Why use songs in the classroom?
There are many reasons to use songs in the classroom.
Activities to do with songs and music
You can do lots of things with the song lyrics. Fill in blanks, ask and answer questions about the lyrics or about the different situations or characters in the song, write a letter to one of them, send an answer to the person referred to in the song, rewrite it as a story, write a story which began before the story in the song and led to it, write story which will continue after the song, change words ( adjectives, adverbs, names, places, feelings, etc.), invent new lyrics for the melody, "draw" the different stanzas and of course enjoy listening to it or singing it.
Blanks
Students receive lyrics with some blanks (specially the parts that have to do with the subject covered in the class). They listen to the song and fill in the blanks. Then they listen to it another time to check if they got the blanks filled in correctly.
STRIPS OF PAPER
This activity depends on the length of the song. It’s possible to cut the lyrics in strips of paper and have a contest dividing the class in two groups. So the group that gets the lyrics with less mistakes after the second time (even after the first time, depending on the level of the class), gets a reward.
RELAXATION
Bring in some celtic, classic or just instrumental music on test days and put it on very low. Students will relax and feel more comfortable during the test.
GUIDED FANTASY
It’s recommended to do this procedure on a first-day class, to "break the ice". Prepare a text, very imaginative, something that can take many different points of view, and read it out loud while the song's being played. Students have their eyes closed , ask them to imagine exactly what you are reading and let their imagination flows along with the song. This is very relaxing!
Some examples of pre-listening focusing lessons
There are tons of things you can do to get the students involved. The most important point is to provide preliminary material to the listening itself so that students have a clear, concrete reason for listening.
Speculation: Put the title of the song on the board. Have students in pairs make guesses about what the song is about and write them down on a piece of paper. Then have students pass their papers a group to the left and have them read them. Students must guess if the other students guess is the same or different than theirs.
Pictures: Get a picture of the performers. Have students make up a story about them. Or get a picture that relates to the subject matter of the song. Students must guess about the song.
Take vocabulary from the song:
Step 1: Put eight or ten words at random on your black/white board. Students get up and ask each other what the words mean.
Step 2: Have students in groups of 3 or 4 write a quick story that uses the words.
Step 3: Play the tape. Students must shout STOP any time they hear one of the new vocabulary words. First student to shout correctly gets a point for their team.
Cut the song into strips. Give each student one strip to memorize. Students put the strips in their pockets. Students get up and tell each other their part of the song, without looking at their part or showing their part to anyone else. Then you can do many things: you could have students listen to the tape and put down the names of their classmates in the order they hear the parts to having the students take out their strips, listen to the song and then put them on a table in order as they hear their part of the song.
Write up a set of questions around the topic. Have students ask each other the questions. Or, more advanced, choose two songs of a similar theme(or first and second half of the song), split the class into two teams. Have each group listen to their part and make up questions. Trade tapes and students just listen to the other group's song. Finally pair each student with a member of the opposite team and have them take turns asking their questions.
Some examples of songs and tasks
An Englishman in New York
by Sting
I don't drink coffee____________ my dear
I like my toast done on the side
And you can hear it in_______________
I'm an Englishman in New York
See me walking down Fifth Avenue
A walking cane ________________
I take it everywhere I walk
I'm an Englishman in New York
I'm an________, I'm a legal _______
I'm an Englishman in New York
I'm an _______, I'm a legal _________
I'm an Englishman in New York
If "manners maketh man" as someone said
Then he's the hero of the day
It takes a man to suffer ignorance and smile
Be yourself _____________________
I'm an alien, I'm a legal alien
I'm an Englishman in New York
I'm an alien, I'm a legal alien
I'm an Englishman in New York
Modesty, propriety can lead to notoriety
You could end up as the only one
Gentleness, sobriety are rare in this society
At night a candle's brighter than the sun
Takes more than combat gear to make a man
Takes more than license for a gun
Confront your enemies, __________________
A gentleman will walk but __________________
If "manners maketh man" as someone said
Then he's the hero of the day
It takes a man to suffer ignorance and smile
Be yourself _____________________
I'm an alien, I'm a legal alien
I'm an Englishman in New York
I'm an alien, I'm a legal alien
I'm an Englishman in New York
Exercise
What are pronunciation differences between British and American English? What sentence in the song clearly captures the idea of differences in accents?
by Phil Collins
Exercises to practice language skills
pretends, embarrassed, paradise, probably, whistle
She calls out/comes out to the man on the street
‘sir, can you help me?
It’s cold/sold and I’ve nowhere to sleep/sit,
Is there somewhere/someone you can tell me?’
He walks on/talks on, doesn’t look back/black.
He pretends he can’t hear/hurt her
Starts to whistle as he crosses the street
Seems embarrassed to be there/here
Oh think twice/tight, it’s another/older day for
You and me in paradise
Oh think twice, it’s just another day for you,
You and me in paradise
She calls out/cries out to the man on the street/on a street
He can see she’s been crying/trying
She’s got blisters/bitten on the soles of her feet/face
Can’t walk but she’s trying/crying
Oh think twice…
Oh lord, is there something/nothing more anybody can do
Oh lord, there must be something/nothing you can say/play
You can tell/sell from the lines/lights on her face/feet
You can see that she’s been there/here
Probably been moved on from every place/memory place
‘cos she didn’t fit/sit in there
Oh think twice…
Eleanor Rigby - The Beatles
Listen to the song and fill in the gaps with the following words:
care saved hear dream near lonely
grave from belong people came door
Ah, look at all the lonely people.
Ah, look at all the lonely people.
Eleanor Rigby picks up the rice in the church where a wedding has been.
Lives in a ____________(1)
Waits at the window, wearing the face that she keeps in a jar by the ___________(2)
Who is it for? All the lonely people,
Where do they all come from?All the lonely people,
Where do they all belong?
Father McKenzie, writing the words of a sermon that no one will ___________(3)
No one comes ____________(4)
Look at him working, darning his socks in the night when there's nobody there.
What does he ____________(5)?
All the lonely people, Where do they all come from?
All the lonely people,
Where do they all belong?
Ah, look at all the lonely people.
Ah, look at all the ____________(6) people.
Eleanor Rigby died in the church and was buried along with her name.
Nobody ____________(7)
Father McKenzie, wiping the dirt from his hands as he walks from the _____________(8)
No one was _____________(9)
All the lonely ____________(10)
Where do they all come _____________(11)?
All the lonely people,
Where do they all ____________(12).
Let It Be. The Beatles
Listen to the song and fill in the gape with the following words:
see parted whisper answer tomorrow
agree music people darkness me
speaking will wisdom words trouble
When I find myself in times of .........................(1)
Mother Mary comes to me.
Speaking words of............................. (2) let it be.
And in my hour of ..............................(3)
She is standing right in front of me.
(4) words of wisdom, let it be.
Let it be, let it be, let it be, let it be.
Whisper words of wisdom, let it be.
And when the broken hearted ..........................(5)
Living in the world ...........................(6)
There will be an ...........................(7) let it be.
For though they may be............................ (8)
There is still a chance that they will................... .(9)
There will be an answer, let it be.
Let it be, let it be, let it be, let it be.
Yeah, there will be an answer, let it be.
Let it be, let it be, let it be, let it be.
._______________(10) words of wisdom, let it be.
Let it be, let it be, let it be, Yeah, let it be
Whisper words of wisdom, let it be
And when the night is cloudy there is still a light that shines on me.
Shine until .........................(11) let it be.
I wake up to the sound of ...........................(12)
Mother Mary comes to ............................(13)
Speaking words of wisdom, let it be.
Let it be, let it be, let it be, yeah, let it be.
There .........................(14) be an answer, let it be.
Let it be, let it be, let it be, yeah, let it be.
Whisper .........................(15) of wisdom, let it be.
We Can Work It out. The Beatles
Listen to the song and fill in the gaps with the following words:
alright again wrong long crime
time friend good-night work it out gone
chance my way fussing short saying
Try to see it ________________(1)
Do I have to keep on talking till I can't go on?
While you see it your way,
Run the risk of knowing that our love may soon be _______________(2)
We can work it out,
We can _________________(3).
Think of what you're ___________________(4)
You can get it wrong and still you think that it's ___________________(5)
Think of what I'm saying,
We can work it out and get it straight, or say ______________________(6)
We can work it out,
We can work it out.
Life is very _______________(7), and there's no time
For _________________(8) and fighting, my friend.
I have always thought that it's a __________________(9),
So I will ask you once __________________(10)
Try to see it my way,
Only time will tell if I am right or I am_________________(11).
While you see it your way
There's a _______________(12) that we may fall apart before too long.
We can work it out,
We can work it out.
Life is very short, and there's no time
For fussing and fighting, my ________________(13)
I have always thought that it's a crime.
So I will ask you once again.
Try to see it my way,
Only ______________(14) will tell if I am right or I am wrong.
While you see it your way
There's a chance that we may fall apart before too ________________(15)
We can work it out,
We can work it out.
Contents
Why use songs in the classroom?...............................................2
Activities to do with songs and music…………………………3
Some examples of pre-listening focusing lessons……………..4
Some examples of songs and tasks…………………………….6
An Englishman in New York (Sting)………………………….6
Change the World (Eric Clapton)……………………………..8
Another Day in Paradise (Phil Collins)……………………….9
I Have a Dream (Abba)………………………………………11
Eleanor Rigby (The Beatles)…………………………………12
Let It Be (The Beatles)……………………………………….14
We Can Work It out (The Beatles)…………………………..16
1