1. ACE TESOL Diploma Program – London Language Institute OBJECTIVES You will understand: 1. Criteria to use when selecting music, songs and chants for use in your classroom. 2. Various techniques for using music, songs and chants to teach speaking. You will be able to: 1. Plan and teach speaking lessons that make use of music, songs and chants.

2. ACE TESOL Diploma Program – London Language Institute ADVANTAGES TO THE USE OF MUSIC, SONGS AND CHANTS In the listening modules, the use of songs for listening skill development are looked at. In this module, the use of music, songs and chants for speaking skill development is the focus. In an actual planned lesson, ideas from the listening modules will be integrated with ideas from this module, for a lesson that uses music, songs and chants to address both receptive and productive skills.

3. ACE TESOL Diploma Program – London Language Institute The following are some of the advantages of using music, songs and chants to teach speaking in a language class:  They contain authentic language; they represent a good source of current phrases, vocabulary, or idioms, and may tap into target culture  They are easily accessible on the internet, in music stores and from students themselves, making it easy to find songs that meet student needs and interests  They provide students with the opportunity to work on all of the language systems, (grammar, vocabulary and pronunciation)  They can provide students with both listening and speaking practice  The length of activities using music, songs and chants is very flexible—activities can be long or short, and one, two or more activities can be done with a single song  They exploit the natural rhythm of the English language and expose students to a wide variety of accents  They are often themed around real situations and real emotions, both of which students can relate to  They are enjoyable, and therefore motivating for both students and teacher

4. ACE TESOL Diploma Program – London Language Institute THINGS TO REMEMBER WHEN USING MUSIC, SONGS AND CHANTS Here are some things to remember to do before, during and after using music, songs or chants: 1. Select an appropriate genre. There are many different genres of music to choose from: classic rock, hip hop, pop, rhythm and blues, folk, nursery rhymes, disco, etc. Genre selection should depend upon student interest and lesson objectives. 2. Select an appropriate piece.  Consider whether the song has appropriate content, (topic and language) for students. Do students know the language structures? Is the song free of foul language? Is it appropriate for students to learn the slang or idioms in the song?  Listen to the song to determine if words are clearly spoken and if the speed is appropriate for students. Songs that include a lot of repetition are also easier for students to understand, as are songs with which students can easily sing along.  Finally, consider whether the song is relevant to the objectives of your lesson. Do not just use a song because you have nothing better to use, but because it fits in with what you are trying to accomplish with your lesson.

5. ACE TESOL Diploma Program – London Language Institute 3. Set the scene for the music, song or chant. Introduce the topic or theme through an interesting engagement activity. Pre-teach any vocabulary or grammar structures that students need to know in order to use the song for language learning purposes. Introduce any cultural elements with which students might not be familiar. 4. Decide how much of the music, song or chant to use. Don’t be afraid to just use part of the song if the entire piece is actually too long for your teaching purposes, i.e., one or two verses, or just the chorus. 5. Decide what speaking activities to do with the music, song or chant. ALWAYS have a legitimate teaching reason to use a resource. Think of ways to get students working with the language or content of the song. This may include having them change words in the song, generate another verse to sing, or discuss whether they agree or disagree with the message of the song.

6. ACE TESOL Diploma Program – London Language Institute MUSIC APPRECIATION ACTIVITIES Music appreciation activities focus on the melody and emotion of the song, rather than on the specific words in the lyrics. Take a look at the activities in the SP and A stages in this module’s lecture notes on:  MUSIC GENRE  PERSONAL RESPONSE

7. ACE TESOL Diploma Program – London Language Institute SONG-BASED SPEAKING ACTIVITIES ENGAGEMENT ACTIVITIES introduce the topic and provoke interest:  Students predict what the song is about based upon the title, melody or music video.  Students read the biography of the song writer or singer.  Students share as a class or in pairs what they know about the singer.  Students complete vocabulary or grammar activities related to the language in the song. STUDY PRACTICE ACTIVITIES allow the students to master the language in the song:  Students repeat the lyrics chorally to practice sound pronunciation, stress and/or intonation.  Students sing the song as a class. As a variation, divide the class into two groups and have each group sing alternate lines, or have students sing the song softly/loudly, as if they were drunk or angry, etc.  Students change certain kinds of words in the lyrics, for example all of the nouns, verbs, or rhyming words, and sing the song with the new lyrics in it.

8. ACE TESOL Diploma Program – London Language Institute ACTIVATE ACTIVITIES allow the students the opportunity to work with the material in a real situation:  Students work in groups to draw a series of pictures to represent what happens in the song and pair up with another group to explain their pictures.  Students work in groups to create a music video to go along with the song. They can create a multi-media presentation or perform actions/dance moves/scenes live.  Students discuss the lyrics/topic in groups with guided questions, and each group reports on their answers.  Students write a short dialogue or skit between characters in the song and role play the song’s scenario. (This works specifically with songs that focus on relationship issues.)  Students write completely new lyrics for the melody of the song. (They can keep a similar meaning or change the meaning of the song completely, and sing the song with the new lyrics in it.)  Students discuss their response to the song in pairs. Do they agree or disagree with the song’s message? Do they think it is a good song?  Students debate the song’s message in pairs or small groups. One half of the group/pair agrees with the song’s message and the other half disagrees.

9. ACE TESOL Diploma Program – London Language Institute CHANTS Chants are lines of related words and phrases that are said to a specific rhythm. Unlike songs, however, most chants have little to no melody and are generally spoken in a monotone. Chants are useful for teaching speaking because they have a lot of repetition and because they tap into the natural rhythm of English. With chants, students can achieve a high level of accuracy in all elements of their pronunciation. Here are some key points to keep in mind for implementing chants effectively:  Keep them fun  Keep them fast-paced  Emphasize the rhythm through clapping, marching, snapping fingers, and/or hitting desks  Ensure that all students are chanting  Integrate them into your whole lesson so that they link up with your teaching objective  Add variety in terms of how the chant is conducted: speed, volume, teams, emotion, etc. *Take a look at the sample procedure in this module’s lecture notes for how to integrate a chant into a lesson.

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