6th March 2017
1. Listen to the song and find the words
2. Rational for using songs benefits
internet+motivation (fun/relaxing)
focus + concentration being engaged
target language
pronunciation
authentic (linguistics)
theme-based
connected speech
Difficulties of using songs in class
time, speed, vocabulary, choice of songs
听歌练习方式：填词；排句子顺序；匹配；排单词顺序
充分利用视频材料是一种很好的学习英语的方式
1，视频有很好的语境，在语境中学英语很容易。
2，看视频之前要给出目标词汇。在听的过程中让这些词汇在学生脑中响亮起来。
3. 设置讨论问题，让学生参与到活动中，对内容深层理解。
好网站
This is from a song workshop I gave some time ago. Take care with the copyright!
Songs can be exploited in many ways.
1. The cloze or gap fill
This is the most familiar and popular activity, and for that reason is probably overused. However, there are many important things to bear in mind when using them, and there are many different ways to use them.
Have a point, be it vocabulary or prepositions or whatever.
Don't cloze 3 or more in a row.
For lower levels: give the first letter, miss out word endings, give dashes for letters, or give a glossary.
Give vocabulary clues or synonyms for the missing words.
Get students to work in pairs to predict words before you play the tape.
Insert extra words which students then cross out as they listen.
Change the words, as in "Careful Shouts" or "Countless Whiskies."
Cloze unstressed, then stressed words in the same song, and have students discuss why one is easier than the other.
Cloze several words in a row and Ss have to guess not only form (adj., adv., n., vb, prep.) but words, rhythm and rhyme.
2. A-B activities
Students match beginnings and ends of lines, such as ."Another Day in Paradise" (simple) or "Private Investigations" & "If Only..." (more complicated).
3. Mixed-up activities
Generally, have the lines of the song on separate strips of paper.
Students put down strips as they hear them.
Mixed-up lines/verses.
Students try to organize in advance (use prompts).
4. Dictation
Wall dictation
Self-dictation (whole song blanked)
Part Dictation
5. Translation
Class chooses a song from their own language.
Groups translate.
Check with other groups.
Combine the best. Then work on rhyme and rhythm.
6. Jigsaw-listening
Groups listen to different songs with the same (Luka/Behind the Wall) or different themes (Easy Street/Money for Nothing) and peer teach vocabulary, compare.
7. Composing
Listen to the song.
Students add verses of their own. Good songs for this are, "Imagine" & "Man Gave Names To All The Animals" by Bob Dylan.
Students finish the line in each verse, then listen to check.
In groups, students then write their own verse.
8. Writing
Put random words from the song on the board. Students try and write the "tale of the song."
Students paraphrase the song
Cut the song in half. Students predict the other half.
9. Pronunciation
He's got the whole world... /h/ sound
Do I speak double Dutch to a real double duchess... /d/ sound
10. Vocabulary
Miming verbs
Dictionary work
Matching
11. Listening
Give Ss word list. Ss number as they hear them.
Sound discrimination, e.g. tempted/tended
12. Posters
Arrange lyrics and pictures, or just lyrics, or translate.
Bibliography
Music and Song (1992) Murphey, T. Oxford University Press