| "body">a) Music: | | | | the song. These are just a few of many ideas for |
| English songs can be used for a wide variety of ESL | | | | using songs in ESL/EFL teaching. See the section on |
| learning and teaching activities. They can start | | | | using music in ESL classrooms and download sample |
| discussions on a topic or even become the centre of | | | | worksheets.b) Videos: |
| debate. This is especially true of songs that develop a | | | | Like English songs English videos can be used for an |
| particular theme. Songs are also great for teaching | | | | assorted variety of language teaching and learning. |
| listening. One of my favorite exercises with music is | | | | The main difference lies in the fact that you see and |
| completing the blanks as students listen or listening and | | | | hear. Television is however a lazy medium, providing |
| choosing the correct words from two words than | | | | little challenges for the mind, by spoon-feeding the mind |
| rhyme, for example cry and try. You can teach | | | | with sounds and sights, thereby providing little room for |
| grammar with songs in many ways. Most English | | | | one's imagination to thrive. So how do we make this |
| songs sometimes sacrifice grammar for smooth | | | | lazy medium a useful classroom tool? Lots of ideas |
| rhyme. This makes them very good grammar teaching | | | | come to mind. How about turning of sound and asking |
| tools. You can ask students to find the mistakes or | | | | students to create the dialogue from a scene? Or |
| ask them how we would normally say it. Most songs | | | | how about, getting one part of the class to watch and |
| reflect the background of the singer, why not do | | | | describe to the others? Yes! How about simply using a |
| activities on something like varieties of modern English; | | | | freeze frame technique where you watch and pause |
| or simply by comparing two songs ask students to | | | | when it gets very interesting, then ask your students a |
| figure out where the speaker is from and why. This is | | | | number of questions about what happens next? View |
| especially good for lessons that show the differences | | | | some worksheets on how to use videos. One video I |
| between British and American English. Of course you | | | | often use is MR. BEAN. It is great for prompting |
| can teach new vocabulary with songs and students | | | | students to describe what they just saw. |
| would understand them better within the context of | | | | |