USING MUSIC IN CLASS

 USING MUSIC IN CLASS

9 Reasons Why You Should Use Songs to Teach EFL

 Language teachers can and should use songs as part of their classroom teaching repertoire. Songs contain authentic language, are easily obtainable, provide vocabulary, grammar and cultural aspects and are fun for the students. They can provide valuable speaking, listening and language practice in and out of the classroom. Some key reasons songs can work exceedingly well in the foreign language classroom include the following:

1. Songs almost always contain authentic, natural language.
This often contrasts the contrived, stilted language found in many student texts. Of course songs can also go to the other extreme by using overly crude, foul or otherwise objectionable language. With careful screening, an extensive library of usable songs for language learning can be compiled.

2. A variety of new vocabulary can be introduced to students through songs.
Looking to boost student vocabulary with useful phrases, vocabulary and expressions? Songs are almost always directed to the native-speaking population so they usually contain contemporary vocabulary, idioms and expressions.

3. Songs are usually very easily obtainable.
Cibemba and Silozi non-withstanding, songs are usually not that difficult to obtain. Local sources may be available including the students themselves. There's always the internet which can connect you with song downloads in all but the most obscure languages.

4. Songs can be selected to suit the needs and interests of the students.
In English especially, so many songs are available that selection of songs with suitable themes, levels and vocabulary is not at all difficult. Allowances can also be made for complexity or simplicity of language, depending on the students, by selecting and using suitable songs.                        

5. Grammar and cultural aspects can be introduced through songs.
Most if not all songs have a recurring theme or story. So excerpting cultural elements is usually a possible, but often overlooked aspect of using songs. I still use "Hit the Road Jack" sung by the late Ray Charles to illustrate spoken contractions. He uses spoken contractions is virtually every line of the song.

6. Time length is easily controlled.
Whether you have an hour, 30 minutes, or only 15 minutes or so, a song can be used in the course of a planned lesson. Use of songs is very flexible.

7. Students can experience a wide range of accents.
A good thing about songs is that you can expose the students to many different kinds of English. British English, American English, Caribbean English are all widely available through songs. Accents too are well represented by songs from different regions and in a variety of types and formats. Gospel, soul, R & B, Pop, Rock, Reggae, Jazz and other styles change not only accents, but vocabulary and usage too.

8. Song lyrics can be used in relating to situations of the world around us.
Songs have been used as vehicles of protest for civil rights, workers' rights, even prisoners' rights along with an untold number of other causes. They've expounded on pollution, crime, war and almost every social theme or cause. We won't even mention how many songs are about, related to or explore the theme of sex.

9. Students think songs are natural and fun.
Well actually they are, aren't they? Fun, even silly songs abound in English. Some singers actually made a career out of them. (Ray Stevens, anyone?) They make offbeat, fun changes of pace with classroom use.

These are only some of the many reasons songs are useful in the language learning classroom. They contain authentic language, are easily obtainable, provide vocabulary, grammar and cultural aspects and are fun for the students. They provide enjoyable speaking, listening, vocabulary and language practice both in and out of the classroom. So EFL, English as a foreign language, ESL, English as a Second language and foreign language teachers should all consider using songs as a regular part of their classroom activities.

Benefits of using Music

 

Have you ever heard of anyone who doesn't like music? Some people may not like art, dancing, reading, or movies, but almost everyone likes one kind of music or another. Most people like many different kinds of music. Studies have shown that music...

• improves concentration
• improves memory
• brings a sense of community to a group
• motivates learning
• relaxes people who are overwhelmed or stressed
• makes learning fun
• helps people absorb material

  1. Natural Language

     • Songs contain natural language, often taken from a conversation or the actual subject the song is about. This markedly contrasts with the often forced language seen in student textbooks. The discerning teacher will be able to screen out any inappropriate language that some songs contain and assemble a list of songs available for use in the classroom.
       

     Vocabulary

     • A wide variety of current and useful vocabulary can be acquired through popular songs. When learning a new language, the most successful students will be those who interact with the native speakers of that language. As this may not be possible in most classroom situations, popular songs of that culture are a good place to start. Contemporary vocabulary, idioms and expressions can be readily acquired with almost native proficiency, as these songs are usually directed only at the native--speaking market.
       
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     Accessibility

     • With the availability of iPods and other forms of digitized music, there is a plethora of music and popular songs available for this purpose. It is equally easy to find the lyrics to a particular song on the Internet, and these lyrics, if they are written as slang, can be translated to formal English as part of a learning activity. Although the grammar translation method has been mostly discredited, this method is different, as students will be acquiring both the slang and its formal equivalent.
       

     Student Interests

     • Because English songs are the most widely recorded, a selection of songs is available to suit all levels of vocabulary acquisition. Students can be directed to virtually any song, depending on their level of proficiency, and lessons can be devised around these songs. For instance, students can start with simple primary school-age songs and then progress to adolescent and older styles of popular songs. Often learning the lyrics of a protest song may help students understand their target culture.
       

     Grammar

     • Country songs also have a cultural aspect to them, and through a recurring theme or story they can be used to teach grammar and colloquial usage. Native speakers of English will often use contractions such as I'm, I'll, or won't, to mention a few. Songs use contractions liberally, and second-language learners will become more comfortable using them after learning them through the lyrics. You can also teach grammatical functions by using lyrics, which in many cases use incorrect or colloquial grammar. Direct the students to find and correct the errors.
       
  
  

  Techniques for Using Music with L2 Learners

  There are a variety of different ways to use music in the classroom. Some teachers prefer to use background music and others use music lyrics as the basis of a lesson. Music can be used to:
• introduce a new theme or topic (Christmas/colours/feelings)
• break the ice in a class where students don't know each other or are having difficulty communicating
• change the mood (liven things up or calm things down)
• teach and build vocabulary and idioms
• review material (background music improves memory)
• teach pronunciation and intonation
• teach songs and rhymes about difficult grammar and spelling rules that need to be memorized ("i before e", irregular verbs, phrasal verbs)
• teach reading comprehension
• inspire a class discussion
• teach listening for details and gist
  

  Tips for Using Music Effectively

• When teaching students a song, it is a good idea to introduce an instrumental version first (If an instrumental version is not available, play the song softly in the background while they are working on something or hum the melody before introducing the lyrics). If students become familiar with the sound of the music first, they will be more likely to understand the words.
• Make a vocabulary list ahead of time. Go over the words once before you introduce the song.
• Expose students to a certain song many days in a row. Within a few days, students will not be able to get the song out of their head!
• Choose interactive songs whenever possible. Adding actions enhances language acquisition and memory.
• Have soft or upbeat music playing before class to encourage a positive atmosphere. Turning the music off is a great way to signal to a large class that it is time to begin.
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  LESSON PLAN

  STAGE	PROCEDURE	TASK	INTERACTION	AIM	TIME
  1	Introduce The activity by asking ss what kind of music they like or what are their favorite songs	Give ideas about music and their favorite songs .	T & SS	Ss will be able to get familiar with the class and express their opinions about their favorite songs .	7min
  2	Tell ss to look they received . Explain instructions . Check comprehension. Play the song.	Listen to the song and fill in the spaces in blank.	Individually	Ss will be better able to improve their listening skill by listening to the song and complete the spaces in blank.	10min
  3	Has ss compare their answers with a partner	Compare answers with a partner	pairs	Ss will become more confident with their answers when they have to report.	2min
  4	Check the answers with the hall class . Ask for volunteers to come to the board to write their answers	Ss report their answers	All the class	Ss will be able to report their answers and correct their errors	8min
  5	Has ss find all the verbs in simple past .	Find the verbs in simple past .	individually	SS will be able to recognize by themselves the verbs in simple past and say it loudly	5min
  6	Has ss discuss what the song is about .	Discuss the meaning of the song .	pairs	SS will be able to discuss the meaning or the message of the song that it transmits , also ss will develop their speaking skills .	8min

This love

I was so high I did not recognize The fire burning in her eyes The chaos that controlled my mind Whispered goodbye and she got on a plane Never to return again But always in my heart This love has taken its toll on me She said Goodbye too many times before And her heart is breaking in front of me I have no choice cause I won't say goodbye anymore I tried my best to feed her appetite Keep her coming every night So hard to keep her satisfied Kept playing love like it was just a game Pretending to feel the same Then turn around and leave again This love has taken its toll on me She said Goodbye too many times before And her heart is breaking in front of me I have no choice cause I won't say goodbye anymore I'll fix these broken things Repair your broken wings And make sure everything's alright My pressure on her hips Sinking my fingertips Into every inch of you Cause I know that's what you want me to do

Fuente: musica.com

PERSONAL REFLECTION:

In my opinion using music in class is very useful because  you can practice different skills :grammar ,lexis, pronunciation.

 Language teachers can and should use songs as part of their classroom teaching repertoire. Songs contain authentic language, are easily obtainable, provide vocabulary, grammar and cultural aspects and are fun for the students. They can provide valuable speaking, listening and language practice in and out of the classroom.

• LINKS:
• http://www.englishclub.com/teaching-tips/music-classroom.htm
•  http://www.eslbase.com/articles/songs
•  http://www.ehow.com/about_5097618_using-music-teach-english.html
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