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Anderson, A. and Lynch, T. Listening. Oxford University Press, 1988
Carter, R. A. Teaching Literature. New York: Longman, 1991
Dakin, J. Songs and Rhymes for the teaching of English. Harlow: Longman
Ltd, 1992
Duff, A. and Maley, A. Literature. Oxford: Oxford University Press, 1992
Gavora, P. Úvod do pedagogického výzkumu. Brno 2000
Griffee, D. T. Songs in action. Hertfordshire: Phoenix, 1995
Harmer, J. How to Teach English. Addison Wesley Longman Limited, 1998
Hedge, T. Writing. Oxford: Oxford University Press, 1991
Holmes, V.L. and Moulton, M.R. Writing Simple Poems. Cambridge University
Press, 2001
Komensky, J.A. Didaktika Velká. Brno, 1948
Lindsay, C. and Knight, P. Learning and Teaching English. Oxford University
Press, 2006
Macmillan publishers. My English Songbook. University of York/Macmillan
McDowell, J. and Hart, Ch. Listening plus: authentic recordings with tasks
to develop listening skills and teacher training. Edward Arnold
(Publishers), 1987
Murphey, T. Music & Songs. Oxford University Press, 1992
Oxford Advanced Learner’s Dictionary, Oxford University Press, 2000
Papa, M./Iantorno, G. Famous British & American songs. Longman Group
Revel, J. and Breary, B. Listening Advanced. Oxford University Press, 1988
Rixon, S. Developing listening skills. Macmillan Publishers Limited, 1986
Rosen, M. Children’s Poetry. London: Kingfisher Books, 1985
Rost, M. Listening in action. Prentice Hall International, 1991
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Underwood, M. Teaching listening. Longman Group Limited, 1989
Ur, P. Teaching Listening Comprehension. Cambridge University Press, 1992
Ward, S. A. Dippitydoo. Songs and activities for children. Longman Group
London 1980
White, G. Listening. Oxford University Press, 1998
Cranmer, David and Laroy Clement. (1993) Musical Openings: Using
Music in the Language Classroom. Addison-Wesley/Longman. Bookand tape
focusing on instrumental music.Domoney, Liz, and Harris, Simpson. (1993)
"Justitied and Ancient: Pop Music in
EFL Classrooms." ELT Journal. Vol. 47 n3, July 1993, pp. 234-41.A unit for a
Mexican secondary school teacher training programincorporating music as a central
element of the ESL program.Eken, Deniz Kurtoglu. (1996) "Ideas for Using Songs in
the English Language
Classroom." English Teaching Forum. Vol. 34 nl, Jan. 1996, pp.46-7. Author
profiles three creative lessons, one with Vivaldi and freedrawing, one with a Rod
Stewart song and a set of jumbled pictures,and the last a Mariah Carey song
highlighting synonymns andantonymns.Graham, Carolyn. (1993) "Where the
Magic Lies." Journal of the Imagination in
Language Learning. Vol 1, 1993, pp. 26-29. A free-ranging interviewwith the
guru of rhythmic English. She mentions several recentimaginative projects including
assigning morning "voluntaryrehearsals" (my phrase) of common phrases she calls
"ritual English."Fitzgerald, Lori A. (1994) "A Musical Approach for Teaching English
Reading to
Limited English Speakers." ED371571. Twenty-three native SpanishspE 3king first
graders are put in a music "saturation" program, withdaily English songs to sing, dancing
to music, singing in Spanish,working in content areas with background instrumental
music, andfinally, reading lyrics as a literacy breakthrough.Guglielmino, Lucy Madsen.
(1986) "The Affective Edge: Using Songs and Music
in ESL Instruction." Adult Literacy and Basic Education, v10 n1,1986, pp. 19-26.
States the case for using music in the classroom,highlighting learning styles.Kanel,
Kim R. (1996) "Teaching with Music: Song-based Tasks in the EFL
Classroom." Multimedia Language Teaching, Sandra Fotos, ed.Tokyo: Logos
International. Overview of diverse ways to use musicin the ESL/EFL
classroom.Lems, Kristin.(1984) "Sing Out!" in the chapter "Preparing ESL
Teachers/American Style," by Pearl Goodman, in Initiatives inCommunicative
Language Teaching, Savignon and Berns, eds..Reading, Mass: Addison-Wesley. An
outlined lesson plan teachingthe song "Blowin in the Wind" to undergrad foreign
students withrelated cultural activities.Katchen, Johanna E. (1995) "Tell it with
Music." TESOL Journal: v4 n3 p. 28
Spring 1995. A narrative lesson plan describing an assignment inwhich students
listen to instrumentai music and create an oral"imaginary music video" describing
what is happening during the
music. The oral presentations are videotaped and later critiqued, and
CD music jackets shown later, so students can follow up.Katchen, Johanna
E."Mastering English Pronunciation through Literature."
ED304020. Taiwanese undergraduate English majors are givencultural materials
(songs, poems, prose readings, and tongue twisters)to improve
pronunciation.Magahay-Johnson, Wendy. (1984) "Music Hath Charms: Music and
StudentCentered Stories in the ESL Classroom." TESL Canada Journal, v 1 n1 Jan. 1984, pp.
81-82. Describes lesson plan adaptable to all ages inwhich students hear a piece
of instrumental music and write storiesabout it from their imagination. Medina,
Suzanne L.(1990) "The Effects of Music upon Second Language
Vocabulary Acquisition." ED352834. Second grade LEP studentswere put into
four groups to track vocabulary acquisition, usingmusical version of the target
story in one group, pictures in another,music and pictures in the third, and neither
in the fourth. The groupwith both the music and pictures scored best.Moi, Claudia
Merrada. (1994) "Rock Poetry: The Literature our Students Listen
to." Journal of the Imagination in language Learning. Vol. 2, 1994,pp. 56-59. Moi reasons
that this is the "literature"of most interest toour students and has many classroom uses.
The strengthof rock, shestates, is the "words have liberated themselves from the duty
ofmeaning something precise."It is the lack of right/wronginterpretations which allows rock
to engage each corner individually,and makes an affirming classroom component. (This
issue of theJournal, by the way, has four other excellent articles about uses ofmusic,
including one on Broadway musicals and another on countrymusic.)Moriya, Yasuyo.
(1988) "English Speech Rhythm and its Teaching to Non-Native
Speakers." ED303033. Displaying English stress patterns as musicalnotes helps
Japanese speakers conceptualize and produce the delicateand unfamiliar stress
patterns of English. The high level of musiceducation in Japan makes these concepts
readily accessible tolanguage students. Moriya also has students whisper along
withEnglish songs.Murphey, Tim. (1987) "English Through Music: Singing TPR,
Walkin Labs, and
Music Matter." ED287292. Two different teaching contexts highlightmusic, one a
music-filled summer camp for EFL children, and other anadult ed class using "music
appreciation" as its primary content area."An interest in music and related
movement is a strong motivator forlanguage learning."Murphey, Tim. (1992) "The
Discourse of Pop Songs." TESOL Quarterly: v26 n4
pp. 770-74 Win 1992. Apparently 25% of the lyricsof the top 50pop hits of
1987 were the words I, you, my, my, the, to, a,and,gonna, and love! The fact
that the "I" in the song has no name,thatno place or time is mentioned, and there
are tewgender referentsmake it accessible and easy for people to identify with pop
songs.If "involuntary rehearsal" activates the LAD (language acquisition devicein
the brain), music and song may play "an associative facilitating rolein engaging
and stimulating it."Oxman, Wendy. (1975). "Music Language Arts Program:
Spring 1975."
ED138684. Lower level LEP high school students were placed in aspecial music-oriented
pull-out program for one month. All lessonswere designed around songs and music
activities. While there werenot statistically significant differences with the control group, it
had asignificant effect in "maintaining interest in school activities."Puhl, Carol A. (1989)
"Up from Under: English Training in the Mines. Report on
1988 Research Project Conducted at.Gold Fields Training Services."ED335864. An eight
week intensive English course for deprived S.African miners using accelerated learning
techniques from theUniversity of Stellenbosch including instrumental music for
relaxationfound that the group receiving the music had "more vitality," and wasmore
"critical and thoughtful."Richard-Amato, Patricia A. (1996) Making it Happen. White
Plains, NY:
Addison-Wesley/Longman. A section on using music in the classroomsuggests
the following potential lesson plans:1.) using rewrites ofcommon melodies on
topics pertaining to the classroom, recent fieldtrips, etc.2.)children's songs for lowlevel students, including TPRactivities; 3.) using pop songs (citing uses in
Murphey 1992).
ofCommercial ESL materials using music
The Carolyn Graham Turn of the Century Songbook; The sounds and structures
ofEnglish set to the Music of Favorite American Songs. Carolyn Graham. New
York:Regents, 1982. This slim book is full of photos and short feature articles
aboutthe "Gay Nineties," with some of its most famous songs (I've Been Workin
on theRailroad, Auld Lang Syne, Clementine, etc.) rewritten with humorous
original lyricsdepicting everyday situations and emotions. With a table of contents
sorting thesongs by grammar points and short exercises to generate oral
outputbased onsome of the lyrical patterns at the back of the book, the bulk of
thebook is thesongs and pictures.In a nutshell: jazz chants put to well-known
music. Tape w/fine jazz ensemble.
Singing USA: Springboard to Culture, by Wendy Hyman and Lori
Diefenbacher,Heinle and Heinle: Boston, 1992.Well-loved traditional and
contemporaryAmerican folk songs are the core of this 102 page book, organized
by theme,including leadsheets, and accompanied by readings about the time the song
camefrom, vocabulary practices, discussion questions about culture, and a
second,ancillary song. The sister duo that wrote the book also sings the songs
and wroteseveral of them. An excellent book for high level "transitional" students
orAmerican studies classes w/ LEP students.
Even if You Can't Carry a Tune...Grammar Through Popular Songs. Polly Perdinger and
Joel Rosenfeld. Rowley, Mass: Newbury House, 1984. One of my all timefavorite
music books. The authors range over all different types of Americanmusic,
focusing on grammar points in each song. The concise chapters
includeprelistening activities, a "song task" for each song, related vocabulary
andstructure exercises based on the songs, and discussion questions. Eclectic
but stilladaptable to a structured syllabus, the pop songs are well-chosen for the
chosentasks. There's a structure section in the back, and a tear sheet for
studentswanting to order their own cassette. Although pitched to beainning
tointermediate students, I would select for intermediate or above.
Sharing a Song; Whole Language Activities Through Music. Bob Schneider.
MenloPark, Cal: Addison-Wesley, 1991. Tape of original songs for primary school
ESLchildren (and others) includes an activity book, tape, teacher's guide, and
video.Over and Over Again is apparently directed to pre-teens and teens, with
moreoriginal songs by the same singer. The teacher's guide gives many good tips
andTPR style activities to make the songs come alive.
Addison-Wesley Big Book Program, Level B, Addison-Wesley, Menlo Park, Cal.,1989.
If You Feel Like Singing. Alice Osman and Jean McConochie. New York:
Longman and Co. 1979. Traditional American folk songs easy for learners to sing.
singingand arrangements. Black spirituals section has all white singers and
singing styles.Music notation provided and piano parts. Some historical, cultural
material,including photos, with no grammar. Book, cassette.
In Tune. Manuel C.R. dos Santos. Glenview: Scott, Foresman, 1983.
Includesaudio cassettes as part of complete 4 level series for adults, with four
"audiobooks" of songs. Pleasant, soupy, "popular-style" composed songs after
each sixunits, but songs have less redundancy than songs not composed for
teachingpurposes, and are too wordy for learners to sing along with. The (nonnative?)singers make occasional pronunciation errors, and words are hard to pick
out frombackground accompaniment. Has "disguised pattern practice." Chords
and lyricsin student text. Student book, teacher's book, workbook; audio book
text andaudio book songs, cue book.
Jazz Chants: Rhythms of American English for Students of English as a
SecondLanguage. Carolyn Graham. Oxford: Oxford University Press.
1978.Book,cassette. Appealing, occasionally exaggerated rhythms and rhymes of
AmericanEnglish, presented in monologue or dialog form, with student parts
modeled ontape. No music, but used similarly to using music.
Jazz Chants for Children: Rhythms of American English through Chants,
Songs,and Poems. Carolyn Graham. Oxford: Oxford University Press. 1979.
Book,teacher's book, cassette. More of same, with children's focus.
Small Talk. Carolyn Graham. Oxford: Oxford University Press. 1986.
Book,cassettes designed for older children.
Speak Up! Sing Out! Graham Bushnell, Fiona Morel, Rachel Thomas.
Skokie:National Textbook Company. 1984. Two student books, teacher's
manuals, twocassettes. Twelve charming, upbeat, but ,wordy original songs sung
by singerswith British accents. Too fast to sing along with for most learners, but
havesingable choruses and instrumental break intended for inserting an original
verse bystudents. Many lively accompanying exercises.
Tune in to English: Learning English through Familiar Melodies. Uwe Kind.
NewYork: Regents, 1980. Book and two cassettes. Familiar international tunes
putwith new, appealing words makes singing easy. Funny and whimsical units
create suspense and hilarity; tape includes breaking the song into parts to be
repeated likea drill (or music lesson). This is the only tape which is intended to
form the core ofan ESL curriculum, and is part of what Kind calls the "AudioSingual Method," fieldtested at Harvard and the New School for Social Research.
Some complain thatsongs are too high in range for women students to sing.
American Folk Song Heritage. English Language Programs Division. Bureau
ofEducational and Cultural Affairs. Washington, D.C.: United States Information
which has extensive cultural and idiomatic explanation suitable for
Americanstudies or advanced students of ESL. Comes with cassette (not
available at thistime). No grammar or other practice.
Cloudsongs. Abbs and Jones. Longman Group, Ltd. 1977. Book not in
mypossession. Cassette tape has musically-appealing, pop-style original songs
sungby British singers. Not enough repetition and vocal ranges too difficult for
learnersto sing along with songs. Several songs tell stories which could provoke
ESL Express. Laurie Wellman and Donald R.H. Byrd. New York: MacMillan.1974.
Cassette, album. Teaches beginning structures via original rhythm andblues
songs.I have the printed materials but no cassette tape.
Hard to Learn that English as a Second Language Blues: Songs for Learning English as
a Second Language. Laurie Wellman and Donald R.H. Byrd. New
York:MacMillan, 1974. Cassette, album. Teaches intermediate structures via
originalrhythm and blues songs.
Sing it!Mildred Grenough. New York: McGraw-Hill. 1994. Six level series
usessongs 3S the foundation for presentation of all language skills.
Ambitious,thoughtful choices, and good related cultural readings. The singers that
made thesongs famous are highlighted and featured, but their versions of the
songs are notin the recordings. This creates an awkward problem and could be
consideredmisrepresentation. Six books with cassettes, sheet music for all songs
Word bv Word: Songbook/Song Album/Picture Dictionary. Peter Bliss, Steven
J.Molinsky and Bill Bliss. Englewood Cliffs NJ: Prentic Hall Regents. 1995.
Theworld-renowned authors of Side by Side etc. have used original songs by
PeterBliss as vocabulary-learning tools on a variety of topics. The songbook
includescolor pictures with lyrics and sheet music on topics of
interest.Includescassette/CD recordings of the songs.I found the songs strained
and not especiallyappealing, although the concept of effortless vocabulary
learning through music is a great one, and typical of the creativity of Molinsky and
Arthur, P. “Why use video? A Teacher’s Perspective, VSELT2:4 (1999):4
Canning , C., “Visual support and language teaching”, TESOL Arabia news, Volume 5:4, (1998):3-4
VOLUME 1 ISSUE 4 JANUARY 2013 76 www.ijells.com 2278-0742
Lems, Kirsten, Using Music in the Adult ESL Classroom, ERIC Digest, 2001.
Murphy, T(1992), The discourse of pop songs, TESOL Quarterly 26”(4), 770-774
Anderson, A. and Lynch, T. 1998. Listening. Oxford: Oxford University Press
Audacity or Wave lab (for editing, boosting volume, slow down text etc.)
Bloomfield, A et al, What makes listening difficult? Factors affecting second language
comprehension, 2010, University of
Maryland, http://www.casl.umd.edu/node/1711
Cutler, Anne, 2012, Native Listening: Language Experience and the Recognition of Spoken
Words. The MIT Press, USA
Cauldwell, R. 2002. Grasping the nettle: the importance of perception in listening
Field, J. 2008. Listening in the Language Classroom. Cambridge University Press
Field, J. 2000. ‘Not waving but drowning: a reply to Tony Ridgway’. ELT Journal, 54 / 2:
http://www.hancockmcdonald.com for listening materials, articles and talks including
Authentic Listening Step by Step and
Pronunciation as a listening skill: understanding authentic English
Hancock, M & McDonald, A. 2010. English Result Upper-intermediate. Oxford University
Press for example listening lessons
based on BBC audio material.
Lynch, T. 2009. Teaching Second Language Listening Oxford: Oxford University Press
Oxford, R. 1990. Language Learning Strategies: What Every Teacher Should Know. New
York. Newbury House/Harper &
Thorn, Shelia. 2009. Mining Listening Texts Modern English Teacher, Vol 18 No.2
Thorn, Shelia www.thelisteningbusiness.com