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Song is a good tool to motivate the pupils" learning process, it works also as a break for the routine. Be careful with your students" level and choose a song according to their level. There are lots of songs which are unsuitable for the language teaching.
Song is a good tool to motivate the pupils" learning process, it works also as a break for the routine. Be careful with your students" level and choose a song according to their level. There are lots of songs which are unsuitable for the language teaching.
Song is a good tool to motivate the pupils" learning process, it works also as a break for the routine. Be careful with your students" level and choose a song according to their level. There are lots of songs which are unsuitable for the language teaching.
Tan Meng Sean So Chai Fern Nursasniza Adilah Shahirul Afidzi
Song is a vey good tool to motivate the pupils learning process, it works also as a break for the routine.
Song could be an essential part of English teaching. It makes the pupils more sensitive to the sounds and the classes become more interesting and powerful. Be careful with your students level.
You should choose a song according to their level and try to see if the song is suitable for them. There are lots of songs which are unsuitable for the language teaching. These songs have a bad pronounciation or better the words are pronounced wrongly Songs are authentic texts
Songs can be linked to societal issues which might be interesting to students
Songs provide good context for grammar
Songs can trigger emotional and affective connections to the target language and culture
Learning through songs involve different skills Special songs
Childrens songs
Action songs
Teaching structure songs
Telling stories songs
Pop songs Pupils listen to the song and as they listen they have the lyrics in gaps in for them to fill in as they listen. This activity is not as simple as it sounds and before making one yourself think about why you are taking certain words. It may be better to take out all the words in one group, such as prepositions or verbs, and tell the pupils what they should be listening out for.
Another option is to take out rhyming words. Dont be tempted to take out too many words, eight or ten is normally enough. To make the task easier you could provide the missing words in a box at the side for the pupils to select, or you could number the gaps and provide clues for each number. Change some of the words in the lyrics as pupils listen, they have to spot and correct mistakes. As with the gap-fill limit the mistakes to a maximum of eight or ten and if possible choose a word set.
Another option of this for higher level is to show the students the real lyrics and you correct the English and make it proper. E.g. gonna change to going to we was change to we were etc. This is a good way to focus on song language Songs that tell stories are great for pupils to make comic strips out of. You have to choose your song carefully and spend time looking at the lyrics with pupils and making sure they have understood the main ideas. Lower levels may need guidance to how to divide up the song into suitable chucks that can be represented pictorially
Chop up the lyrics of the song by verse and give a small group of pupils the jumbled verses. As they listen they put them in order. Certain songs lend to themselves to discussions and you can use the song as a nice lead in to the topic and a way to pre-teach some of the vocabulary. For example where is the love? by the Black Eyed Peas to lead into discussion about war
Although some teachers oppose all use of mother tongue in the language classroom, some pupils really enjoy translating lyrics into their own language. Chants are especially effective when used to help pupils learn problematic forms. Grammar chants use repetition to engage the right side of the brains musical intelligence. The use of multiple intelligence can go a long way to helping pupils speak English automatically. Using a chant is pretty straight-forward. The teacher (or leader) stands up in front of the class and chants the lines. Its important to be as rhythmical as posibble because these rhythms help the brain during its learning process Teaching grammar through games is another way to help pupils not only gain knowledge but be able to apply and use that learning in an interesting way Games are welcome break from the usual routine of the language class They are motivating and challenging. Often used as warm-up session or when there is some time left in the end of lesson.
Games ought to be a the heart of teaching foreign language. Rixon suggest that games can be used at all stages of the lesson, provided that they are suitable and carefully chosen
Games also lend themselves well to revision exercises helping learners recall material in a pleasant, entertaining way. 1. Organization Figure out how to organize your class i.e time spent. For younger students youll want to change your activities every five to ten minutes because they have shorter attention spans. If yo dont change your activities, theyll soon start losing interest.
2. Expectations If you notice your is getting noisy or rambunctious, its time to change activities.
3. Variation You want to make sure your activities appeal to all sorts of learning styles, o even when you are using your games to teach grammar your want to vary the types of things you expect your students to do. 4. Respect Be sure to operate your class with the utmost respect- both to and form students. This includes teaching your students from very start that you expect respect at all times. This includes giving encouragement and following the rules.
5.Routine Establishing a routine will help the class go smoothly. If pupils know what to expect next, they will be more able to participate in whats going on now Set up schedule for the type of activities youll be doing at any given time such throughout the class whether it is a game, song or whatever you want to do. Then, when you are planning your class, plug in the appropriate activitis to each section of time. Board games Crossword puzzle Stories can be used to attract students motivating fun create deep interest and desire to contonue learning
STORIES children, adolescent and adults all love stories & this generate positive attitude to the lesson for which the story acts as a framework stories provide a context for several grammatical structures. a story can provide contexts for real use of English (variety of emotions and issues) Stories are excellent resources for grammar teaching for several reasons, -Chitravelu (2005) a shared of social experience Provokes a shared response of laughter, sadness, excitement, and antipation. Exercise the imagination
dialogues new phrases based on certain grammar rules stories are mini grammar lessons in disguise. students will absorb the grammar rules automatically, without even noticing it. certain phrases that consisted of both grammar and vocabulary Each lesson in this series features two or three fun short stories to help reinforce a specific target structure, such as a verb tense or a word form. Content is suitable for young learners. Each story is followed by comprehension questions. A writing task is also included.
Circle story Question story Retelling story
Grammar is instilled in to the young minds through the sentence patterns, tense and other such grammatical units found in the rhyme. Poetry is often spoken, repeated, dealt with and considered, it acts as an effective tool for practicing a specific grammatical structures. Through repeating and considering poems, the grammatical structures become more deeply internalized
Poetry not only provides a rewarding resources for structured practice of grammar but also a proper basis for review. Poems reflects cultural themes, universal features, humanistic values or emotional aspects, will be more relevant to the foreign language learners. Good poems will engage the eye, the ear and the tongue simultaneously while also stimulating and moving us It makes poetry easier to memorize Hippos (To practice adjectives) Chivvy (To teach the imperative) How to eat grapes (To practice verbs) An inanimate figure moved by a puppeteer to convey Emotion Character Story A form of theatre or performance Great resource to align Creativity Inspiration Flexibility humour Shadow puppets Hand puppets Water puppets Stick puppets Finger puppets Robotic puppets
Read aloud Retell stories Give opinions Games
Dialogue as an introductory teaching technique 2 types of dialogues Conversation facilitation Grammar-demonstration dialogue Why dialogue? Provides a context Strong link Direct use of language Conversation-facilitation Useful phrases Dialogues are short Encourage students to memorize
Grammar-demonstration dialogue Dialogues are longer Contain grammatical structure
Acting out parts of speech Combination of visual, oral, and kinesthetic approaches Develop skills Problem solving Teamwork Social confidence
Larsen-Freeman (2000) plays give pupils the chance of interacting and practicing communication acts in different contexts Primary importance in language teaching