challenge myths that creativity is difficult and only for the gifted, and provide strategies for getting students to develop speaking skills through using language creatively. The emphasis will be on competence in speaking through practicing new structures, vocabulary, pronunciation, and communication in a relaxed way. Cooperation among students will also be stressed as important for the 21st century learner. The workshop portion of the presentation will have teachers practicing sample creative activities.
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.
This document provides learning intentions and lesson plans for teaching early childhood music. It includes intentions such as listening to different pitches, keeping a steady beat, and singing with dynamics. Several songs and activities are outlined to help teach rhyming words, pitch changes, tempos, and more. Nursery rhymes are also listed that can aid in developing skills like counting, fine motor coordination, and timing through role play and actions.
Estebo – tpd – lesson plan nº 2 kindergartenCynthiaestebo
The document summarizes an English lesson plan for a group of 4-year-olds in Argentina. The 30-minute lesson focuses on colors and numbers. It includes revising colors like red and blue, introducing numbers 1-10, and using the vocabulary in activities like a song, game with stuffed animals, and worksheet. The lesson aims to develop the children's listening, speaking and vocabulary skills through interactive and communicative activities.
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.
This document provides a lesson plan for teaching 11-12 year old students about Christmas vocabulary and customs in English-speaking countries. The lesson plan involves listening to and filling in the lyrics to the song "Jingle Bells", discussing Christmas traditions, and completing a crossword puzzle with vocabulary from the song. The goals are for students to increase their Christmas vocabulary in English and develop cultural understanding, teamwork skills, and pronunciation.
Integrating Song And Percussion Into The E L D Curriculum 2SRVUSD
The document discusses how the author integrates songs and percussion into their ELD (English Language Development) curriculum. They found that singing helped shy and struggling students gain confidence with pronunciation and vocabulary. Songs are used to reinforce lessons on various topics. The author then started including percussion to keep rhythm and engage students who couldn't read yet. Combining singing and percussion has added fun and increased student acceptance of performing out loud. It has proven a successful way to accelerate learning for all English learners.
The practical guide for "Music Games" project "Let's share our games!" is an educational toolkit for teachers. In an accessible and interesting way, all partners shared successful practices, instructions and methods for conducting outdoor games with children, teachers and parents. You can see what kids are playing in Bulgaria, Italy, Latvia, Lithuania, North Macedonia, Greece, Romania or you can play whatever you like!
Enjoy a music games!
It's nice "Let's share our games!".
Musical games have a high developmental effect because they encourage children's activity and independence. Through them, rhythmic skills and habits are easily built. They can also be used to diagnose musical abilities, to highlight children's emotional responsiveness to music, their musical-auditory ideas, their musical memory, imagination, etc. They contribute to inclusion in different types of musical activities - listening to music, performing musical works, and the movements inherent in them.
Musical games are a source of pleasure and emotional saturation with the variety of activities and emphasized melodiousness included in them.
This article discusses using songs to teach grammar in English language classes. It describes the authors' experience incorporating songs into their lessons at Chinese Culture University over 14 years, progressing from using songs generally for fun to developing specific grammar teaching activities linked to songs. The authors now use DVD technology and various song sources, demonstrating activities like fill-in-the-blank, multiple choice, matching, dialogues, and sentence building. Literature on this topic shows songs can successfully combine with grammar instruction. The workshop showed teachers how to design different activity types to teach word and sentence grammar through movie songs.
This article discusses using songs and movie songs specifically to teach grammar in English language classes. It outlines three stages the presenters went through in developing their use of songs - initially just for fun, then seeking more meaningful instructional uses, and now taking a more professional approach focusing songs on specific language aspects. Literature on this topic is reviewed, showing songs have been used to teach functions, structures and grammar. The workshop demonstrated using DVD technology and various song sources, and showed different activity types like fill-in-the-blank, multiple choice, matching and sentence building to design grammar lessons around songs. The goal is to make grammar teaching more engaging for learners and effective for language acquisition.
This article discusses using songs to teach grammar in English language classes. It outlines three stages the authors went through in developing their approach: initially using songs casually, then creating their own activities focused on listening and pronunciation, and more recently taking a more professional approach informed by workshops and research. The article reviews literature on this topic and provides an example of a workshop the authors gave demonstrating how to design various activity types around movie songs to teach specific grammatical concepts, with the goal of making grammar learning more engaging and effective through music.
This document provides a summary of language learning tasks designed for a kindergarten class in Colombia. The objectives are to develop intercultural awareness through folk tales, increase fluency through songs and projects, and use the target language. Tasks include building vocabulary about the sun and moon, previewing and reading the story "I Am La Luna", singing and acting out a song, using target language structures, and drawing and collage projects. Some aspects went well, like student engagement, but others were challenging, such as pronunciation and generating target language. Improvements would focus on repetitive practice and dividing large groups.
This document is a lesson plan for a Spanish language class at a kindergarten. It includes details about the class such as the date, location, number of students, and language level. The lesson plan aims to teach students about means of transportation in the city through activities that develop listening, speaking, and motor skills. Students will review colors and vocabulary from previous classes, learn new vocabulary like boat and bird, count objects, and mime actions. The teacher will use songs, flashcards, posters and a toy frog to engage students and assess their comprehension and pronunciation.
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
1. The Internet TESL Journal
Musical Activities for Young Learners
of EFL
Abdulvahit Cakir
abdulcakir [at] yahoo.com
Gazi University (Ankara, Turkey)
Introduction
It has been said that children have a natural musical taste and that play is the only
activity that they take seriously. If this is so, teachers should not let song practice
or any activity seem like work. They should keep it spontaneous. This has been
shown to apply even to language teachers.
Acting on the idea that just as the selection of a particular tempo and beat in jazz
may convey powerful and varied emotions, stress, and intonation pattern of the
spoken language are essential elements for the expression of feelings and the
intent of the speakers, Carolyn Graham designed Jazz Chants to teach the natural
rhythm, stress and intonation patters of conversational American English. Graham
is not the only language teacher to recognize that music can be a wonderful
medium for natural language learning, often called language acquisition.
Language teachers in Turkey, for example, have been using English language
songs to help children improve their English thorough enjoyable activities. Readers
who want to study related theoretical and research support can profit from
examining the materials identified at the end of this article. I will present only some
of the main supports as a rationale. But my main goal here is to share some songs
and activities in the hope that more English language teachers around the world
will use such enjoyable and effective means to enhance language learning and
acquisition.
The Importance of Songs, Rhymes, Chants, and
Musical Games
Songs, rhymes, chants, and musical games are fantastic materials for the
language teacher to use with young learners. They have innumerable virtues. The
following are the ones which I like best:
Games/plays are a essential part of a curriculum, not a time filler or reward
(Vale & Feunteun). Here I would add songs, too.
2. Songs, rhymes, and chants are wonderful means of teaching stress and
intonation patterns of English.
Play and music are a source of motivation, interest and enjoyment.
Parents should not become anxious if children say they have 'played' or
'sung' in the language class.
Games, including musical ones, constitute a context for language use for
children. They become themselves when they play or sing.
Music and rhythm make it much easier to imitate and remember language
than words which are just 'spoken'--if you teach children a song, it somehow
'sticks'.
You can use a song or a chant to teach children the sounds and rhythm of
English, to reinforce structures and vocabulary, or as Total Physical
Response activities--but above all to have fun (Phillips).
A song is a very strong means of triggering emotions that
o contributes to socialization (a song is collective)
o appeals to the ear (one listens to himself while singing)
o engenders pleasure (reproduction of a sound, enjoyment of the
rhythm)
o helps to develop an aesthetic taste (expressing feelings and
sentiments)
Songs contain words and expressions of high frequency and offer repetition.
Singing helps to acquire a sense of rhythm.
It facilitates memorizing when it is associated with a linguistic item.
The children are motivated by the music, by the variety of rhythms, by the
instrumentation (guitar, contrabass, percussions), by the different voices involved
(Masculine, feminine, child, adult) and by the themes (boys/girls, circus, family,
animals, etc.).
Finding and Using Musical Materials for Young
Learners
To cut the long story short, if used properly by the teacher, plays and songs are
excellent means whereby children have fun and at the same time acquire a
language. Teachers often worry about where to find songs, chants, and rhymes.
However, there is no great secret to turning ordinary language into chants.
Children find it quite natural to turn almost anything into a chant. You can fit the
words to any topic you are doing (Reilly & Ward). For example:
We're going to the beach (zoo, park, moon, etc.)
We're going to the beach
Hooray, hooray, hooray
We're going to the beach
3. You could even encourage the children to make up a little tune to these words if
they want to, and to make up new chants of their own. Another alternative is to
take a well-known tune and put your own words to it. For example, using the
traditional French tune 'Frere Jacque' or a Turkish tune like 'Postaci'.
The following are several suggestions for ELT activities with young learners,
including a choosing rhyme, a singing game, a chain dialogue, and two songs. All
are well known in the United States. Applied linguists often propose very
systematic and theoretically well-based techniques and activities to use with songs
and rhymes. In my opinion such strict steps more often than not prove useless
since songs vary so much in form, music, words, meaning, rhythm and level.
Perhaps we could draw very broad guidelines. Let us listen to the following
authentic American pieces and decide ourselves what activities we could do.
A. Eeny, Meeny, Miny Mo
Eeny meeny miny mo,
Catch a tiger by the toe.
If he hollers, make him pay
Fifty dollars every day.
My mother told me to
Choose the very best one.
B. Punchinello
What can you do, Punchinello funny fellow?
What can you do, Punchinello funny you?
2. You can do it, too ...
3. You choose one of us ...
C. Who Stole the Cookies from the Cookie Jar?
Group: Who stole the cookies from the cookie jar?
Jimmy stole the cookies from the cookie jar.
Jimmy: Who me?
Group: Yes, you!
Jimmy: Not me!
Group: Then who?
Jimmy: Linda stole the cookies from the cookie jar.
Linda: Who me?
Group: Yes you! (And so on).
D. London Bridge
London Bridge is falling down,
Falling down, falling down,
London Bridge is falling down,
My fair lady.
Chorus: (song after each verse)
Take the key and luck her up...
4. 2. Build it up with iron bars
3. Iron bars will bend and break
4. Build it up with silver and gold.
E. Miss Lucy Had a Baby
Miss Lucy had a baby,
His name was Tiny Tim,
She put him in the bathtub
To see if he could swim.
He drank up all the water,
He ate up all the soap,
He tried to eat the bathtub,
But it wouldn't go down his throat.
Miss Lucy called the doctor,
Miss Lucy called the nurse,
Miss Lucy called the lady
With the alligator purse.
The Activities Based on the Above Rhymes and
Songs
A. Eeny, Meeny, Miny Mo
The first song is a typical choosing rhyme. It is normally used to determine
who is "it". In a group of children one child chants the rhyme while pointing
to or touching the children one by one, including himself. The child pointed
to last at the end of the rhyme is out. The same thing goes on till one child is
left to be "it" (Beall et al.). Not what you say but what you do by saying that
is important. So the if clause here does not express any condition. All the
words and structures are used to choose rather than to mean something.
B. Punchinello
Children form a circle. One child is in center as "it". "It" makes a motion
while children sing the first verse. Children copy "it"s motion during verse 2.
"It" chooses another child to replace him and takes that person's place in the
circle.
C. Who Stole the Cookies from the Cookie Jar?
The group of children form a circle. The teacher decides whose name will be
called first (or we can use a choosing rhyme). The group asks the question
and answers it with the given name. The person whose name is used
refuses the accusation. The group insists. The person refuses once more.
The group then asks who. The person gives the name of someone else in
the group, and it goes on like that.
D. London Bridge
5. Two children join hands and form an arch. They secretly decide who is silver
and who is gold. The other children form a single line to pass under the
bridge. Children in line pass under the bridge. On 'My fair lady', the bridge
falls and captures a prisoner. The bridge gently sways the prisoner back and
forth. At the end of the chorus, the prisoner is secretly asked, 'Do you want
to pay with silver or gold?' The prisoner then stands behind the child
representing this choice. This goes on until all children have been captured.
A tug-of-war between "gold" and "silver" ends the game.
E. Miss Lucy Had a Baby
1. Listen to the song and write the words in every line in the correct
order.
Miss Lucy, baby, a, had
was, his, Tiny Tim, name
in, she, bathtub, him, the, put
could, if, to, he, swim, see
drank, he, water, up, all, the
up, soap, he, all, ate, the
to, bathtub, the, eat, he, tried
his, but, go, throat, it, down, wouldn't
called, Miss Lucy, doctor, the
Miss Lucy, nurse, the, called
lady, the, Miss Lucy, called
alligator, with, purse, the
2. Listen to the song and fill in the blanks. (One may leave out, say, all
the verbs)
Miss Lucy .......... a baby,
His name ......... Tiny Tim,
She ....... him in the bathtub
To .......... if he could ......... .
He ......... up all the water,
He ......... up all the soap,
He ........ to eat the bathtub,
But it .......... .......... down his throat.
Miss Lucy .......... the doctor,
Miss Lucy .......... the nurse,
Miss Lucy .......... the lady,
With the alligator purse.
6. 3. Listen to the song and put the lines in the correct order.
o His name was Tiny Tim,
o He ate up all the soap,
o With the alligator purse.
o He drank up all the water,
o Miss Lucy called the doctor,
o Miss Lucy had a baby,
o He tried to eat the bathtub,
o She put him in the bath tub
o Miss Lucy called the nurse,
o To see if he could swim.
o But it wouldn't go down his throat.
o Miss Lucy called the lady,
The Use of Musical Materials and Poetry with
Comparatively Older Children
The following are some suggestions for teachers of older students at more
advanced levels, using songs, musical games or rhymes (adapted from Dumont)
though Phillips also proposes a somewhat similar framework for the teaching of
songs.
1. Making the learners sensitive to the theme
This is the pre-presentation stage devoted to create interest on the part of
the learners. This part could be done in the native language.
2. Listening to the song and presenting the gestures
The teacher has the children listen to the song while miming. He has to "act"
the dialogue that is "said" in the song.
3. Spontaneous expression
After the students listen to the song several times, the teacher invites them
to express their first reactions and impressions: their remarks on the
language used, their feelings, etc.
4. Hypotheses on the meaning
The teacher encourages the children to formulate hypotheses on the
general meaning of the text starting from their first impressions.
5. Verification of the hypotheses
While listening to the song once more, this time more systematically and
with the support of the teacher's guidance, the learners are asked to verify
their hypotheses.
6. Phonological activities on pronunciation difficulties
Sometimes certain parts of a song are difficult to hear because of the
instrumentation, bad recording etc. Misunderstandings may result from
interligual or intralingual factors. In such cases the teacher steps in and
devises remedial activities.
7. Systematic teaching
This component is composed of the following steps:
7. o First listening
o The repetition of the song by the teacher in the spoken form
o Repeating altogether
o Listening to the song from the cassette or CD
o The repetition of the song in the instrumental version
8. Other activities
Games, role play, exercises of oral discrimination, etc.
Conclusion
According to Krashen's input hypothesis, humans acquire language in only one
way -- by understanding messages, or receiving 'comprehensible input'. So
teaching activities should be designed in such a way as to supply the child with
enjoyable and easy to understand input. As is clearly seen in the samples above,
songs rhymes and games are wonderful materials in that respect. They are
comprehensible, enjoyable, authentic and full of language we need in real life.
They are part of our lives and they are around us. All we need do is share them
with our students with a little planning before we enter the class.