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Teaching English Through Songs. It is created to develope listening comprehension, critical thinking skills, and spoken and written fluency. Each unit is based upon a theme that is relevant to life. Using songs to learn English is often overlooked. People are afraid to use them, because they can’t sing or don’t see any value in them. However, songs serve multiple purposes. They provide motivation and memorable experiences, are a break from the routine, help with pronunciation (stress and rhythm), give insight into culture, help build vocabulary, create interesting and motivational discussions, and break down barriers in the classroom.
EXPLANATION OF LAYOUT OF THE LESSONS
Each lesson contains the following activities: warm-up, pre-listening, listening, and follow-up
discussions. The exercises are designed to stimulate interest in the topic by drawing upon prior
knowledge about the topic and by developing comprehension through vocabulary and listening activities.
Follow-up tasks are designed to integrate themes discussed in the songs with students’ opinions.
The warm-up activity introduces the topic, prepares students for the topic by drawing upon previous knowledge and gets students speaking English. This activity should be 5 to 10 minutes.
The pre-listening activities further prepare students for the listening task. Students are presented with 8-
12 new vocabulary words or phrases. The words or phrases aid students in their understanding of the
songs and prepare them for discussions.
Before students listen, they are encouraged to make predictions about the content of the song based
upon the title or the vocabulary. Pre-listening activities should last 15-20 minutes.
Ss listen three times in order to develop their listening skills. The listening should last 20 to 25 minutes.
The purpose of the first listening is to listen for the main idea(s). For example, students are
asked to listen for the answer to a question. Before the next listening, students should have an
opportunity to discuss the answer(s) with a partner and report their answer(s) to the class.
Working in partners: guarantees that all students are participating, allows them to practice their
responses in a non-threatening atmosphere, and helps them focus on facts that they might have
Students listen a second time for details by answering True/False questions or multiple-choice
questions, completing a cloze activity, filling in a chart, or doing a sentence strip activity Before
moving on to the third listening, allow students to check their work in partners for one or two
minutes. It is not necessary to share answers with the class at this time.
OTHER LISTENING ACTIVITIES
If you are tired of the same activities, try one of the following activities instead:
Write title on the board. Have Ss partner and write 3 questions that they think the song
Write the major events in the song on the board. Have Ss create a story based upon these
Select a song about a certain topic. Ask Ss what they know about the topic. Write the ideas
on the board. Next ask them what they want to know about the topic. Write this in a column
beside the first column. After they have listened to the song, ask them what they learned
about the topic. (Activity known as K-W-L Chart: Know-Want to Know-Learned)
Show Ss a clip from the music video, with out the words. Have them make predictions based
Main Idea Activities
Listen to find out if their predictions from the pre-listening activity were correct.
Have a list of statements about the song. Ask Ss to decide which of these statements are
mentioned in the song.
Write three titles on the board. Ask Ss to listen and select the best title.
Show several photos. Have Ss listen to the song and decide which of these pictures is/are
appropriate for the song
Listen and make up a title for the song.
Listen to the song and match photos / titles / etc. to appropriate paragraphs in the song.
Listen to the song and sequence pictures according to the sequence in the song.
Listen for the answer one or two general questions, T/F statements etc. about
the content of the text (not too specific at this point)
Detailed Reading Activities
multiple choice questions
matching questions to answers
filling in a chart
putting items in order (words, phrases, sentences, pictures)
filling in blanks (cloze activity/gap fill)
answering questions (more detailed than main idea questions)
categorising (e.g. Advantages / Disadvantages)
note-taking under headings
re-ordering jumbled text
I Have a Dream
Martin Luther King Jr.
I say to you today, my friends, that in spite of the difficulties and frustrations of the moment I still have a
dream. It is a dream deeply rooted in the American dream.
I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We hold
these truths to be self-evident: that all men are created equal.”
I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former
slave owners will be able to sit down together at the table of brotherhood.
I have a dream that one day even the state of Mississippi, and the desert state sweltering with the heat of
injustice and oppression, will be transformed into an oasis of freedom and justice.
I have a dream that my four little children will one day live in a nation where they will not be judged by the
color of their skin but by the content of their character.
I have a dream today. I have a dream that one day the state of Alabama, whose governor’s lips are
presently dripping with the word of interposition and nullification, will be transformed into a situation
where little black boys and black girls will be able to join hands with little white boys and white girls as
sisters and brothers.
I have a dream. I have a dream that one-day every valley shall be exalted, and every hill and every
mountain shall be made low, the rough places will be made plains and the crooked places will be made
straight and the glory of the Lord shall be revealed and all flesh shall see it together.
This is our hope. This is the faith that I will go back to the South with. With this faith we will be able to
hew out of the mountain of despair a stone of hope.
With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of
With this faith we will be able to work together, to pray together, to struggle together, to go to jail
together, to climb up for freedom together, knowing that we will be free one day.
This will be the day when all of God's children will be able to sing with new meaning "My country 'tis of
thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the Pilgrim's pride, from
every mountainside, let freedom ring!"
And if America is to be a great nation, this must become true. So let freedom ring from the hilltops of New
Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the
heightening Alleghenies of Pennsylvania. Let freedom ring from the snow-capped Rockies of Colorado.
Let freedom ring from the curvaceous slopes of California. But not only that, let freedom ring from Stone
Mountain of Georgia. Let freedom ring from every hill and molehill of Mississippi and every mountainside.
And when this happens, when we let freedom ring, when we let it ring from every tenement and every
hamlet, from every state and every city, we will be able to speed up that day when all of God's children,
black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and
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