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NURHAFIZAH BINTI AJLAN
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BIP 3023 – MATERIALS DEVELOPMENT FOR THE LANGUAGE
CLASSROOM ASSESSMENT
ASSIGNMENT 1 AND 2
JOURNAL/ ARTICLE REVIE
LESSON PLANS OF A MATERIAL ( USING SONGS IN TEACHING
LANGUAGE )
LECTURER
DR INTAN SAFINAS BINTI MOHD ARIFF ALBAKRI

ARTICLE 1
LESSON OUTLINES
Year 11; Issue 2; April 2009, ISSN
1755-9715
Using Songs in the English Classroom
Hans Mol, Australia
Hans Mol is a writer, trainer and teacher working from Australia. He is
published worldwide for young learners, teens and adults. His next book
(Grammar for Young Learners) is published by OUP in 2009. He is co-
director of www.supasongs.com and fracasenglish.com. E-mail:
hans@fracasenglish.com, connexxions@bigpond.com
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Songs in the classroom: a useful tool
Types of songs
Which learners like songs?
Why are songs so suitable?
What can you do with songs in the classroom?
Practical tips and tasks for using songs
References
Songs in the classroom: a useful tool
Songs are part of daily life for most people. Who doesn’t enjoy music at
home, while travelling or studying, or even at work? Language teachers can
use songs to open or close their lessons, to illustrate themes and topics, to
add variety or a change of pace, present new vocabulary or recycle known
language. But how do songs actually benefit your students? In the first part
of this article we look at the theoretical background to these questions; in
the second half we look at what we can do with songs in the classroom.
There is strong practical evidence supporting the use of music in the English
language classroom; there is also a growing body of research confirming
that songs are a useful tool in language acquisition. In fact musical and
language processing occur in the same area of the brain. (Medina, 1993)
Types of songs
There are many types of songs which can be used in the classroom,
ranging from nursery rhymes to contemporary pop music. There is also a lot
of music written specifically for English language teaching. A criticism of the
latter is that they often lack originality and musical appeal but there are good
examples to be found of stimulating, modern, ‘cool’ music, appealing to the
real tastes of language learners. ‘Real’ music that the children hear and play
every day can be extremely motivating in the classroom, too. However, the

lyrics may not always be suitable: they may, for instance, contain slang or
offensive words, there may be grammatical mistakes and they may only
marginally teach the language points you want to focus on.
Which learners like songs?
Howard Gardner once said: “It’s not how intelligent you are, but how you
are intelligent.” No two students learn in exactly the same way. In any
classroom there will be a mix of learning styles, and one student may ‘use’
more than one style, depending on what the task or topic is. To appeal to
these differences is a huge teaching challenge. Gardner distinguished eight
styles of learning, and students in his ‘aural/musical’ category will have a lot
of benefit from learning through songs. They are strong in singing, picking
up sounds, remembering melodies and rhythms; they like to sing, hum, play
instruments and listen to music.
This is not to say that learners with other learning styles cannot benefit from
songs. Of course they can, because in the activities we develop with songs
we can dance and act (physical learning style), read, draw and do puzzles
(spatial intelligence) tell stories, and write (verbal learning styles).
Why are songs so suitable?
We can’t generalise, but research has found that pop songs have
characteristics that help learning a second language: they often contain
common, short words; they are written at about 5th
grade level (US); the
language is conversational, time and place are usually imprecise; the lyrics
are often sung at a slower rate than spoken words and there is repetition of
words and grammar. (Murhpy, 1992). Furthermore, songs are also known to
lower the “affective filter” or, in other words, to motivate learners to learn.
So, what positive contributions to language learning can songs make?
Socio-emotional growth
You’ll often find learners of any age singing together socially – when they
are visiting friends, at a party or in karaoke bars. Teenagers and young
adults seem to know an endless number of songs by heart and share them
continuously through the Internet and portable music players. Even though
it’s not always easy to copy this spontaneous love of music in the
classroom, singing songs in and with a class is a social act which allows
learners to participate in a group and express their feelings, no matter what
their English is like.
Physical development
Songs provide a great opportunity for young learners to move around.
Clapping, dancing and playing instruments stimulate memory, which makes
it possible for learners to hear chunks of language as they sing and use
them in different situations later. Older learners can also benefit from
clapping, dancing, rocking, tapping, and snapping their fingers to music and
songs.

Cognitive training
We all know the phenomenon of the song-that-is-stuck-in-my-head. With the
right kind of song it is easy to simulate that in the classroom. Interacting with
songs again and again is as important to language learners as repeatedly
practicing a tennis technique is for a tennis player. The skill which develops
from this is called ‘automaticity’. Learners get to know what to say and to
produce language rapidly without pausing.
Cultural literacy
Now that most music is accessible to almost anyone anywhere, either
through radio, CDs, DVDs and downloads from the Internet, learners can
enjoy songs from all corners of the globe. Songs used in English classes
can, in that way, shed light on interesting musical traditions in countries, but
can also teach teens, young adults and adults to appreciate other cultures.
For adult learners they can be “a rich mine of information about human
relations, ethics, customs, history, humor, and regional and cultural
differences’ (Lems, 2001).
Language learning
In a world where non-native speakers of English are likely to produce the
majority of songs in English, learners have the opportunity to listen to
pronunciation in a wide range of varieties of the language. Songs will help
learners become familiar with word stress and intonation, and the rhythm
with which words are spoken or sung also helps memorization. Again, this
will enable learners to remember chunks of language which they can then
use in conversations or in writing. As language teachers, we can use songs
to practice listening, speaking, reading and writing.
What can you do with songs in the classroom?
The sky is the limit! There are a few things to keep in mind: simple,
repetitive songs often contain a recurrent grammatical pattern which is
useful to teach (especially with younger children). More difficult songs often
contain interesting vocabulary and idioms. Also there is often a message, a
theme, or a story underlying a song which students can discuss, explain,
debate, and write about at almost any level.
Practical tips and tasks for using songs
Focus it
Start with a focusing activity: anything that will get students thinking about
the subject of the song. Have them think about the title of the song, in
groups of pairs. Find a picture that relates to the subject of the song and
have students make guesses about it.
Highlight it
Put a selection of important words from the song on your board. Have
students ask each other what the words mean. Then, have students in
groups write or tell a quick story that uses the words. You can also get

students to circle, underline or highlight specific words or word categories.
Stop it
Again, write a selection of words on the board. Students must shout STOP
any time they hear one of the new words. You could also stop the song
before a word you want them to guess.
Lip sync it
Have students lip sync the song before a team of judges in a Class Idol
show. This allows them to become familiar with the words, rhythm, stress
and intonation before actually singing the words out loud.
Strip it
Cut the song into strips. Give each student one strip to memorize. Students
put the strips in their pockets. They get up and tell each other their part of
the song, without looking at their part or showing their part to anyone else.
Students then organize themselves in the right order, speak the song and
then listen and check. You can also have students put the strips on a table
in order.
Question it
Have students ask each other questions about the song (about the words,
about the topics or about characters in the song). For more advanced
students you could choose two songs of a similar theme, and split the class
into two teams. Have each group listen to their song and draw up a list of
(open or True/False) questions. Pair each student with a member of the
opposite team and have them take turns asking their questions.
Gap it
You can prepare a gapped version of the lyrics and let students complete
them before listening and then check afterwards.
Write it
Have students write a letter to the main character or the singer, send an
answer to a person referred to in the song, rewrite the song as a story, write
a story which began before the story in the song and led to it, or write a
story which will continue after the song.
Change it
Change words (adjectives, adverbs, nouns -names, places or feelings), and
invent new lyrics for the melody. If you have karaoke versions of the songs
you can then let students sing their own versions.
Draw it
Get students to draw or collage the song and compare the visualisations in
class.
The possibilities are endless. Music and songs are fun, and most people

enjoy them. Make songs a regular feature in your lessons!
References
Lems, Kirsten, Using Music in the Adult ESL Classroom, ERIC Digest, 2001.
Medina, Suzanne L, The Effect of Music on Second Language Vocabulary
Acquisition, ‘National Network for Early Language Learning’, Vol 6-3, 1993.
Murphy, T (1992), The discourse op pop songs, TESOL Quarterly 26”(4),
770-774.
Please check the Methodology and Language for Primary Teachers
course at Pilgrims website.
Please check the Methodology and Language for Secondary Teachers
course at Pilgrims website.
Please check the Teaching through Music and Visual Art course at Pilgrims
website.

SUMMARY OF ARTICLE 1
This article is telling us about the usage of songs in teaching English Language and the
grammar as well in order to get the children to learn English better. Based on the article, there are a
lot of benefits of using songs in teaching grammar ( part of language ). One of the benefit is to let
the children feel enjoyable to learn grammar because children are commonly like to listen to the
songs . In addition, most of the teachers use songs at two stages of learning, there are during the
introduction and the ending of the lesson too. Furthermore, songs can motivate the children by
attracting their interest towards learning grammar as well as the language too. According to the
article, most of the people recently like to listen to contemporary pop music which is it is a new
phenomenon in education especially in English Language Learning. The pop songs have certain
short words which are conversational, time and place are imprecise. This is happens because we
have different types of learners which involving the mix abilities people such as the beginner,
medium and fast learners. This kind of varieties would be one of the factor why the usage of songs is
good in learning grammar. A lot of reasons why do we use songs to teach grammar. Firstly, the lyrics
are sung with its slower rate then the spoken words. This is telling that this material is considering
the beginner learners too in order to master the grammar items. Unforgotten, the repetition of the
words make them familiar with the language as well as the grammar items too. Regardless the
songs are suitable to be used especially when the children or people visiting their friends at some
special occasions such as parties and karaoke. The teenagers and the young adults also usually
share the songs continuously through the Internet and any portable music players. Basically, the use
of songs allow the students to move around because it needs them to do some actions such as
clapping, dancing, playing instruments and so on and it also attract the older to do the same things.
So, songs need a bit physical movements to enjoy the songs and the content of the grammar items
included in the songs. And at the same time, to make the songs are meaningful and related to the
grammar items. There are so many activities can be used in teaching grammar. For instance, step
1, by asking some questions for brainstorming the ideas about the songs heard. Another activity is
by drawing pictures to visualize the content or man points of the songs, stripping the sentences of
the lyrics to have the sequencing activity and gapping activity which is allowing the pupils to fill in the
blanks with the correct words highlighted from the lyrics of the songs.

ARTICLE 2
Chinese Culture University
This workshop demonstrated how to use movie songs to make grammar teaching more appealing to
the learners and more effective in language acquisition. Despite widespread adoption in EFL
classes, songs have rarely been used with specific reference to the acquisition of grammar. Based
on the presenters’ experience of using songs in EFL classes, this workshop showed how to teach
both word and sentence grammar in a number of ways. Techniques demonstrated included blank
filling, multiple choice, matching, dialogue, and sentence making. Numerous movie songs in DVD
format were gleaned to meet the illustrative purposes of this workshop. Rationale and guidelines with
respect to using these various ways of using songs to teach grammar were also provided for best
teaching and learning effect.
Introduction: A Personal Testimony
Inspired by the encouraging suggestions of their students, the presenters of this workshop began to
use songs in their English as a Foreign Language (EFL) classes fourteen years ago at Chinese
Culture University, Taipei, Taiwan. Since then, their use of songs in the classroom has undergone
three stages of development and maturation. The first stage was the one in which
they adopted music straightforwardly and was with only a general purpose in mind. That is, songs
were employed mostly for relaxation, for fun, and for hearing something different from the teacher’s
lecturing.
As years went by, the presenters, sensing that the direct use of songs seemed insufficient for
apparent instructional effects, started seeking more meaningful ways of using songs in the EFL
classroom, although they were still deemed as supplementary or subordinate to the textbook. At this
stage, the adoption of songs for instruction was made mainly out of the presenters’ own creation or
imagination. One of the most frequently designed activities was blank filling, in which the students
are asked to listen to the songs and fill out the missing words. The purposes attached to the song
activities were quite limited, mainly for pronunciation or listening drills.
Over the past five years, the presenters commenced looking for reinforcement from the
professionals, which sent them into the third stage of using music in the EFL classroom. For
example, in May 2001, in Taipei they attended a workshop held by the world-renowned Carolyn
Graham on using songs in the EFL classroom. In addition, they read widely those journal articles

and books on teaching English through music. The use of songs now became more professional,
focused on one specific segment or aspect of language learning for each song. Moreover, special
emphasis was placed on not only enhancement of student motivation but also relevancy of songs to
the course objectives.
What we have known and done about adoption of songs for language acquisition is quite meager,
and more possibilities and effective ways are still to be unveiled. This workshop aimed to introduce
DVD technology and different sources of songs, and to demonstrate how to design various types of
activities for using songs to teach grammar.
Literature on Using Songs to Teach Grammar
Like ice and fire, both grammar and songs are divergent in nature: One is full of regularities and
even ice-cold boredom, while the other is full of fire-like emotions and inspirational melodies that
enchant one. Nevertheless, the marrying of these two radically different elements into the family of
language instruction has been proved successful. One of the examples is Learning English by
Singing in which Professor Shih (1997) of Taiwan collected 101 songs with commentaries and
general instructional guidelines. This book was targeted at the children or EFL beginners, although
not specifically referring to grammar instruction. Another book Singing, Chanting, Telling Tales by
Carolyn Graham (1992) also examined the use of songs to teach functions and structures.
Moreover, in her Using Authentic video in English Language Teaching: Tips for Taiwan’s Teachers,
Professor Katchen (1996) of National Tsing-hwa
TSAI & LIN:
USING MUSIC TO TEACH GRAMMAR
University in northern Taiwan examined music videos. She devoted one chapter to discussing the
use of music videos for instruction in general, although grammar was only peripherally mentioned
(99). Professor Fox (1995), in his “On Common Ground: Why and How to Use Music as a Teaching
Aid,” pointed out the close tie between music and language acquisition from the perspective of
therapy and religion. He also discussed how three EFL textbooks use songs to teach grammar
(100). Celce-Murcia and Hilles (1988) went a step further to deepen the relationship of grammar and
songs, providing useful selection guidelines, teaching procedure and examples. Perhaps nowhere
has the bond between songs and grammar been more tightly bridged than Cranmer and Laroy
(1993) who devoted one chapter to exploration of using music to teach grammar in their Musical
Openings: Using Music in the Language Classroom. Eight types of using songs to teach grammar
are enumerated with preparation, procedure, and suggestions very usefully and clearly made.
DVD Technology
The movie songs in the DVD format have the following four fundamental functions:

The Subtitles Function
This allows the user to select any of the subtitles already available on a given disc. Press the
“Subtitles” button and use the guide arrow to choose the desired subtitle option. Not every music
dick, however, is installed with the subtitle function.
The Language Function
This allows for a selection of the output language type. Unfortunately, it can only produce the
language as labeled on the cover page of the disc. There are always limitations according to each
product sold. In English Karaoke, there are two choices, one with only English subtitles and rhyme,
the other with English subtitles and sound.
The Advance Function
The Use of this function enables the user to skip to individual scenes or chapters on the disc. Most
DVDs include a scene index, providing easy location of the required scene/chapter. The button
labeled “Go To” or “Forward” typically provides the advance function. This function may also prove
useful for various student-centered activities, such as asking learners to forward the chapter to a
favorite song that they would like to learn.
Chapter Repeating Function
If the teacher intends to show a song many times with or without visual support, this function does
help. When the song is being played for the first time, press this button, and it will be repeated as
many times as needed.
TSAI & LIN:
This very powerful function enables the teacher to continuously repeat a single scene.
Different Sources of Songs
Songs are available from two main sources:
1. the audio channel, such as cassette tapes, CDs and DVDs
2. both audio and video channels, such as the musical DVDs and DVD films
Theme Songs in the Special/Extra Features
Most DVDs provide the function of extra/special features, such as theme songs, costumes galleries,
behind the screens, posters, actors’ background information, and commentaries. In the movie
“Crouching Tiger, Hidden Dragon,” for instance, inserted in DVD format is the theme song titled “A
Love Before Time” sung by Co Co Lee in MTV style.

Live Concert in DVD Format
Most songs are presented by the original singers, for instance, “Charlotte Church: Voice of an Angel,
Pavarotti” and “The Corrs.” The students enjoy learning songs from the live concerts as they can
witness the singers on the screen. As the live concert DVD musicals usually do not provide English
subtitles or written scripts, the teacher can assign students to do the lyrics of their favorite songs. It is
recommended that the song be played three times, first with sound and image, next with sound only,
and the third time with both or either.
English Karaoke
Songs in this type of DVD musical, sung by the original singers only in audio channel, are presented
with background images either with sounds and subtitles or only with English subtitles, word by
word, for the viewer to sing. Much cheaper than the live concert DVDs, the Karaoke DVD discs
provide a wider variety and combination of songs, such as pop songs, movie them songs, and old
love songs. Besides, they provide English subtitles which students can take advantage of for singing
and learning English.
Theme Songs in the Film
Most feature films present songs with the plot going on, so that the viewer can understand the
background information of the song. However, this type of song usually is not shown in its entirety,
so audiotapes or CDs are needed to play the complete song. It is recommended that this type of
songs be played first with sound and image and the second or third times only with the sound
through audio channel.
The four movie songs selected for this workshop are: “A Love Before Time” (“Crouching Tiger,
Hidden Dragon”); “Green, Green Grass of Home”; “How Do I Live” (“Con Air”); and “Smoke Gets in
Your Eyes” (“Greasy”).
TSAI & LIN:
Four Steps of Using Music to Teach Grammar
1. Pre-use or getting into media stage: Teacher selects grammatical points and song lyrics and
design appropriate tasks or exercises.
2. Input or working from media stage: Teacher presents/elicits designated grammatical points.
3. Focus or working with media stage: Teacher plays the song and students are asked to do the
exercise while listening to the tapes.

4. Transfer or working out of media stage: Teacher checks the answers and makes necessary
explanation. Class discussion follows. Students are encouraged to ask questions and asked to
do follow-up assignment by using what the media has just presented. (Adapted from Donna M.
Brinton, 459)
Activity Design
Five types of activities based on the lyrics are introduced here: blank-filling, multiple-choice,
matching, dialogues, and sentence making. The former three types are mechanic drills aimed at the
conceptual instill and habituation of the targeted grammar, while the other two are communicative
types of drills aimed at enhancing students’ active and natural use of the language learned from the
lyrics.
Blank-filling
Most widely used by the EFL teachers, the blank-filling exercise is especially suitable for recognizing
the eight parts of speech. Each may be focused on practice of one or more grammatical points.
Usually each blank has only one word to be filled, and the word may be guessed through both
context and grammatical relationship. The blank may be followed by a cue in the parentheses. For
example:
Fill in the blank with the appropriate verb form:
If the sky _________(open) up for me, and the mountains __________ (disappear),
If the seas _________(run) dry, __________(turn) to dust and the sun __________(refuse) to
rise,
I would still find my way, by the light I see in your eyes.
The world I know _______(fade) away, but you stay. (“A Love Before Time”)
Multiple-choice
The multiple choice activity, which seems easier than blank-filling to design and to do, may be
devised with two or more choices, and may be done before, during or after listening to the music. For
example:
TSAI & LIN: USING MUSIC TO TEACH GRAMMAR How do I get through one night without
you
If I (have, had) to live without you
What kind of life (will, would) that be
Oh and I, I need you in my arms
Need you to hold
You’re my world, my heart, my soul
If you ever (leave, left)
Baby you would take away everything good in my life. (“How Do I Live”)

Matching
Another mechanical but frequently used exercise; the matching exercise usually consists of a list of
words that have to go with the blanks in the selected lyric. The following example is a drill on
recognizing the three types of clauses.
Match each underlined clause with one of the three types of clauses listed in the front:
A. Noun Clause
B. Adjective Clause
C. Adverbial Clause
They asked me how I know ( )
My true love was true.
Oh, I of course replied
Something here inside
Cannot be denied.
They said someday you’ll find
All who love ( ) are blind.
Oh, when your heart’s on fire ( )
You must realize
Smoke gets in your eyes ( ). (“Smoke Gets in Your Eyes”)
Dialogues
Students are asked to produce dialogues based on the grammatical elements of the song heard.
They have to gain a considerable understanding of the grammatical components of the song before
making meaningful dialogues. For example, the dialogue assignment of the song “A Love Before
Time” may be: Write eight to ten sentences of dialogues between two lovers who would most likely
be talking to each other as revealed in the song. There is much room for students to exercise their
imagination and for the teacher to expect various dialogues.
TSAI & LIN:
Sentence-making
Aimed at putting students’ sense of sentence into practice, this exercise may be designed by
imitating some of the grammatical elements or structures of the sentences in the song. The song
serves as a point of departure for making similar or better sentences. The sentence structures of the
lyrics must be well grasped before they can be used for sentence making by the students. Take
“Green, Green Grass of Home.” There is one sentence “Down the road I look, and there runs
Mary/Hair of gold and lips like cherries,” which includes several grammatical elements that worth
being drilled, such as the reverse sentence structure (“down the road I look” and “there runs Mary”),

the compound sentence, the adjective phrase (“of gold”) and simile (“like cherries”). Students may be
asked to make similar sentences by imitating one or more or all of the grammatical components of
the above sentence.
Conclusion
In conclusion, both presenters would like to claim, first, that an EFL teacher does not have to be a
good singer or musician to use songs in the classroom. Next, we recommend that we make every
song pedagogically meaningful and purposeful. Third, it is very important to grasp the fundamental
qualities and special traits of songs before we can make the best of them to meet our demands.
Finally, in selection and use of songs, we must take into account such factors as student
backgrounds and relevancy to the course syllabus, and linguistic skills to be trained. It is only when
these aspects are aptly weighed can we enhance student learning motivation, and bring English
learning by songs from a relaxing and lively process to a fruitful effect.
TSAI & LIN: USING MUSIC TO TEACH GRAMMAR
References
Celce-Murcia, M. & Hilles, S. (1988). Techniques and Resources in Teaching Grammar. New York,
N. Y.: Oxford University Press.
Cranmer, D. & Laroy, C. (1992). Musical Openings: Using Music in the Language Classroom. Essex,
England: Longman.
Brinton, D. M. (1991). The use of media in language teaching. In Celce-Murcia, M. Ed., Teaching
English as a Second or Foreign Language. pp 454-472.
Fox, T. R. (1995). On common ground: Why and how to use music as a teaching aid. The Hwa Kang
Journal of TEFL. No. 1, May 1995, 77-116.
Graham, C. (1992). Singing, Chanting, Telling Tales: Arts in the Language Classroom. Englewood
Cliffs, New Jersey: Prentice-Hall, Inc.
Katchen, J. E. (1996). Using Authentic Video in English Language Teaching: Tips for Taiwan’s
Teachers. Taipei: The Crane Publishing Co., Ltd., 92-102.
Shih, Y. (1997). Learning English by Singing. Taipei: Crane Publishing Ltd.

This article is telling about some ways of teaching grammar which is a part of language. Most
of the ways are related to the people’s interest which are more attracted to listening to the music.
There are varieties of activities can be designed to use songs such as multiple choices which is good
to be done. For example, the pupils are asked to choose one of the two provided answers that
related to the grammar part ( has and have ). After listen to the song twice, the pupils need to circle
the correct choice which is directly extracted from the lyrics of the song heard. After all, multiple
choices activity is easier than filling in the gap or blanks activity because filling in the gap needs
them to memorize all the words from the lyrics and this is the weakness of it. Despite of having those
kind of activities, songs can be used in matching activity by matching the underlined words to the
choices given. ( Choice A- Adverb. Choice B- Adjectives and Choice C – Nouns ). Other than that,
we can create a dialogues based on the songs heard or sung. For example, the song of A Love
Before Time.. The students are allowed to think and create eight dialogues which are related to a
couple who is in love each other. Here, we will be getting varieties of answers or lists of dialogues
pertaining to the song heard. Next is the sentence making activity which need the pupils or students
to use some of the words from the lyrics heard to create some new sentences for example by using
the similes seen from the lyrics of the songs. Those kind of activities as stated above would
encourage them to enjoy the songs in term of educational element plus enjoying the feel and the
tune of the songs too. The article also has shown that a workshop has been done related to the use
of songs in teaching grammar. There are so many types of songs can be used such as video movie
songs, DVD Technology Songs, Live Concert, Karaoke and Theme Songs of Movies. Anyway,
based on some testimonial used, it is said that the use of direct song is insufficient anymore.The use
of songs now became more professional, focused on one specific segment or aspect of language
learning for each song. Moreover, special emphasis was placed on not only enhancement of student
motivation but also relevancy of songs to the course objectives. In conclusion, there are so many
advantages of using songs in teaching grammar but it all depend on how the process takes place
and use the best steps in order to get a sufficient grammar lesson through the songs heard.

ARTICLE 3
Songs can be a useful tool when teaching ESL because they give students
the opportunity to listen to someone other than you, their teacher.
Often students become familiar with how one person sounds and may have
difficulties understanding others. Songs can be a challenge for students
because they are often faster than an instructor’s speech however they can
also be enjoyable and serve to reinforce certain aspects of English.
How To Proceed
• 1
Grammar
Often songs can be used to practice particular grammar points. Some
textbooks spend enormous amounts of time on particular topics and
creating new activities may become challenging so songs are
something you can turn to. You can find song worksheets and
suggestions for certain English grammar points right here,
on BusyTeacher.org. Using songs in ESL classes has become quite
common. For instance, when teaching the present perfect
tense (here’s a great article on teaching it!), songs such as “I Still
Haven’t Found What I’m Looking For” by U2 and “We Are the
Champions” by Queen may be appropriate. Students are unlikely to
grasp the entire meaning of the song but giving a brief summary or
including the translation would be beneficial. When using songs, it is

common to have a worksheet where students must fill in certain words.
For this present perfect lesson, you can remove the present perfect
verbs altogether and have students try to fill in the blanks with the
appropriate words. If this is too challenging, including the present
tense of each verb will assist students immensely.
• 2
Mad Libs
Mad Libs are a great way to practice parts of speech. You can really
use any passage to make a Mad Libs activity but it can be fun to use
songs too. For example, you can use “Frosty the Snowman” to make
your worksheet. Simply take the song and delete particular words
leaving blanks for your students, this will be the second worksheet they
receive. Then make up a list with parts of speech that correspond to
the blanks. If the first blank is “Frosty the ________man” then the first
word in the list would have to be a noun. To conduct this activity, give
students the list with parts of speech and have them work individually,
in pairs, or in groups to complete it. When they have finished, give
them the second sheet and have them fill in the blanks with their
words. Usually the result is very funny. Seeing as you used a song to
create this activity, you can finish the class by listening to the song and
having students write down the missing lyrics.
• 3
Holidays
Using songs in your holiday lessons can be fun too! Songs such as
Rudolph the Red-Nosed Reindeer can be easily explained even to
beginner and lower intermediate students. There may not be a
particular point to using the song in your class besides to conduct a
listening activity using a popular holiday song, but sometimes that is
sufficient and your students are sure to enjoy it. If your students are
willing, it may be appropriate to practice singing the song too. Some

classes will enjoy such an activity and some certainly will not so it is
important to gauge how your students will respond.
• 4
Discussion
Certain songs can be used to lead into discussions. This type of
activity would be appropriate for more advanced learners. You can use
a song such as “Another Day in Paradise” by Phil Collins for this
purpose. Initially, have students listen to the song and complete a fill in
the blank exercise. Listening to the song several times would be
appropriate but once the answers have been checked, have students
read the lyrics trying to understand the meaning of the song. You can
ask general questions to test comprehension. If you are not exactly
sure what kinds of questions will be appropriate, you can start off with
very simple ones such as “Is this a happy song?” and when students
say “No” ask them why not? This can lead into a discussion about
people’s indifference, homeless people, or something similar.
When choosing songs, please be aware of their speed.
The song “Last Christmas”, for example, can be useful however if you
choose a version which is much too fast, students will not be able to follow
along. This song, by WHAM, is a good speed for ESL learners. Organizing
your worksheets so that the verses are clearly laid out will also help
students because even if they get lost during one verse, they can be
prepared when the next one begins. Songs should generally be played
at least twicebefore checking the answers and then once again after the
correct answers have been given so that students can listen carefully to
parts they missed.
Songs are just another way to add some variety to your lessons and
expose students to a different culture’s music.

Article 3 is telling about steps of using songs in the classroom especially in teaching grammar
in English Language. It is said that songs are useful tools because they give the opportunities for the
students to listen to someone other than the teacher. In fact, students are more familiar with the
sounds rather than listening to the same speech in their daily lesson. But, listening to the songs are
a bit challenging because it is faster than a human’s speech however , they also can be enjoyable to
enhance their language. Generally, to proceed the use of songs as our material in teaching
language, a few steps need to be done or considered such as the grammar part of the songs. For
example, the use of textbooks are enormous amount of time but not the songs. This is because,
songs are something that can be turn to some enjoyable or fun elements. For example, when the
teacher is teaching Present Perfect Tense, songs such as I Still Haven’t Found What I’m Looking For
by U2 and We Are The Champions by Queen could be appropriate or suitable to be used in the
classroom. In fact, the students are unlikely to get the meaning of the entire of the songs but they are
able to give some brief summary of the songs heard or sung and relate them to the content of the
lesson on that particular time for example in learning Present Perfect Tense. The next step is using
Mad Libs which is really practical and useful because it is one of the great way to practice parts of
speech. Some words can be deleted and the students are required to fill in the blanks with the
suitable or correct words pertaining to the songs. But, the most important thing is, the teacher should
focus on certain topic or item that the teacher wants to stress on. For example, if the teacher is
focusing on Nouns, so the teacher needs to delete the noun words and leave them blanks. So that, it
is easier for the students to guess the answer by refreshing the words which are under the nouns
categories. Next step is by singing out the song. It is very suitable for the beginner and the
intermediate students in order to gauge their respond and interest toward learning grammar. This is
easier to be done because the students feel enjoyable and interested to sing the song too and at the
same time, they are gaining something and practicing the grammar items found from the lyrics of the
songs. The last step is discussion on the content of the songs which leads them to talk about the
content of the songs that the writer wants to say. This kind of session will test their comprehension
skill whether they are having a meaningful listening and understanding the songs too. In conclusion,
the three articles are mostly showing the advantages of using songs in teaching language as well as
grammar to the students in schools. I do agree with their points because I have implemented this
material in my language class. As a result, majority of the classes are enjoyed in using songs in the
lessons and have improved in their reading, listening and speaking, and reading skills.

I have gone through the experience of using songs in teaching grammar in my Year 3 class at SK
Haji Mat Dahan, Pendang. There are 14 pupils in the class and I really surprised that they really
enjoyed and have changed in their attitude toward English. This is because, to them, English is a
critical and a dull subject. Previously, it was very difficult to get their response or answers in English
Language. But, is has changed after I have tried this material ( using songs ) in my lessons
especially in teaching grammar item to the pupils. It is not an easy task since they are average
learners which come from mix abilities level too. When teaching the singular and plural nouns, I have
used a song of Five Little Ducks in my classroom. At the moment, they were not so attracted toward
the topic of that day. But, after listened to the song of Five Little Ducks, they started to enjoy to
imitate the sounds of ducks and finally they were able to repeat after the song correctly. To me, that
is the best chance to me to use the song to get their participation and their response toward the
learning content ( Singular and Plural Nouns ). And, finally, they were enjoyed the lesson and as the
result, they are able to different between singular and plural by creating some simple sentences
( written and orally ) which are showing the singular and plural words or nouns. What a big surprise
to me, now, they are able to correct their pronunciation toward the use of plural nouns by not
forgetting to say the plural nouns with the sound of /s/ at the end of the words. ( e.g : Five little ducks
went out one day…Over the hill and far away..Mother duck said..quack quack quack..But only four
little ducks came back. )
REFERENCES
Retrieved on 7th
May 2013 at http://busyteacher.org/3855-how-to-teach-using-songs.html
Retrieved on 7th
May 2013 at :http://www.hltmag.co.uk/apr09/less01.htm

ASSIGNMENT 2
PORTFOLIO
A) LESSON PLAN OF ENGLISH KSSR YEAR 3 ( 1st
)
CLASS / TIME Year 3 / 8.15 am – 9.15 am
Focus Listening and Speaking and Reading
Topic Pet’s World
Content Standard 1.1 By the end of the 6 year primary schooling, pupils will
be able to pronounce words and speak confidently with the
correct stress, rhythm and intonation.
2.2 By the end of the 6 year primary schooling, pupils will
be able to demonstrate understanding of a variety of linear
and non linear texts in the form of print and non print
materials using a range of strategies to construct meaning.
( lyrics )
Learning Standard 1.1.3 Able to listen to, say aloud and recite rhymes, tongue
twisters and sing songs, paying attention to pronunciation,
rhythm and intonation.
2.2.2 Able to read and understand phrases and sentences
in linear and non linear texts.
Learning outcomes To be able to :
i- listen to the song of Five Little Ducks carefully.
ii- read the sentences ( lyrics ) of the song with the correct
pronunciation, intonation and stress.
Teaching aids Props ( hill ), Puppets of ducklings ( made of polysterin ),
Masks of flowers and Mother Duck.
Reflection / Impact All the Year 3 pupils were able to:
a) listen to the song carefully.
b) sing the song and pronounce the words correctly and
accurately.
ACTIVITIES STRATEGIES NOTES

Set Induction ( 5 min )
( sounds of ducks quacking )
Stage 1 ( 20 min )
Stage 2 ( 5 min )
Stage 3 ( 25 min )
- Listen to the sounds of the
quacking.
- Pupils try to guess the animals
with the sounds heard.
- Talk about the physical of a
duck.
- Listen to the full version of the
song.
- Repeat after the song.
- Read the lyrics of the song
with the correct stress,
pronunciation and intonation.
- Take turn in reading the lyrics
( group reading )
- Pupils sit in a group of 3 to 4
- Discuss on how to sing the
song correctly.
- Pupils perform their singing in
front of the class ( in groups )
- They have to take turn to
perform their singing.
- While the first group sing out
the song in front of the class,
the rest of the groups will listen
to their singing carefully.
- Then, give some comments or
compliments toward their
Some of them imitate the
sounds….( quack quack….)
Title : Five Little Ducks
Group discussion
Perform their singing
Commenting / Complimenting

CLOSURE ( 5 min )
singing. ( stressing on their
pronunciation, intonation,
rhythm ).
- Repeat the same steps from
the first group to the last group (
performing/singing and
commenting/complimenting )
- All the groups combine in one
group ( in front of the class )
- Sing out the song joyfully.

Lesson Plan ( 2nd
)
CLASS / TIME Year 3 / 8.15 am – 9.15 am
Focus Language Art and Grammar
Topic Pet’s World
Content Standard 4.3 By the end of the 6 year primary schooling, pupils will
be able to plan, organize and produce creative works for
enjoyment.
5.1 By the end of the 6 year primary schooling, pupils will
be able to use different word classes correctly and
appropriately.
Learning Standard 4.3.1 Able to produce simple creative works with guidance
based on :
( c ) action songs
5.1.1 Able to use nouns correctly and appropriately :
( c ) singular nouns
( d ) plural nouns
Learning outcomes To be able to :
i- produce and perform an action song of Five Little Ducks
in front of the class ( the whole class of Year 3 )
ii- use the singular and plural nouns correctly and
appropriately using the action song has been created and
performed in front of the class.
Teaching aids Props ( hill ), Puppets of ducklings ( made of polysterin ),
Masks of flowers and Mother Duck.
Reflection / Impact All the Year 3 pupils were able to:
a) produce and perform the action song creatively and
attractively.
b) pronounce the singular and plural nouns correctly to
show the different between singular and plural
c) create 5 simple sentences using any singular and plural
nouns ( written and orally ).

ACTIVITIES STRATEGIES NOTES
Set Induction ( 5 min )
( song of Five Little Ducks –
with vocals )
Stage 1 ( 20 min )
Stage 2 (25 min )
- Listen to the song of Five Little
Ducks.
- Pupils try to sing along.
( whole class )
- Pupils sit in a big group .
- Discuss about the song heard
and sung.
- Try to think of and talk about
the ideas to perform the song
accurately, creatively and
attractively.
- Make use of some masks and
props given by the teacher to
have a good performance of an
action song.
- Body gestures, movements
will be used too.
- Divide their own characters or
parts. ( the Mother Duck,
Ducklings, Flowers )
- Work in groups
Sing together ( whole class )
Title : Five Little Ducks
Group discussion
Masks and props
Performance of an action song

CLOSURE ( 10 min )
- Perform out their action song
in front of the class
- Teacher helps the pupils to
record the performance.
- Finally, watch the recorded
performance and try to correct
some pronunciation or
mistakes. ( where necessary
especially to the pronunciation
of the singular and plural
nouns )
- Pupils create 5 sentences
using the other singular and
plural nouns ( out of the lyrics of
Five Little Ducks )
Post Mortem ( orally )O
Orally
APPENDICES

A) LYRICS
B) PICTURES ( MASKS, PROPS )
Five little ducks went out one day
Over the hill and far away
Mother duck said quack quack quack
quack
Only four little ducks came back.
One little duck went out one day
Mother duck said quack quack quack quack
None of the 5 little ducks came back.
Four little ducks went out one day
quack
Only three little ducks came back.
Poor Mother duck went out to find
Mother duck said quack quack
All of the five little ducks weren’t
found
Three little ducks went out one day
quack
Only two little ducks came back.
Oh my mother..Oh…my mother
Where are you..Where are you
We cannot find you
We cannot find you
We miss you……We miss you
Two little ducks went out one day
quack
Only one little duck came back.
Sad mother duck went out one day
Mother duck said quack….quack
All of the five little ducks came back…..

C) URL OF THE VIDEO ( ACTION SONG )
http://www.youtube.com/watch?v=0f7JopnepQ8

]
ARTICLE 2
Chinese Culture University
This workshop demonstrated how to use movie songs to make grammar teaching more appealing to
the learners and more effective in language acquisition. Despite widespread adoption in EFL
classes, songs have rarely been used with specific reference to the acquisition of grammar. Based
on the presenters’ experience of using songs in EFL classes, this workshop showed how to teach
both word and sentence grammar in a number of ways. Techniques demonstrated included blank
filling, multiple choice, matching, dialogue, and sentence making. Numerous movie songs in DVD
format were gleaned to meet the illustrative purposes of this workshop. Rationale and guidelines with
respect to using these various ways of using songs to teach grammar were also provided for best
teaching and learning effect.
Introduction: A Personal Testimony
Inspired by the encouraging suggestions of their students, the presenters of this workshop began to
use songs in their English as a Foreign Language (EFL) classes fourteen years ago at Chinese
Culture University, Taipei, Taiwan. Since then, their use of songs in the classroom has undergone
three stages of development and maturation. The first stage was the one in which they adopted
music straightforwardly and was with only a general purpose in mind. That is, songs were employed
mostly for relaxation, for fun, and for hearing something different from the teacher’s lecturing.
As years went by, the presenters, sensing that the direct use of songs seemed insufficient for
apparent instructional effects, started seeking more meaningful ways of using songs in the EFL

classroom, although they were still deemed as supplementary or subordinate to the textbook. At this
stage, the adoption of songs for instruction was made mainly out of the presenters’ own creation or
imagination. One of the most frequently designed activities was blank filling, in which the students
are asked to listen to the songs and fill out the missing words. The purposes attached to the song
activities were quite limited, mainly for pronunciation or listening drills.
Over the past five years, the presenters commenced looking for reinforcement from the
professionals, which sent them into the third stage of using music in the EFL classroom. For
example, in May 2001, in Taipei they attended a workshop held by the world-renowned Carolyn
Graham on using songs in the EFL classroom. In addition, they read widely those journal articles
and books on teaching English through music. The use of songs now became more professional,
focused on one specific segment or aspect of language learning for each song. Moreover, special
emphasis was placed on not only enhancement of student motivation but also relevancy of songs to
the course objectives.
What we have known and done about adoption of songs for language acquisition is quite meager,
and more possibilities and effective ways are still to be unveiled. This workshop aimed to introduce
DVD technology and different sources of songs, and to demonstrate how to design various types of
activities for using songs to teach grammar.
Literature on Using Songs to Teach Grammar
Like ice and fire, both grammar and songs are divergent in nature: One is full of regularities and
even ice-cold boredom, while the other is full of fire-like emotions and inspirational melodies that
enchant one. Nevertheless, the marrying of these two radically different elements into the family of
language instruction has been proved successful. One of the examples is Learning English by
Singing in which Professor Shih (1997) of Taiwan collected 101 songs with commentaries and
general instructional guidelines. This book was targeted at the children or EFL beginners, although
not specifically referring to grammar instruction. Another book Singing, Chanting, Telling Tales by
Carolyn Graham (1992) also examined the use of songs to teach functions and structures.
Moreover, in her Using Authentic video in English Language Teaching: Tips for Taiwan’s Teachers,
Professor Katchen (1996) of National Tsing-hwa
University in northern Taiwan examined music videos. She devoted one chapter to discussing the
use of music videos for instruction in general, although grammar was only peripherally mentioned
(99). Professor Fox (1995), in his “On Common Ground: Why and How to Use Music as a Teaching
Aid,” pointed out the close tie between music and language acquisition from the perspective of
therapy and religion. He also discussed how three EFL textbooks use songs to teach grammar
(100). Celce-Murcia and Hilles (1988) went a step further to deepen the relationship of grammar and
songs, providing useful selection guidelines, teaching procedure and examples. Perhaps nowhere
has the bond between songs and grammar been more tightly bridged than Cranmer and Laroy
(1993) who devoted one chapter to exploration of using music to teach grammar in their Musical

Openings: Using Music in the Language Classroom. Eight types of using songs to teach grammar
are enumerated with preparation, procedure, and suggestions very usefully and clearly made.
DVD Technology
The movie songs in the DVD format have the following four fundamental functions:
The Subtitles Function
This allows the user to select any of the subtitles already available on a given disc. Press the
“Subtitles” button and use the guide arrow to choose the desired subtitle option. Not every music
dick, however, is installed with the subtitle function.
The Language Function
This allows for a selection of the output language type. Unfortunately, it can only produce the
language as labeled on the cover page of the disc. There are always limitations according to each
product sold. In English Karaoke, there are two choices, one with only English subtitles and rhyme,
the other with English subtitles and sound.
The Advance Function
The Use of this function enables the user to skip to individual scenes or chapters on the disc. Most
DVDs include a scene index, providing easy location of the required scene/chapter. The button
labeled “Go To” or “Forward” typically provides the advance function. This function may also prove
useful for various student-centered activities, such as asking learners to forward the chapter to a
favorite song that they would like to learn.
Chapter Repeating Function
If the teacher intends to show a song many times with or without visual support, this function does
help. When the song is being played for the first time, press this button, and it will be repeated as
many times as needed.
Most DVDs provide the function of extra/special features, such as theme songs, costumes galleries, behind the screens,
posters, actors’ background information, and commentaries. In the movie “Crouching Tiger, Hidden Dragon,” for
instance, inserted in DVD format is the theme song titled “A Love Before Time” sung by Co Co Lee in MTV style.
Most songs are presented by the original singers, for instance, “Charlotte Church: Voice of an Angel, Pavarotti” and
“The Corrs.” The students enjoy learning songs from the live concerts as they can witness the singers on the screen. As
the live concert DVD musicals usually do not provide English subtitles or written scripts, the teacher can assign
students to do the lyrics of their favorite songs. It is recommended that the song be played three times, first with sound
and image, next with sound only, and the third time with both or either.

English Karaoke
Songs in this type of DVD musical, sung by the original singers only in audio channel, are presented with background
images either with sounds and subtitles or only with English subtitles, word by word, for the viewer to sing. Much
cheaper than the live concert DVDs, the Karaoke DVD discs provide a wider variety and combination of songs, such as
pop songs, movie them songs, and old love songs. Besides, they provide English subtitles which students can take
advantage of for singing and learning English.
Most feature films present songs with the plot going on, so that the viewer can understand the background information
of the song. However, this type of song usually is not shown in its entirety, so audiotapes or CDs are needed to play the
complete song. It is recommended that this type of songs be played first with sound and image and the second or third
times only with the sound through audio channel.
The four movie songs selected for this workshop are: “A Love Before Time” (“Crouching Tiger, Hidden Dragon”);
“Green, Green Grass of Home”; “How Do I Live” (“Con Air”); and “Smoke Gets in Your Eyes” (“Greasy”).
Most DVDs provide the function of extra/special features, such as theme songs, costumes galleries, behind the screens,
posters, actors’ background information, and commentaries. In the movie “Crouching Tiger, Hidden Dragon,” for
instance, inserted in DVD format is the theme song titled “A Love Before Time” sung by Co Co Lee in MTV style.
Most songs are presented by the original singers, for instance, “Charlotte Church: Voice of an Angel, Pavarotti” and
“The Corrs.” The students enjoy learning songs from the live concerts as they can witness the singers on the screen. As
the live concert DVD musicals usually do not provide English subtitles or written scripts, the teacher can assign
students to do the lyrics of their favorite songs. It is recommended that the song be played three times, first with sound
and image, next with sound only, and the third time with both or either.
English Karaoke
Songs in this type of DVD musical, sung by the original singers only in audio channel, are presented with background
images either with sounds and subtitles or only with English subtitles, word by word, for the viewer to sing. Much
cheaper than the live concert DVDs, the Karaoke DVD discs provide a wider variety and combination of songs, such as
pop songs, movie them songs, and old love songs. Besides, they provide English subtitles which students can take
advantage of for singing and learning English.
Most feature films present songs with the plot going on, so that the viewer can understand the background information
of the song. However, this type of song usually is not shown in its entirety, so audiotapes or CDs are needed to play the
complete song. It is recommended that this type of songs be played first with sound and image and the second or third
times only with the sound through audio channel.
The four movie songs selected for this workshop are: “A Love Before Time” (“Crouching Tiger, Hidden Dragon”);
“Green, Green Grass of Home”; “How Do I Live” (“Con Air”); and “Smoke Gets in Your Eyes” (“Greasy”).

Four Steps of Using Music to Teach Grammar
1. Pre-use or getting into media stage: Teacher selects grammatical points and song lyrics and design
appropriate tasks or exercises.
2. Input or working from media stage: Teacher presents/elicits designated grammatical points.
3. Focus or working with media stage: Teacher plays the song and students are asked to do the
exercise while listening to the tapes.
4. Transfer or working out of media stage: Teacher checks the answers and makes necessary
explanation. Class discussion follows. Students are encouraged to ask questions and asked to do
follow-up assignment by using what the media has just presented. (Adapted from Donna M.
Brinton, 459)
Activity Design
Five types of activities based on the lyrics are introduced here: blank-filling, multiple-choice, matching,
dialogues, and sentence making. The former three types are mechanic drills aimed at the conceptual
instill and habituation of the targeted grammar, while the other two are communicative types of drills
aimed at enhancing students’ active and natural use of the language learned from the lyrics.
Blank-filling
Most widely used by the EFL teachers, the blank-filling exercise is especially suitable for recognizing the
eight parts of speech. Each may be focused on practice of one or more grammatical points. Usually each
blank has only one word to be filled, and the word may be guessed through both context and
grammatical relationship. The blank may be followed by a cue in the parentheses. For example:
Fill in the blank with the appropriate verb form:
If the sky _________(open) up for me, and the mountains __________ (disappear),
If the seas _________(run) dry, __________(turn) to dust and the sun __________(refuse) to
rise,
I would still find my way, by the light I see in your eyes.
The world I know _______(fade) away, but you stay. (“A Love Before Time”)
Multiple-choice
The multiple choice activity, which seems easier than blank-filling to design and to do, may be devised
with two or more choices, and may be done before, during or after listening to the music. For example:
How do I get through one night without you
If I (have, had) to live without you
What kind of life (will, would) that be
Oh and I, I need you in my arms
Need you to hold
You’re my world, my heart, my soul
If you ever (leave, left)
Baby you would take away everything good in my life. (“How Do I Live”)
Matching
Another mechanical but frequently used exercise; the matching exercise usually consists of a list of words
that have to go with the blanks in the selected lyric. The following example is a drill on recognizing the
three types of clauses.
Match each underlined clause with one of the three types of clauses listed in the front:
A. Noun Clause
B. Adjective Clause

C. Adverbial Clause
They asked me how I know ( )
My true love was true.
Oh, I of course replied
Something here inside
Cannot be denied.
They said someday you’ll find
All who love ( ) are blind.
Oh, when your heart’s on fire ( )
You must realize
Smoke gets in your eyes ( ). (“Smoke Gets in Your Eyes”)
Dialogues
Students are asked to produce dialogues based on the grammatical elements of the song heard. They
have to gain a considerable understanding of the grammatical components of the song before making
meaningful dialogues. For example, the dialogue assignment of the song “A Love Before Time” may be:
Write eight to ten sentences of dialogues between two lovers who would most likely be talking to each
other as revealed in the song. There is much room for students to exercise their imagination and for the
teacher to expect various
Sentence-making
Aimed at putting students’ sense of sentence into practice, this exercise may be designed by imitating
some of the grammatical elements or structures of the sentences in the song. The song serves as a point
of departure for making similar or better sentences. The sentence structures of the lyrics must be well
grasped before they can be used for sentence making by the students. Take “Green, Green Grass of
Home.” There is one sentence “Down the road I look, and there runs Mary/Hair of gold and lips like
cherries,” which includes several grammatical elements that worth being drilled, such as the reverse
sentence structure (“down the road I look” and “there runs Mary”), the compound sentence, the
adjective phrase (“of gold”) and simile (“like cherries”). Students may be asked to make similar sentences
by imitating one or more or all of the grammatical components of the above sentence.
Conclusion
In conclusion, both presenters would like to claim, first, that an EFL teacher does not have to be a good
singer or musician to use songs in the classroom. Next, we recommend that we make every song
pedagogically meaningful and purposeful. Third, it is very important to grasp the fundamental qualities
and special traits of songs before we can make the best of them to meet our demands. Finally, in
selection and use of songs, we must take into account such factors as student backgrounds and relevancy
to the course syllabus, and linguistic skills to be trained. It is only when these aspects are aptly weighed
can we enhance student learning motivation, and bring English learning by songs from a relaxing and
lively process to a fruitful effect.

References
Celce-Murcia, M. & Hilles, S. (1988). Techniques and Resources in Teaching Grammar. New York, N.
Y.: Oxford University Press.
Cranmer, D. & Laroy, C. (1992). Musical Openings: Using Music in the Language Classroom. Essex,
England: Longman.
Brinton, D. M. (1991). The use of media in language teaching. In Celce-Murcia, M. Ed., Teaching
English as a Second or Foreign Language. pp 454-472.
Fox, T. R. (1995). On common ground: Why and how to use music as a teaching aid. The Hwa Kang
Journal of TEFL. No. 1, May 1995, 77-116.
Graham, C. (1992). Singing, Chanting, Telling Tales: Arts in the Language Classroom. Englewood Cliffs,
New Jersey: Prentice-Hall, Inc.
Katchen, J. E. (1996). Using Authentic Video in English Language Teaching: Tips for Taiwan’s Teachers.
Taipei: The Crane Publishing Co., Ltd., 92-102.
Shih, Y. (1997). Learning English by Singing. Taipei: Crane Publishing Ltd.

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