| We'll continue with ways music can be employed in | | | | of certain lengths, with some for three, four or five |
| the English language learning classroom, useful | | | | minute lengths. Try it. It really works great. |
| activities in EFL or with English language learners. | | | | What If You're NOT A Native Speaker? |
| What kinds and genres of music might prove to be | | | | If You're NOT A Native Speaker, (or even if you are |
| helpful and some free (I'll bet your budget's tight) | | | | for that matter) then you could use songs to |
| sources for music to use in your class room with | | | | illustrate connected speech elements. Try "Hit the |
| your language learners, regardless of the ages or | | | | Road Jack" by the late Ray Charles when practicing |
| profiles. | | | | contractions. "When I'm 64" by the Beatles works |
| In General Music Use | | | | great for not only numbers but with connected |
| First, accustom your learners to the use of music in a | | | | speech liaison illustration too. Besides, the learners |
| variety of ways in the ELL classroom. You could | | | | always like that one even if they've heard it umpteen |
| begin with using soft background music at times to | | | | times. Want to practice a particular consonant or |
| help control the learners. After a TPR or other type | | | | vowel sound? No problem. I'll bet you'll have |
| of activity session, you calm and soften the learners' | | | | absolutely no trouble at all in finding a song that uses |
| mood but putting on a smooth, easy-listening or | | | | the sounds numerous times. By singing that tune, |
| classical song (like Mozart or Cesaria Evora). I use this | | | | learners will inadvertently practice what you want |
| while re-arranging seating from a previous activity or | | | | them too. It's especially effective - if you don't tell |
| prior to starting a new one. The learners also know | | | | them what you're actually having them do. If they |
| the transition is expected to be finished before the | | | | "figure it out", great. Either way they'll gladly |
| song ends, so after an initial acclimation period near | | | | "practice" by singing an upbeat, lively song that |
| the beginning of the semester, things often go quite | | | | contains the practice elements you want. |
| smoothly. | | | | Languages, Like Music, Have Rhythms |
| Need to Time An Exercise? | | | | Languages, like music, have rhythms that distinguish |
| Did you know that a song makes a great "timer" for | | | | them from one another. One of the biggest problems |
| short assignment or activity completion? When | | | | in connected speech is that learners try to speak |
| having learners complete a written, grammar, | | | | English, for example, using the rhythm of their first |
| vocabulary or practice exercise, I'll put on a soft | | | | language (L1). The result, of course, is that they |
| instrumental (or jazz vocal) at a relatively low volume. | | | | sound "off". |
| Learners then have until the end of the piece to | | | | Exactly why this is so, along with an example of how |
| finish what they've been assigned to do. That way, | | | | to precisely illustrate this aspect of spoken language |
| you don't have to "watch the clock" or be | | | | are the first items to be addressed in the next article |
| unnecessarily preoccupied with the time, since the | | | | post of this series. |
| song "times" the activity for you. I even have songs | | | | See you then. |