Teaching English Listening and Speaking through Music: A Lesson Plan

Mark Mallinder and Hsiang-Ni Lee, Taiwan

Mark Mallinder is an English instructor at National Changhua University of Education. He has been teaching a variety of college-level courses to Taiwanese EFL learners. His research interests include reading instruction and using multimedia in language classrooms. E-mail: markc@cc.ncue.edu.tw

Hsiang-Ni Lee is a professor at National Taitung University. She is interested in children’s literature, family literacy, literature-based reading instruction and material development. In the future, she also wishes to explore the multiple possibilities of utilizing technology in language education. E-mail: hnl@nttu.edu.tw

Menu

Introduction
Planning a music presentation
Conclusion
Bibliography
Appendix: Students’ sample handout

Introduction

It is probably safe to say that almost everyone loves music. While not everyone appreciates the same kind of music, some like classical, while others love hard rock, it is difficult, if not impossible to find someone who will reject all types of music. Students especially enjoy listening to, discussing, and sharing their favorite music with each other. Thus, for EFL teachers who may want to “liven up” their classes, we would like to suggest that they offer their students a “music presentation day” in which they allow their students to showcase their favorite songs/singers/bands.

Planning a music presentation

Prior to beginning this activity, EFL teachers should set some ground rules. All songs must be presented in English only. This means that the presenters will only be allowed to speak English when making their presentations. (Students may be nervous or feel intimated when this requirement is made, but with some encouragement from the teacher, we believe that they will eagerly do their best). Furthermore, students should be told that while the actual bands or singers can be non-native speakers, the songs presented in class must be sung only in English. What this means is that a band or singer from Germany is fine to play in the class as long as all the words sung are in English.

Next, students should be given the opportunity to have 2 or 3 of their classmates in their group. We suggest that each group have no more than 4 people, but no less than 3 people. Since each group will be required to do some degree of preparation prior to their giving the presentation, and since each person in the group will be required to speak during the presentation, then having 3-4 people in a group will make things manageable for both the groups and the teacher. Now, we offer some suggestions/ideas which, we hope, any EFL teacher will find to be useful, and we willingly offer to any teacher who wants to use these ideas.

1. Each group should send or tell the teacher a list (3-5 songs) of English-only songs which they would like to present. The students can put their preferred songs in numerical order beginning with the most favorite one, and the teacher can tell the students that if no other group has requested their favorite song before them, they can present that one. However, if that song is taken, then the teacher will approve their next song, if that is available. (This is the reason it is best to have students 3-5 songs for each presentation).
2. After the groups have been told the songs they are allowed to present, the teacher should tell the students that they have to do some research about what they are presenting. Thus, each person in the group will be responsible for sharing different information with the class. We would suggest that the teacher tell the students to learn as much as possible before the presentation about the band/singer/song, or any other information they can find. Then during the presentation, each group member will present some information which they have learned.
   
   Each group should be given approximately 10 minutes to complete their presentation, which will include playing their song two times. Putting a time limit of 10 minutes is useful for several reasons:
   1. It is long enough for students to play many songs 2 times, while also giving them a chance to speak briefly to the class. It also ensures that several groups can be given an opportunity to present their songs in one class period.
   2. It allows teachers a chance to encourage their students to practice for their presentations, because students will know they don’t have endless amounts of time to present their songs. Thus, they will learn that they must practice before hand to ensure they can both speak to the class and play their music in order to have a successful presentation.
3. We would also encourage teachers to ask their students to create a handout (either Word or PowerPoint file). If possible, it is best if all the students in class can be given a copy of the handout so that they may easily be able to understand what their classmates are saying (which is especially helpful if the class is comprised of lower-level EFL students). However, handouts primarily allow the students in class to follow along with the songs, and to even sing the songs if they choose to do that. A typical handout may include such information as
   1. Each group member’s name.
   2. Some brief information about the song/singer (or bands) and lyrics.
   3. Students can also include pictures of the singers or the bands, which they can easily get from the internet.
   4. Students can be encouraged to create a handout which is as creative as each group wants to be.

Conclusion

Finally, for any teachers who may be wondering if using any of the ideas we have presented here will really work for a class they are teaching, we encourage you to simply play a song or two in your class and see how your students react. We believe that teachers who have not used music in their classes previously will quickly discover that songs are a great way for teachers and students to “bond” together, and enjoy the time we have together. After all, isn’t that what all of us teachers really want to ultimately happen?

Bibliography

Mallinder, M. & Lee, H. N. (2012). Using Music in Second Language Instruction. Retrieve June 1, 2016 from http://old.hltmag.co.uk/dec12/sart.htm

Appendix: Students’ sample handout

Taylor Swift – Never Grow Up Group 14

The Singer:

Taylor Alison Swift (born December 13, 1989) is an American singer-songwriter. Raised in Wyomissing, Pennsylvania, she moved to Nashville, Tennessee, at the age of 14 to pursue a career in country music. She signed with the independent label Big Machine Records and became the youngest songwriter ever signed by the Sony/ATV Music publishing house.

Swift uses her real-life experiences as an inspiration in her work. And she regard songwriting as a way to relieve pressures and record daily experiences. Although being bullied in childhood because of her big glasses and hairstyle, she is able to turn such negativity into motivation of songwriting. As she grows up as an adult, she describes in lyrics her frustration and growth when hurt by hostile comments or in relationships with friends, families and boyfriends.

Relationships in Songs:

Fairytale imagery featured on Swift's second album, Fearless. She explored the disconnection "between fairy tales and the reality of love". Her later albums address more adult relationships. In addition to romance and love, Swift's songs have discussed:

1. Parent-child relationships ("The Best Day", "Never Grow Up", "Ronan")
2. Friendships ("Fifteen", "Breathe", "22", "Bad Blood")
3. Alienation ("The Outside", "A Place in This World", "Tied Together with a Smile", "Mean", "Shake It Off")
4. Fame ("The Lucky One", "I Know Places")
5. Career ambitions ("Change", "Long Live")

The Song “Never Grow Up”:
In July 2009 Taylor moved out of her family home into a 1.9 million dollar condo in Nashville, Tennessee.

This song switches from a lullaby addressed to a young child to Taylor feeling alone as she spends her first night in her new apartment of her own. The song has an undercurrent of sadness as she reflects on the innocence of the young. In the front part of the song, it describes parents’ feeling toward children’s growing up. The latter part is Swift’s feeling of leaving her parents and living lonely in her big apartment.

“Never Grow Up” by Taylor Swift
Your little hands wrapped around my finger / And it's so quiet in the world tonight / Your little eyelids flutter cause you're dreaming / So I tuck you in and turn on your favorite nightlight / To you / Everything's funny / You got nothing to regret / I'd give all I have honey / If you could stay like that / Oh darling don't you ever grow up / Don't you ever grow up / Just stay this little / Oh darling don't you ever grow up / Don't you ever grow up / It could stay this simple / I won't let nobody hurt you / Won’t let no one break your heart / No no one will desert you / Just try to never grow up / Never grow up /------/ You're in the car on the way to the movies / And you're mortified your mom's dropping you off / At 14, there's just so much you can't do / And you can't wait to move out / Someday and call your own shots / But don't make her drop you off around the block / Remember she's getting older too / And don't lose the way that you dance / Around in your PJs getting ready for school / Oh darling don't you ever grow up / Don't you ever grow up / Just stay this little / Oh darling don't you ever grow up / Don't you ever grow up / It could stay this simple / And no one's ever burned you / Nothing's ever left you scarred / And even though you want to / Just try to never grow up /------/ Take pictures in your mind of your childhood room / Memorize what is sounded like when your dad gets home / Remember the footsteps / Remember the words said / And all your little brother's favorite songs / I just realized everything I had is someday gonna be gone / So here I am in my new apartment / In a big city / They just dropped me off / It's so much colder than I thought it would be / So I tuck myself in and turn my nightlight on /------/ Wish I'd never grown up / I wish I'd never grown up / Oh I don't wanna grow up / Wish I'd never grown up / Could still be little / Oh I don't wanna grow up / Wish I’d never grown up / It could still be simple / Oh darling don't you ever grow up / Don't you ever grow up / Just stay this little / Oh darling don't you ever grow up / Don't you ever grow up / It could stay this simple / I won't let nobody hurt you (never grow) / Won't let no one break your heart / And even though you want to / Please try to never grow up~(never grow up) / Don't you ever grow up (never grow up) / Just never grow up

Definitions

1. “Call the shots”: A person who is in charge, or makes decisions calls the shots.
   “Call one’s own shots” means making decisions by oneself
2. “PJs”: “Pajamas” night clothes consisting of loose-fitting trousers and jacket
3. “drop off” : to let someone or a group out of a vehicle at a particular place
4. “scar”: to leave lasting signs of damage on
5. “flutter”: to wave or flap rapidly in an irregular manner
6. “mortify”: to cause to experience shame, humiliation, or wounded pride
7. “tuck in”: to put to bed and make snug

Reference

http://mojim.com/twy105095x6x8.htm
http://www.thefreedictionary.com/

Please check the Creative Methodology for the Classroom course at Pilgrims website.
Please check the Teaching English Through Multiple Intelligences course at Pilgrims website.