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Adir Kasa - adirfer@yahoo.com.br

Adir Kasa currently works for Transparent Language (NH, USA). He has his own website
HTTP://ly/iovBk and an e-book store with an EFL blog named English Experts HTTP://ow.ly/iovJJ

Fresh ways with

songs in the
classroom

In October last year, I gave a talk at Brasilia’s Braz-
TESOL Chapter one-day seminar about “fresh ways”
to teach with songs. My session was called “You
will survive” because all the activities were based on
Gloria Gaynor’s 1979 smash hit. My aim was to offer
alternatives to the widely popular “fill-in-the-blanks”
listening activities (although they were mentioned
and adapted). As there was a big turnout both in the
morning and in the afternoon sessions, I decided to
share the activities that I presented there with Braz-
TESOL’s Newsletter readers.
Some background info first. I actually started learning
English with a song, “We are the world”, back in 1985.
I was given the lyrics with a translation and I started
to compare both languages. As it turns out, along
with my teaching career, I became a professional
singer many years later, and music has always played
a major role in my life.
1. Crossword Puzzle. Level: A2 +
• Select some words from a song that you want to
work on and write a simple definition for each word.
• Students work in pairs or in small groups to provide
the word. Dictionaries are allowed.
• Play the song once and stop at each sentence so
that students have time to check and provide the
correct answer.
• Play the song a second time.
Here’s an example with “I Will Survive”:
At ___ (1) I was afraid, I was petrified
Kept thinking I ___ (2) never live without you
by my side
But then I spent so many ___ (3), thinking how
you did me ____ (4)
I grew strong; I learned how to get along.
1 – ..., second, third, fourth
2 – Past tense of “can”
3 – Part of the day when it’s dark (plural)
4 – If you’re not right, you’re ...
• Before playing the song say: “I’m going to play a song
and I’d like you to pay attention to the topic of it.”
• Students will then notice it is the text they have
just read.
2. The E-mail. Level: A2+
• Start the activity by asking general questions about

6
 the topic in the song. For example, “Have you ever paragraph, as follows:
broken up with someone?” or “Has someone ever And so you're … (1) from outer space. I just
broken up with you?” “How did you feel?” “How walked in to find you … (2) With that … (3)
did it happen: did you write an e-mail, a Facebook look upon your face. I should've changed that
stupid … (4), I should've made you … (5) your
message or a text message?”
… (6), If I had known, for just one … (7), You'd
• The discussion should take not more than 5 be back to … (8) me.
minutes. aqui – chave – de volta – deixar – fechadura –
• Rewrite the story of the song (a paragraph incomodar – segundo – triste
preferably) as an email, see below.
• Tell students to listen to the song and try to
“Mark, I have to tell you something and if I complete with the correct word. You may have to
don’t, I think I’ll die. play the song or the relevant part more than once.
At first I was afraid, I was petrified. I kept • Stop while students write the word and check it.
thinking that I could never, ever, live without
you by my side. I spent so many nights thinking
how you did me wrong. I grew strong and, it
was not easy, but I learned how to get along.
It was hard and it took all the strength I had so
I wouldn’t to fall apart. Don’t think I’m a drama
queen, but I tried very hard to mend the pieces
of my broken heart...”

• Short discussion: “How do you think the person

who wrote this e-mail was feeling?” “How do you
think Mark is feeling?” “What led the writer to
break up with Mark?”
• Tell students that you are going to play a song
and they have to listen for the gist of the story of
the song. They will soon have an Ah-ha moment
when they realize that the text they have just read
is almost the same as the lyrics of the song.
• You can provide the lyrics and sing along with
I actually started
them if you want. learning English with
• As a follow-up, you can ask your students to write a song, “We are the
a dialogue between Mark and his girlfriend with a
grand finale, either for good or for bad. Let their world”, back in 1985.
creative juices flow!

3. Translation. Level: A1+ Option 02

Option 01
If you want to use more complicated songs with
beginning students you can resort to translation. Here
are some options:
• Choose some words / expressions that you want to
review and remove them from the song.
• Write the translation of the words below the
Alternatively you can remove the words from the
lyrics and ask students to provide them in English.
No dictionaries are allowed so make sure you choose
words students have already encountered during
their course.
At first, I was afraid, I was petrified. Kept
thinkin' I could never live without you by my
side. But then I spent so many nights thinkin'
how you did me wrong. And I grew strong.

7
 And I learned how to get along. Here’s an example with “I Will Survive”.
No início, estava ___ (1), eu estava apavorada. And so I’m back from outer space. (= you’re)
Ficava ___ (2) que não poderia viver sem você I just walked out to find you here (= in)
do meu ___ (3). Mas então passei ___ (4) noites
With that happy look upon your face. (= sad)
pensando no quanto você me fez ___ (5). Eu
fiquei forte e ___ (6) a me virar. I should've changed that smart lock, (= stupid)
I should've made you leave your car, (= key)
If I had known, for just one minute, (= second)
4. What’s Wrong? Level: A1+
You'd be back to love me. (= he’d)
Follow the next steps:
• Choose a mid-tempo song. The examples above can be adapted with several
• Choose some words in the lyrics to be changed. different songs. It is very important that you choose
The words should have similar opposites or belong a suitable song for your students, otherwise, all that
to the same semantic field. hard work can backfire.
• Ask students to listen and cross out the incorrect Do you have an interesting activity using songs that you
words. would like to share? E-mail me at adirferreiraidiomas@
• Play the song again and help student correct the gmail.com and help us spread the word!
sentences.
• Make sure students know the words they are References
about to listen for.
Magalhães, V. & Amorim, V. “Cem aulas sem tédio”
• Remember that this can be used as a review Instituto Padre Reus 1999
exercise.
Murphey, T. “Music and Song” OUP 1992
anuncio_BT_PLS.pdf 1 11/25/11 10:58 AM

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