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| − | + | Teach English With Music Even though You might be Not Musically Inclined | |
| − | + | Even though we hear quite a bit about how music may help the English like a 2nd Language (ESL) or English as being a Foreign Language (EFL) classroom, if you're not musically inclined it may be difficult to generate it perform. But fear not, on this page I'll introduce some hints and procedures that I have utilized to show songs really effectively from lessons of 2 young ones as many as more than 1,000. Following a little bit of exercise ESL music will save you an entire large amount of your time and stress! | |
| − | + | Allow me to share my prime ideas... | |
| − | + | 1. Pre-teach the Vocab | |
| − | + | If you're utilizing a traditional tune, try and pre-teach as much in the language in prior lessons as you can. Do not bill it to be a prelude to a tune, just let them slip in naturally in the course of the past several classes. ( This concept also functions effectively with picture books or drama plays). If you're instructing a music specially published for ESL or EFL, you could likely introduce all the language in the starting of present-day lesson. | |
| − | + | 2. Actions & Gestures | |
| − | + | ||
| − | + | The main reason songs work so nicely in the English classroom is that many little ones are what's called "Musically Intelligent". It basically means that language sticks in their memory if it's accompanied by a melody. It's the same thing that happens when you hear the new Madonna tune on the radio and can't get it out of your head all day! | |
| − | + | But even though musical intelligence is pretty common, some young children are also intelligent in other ways and we have to try and incorporate as many types as we can into the learning. So for kids who are more physical we add in gestures and actions for each lyric. The sillier the better. It's incredibly often a good idea to allow the young children choose the gesture, that way it becomes their own. As they own it they remember it longer. | |
| − | + | 3. Picture Cards for Each Lyric | |
| − | + | Just as some young ones are more physical, some learn more by visual means. More effective than simply writing the lyrics on the board, a fun photo card to illustrate each lyric is recommended. So now we have steps, melody and pictures for each new word or phrase. Ideally we'd also have a smell for each one as perfectly, but I think we'll leave that for now, as we have most of the young ones learning styles covered! | |
| − | + | 4. A Cappella - Without the Music | |
| − | + | This is the key stage and the one that most teachers miss out. Even though the children already know the English, and have all the gestures and can see many of the pictures, if you simply play the CD and say "Hey, let's sing!" they're all about to give you some quite strange looks! | |
| − | + | The trick is to go through the song phrase by phrase without any backing music. Do the gestures and point to the photo cards and make sure everyone can get a hold of the melody. Do not worry if you can't sing effectively, in most countries it's the effort that the young children see and appreciate! In fact they'll often appreciate bad singing more than good singing. The side effect of too a lot karaoke I feel. | |
| − | + | If you have a particularly tricky music, start off slow and gradually build up the speed. The point listed here is that by the time you've finished you should be up to or just a little little bit faster than the recording on the CD. You'll be amazed at how fast the young ones can get with this method. | |
| − | + | 5. Big Finish: Kick in the CD! | |
| − | In the | + | In the a cappella section you'll notice the young ones getting better with the English but also sloping off in their concentration. That's when you kick in the music! Make sure the arrangement is ultra energetic and the youngsters will spring to life with a vengeance. Crank up the volume and they'll be singing their hearts out! Keep the gestures and actions in there and most likely soon after just one run through the track they'll have all the new language permanently imprinted in their brains! |
| − | + | And that's all there is to it, it's quite simple really. Once you've done the music you'll be able to play it again on the beginning from the next class and they'll have remembered the English almost instantly. It's the best technique I have found for curing the "we've forgotten everything" problem you have with long gaps between lessons [http://dns.pmsh.tnc.edu.tw/~wiki/98103/index.php/%E7%94%A8%E6%88%B6:ElmooPineda hoc tieng anh qua bai hat]. | |
| − | + | ||
| − | + | ||
Latest revision as of 00:08, 16 August 2013
Teach English With Music Even though You might be Not Musically Inclined
Even though we hear quite a bit about how music may help the English like a 2nd Language (ESL) or English as being a Foreign Language (EFL) classroom, if you're not musically inclined it may be difficult to generate it perform. But fear not, on this page I'll introduce some hints and procedures that I have utilized to show songs really effectively from lessons of 2 young ones as many as more than 1,000. Following a little bit of exercise ESL music will save you an entire large amount of your time and stress!
Allow me to share my prime ideas...
1. Pre-teach the Vocab
If you're utilizing a traditional tune, try and pre-teach as much in the language in prior lessons as you can. Do not bill it to be a prelude to a tune, just let them slip in naturally in the course of the past several classes. ( This concept also functions effectively with picture books or drama plays). If you're instructing a music specially published for ESL or EFL, you could likely introduce all the language in the starting of present-day lesson.
2. Actions & Gestures
The main reason songs work so nicely in the English classroom is that many little ones are what's called "Musically Intelligent". It basically means that language sticks in their memory if it's accompanied by a melody. It's the same thing that happens when you hear the new Madonna tune on the radio and can't get it out of your head all day!
But even though musical intelligence is pretty common, some young children are also intelligent in other ways and we have to try and incorporate as many types as we can into the learning. So for kids who are more physical we add in gestures and actions for each lyric. The sillier the better. It's incredibly often a good idea to allow the young children choose the gesture, that way it becomes their own. As they own it they remember it longer.
3. Picture Cards for Each Lyric
Just as some young ones are more physical, some learn more by visual means. More effective than simply writing the lyrics on the board, a fun photo card to illustrate each lyric is recommended. So now we have steps, melody and pictures for each new word or phrase. Ideally we'd also have a smell for each one as perfectly, but I think we'll leave that for now, as we have most of the young ones learning styles covered!
4. A Cappella - Without the Music
This is the key stage and the one that most teachers miss out. Even though the children already know the English, and have all the gestures and can see many of the pictures, if you simply play the CD and say "Hey, let's sing!" they're all about to give you some quite strange looks!
The trick is to go through the song phrase by phrase without any backing music. Do the gestures and point to the photo cards and make sure everyone can get a hold of the melody. Do not worry if you can't sing effectively, in most countries it's the effort that the young children see and appreciate! In fact they'll often appreciate bad singing more than good singing. The side effect of too a lot karaoke I feel.
If you have a particularly tricky music, start off slow and gradually build up the speed. The point listed here is that by the time you've finished you should be up to or just a little little bit faster than the recording on the CD. You'll be amazed at how fast the young ones can get with this method.
5. Big Finish: Kick in the CD!
In the a cappella section you'll notice the young ones getting better with the English but also sloping off in their concentration. That's when you kick in the music! Make sure the arrangement is ultra energetic and the youngsters will spring to life with a vengeance. Crank up the volume and they'll be singing their hearts out! Keep the gestures and actions in there and most likely soon after just one run through the track they'll have all the new language permanently imprinted in their brains!
And that's all there is to it, it's quite simple really. Once you've done the music you'll be able to play it again on the beginning from the next class and they'll have remembered the English almost instantly. It's the best technique I have found for curing the "we've forgotten everything" problem you have with long gaps between lessons hoc tieng anh qua bai hat.
