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Workshop on using songs in the secondary
classroom
Language Learning Support Section
January 22nd 2008
2
Why?
• to promote the use of Language Arts in teaching English.
• to equip teachers with the necessary knowledge and skills for using language arts texts and activities in their lessons
• to enable them to benefit from each others’ experiences by encouraging sharing among schools.
• There are currently 61 members from 27 schools.
• All members are from secondary schools supported by the Language Learning Support Section.
Why?
Who?
Language Arts
Network
3
What?
• Workshops and sharing sessions relevant to Language Arts:– Two-part workshop on
poetry– Workshop on songs– Sharing on using TV
advertisements for teaching and student performance (June 2008)
• Use the form in your pack
• The information is useful for our planning!
What?How to join?
How to join?
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Activity OneBingo Game - Instructions
• You will listen to 6 songs
• When the music is playing, you make new friends
• When the music stops, you talk to one new friend and fill in one bingo box
Make more friends and Share ideas
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Activity 2: Understanding the Features of
Poems and Songs
Match the list of terms used in discussing poems and songs
with the definitions
5 mins
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Glossary
Glossary
Terms used in Discussing Poems and Songs
assonance The repetition of similar vowel sounds followed by
differing consonant sounds.
e.g. I’m a little boy with glasses, the one they call a geek, A little girl who never smiles ‘cos I got braces on my teeth.
[from “Don’t Laugh at Me” by Steve Seskin and Allen Shamblin]
geekteeth
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imagery Use of words to create mental pictures or vivid sensory experiences for
the reader. Most images are visual, but imagery may also appeal to the senses of smell, hearing, taste, or touch. Such images can be created by using figures of speech like metaphors, similes onomatopoeia, personification, etc. e.g. Longer than there’ve been fishes in the ocean
Higher than any bird ever flew Longer than there’ve been stars up in the heavens I’ve been in love with you. [from “Longer” by Dan
Fogelberg]
e.g. Longer than there’ve been fishes in the ocean Higher than any bird ever flew Longer than there’ve been stars up in the heavens I’ve been in love with you. [from “Longer” by Dan
Fogelberg]
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‘Don’t Laugh at Me’
Written by Steve Seskin & Allen Shamblin
Sung by Peter, Paul and Mary
Activity 3: Analysing a Song
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Complete the Analysis
Form
10 mins
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Understanding MeaningTopic
Theme/ Message
Voices
Mood
We should respect people who are different from us because we are all equal
Bullying / Discrimination -- Different victims of bullying pleading with the bullies to stop bullying them
Victims of bullying -- a little boy with glasses, a little girl with braces on her teeth, a kid being excluded on the playground, a single teenage mother, the beggar on the corner, the fat, the thin, the short, the tall, the deaf, the blind
Serious, sad
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Teaching activities & their focuses
Activity 4B: Using songs in English teaching
Work in groups and match the activities with their
teaching purposes
10 minutes
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Using songs in English teaching
Any activities for Any activities for teaching with texts teaching with texts can be used with can be used with
songs.songs.
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1. There are many different ways of exploiting a song.
2. There’s more to using a song than what’s
in the lyrics.
1. There are many different ways of exploiting a song.
Why these activities?Why these activities?
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Using songs in English teaching
Identifying assonanceIdentifying assonance
Phonics Phonics Spelling Spelling
Pronunciation
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Using songs in English teaching
Critical thinking skills
Identifying the speakers
Task 3
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Using songs in English teaching
Singing along for enjoymentSinging along for enjoyment
ListeningListening
Fluency & correct phrasingFluency & correct phrasing
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Using songs in English teaching
Word association, background
knowledge, dictionary, thesaurus
Vocabulary Vocabulary
skillsskills
Meaning & pronunciation of the wordMeaning & pronunciation of the word
Study skillsStudy skills e.g. research
Culture of other countriesCulture of other countries
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Using songs in English teachingBefore listening
Making predictions from the song title / words taken from lyrics
Sequencing jumbled lines
Guessing missing words in gapped lyrics
Correcting ‘misheard’ words in lyrics
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Using songs in English teaching
While listening
Completing the gaps in lyrics
Correcting ‘misheard’ words
Sorting out jumbled lyrics
Ticking pictures of what they hear
Sequencing pictures/words
Answering T/F questions
Matching half-sentences
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Using songs in English teaching
After listeningListening again and singing along
Focusing on vocabulary/language patterns/literary elements, etc.
Acting out/doing a role play
Discussion/presentation
Writing a review/responses to song
Retelling/rewriting/summarising the story
Conducting research on the background of song/songwriter/singer, etc.
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“Que Sera Sera” Experience Sharing Session
• The school: Stewards Pooi Tun Secondary School
• Level: S.1• Module: Yesterday, Today and
Tomorrow• Guest speaker: Ms. Joanna Leung,
Panel Head
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Introduction to the song
• Topic: Future, Dreams
• Message: We don’t need to worry too much about the future as it is not ours to see.
• Voices: 4 voices • Mood: Cheerful, lively
3 VersesRefrainVisual image: rainbowRhymeRepetition of structure
Meaning Language & Structure
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Qué Será, Será (Whatever Will Be, Will Be)
Pre-listening task:• Show pictures of some very well-known
people when they were young. Ask students to guess who they are.
Do you think they knew how famous
they would become when they were
small?
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Listen to the song:
Understand the song:
Voices
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Make self-reflection
Understand the message
Study thepoetic device
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Speaking task:• Fast-forwarding
your life• Imagine that you are
now 30 years old. Think about what you and your life will be like at this age.
• Play the role of yourself as a 30-year-old person and introduce yourself in 1 minute.
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Modular Design:Theme: Wonderful things – Yesterday, Today, Tomorrowa) Yesterday: Old buildingsb) Today: Famous / successful peoplec) Tomorrow: Dreams and plans
Tasks: a) A letter to the Chief Executiveb) Interviewing peopleb) Profile writing
Why is the song used in this module?
• Motivate learning interest
• Cultivate positive attitudes
• 3 tenses covered• Talks about future
& dreams• Develop extension
activities
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• Good melody• Enjoy singing the
song• Easy to understand
the words • Can understand the
meaning behind the song under teacher’s guidance
• The pre-listening task can draw students’ attention successfully
Did students like the song?
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Provide choices for No.7
Class discussion on No.8:• Guide students to think about the questions together
• Encourage students to give different answers to the questions
• Choose the most sensible answer to the question.
• Positive value and attitude education
Think independently for No.9
Understand the message
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Who’s talking?
(voices)• Work out one or two
verses with students• Guide students to think
about the questions
Repetition• Students can find out
the repeated lyrics• Encourage discussion
for the key message of the repeated lyrics.
Understand the poetic devices
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Oral Presentation
Less able students:• Interested in sharing their
family plans• More creative ideas
More able students:• Focus a lot on sharing
their future career• Feel shy to talk about
their family planning or lovers
My Job
My family & Friends
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• The mind-map could widen students’ ideas• Good for them to do planning• There were too many points and the
presentation is not focused • Students did not do enough to elaborate their
ideas• Questions were given to prompt the students
give elaborationSuggestions: 1. Provide an example to demonstrate how to
elaborate ideas2. Ask students to focus on 1 or 2 bubbles only
Adaptations
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Extension activities
• My future dream– sharing ideas about their future
• Mr Donald Tsang– a reading task on one of the famous people
from the pre-reading
• Interviewing a teacher– from reading to speaking – develop students’ questioning skills
• Profile writing– writing activity based on the interview
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• Speaking skills• Pair work• Form questions using
“Will you have / be”• Note-taking skills
My Future Dream
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Reading Task:Mr. Donald Tsang
• Good timing - Chief Executive Election (current issue)
• Students would like to know more about Donald Tsang
• Fill in Tsang Yam-Kuen’s profile
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• Teachers appreciated their performance
• The interviews were conducted smoothly and systematically
Suggestions:
a) Less able students – Class interview
b) More able students – Group interview
Interview a teacher
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• Choose the right song
• Good planning
• Good collaboration among team members
• Flexibility at implementation stage
Facilitating factors
Practical Session
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InstructionsInstructions1.1. Read the analysis of the song Read the analysis of the song
assigned to your group . assigned to your group .
2.2. Complete Parts A & B. Complete Parts A & B.
3.3. Choose Choose ONEONE teaching objectiveteaching objective from Part B and design an activity for from Part B and design an activity for your target students.your target students.
10 minutes
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InstructionsInstructions1.1. Form a Form a NEWNEW group group
according to the according to the NUMBER NUMBER on your label. on your label.
2.2. In the new group, tell In the new group, tell each other the activity each other the activity you designed on your you designed on your song earlier. song earlier.
8 minutes
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3
4
8
7
1
6
5
Screen
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Suggested activities: My Heart will Go on
Pre-listening• Widen students’
perspectives about love
• Love can be sweet, bitter and painful
• Love needs patience, mutual trust, support and care
While-listening• Have a general
idea about the song
• Who’s speaking?
• What is the song about?
Post-listening1. Guide students
to understand the main theme of the song
2. Interviewing the elderly Rose
3. Writing a song review
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Pre-listening
Objectives:• Developing
listening skills: Making predictions about the song
Task:• Reading a poster
about the song
While-listening
Objectives:• Developing
reading skills: Understanding the main idea of each verse
Task:• Drawing pictures
to show understanding
Post-listeningObjectives:• Developing writing
skills: Understanding the use of different senses in writing descriptions
Pre-task: • Identifying details from
the lyrics that use different senses in describing the place
Task• Rewriting the lyrics or
writing a description of H.K. using senses
Suggested activities: Jamaica Farewell
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Hints for choosing songs• Can you hear the words? • Will students like it?• Is the level of difficulty suitable?• Is there any useful language content?• Is the content suitable and relevant to students?• Will it produce a response?• Does the language/content fit your teaching
purpose and/or theme?• What can you do before, during and after
listening?• Warning! Check carefully for unsuitable
language and content!
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• Websites– lyrics
• www.metrolyrics.com• www.lyrics007.com• www.lyricsfreak.com
– video• www.youtube.com
– music download• www.music.download.com
– worksheets and lesson ideas• www.musicalenglishlessons.org• www.isabelperez.com/songs.htm• www.esl-galaxy.com/music.htm• www.songsforteaching.com (written for teaching purposes)• http://www.eslprintables.com/printable.asp?id=14955• http://www.teachingenglish.org.uk/try/listentry/
using_songs.shtml (British council - ideas for tasks)
Useful Resources
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• Books– Music and Song (Oxford English Resource
Books for Teachers) by Tim Murphey: OUP– Heinemann Hits (photocopiable) by K Ludlow
and P Reilly: Macmillan Education– Singing Grammar (photocopiable) by Mark
Hancock: Cambridge ELT
Useful Resources
