| Are you students sometimes bored in spite of | | | | Students may be exposed to an accent which is |
| your best efforts? Are you looking for some new | | | | outside the realm of what they might normally |
| and different techniques? Could you use a learning | | | | hear in context.o Use of new grammar and |
| activity that would really wake them up? Would | | | | structure Song writers and singers are notoriously |
| you like to get and keep the students' interest? | | | | "loose" when it comes to use of grammar, |
| Even have them helping you? Then try this | | | | structure, pronunciation, stress and other language |
| classroom-tested technique by using | | | | factors applied to songs. The teacher must |
| student-selected songs to teach listening | | | | prepare for this. |
| comprehension. | | | | Three Principal Song Selection Criteria |
| Almost everyone loves music. It is a part of our | | | | 1. Use songs that are popular with the students |
| language and life from before birth onwards. As | | | | whenever possible. Unfortunately, students |
| babies, we hear lullabies. As young children we | | | | frequently select songs for classroom use which |
| play, sing and dance to a myriad of nursery | | | | are objectionable in some way making the song |
| rhymes. As adolescents, we are consumed by | | | | unusable. |
| the beat of popular music artists worldwide. As | | | | 2. Songs MUST have clear and understandable |
| adults, every form of advertising we hear, every | | | | lyrics. Nothing is worse than a song almost |
| special event we experience, is in part, music. | | | | nobody can understand. If you have trouble |
| Music pervades television, movies, theater, and | | | | understanding the lyrics by listening, then another |
| even the nightly news. When we exercise, when | | | | song needs to be selected. |
| we work, when we play, when we worship and | | | | 3. Songs should have an appropriate theme. |
| even when we die, music is there to reinforce or | | | | There's enough bad news, negativity and violence |
| alter or every mood and emotion. A catchy tune | | | | in the world already. Songs with any type of |
| is played, hummed or sung, at times in our head, | | | | negative theme should be avoided. There are |
| as we go about our everyday lives. So, why not | | | | plenty of positive, upbeat, even humorous songs |
| include music and songs in language learning as | | | | available. Use these. |
| well? | | | | Music pervades virtually every aspect of our lives |
| Factors Contributing to Listening Comprehension | | | | Music pervades virtually every aspect of our lives. |
| of Songo Use of new vocabulary, idioms and | | | | Students adore it. It contains numerous useful |
| expressions - You'll need to address the new | | | | elements for language teaching and it's fun for |
| material offered in each song. This includes | | | | both the teacher and students. So, why not |
| grammar, vocabulary and usage.o Pronunciation | | | | include music and songs in your language learning |
| and accent of the singer - Every native speaker | | | | classes as well? |
| doesn't pronounce or sing with the same accent. | | | | |