Music Is Great Lynn W Zimmerman Ph D

Music Is Great! Lynn W. Zimmerman, Ph. D English Language Fellow Elbasan, Albania https: //lwzimmerman. wordpress. com/poland-workshop-materials-may 2015/ Lynn. Zimmerman@trainingexpress. es

Warm-Up �A: Write 3 words that describe how you feel right now �B: Write 3 adjectives this music evokes �Write a sentence using at least one word from A and one from B describes how you will feel at the end of today’s workshop.

Music as a Warm-up �An effective way to activate vocabulary and ideas before starting an activity. �Free writing – play a piece of music that evokes the mood you want them to express in their writing

Lyrics Jumble https: //www. youtube. com/watch? v=5 ak. Egs. ZS fhg �Cut song lyrics into strips. �Give each student a 1 -2 strips. �When they hear their line played, students stand up at their seat ◦ A small class? students can form a line at the front of the room and move positions as their lines come up. �Song - Not too long or complex

Fill-in-the-Blank �A fun activity _____ (lowers/raises) the affective _____ (sense/filter).

Music to Teach Vocabulary �Music has to be carefully selected for your EFL class because a) Some of the vocabulary may be inappropriate (i. e. , bad language) b) The singers may sing too fast. c) The singers may not enunciate clearly d) The vocabulary may be too difficult e) The content (and therefore, the vocabulary) may not fit the lesson well

Vocabulary Grab � Scenario: You have chosen a song to play for your class. You have made sets of 20 cards to give each group of 3 -4 students. Some of the 20 words are taken from the song (words your students will recognize), and others are not from the song, but are similar in meaning/sound to the words from the song. � Students sit in their group facing one another and you give each group an envelope. � They have a few minutes to lay out the cards and decide what they think the song is about. � If students need help brainstorming, you can ask a few questions: Do you think it's sad or happy? Is it a love song? Why? Which words make you think that?

Vocabulary Grab (cont. ) �Play the song. �https: //www. youtube. com/watch? v=Wgc ov. Iu 3 k 9 o �If a student hears one of the words, they grab that card. �Clarify: this is not team-work, but a competition. �At the end of the song, they check their cards and get +1 point for correct cards and -1 point for wrong cards.

Vocabulary Grab (cont. ) �Play the song once for students to listen and 'grab'. �Then ask students how many cards they've got. �Hand out the lyrics (or have one copy large enough for all to see) and ask students to find their words. �Each group announces the student with the highest number of points.

Music to Teach Grammar �A fun way to introduce or review grammar. �Example: Suzanne Vega’s “Tom’s Diner” - Present continuous �https: //www. youtube. com/watch? v=58 Nz 7 y 26 Tfs �Cloze/gap exercises ◦ The first verse of Tom’s Diner: �I ____ in the morning at the diner on the corner �I ____ at the counter for the man to pour the coffee �And he fills it only halfway and before I even argue �He ____ out the window at somebody coming in

Jazz Chants �Created by Carolyn Graham in the seventies �Connected the rhythms of traditional American jazz with the natural rhythms of spoken American English. �Can be used to practice stress and intonation, dialogs, vocabulary, and grammar

My sandwich ◦ ◦ Wash, wash the lettuce Slice, slice the cheese. Put some butter on the bread. Give me my sandwich, please.

Dialog Jazz Chant � A: How did you get to school today? How did you come to school? � B: I took the bus to school today. I rode the bus to school. � A: Did you ride your bike today? Or did you walk to school? � B: Sometimes I like to ride my bike, But today I walked to school. � A: How did you get to school today? How did you come to school?

Write Your Own Jazz Chant �Choose an interesting topic. �Use authentic English. �Put the words together and add some repetition.

Music for Writing �Scenario: As a writing activity, you want your students to write a poem about outer space. You are going to structure the writing experience around several pieces of music. �First you want them generate a list of vocabulary. What will you do? �Write down any words related to outer space that this music evokes.

Next Step �Now that they have their list of words, what could you do? ◦ We will listen to a second piece of music that evokes a slightly different mood, and you will write phrases using the original word list and adjectives which come to mind,

Final Step �Now that you have phrases we will listen to a third piece of music that evokes a different mood �Then write your poem using the words and phrases you have already written plus what this evokes.

We Shall Overcome We shall overcome, we shall overcome, We shall overcome someday, someday; Oh, deep in my heart, I do believe, We shall overcome someday. We are not afraid, we are not afraid, We are not afraid today, today; Oh, deep in my heart, I do believe, We are not afraid today. We'll walk hand in hand, we'll walk hand in hand, We'll walk hand in hand someday, someday; Oh, deep in my heart, I do believe, We'll walk hand in hand someday. We shall live in peace, we shall live in peace, We shall live in peace someday, someday; Oh, deep in my heart, I do believe, We shall live in peace someday.

Websites �www. songlyrics. com �http: //www. onestopenglish. com/skills/li stening/jazz-chants/mp 3 -files-andrecording-scripts/ �busyteacher. org �americanenglish. state. gov/