This is from a song workshop I gave some time ago. Take care with the copyright!


Songs can be exploited in many ways.

1. The cloze or gap fill

This is the most familiar and popular activity, and for that reason is probably overused. However, there are many important things to bear in mind when using them, and there are many different ways to use them.

  • Have a point, be it vocabulary or prepositions or whatever.
  • Don't cloze three or more in a row.
  • For lower levels: give the first letter, miss out word endings, give dashes for letters, or give a glossary.
  • Give vocabulary clues or synonyms for the missing words.
  • Get students to work in pairs to predict words before you play the song.
  • Insert extra words which students then cross out as they listen.
  • Change the words, as in 'Careful Shouts' or 'Countless Whiskies'.
  • Cloze unstressed, then stressed words in the same song, and have students discuss why one is easier than the other.
  • Cloze several words in a row and students have to guess not only form (adj., adv., n., vb, prep.) but words, rhythm and rhyme.

2. A-B activities

Students match beginnings and ends of lines, try 'Another Day in Paradise' (simple) or 'Private Investigations' and 'If Only ...' (more complicated).

3. Mixed-up activities

Generally, have the lines of the song on separate strips of paper.

  • Students put down strips as they hear them.
  • Mix up lines/verses.
  • Students try to organize in advance (use prompts).

4. Dictation

  • Wall dictation
  • Self-dictation (whole song blanked)
  • Part dictation

5. Translation

  • Class chooses a song from their own language.
  • Groups translate.
  • Check with other groups.
  • Combine the best. Then work on rhyme and rhythm.

6. Jigsaw-listening

  • Groups listen to different songs with the same (Luka/Behind the Wall) or different themes (Easy Street/Money for Nothing) and peer teach vocabulary, compare.

7. Composing

Listen to the song.

  • Students add verses of their own. Good songs for this are 'Imagine' and 'Man Gave Names to All the Animals' by Bob Dylan.
  • Students finish the line in each verse, then listen to check.
  • In groups, students then write their own verse.

8. Writing

Put random words from the song on the board. Students try and write the 'tale of the song'.

  • Students paraphrase the song.
  • Cut the song in half. Students predict the other half.

9. Pronunciation

  • He's got the whole world ... /h/ sound.
  • Do I speak double Dutch to a real double duchess ... /d/ sound.

10. Vocabulary

  • Miming verbs
  • Dictionary work
  • Matching

11. Listening

  • Give students a word list. Students number as they hear them.
  • Sound discrimination, e.g. tempted/tended.

12. Posters

Arrange lyrics and pictures, or just lyrics, or translate.


Music and Song (1992) Murphey, T. Oxford University Press



I agree, using Songs in the classroom is a great way of teaching and learning vocabulary, pronunciation, even grammar.Especially using Karaoke is one of the best ways to introduce new vocabulary, slang, idioms, similes/metaphors, and other aspects of the English language that students are not typically exposed to.It is not a good first week activity, it's better if students know each other well and are comfortable around each other.

     Submitted by TE Editor on 30 March, 2011 - 08:46  Andy, Thailand      When I read your article  I realized that we can use songs to study too. I knew about it before but I    didn't  know some strategies which you mentioned in your state. In your way pupils interested in to learningn english. Furthermore,all kinds of english learning stretagies: for instance, writing, listening,  vocabulary and pronunciation is covered by you.  I think we can use some reading activities too.  I agree with you.                   IMy own view for your article is learner can motivated in this way for learning easily. They can use all kinds of  learning styles. Both translation and pronunciation of sounds. Substitution activities involved  in wide range.   I want to remind you one point to consider.  It's possible to use this style for   intermidiete level pupil. What about  pupils who has poor knowledge in english. Can you recommend some points for this question. 

Songs can certainly be used with weaker pupils. Choose simpler, but not childish, songs or sing just the chorus. For example: Let the Sunshine In, We Will Rock You. You can also take a longer song, divide the class into groups and have each group sing just one line.
Use songs to develop listening skills at any level. Choose a song with some words that all pupils in the class are familiar with. Hand out cards with those words printed on them. Have pupils hold up the cards when they hear the words.


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