1. ACE TESOL Diploma Program – London Language Institute OBJECTIVES You will understand: 1. Various techniques for using music and songs to teach listening. You will be able to: 2. Plan and teach listening lessons that make use of music and songs.

2. ACE TESOL Diploma Program – London Language Institute INTRODUCTION TO THE LISTENING MODULES The listening modules look at specific sets of activities used to teach the receptive skill of listening. These include the use of songs, TV shows, commercials, movies, and internet resources. The listening section will end with a detailed look at how to assess student listening ability.

3. ACE TESOL Diploma Program – London Language Institute ADVANTAGES TO THE USE OF SONGS Songs and music can be used for speaking skill development and listening skill development. In an actual lesson, a song could be used for both listening and speaking skill development with music, songs, and chants to address both receptive and productive skills. This module looks at different types of listening activities with which to use songs: Listening Activate, Study Practice and Study Focus activities.

4. ACE TESOL Diploma Program – London Language Institute What do receptive skill stages look like?  A listening Activate is an activity that focuses students on the gist, situation, or general meaning of a listening text.  A listening Study Practice is an activity that focuses students on the content detail of the text.  A listening Study Focus is an activity that focuses students on the language structures and/or language content of the text.

5. ACE TESOL Diploma Program – London Language Institute LISTENING ACTIVATES  Main Idea Questions: Students listen to the song and answer main idea or gist questions such as: What is the situation in the song? What are the emotions in the song? Who is the song talking about? What is the relationship between the people in the song? What is the main message in the song? What is the genre of the song? What age group is the song for?  Drawing a Picture: Students listen to the song and then draw a single picture to represent either the whole scenario of the song or the emotion represented in the song.  Emotions: Students are given a list of emotions that may or may not be expressed in the song. They listen and check off the emotions that they hear expressed through the song.

6. ACE TESOL Diploma Program – London Language Institute LISTENING STUDY PRACTICES  Content Questions: Students listen to the song and answer content questions such as: What are the specific events in the song? What are the names of the people in the song? What themes/topics/images are mentioned in the song?  Cloze Activities: In a cloze activity the teacher removes certain words from the lyrics of the song. Students listen to the song and fill in the blanks with the correct words. *How would you determine which words to remove/not?  Ordering the Lyrics: Students put the lines of lyrics in order as they listen. For a more difficult song, have students put the verses in order, rather than each individual line.

7. ACE TESOL Diploma Program – London Language Institute MORE LISTENING STUDY PRACTICE  Ordering Pictures: Students work in pairs to put a series of pictures, representing the story in the song, in the right order.  Drawing Pictures: Students work individually or in pairs to draw a series of quick pictures to represent the content of each song verse.  Matching: Students are given a handout with the beginnings of the sentences of the song in a column on the left side, with the endings on the right. Students listen to the song and match the correct endings with the beginnings.

8. ACE TESOL Diploma Program – London Language Institute LISTENING STUDY FOCUS EXERCISES  Target Language Questions: Students listen for the answers to questions about the target language, for example: Which different past verb tenses can you hear? Which auxiliary verbs do you hear? Which verb tenses do you hear?  Listen for Target Language: Students listen for a specific language target in the song. They write down all the examples of the target language that they hear.

9. ACE TESOL Diploma Program – London Language Institute MORE LISTENING STUDY FOCUS  Cloze Activity: Students complete a cloze activity in which all of the target language structures are blanked out. For example all of the present perfect is missing. Students have to listen to the song and fill in the present perfect verbs that they hear.  Word Substitution: Students are given the lyrics of the song; however, the target vocabulary words have been replaced by synonyms. Students listen and put the target vocabulary words in the right places in the lyrics.  Pronunciation: Students listen and write down all the words that start or end with a particular target sound, for example, /p/.

10. ACE TESOL Diploma Program – London Language Institute CHALLENGES OF USING SONGS  What are some of the challenges of using songs for listening activities?  What are some strategies for overcoming these challenges?

11. ACE TESOL Diploma Program – London Language Institute Complete task journal questions 2 and 3 and submit via email to jenrjones@rogers.com or jennifer@llinstitute.com (preferred) or print and hand in.jenrjones@rogers.com