USING SONGS IN THE ENGLISH CLASSROOM

One of the problems we, teachers, face is maintaining learners’ interest throughout the lesson. Consequently, we have to be very creative in the activities we use. One of the activities that really works and does wonders is using songs. Music with its universal appeal is a great teaching tool, connecting all cultures and languages. This makes it one of the best and most motivating resources in the classroom, regardless of the age. Learners have a lot of benefit from learning through songs. Using songs in the classroom is a wonderful way to develop listening, speaking, reading and writing skills. Besides, this activity develops learners’ sociocultural competence, aesthetic taste, stimulates memory and provides a great opportunity for physical activity.
There are many types of songs which can be used in the classroom ranging from nursery rhymes to contemporary pop or rock music. To get the right song consider the following:
- carefully examine what it is you want your class to learn in the lesson. (Is this going to be a lesson focusing on vocabulary, grammar, pronunciation or a particular topic)?
- the language level of your class will determine not only which song you can use, but also what other activities you will use to develop the lesson;
- for young learners use songs that are repetative and very easy to understand;
- for teenagers use contemporary pop or rock songs.
Steps for making a song the focus of your class:
1. Listen to the song or watch the video. Ask learners if they’ve heard it before.
2. Ask some questions about the title.
3. Listen to the song again, this time with lyrics.
At this point you might do one or more of the following activities:
- learners read the lyrics while they listen;
- learners can highlight unknown words for later discussion;
- learners fill in the gaps as they listen.
4. Focus on a particular verb tense or aspect of grammar.
You might ask the questions as these:
How many examples of … can you find in the lyrics?
Why did the writer of the song choose this verb tense or this aspect of grammar?
5. Focus on vocabulary, idioms and expressions.
6. Round things off with some creativity.
Ask your students to do one or more of the following activities:
-write another verse of lyrics, maintaining the same mood and style as the original;
-plan a music video of the song;
-draw the song;
-write a letter to the main character or the singer;
-rewrite the song as a story;
-write a story which began before the story in the song and led to it.
The examples shown in these handouts are based on the 11th form textbook by O. Karpiuk, topics of Family and Friends and Art.
Handout 1.
1. Pre listening.
Have you ever heard about the group “Pink Floyd”?
What do you know about the group?
Do you know any of the group’s songs?
2. Listen to the song.
If
If I were a swan, I'd be gone.
If I were a train, I'd be late.
And if I were a good man, I'd talk with you more often than I do.
If I were to sleep, I could dream.
If I were afraid, I could hide.
If I go insane, please don't put your wires in my brain.
If I were the moon, I'd be cool.
If I were a rule, I would bend.
If I were a good man, I'd understand the spaces between friends.
If I were alone, I would cry.
And if I were with you, I'd be home and dry.
And if I go insane, will you still let me join in with the game?
If I were a swan, I'd be gone.
If I were a train, I'd be late again.
If I were a good man, I'd talk to you more often than I do.
3. Listen to the song again, this time with lyrics.
Fill in the gaps with conditional sentence as you listen.
If I … a swan, I … be gone.
If I … a train, I … late.
And if I … a good man, I … with you more often than I do.
If I … to sleep, I … dream.
If I … afraid, I … hide.
If I go insane, please don't put your wires in my brain.
If I … the moon, I … cool.
If I … a rule, I … bend.
If I … a good man, I … understand the spaces between friends.
If I were alone, I … cry.
And if I … with you, I'd … home and dry.
And if I go insane, will you still let me join in with the game?
If I … a swan, I … gone.
If I … a train, I … late again.
If I ... a good man, I … to you more often than I do.
4. Focusing on particular aspect of grammar.
What type of conditionals are these in the song?
Why did the writer of the song choose them?
Transform the second conditionals into 1st and 3d Conditionals.
5. Focusing on vocabulary.
What does “go insane” mean?
What do you think about the lyrics?
What do you think the song is about?
Is the narrator a good partner?
6. Developing creativity.
Write a story which began before the story in the song and led to it.
Handout 2.
1. Pre-listening.
Do you know any artist with the name “Vincent”?
What do you know about Vincent Van Gogh?
Have you ever seen any of his paintings (reproductions of paintings)?
2. Listen to the song.
Have you heard it before?
What does the song describe?
How does the singer feel?
3. Listen to the song again this time with lyrics.
As you listen complete it by choosing one of the words at the end of the lines.
Starry, starry night
Paint your palette blue and grey
Look out on a summer's day
With … eyes that know the darkness in my soul
(ice/eyes)
Shadows on the hills
Sketch the trees and the daffodils
Catch the …breeze and the winter chills
(freeze/breeze)
In colors on the snowy linen land
Now I understand
What you tried to say to me
How you suffered for your …
(sanity/vanity)
How you tried to set them free
They would not listen,
They did not know how
Perhaps they'll listen now
Starry, starry night
… flowers that brightly blaze
(framing/flaming)
Swirling clouds in violet haze
Reflect in Vincent's eyes of china blue
And now I understand
What you tried to say to me
How you suffered for your sanity
How you tried to set them free
Perhaps they'll listen now
For they … not love you
(could/would)
But still your love was true
And when no hope was left in sight
On that starry, starry night
You took your …, as lovers often do
(knife/life)
But I could have told you, Vincent
This world was never meant
For one as beautiful as you
Starry, starry night
Portraits hung in empty halls
Frame-less heads on nameless walls
With eyes that watch the world and can't forget
Like the strangers that you've met
The ragged men in ragged clothes
The silver thorn of bloody rose
Lie crushed and broken on the virgin snow
And now I think I know
What you tried to say to me
And how you tried to set them free
They would not listen,
They're not listening still
Perhaps they never will
4. What words and phrases does the singer use to describe Van Gogh’s pictures?
Does the song include references to Van Gogh’s landscape works?
What are they?
Does the singer consider these pictures to be beautiful?
What does the song demonstrate?
5. Plan a music video of the song. Write a letter to the singer. The possibilities for activities you can do with songs in the classroom are endless. Music and songs are fun, and most people enjoy them. Make songs a regular feature in you English lesson.