This is probably one of most beautiful songs I’ve ever heard.I hope you enjoy it! Have a nice weekend!
Monthly Archives: March 2011
Lyreach.com : learning through songs
I can’t imagine life without music but much though I love listening to it when I’m driving, working, relaxing or having fun, you won’t see me bringing music to the classroom just because. There is always a reason to choose the song I ask my students to sing. It could be either because it contains a certain structure we are working with or because of its vocabulary or its phonetics, but there is always a reason
This is why when I bumped into this site lyreach.com I was thrilled as it offers the possibility of typing words or idioms or structures as you might expect to get them in the lyrics. The lyrics of about 470000 songs are stored so the hard part is choosing which of these songs you would like to work with. Then you click on your choice to see the paragraphs that it appeared in, the title of the song and the singer and sometimes a clip from Amazon.com
In this case I was looking for a song containing Adjectives with too and enough and this is what I found.
You might be interested in having a look at these songs:
- If I were a boy – to teach Conditionals
- You’d beter stop- to teach Had better
- Call me irresponsible- for word building
- Big , big world- for emphasis
- I kissed a girl– to practise linking
- Once when I was little – to teach used to and would
- It’s raining men- to learn about the weather
The Urban Dictionary
Do you know what a polar presentation is,or when the onomatopeic eek is used? The urban dictionary is the place to find the words you cannot find in a normal dictionary. Give it a go, it’s free and it’s also good fun!
Learning Present Continuous with a song
It is said that Music tames the wild beast and I’m sure that it will also work with my youngest students. This is a nice way to revise Present Continuous.
A Word on Grammar:Reported Speech Questions and Orders
Walking towards the end of the course we tend to feel rather stressed and pressed for time and I’m not the exception. But I don’t really believe that an awful amount of time will be saved by not introducing new grammatical points in a nice way.
This is how I introduced Reported Speech Questions and Orders. This time it was the traditional way of teaching, ie, chalk and blackboard and I’m not good at drawing so needless to say, my students had to use their imagination to guess that I was drawing a little girl and her mother.
The truth is I did little more than guiding them. My students named the characters and provided the questions. I only had to set the atmosphere -which was a four-year-old girl pestering her mother all day long with questions -and from there, we had the husband coming back home and her mother complaining about their talkative daughter.
Grammar here, Exercises here ,here and here
Realizing they were learning and “sort of” enjoying themselves I continued with the story and went on to teach Orders and Requests in reported Speech, the girl being 15 years old in this context and, as it’s usually the case, the mother now pestering the girl to do things (I’ve got a 15-year-old son, as you have probably guessed)
Grammar here . Exercises here.
And now that we are on the subject, why not continue with the story and use it to introduce suggestions in reported speech?