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Lexical Chunks from VARIOUS songs for different levels

(The Beatles, Prince Royce, Michael Jackson, Bruno Mars)

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Directions

• BEFORE CLASS: Look at song lyrics

• Choose 6-9  words/expressions

• Put them in a word table  (or write on index cards)

• Print 1 set for groups of 4

• IN CLASS: Pre-teach expressions if needed

• Students from groups of 3-6, and sit around a table or chair with all expressions in easy reach for all

• Play song

• In every group, students listen for the printed expressions and when they hear it, they try to grab the paper FIRST!

Directions

• Put printed song lyrics on different walls of the room.

• Form groups of 2-6, determine one “runner” per group.

• “Runner” walks/runs to a wall, memorizes lyrics, runs back, dictates.

• Repeat.

Tip: Do the song in parts (fold paper on wall). Change runner for each part.

Directions

• 1/2 of class faces screen, other 1/2 faces wall

• Watch 30-60 seconds of a music video without sound

• Each person from group A finds a partner from Group B

• In pairs, group A students tell group B students what they saw

• Switch groups, watch the next 30-60 seconds

• repeat/talk

Songs:

This works really well with this Video:

- Take On Me - Aha (Stop after 45 sec for each part, 4x)

Other videos: - Addicted to You - Avicii

- Taylor Swift songs with narrative

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Supertramp: The Logical Song (1979)

(adjectives, adverbs)

Directions

Useany other song: Copy lyrics into a Word document, create gaps for parts of speech, vocabulary/expressions by topic, other

Options:

• Students write answers in the number fields on the right (not in the gaps), so they can practice again at home

• Underline/circle words instead of writing them (for part or all of the gapfill)

• Encourage students to write about the song, using words from the gapfill

• Encourage students to write dialogues with select words from the songs and read them with a partner

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Beyonce: If I were a Boy (208)

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Directions

• Pre-teach expressions if needed

• Play song

• Students number the expressions in the order they hear them

• Repeat

Directions

• Model in class.

• Students fill out handout at home. They describe their favorite song in detail.

• Share with class:

Students mingle, in pairs, tell partner about song. Change partners. Repeat.