Students learning English are often described as Beginners, Intermediate or Advanced. Roughly speaking this is their level, i.e. how much English they know, how well they can speak and understand and so on.
For more, see Learner Levels in TEFL.
A Cloze Test (also known as Gap-Fill) is a simple exercise where a text has certain words removed and students must suggest suitable alternatives to go in the space.
I ___ up at six this morning.
For more, see Cloze or Gap Fill Tests.
TEFL stands for Teaching English as a Foreign Language. Simply put, this is usually used to talk about teaching English to people who live in a non-English speaking country and who want to learn English for business or to take an exam, etc.
It is pretty much equivalent to TESOL and TESL.
For more, see TEFL - Teaching English as a Foreign Language.
Songs and Music are great tools to use in the
Popular song lyrics are often very simple and mostly in the first person. They use rhyme which can help in remembering and the language is often conversational.
This article introduces a few ideas about using music in the TEFL classroom to help teach English.
Choosing the right TEFL Song
A couple of things to bear in mind here. Songs are very generational and music which you as a teacher may think is classic and cool is likely to induce groans from your students, especially if they are teenagers. There are ways round this though: select music which is either “classic” (which isn’t always so easy) or get your students to give you the names of artists they like. It’s easy enough to get hold of music which your students like and which is suitable for the class. You can get a list of popular songs in one lesson and use one or two several weeks later and surprise the class.
Oh, and it may sound obvious but make sure the lyrics are suitable for the class (you don’t want parents complaining about sexual or drug references).
Note: here’s an interesting blog article on choosing the right song:
Here are a few ideas on how you can use songs in the class.
Essentially this is a
When we moved apart
You broke my …..
But sometimes it’s not:
When we …… apart
You broke my heart.
So play around a little with the gaps to make it just the right level for your class and to try and inspire a little thought and imagination in the students.
Once this has been done you can compare what different groups have put together. Which words work (i.e. they have the right number of
Then you give the students a new copy of the lyric sheet with the missing words. This time they listen to the song (a couple of times if that’s enough) and complete the missing words.
Afterwards it’s good to compare the students’ version with the artist’s version. It’s often the case that the lyrics the students have chosen can make the song sound better and there’s plenty of scope for discussion on the way in which the meaning has changed.
Print out the lyrics with wide gaps between each line then cut the lyrics into strips with one line per strip. Jumble up the strips. With the students in groups, hand out bundles of lyric strips and have the students reassemble the song and tape them together before they actually listen to the song.
Go through the different versions in the class and then compare it to the original. Again, this can be a precursor to discussions about meaning, lyrical development and suchlike.
Present the students with the first verse and chorus of the song. Work with them to establish the number of syllables and the structure of the verse and then have them (in groups) write two or three more verses.
Depending on the level of the class you can give them a few phrases to help them along.
Then listen to the song and see who has produced the best version: a group of students or the original artist!