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2544. Production
In the production activity students should have to produce material on their own. Rather than reading sentences, perhaps they have to answer questions or make their own sentences. Longer activities such as board games, which can be played in groups, or activities for the whole class, where students work in teams, would be best. The remaining class time can be devoted to this activity.
5. Review
It is a good idea to plan another five minute activity that can be done at the end of class as a review or used as the warm up in the following lesson. If the production activity does not take up the remaining portion of the class period, you have a backup plan [1, 4].
Tips:
1. Always start with the final assessment. What will your students need to know? Knowing the assessments will leave you better able to focus the lesson on what is essential.
2. Refer regularly to curriculum documents and pacing guides.
3. Try not to always rely solely on your textbook for lessons. At the same time make sure that you evaluate any other source you might use like other books, teachers, written resources, and internet web pages.
4. Some school districts require standards to be listed on the lesson plans while others do not. Make sure that you check with your school district.
5. Overplan, overplan, overplan. It is much easier to cut things out of a plan or continue it the next day than fill up fifteen or twenty extra minutes.
6. If possible, connect homework to real life. This will help reinforce what the students should be learning [2, 46]. The lesson doesn't end after your students complete a worksheet. The assessment section is one of the most important parts of all. This is where you assess the final outcome of the lesson and to what extent the learning objectives were achieved.
References
1. Serdyukov Peter and Ryan Mark. Writing Effective Lesson Plans: The 5-Star Approach. Boston:
Allyn & Bacon, 2008. 4.
2. Salsbury Denise E. and SchoenfeldtMelinda. Lesson Planning: A Research-Based Model for K-12
Classrooms. Alexandria. VA: Prentice Hall, 2008. 46.
THE EFFECTIVENESS OF ENGLISH LANGUAGE LEARNING
THROUGH MUSIC Khaydarova N.G.
Khaydarova Nigina Ganiyevna — Teacher, ENGLISH LANGUAGE DEPARTMENT, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: making music is a remarkable human phenomenon that begins with the human voice—the same voice that also speaks languages. This article focuses on the role music and songs in learning the English language.
Keywords: exponential rate, music lyrics, auditory skills, rhythmic patterns.
Songs are a great source of 'real-life' language and you can use music to practice lots of different language skills. Most of all, songs are a fun way to learn English! The number of English language speakers and the demand for English Language Learning (ELL) is growing at an exponential rate. Ongoing learning that is student centered and engaging promotes success and gives students a competitive edge as they develop and retain ELL skills and content. Music lyrics and songs not only provide tools to strengthen and reinforce vocabulary, comprehension, listening, speaking and writing, but increase learning and grammatical variations with auditory skills and rhythmic patterns that stimulate brain activity and encourage imagination [1, 57]. Learning with music and song is supported by integrating complex interactive roles creating a positive environment with high levels of student achievement. Action research supports a connection between language and song, as well as actively engaging learners in stimulating activities and discovery. This publication outlines strategies for using songs, song parody and lyrics to introduce and strengthen ELL in the context of musical patterns,
melodies, rhymes and creative vocabulary. Once students engage in ELL through music lyrics, the next step is to customize learning by composing their own lyrics and, for the capable and creative, set their lyrics to original self-composed melodies. Innovative aspects and insights of this strategy for ELL are discussed in a flexible, collaborative method that supports this pedagogy delivery system. Cultural enrichment as well as an increased command of the English language is an asset accompanying seamless language learning in this transformational model that compliments traditional English acquisition methods. Information communications technology (ICT) can be incorporated to enhance and strengthen learning while sparking inspiration and creativity. So it's really important to choose music that your child likes. The best songs for learning English are:
• not too long (1-3 verses)
• not too fast (easy to sing along)
• in everyday English (not too many new or difficult words)
• clear (you can easily hear all the words).
Singing is great for learning the rhythm of a language. It helps us learn how words are linked together in connected speech.
Singing along can be challenging, even for native speakers. So help your child with these easy steps:
1. Find the song lyrics online, or find a music video with subtitles. For example, Sing and Learn is great for younger children.
2. Read the song lyrics out loud. Look up any unknown words in a dictionary.
3. Listen to the song and read the lyrics at the same time. Encourage your child to sing along.
4. When they're ready, try singing along without looking at the lyrics.
5. Remember, they don't have to get it perfect straight away! It's actually more effective to repeat regularly.
Some children find it hard to speak English because they are shy or lack confidence. Singing with other people can help. It creates a safe space for children to practice expressing themselves aloud. Ask other family members to join in when your child sings at home. They don't have to be musical. They simply need to be enthusiastic [2, 91]! There is considerable scientific evidence that demonstrates how music can help second language learners acquire grammar and vocabulary and improve spelling. Then there is the so-called "Mozart Effect", the concept that listening to classic musical boosts the performance of mental tasks like learning. Songs and music almost always contain a lot of useful vocabulary, phrases and expressions. And since the intended audience is native speakers, songs and music include up-to-date language and colloquialisms. The language used in songs is casual and actually usable, if you pick the right music. Music has an uncanny ability of getting stuck in our heads. Tunes and lyrics will often infiltrate our thoughts and play over and over in our minds. All of which will help you to learn English through songs as you easily memorize vocabulary and phrases. One reason people find language learning difficult is they don't have an extra minute in the day to devote to their studies. But when you're learning English through songs, you don't need to set aside too much time because you can take the music with you wherever you go. You can have English songs playing in the car, the kitchen and the shower. And by picking music you like, you can listen to the same material over and over again, without becoming bored. Music gives you insight into English-speaking culture and how English-speaking people think and feel.
References
1. Ajibade Y. & Ndububa K., 2008. Effects of word games, culturally relevant songs, and stories on
students' motivation in a Nigerian English language class. TESL Canada Journal. 57.
2. Trinick R.M., 2011. Sound and sight: The use of song to promote language learning. General
Music Today. 91.
