51.}Read the text and answer the following quetons!

Jawaban:

1. Pronunciation: Sometimes you don’t even need the whole song, but rather the chorus, to play as a model for whatever pronunciation feature your working on. For example, Carpenters’ “Sing” is perfect for practicing the “ng” sound (“Siiiing, siiiing a soooong, let the world sing aloooong”). Also, if you try to sing along to the chorus of Jim Diamond’s “I should’ve known better” or Bruno Mars’ “If I were your man”, you won’t be able to say “should HAVE”, as students often do, with a full-blown have. And by the way, after the endless repetition of the modal verb in those songs, one should hope students won’t be pronouncing the silent L in “should” or prolonging its short vowel. In any case, you can always remind them of the song when giving them feedback.

2. Rhythm and intonation: To sensitize A2-level adult students to the nature of the rhythm and intonation in English, I once asked them what was weird about the English in Paul Anka’s “Diana”. The song gives a similar weight to almost every word in the sentence, which is closer to what Brazilian learners do in English. Surprisingly, they could notice that difference, especially in the line “I love you and you love me”.  Then we played “correct the native speaker”, that is, they had to listen to the line in stacatto and try and say it naturally. I felt that was a fun inversion of roles for them: elementary students don’t get many chances to teach a proficient speaker how to say things properly, do they?

3. Soundtrack to other activities: We can use songs with the theme of the lesson to play in the background, but we should be mindful of the fact that many students prefer some quiet time to concentrate. However, when you want to set a fast pace, certain songs can be particularly useful. For instance, after teaching elementary students how to tell the time, I would usually recycle it with a team competition. Each group lined up facing a wall full of digital and analog clock cut-outs. When I said the time, the first in line had to run to the wall and touch the corresponding clock. Of course the team could help by instructing them to go left or right, up or down. The soundtrack to that game? “Rock around the clock.” Now try not to move fast when listening to that tune!

1920s

The source of this photo is unclear. Doesn’t it fire up your imagination, though?

4. Reading and writing/speaking: Who says songs are for listening only? The lyrics can be a reading text and even provide a prompt for writing or speaking. Case in point: REM and Natalie Merchant’s “Photograph”. You can ask students to look for vintage photos of people with their phones (or alternatively you can bring a few print-outs) and pair up to discuss things like “When and where do you think this photo was taken?/ What do you like about it?/ How do you think this person used to live? / What is the person thinking?” Then you can hand out the lyrics to the song, and they can read as they listen to the song, focusing on identifying the photograph they are describing from a line-up (make sure only one of the photos is black and white with a little girl smiling to the camera in the 1920’s or 30’s). You may wish to do a further comprehension task after that, before you draw attention to how the photo is described in the lyrics and perhaps even teach them/recycle more language used to describe photos. Finally they can pick their favorite photo from the ones the teacher brought and describe it either orally or in writing, so the rest of the class can figure out which of the pictures they’re describing.

N.B.: That song can also be used for practicing questions. Instead of having them describe the photo, you can ask to come up with questions about it and check with the questions asked in the song.

5. Controversial topics: Certain songs lend themselves to fostering a discussion of taboo topics, but of course we need to bear in mind that not all groups will be open to all topics:

a) Madonna’s “Papa Don’t Preach” – teen pregnancy

b) Suzanne Vegga’s “Luka” – domestic violence

c) Phil Collins’ “Another Day in Paradise” – beggars

d) Simple Plan’s “Welcome to My Life” – the difficulties of being a teenager

e) Morrissey’s “America’s not the World” – anti-Americanism

f) Meghan Trainor’s “All About that Bass” – beauty standards

6. Storytelling: Songs that tell stories can be used as listening passages with tasks that help them understand the different events and the subtle way parts of the story are phrased. Afterwards, they can serve as inspiration for your students to tell their own stories or other stories they’ve heard of, read in books, or seen in movies.

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