Classic gap fill (take out rhyming words about eight or ten)

1. Greeting the teacher, the teacher introduces the grammatical item.

2. The teacher introduces the song and plays it for the first time.
3. Teacher tell the pupils what they should be listening out for.
4. Split the class into two or more groups, and have a competing sing
along, each group singing alternate phrases.
5. After hearing the song, students discuss - What is the song about?
They are allowed to use the first language at this stage of the lesson
when they feel they would not be able to express their feelings in
English precisely.
6. The teacher distributes the lyrics with blank spaces and plays the song
for the second time.
7. Students are asked to listen carefully so that they can spot the missing
words.
8. The teacher plays the song more than once to give students a chance
to fill all the blank spaces.
9. After the last hearing of the song, students check their versions.
10. Teacher have students to keep journal entry where they have to write
down what they have learned and their response to their learning.
Teacher can ask them to list all the vocabularies they have learned.
They can include questions they have, misunderstandings, or areas of
weakness.
11. At the end of the lesson, the whole class is invited to sing the song
together, using the lyrics.

(Jumbled lyrics - low level)

1. Greeting the teacher, the teacher introduces the grammatical item.
2. The teacher introduces the song and plays it for the first time.
3. Teacher tell the pupils what they should be listening out for.
4. Split the class into two or more groups, and have a competing sing
along, each group singing alternate phrases.
5. After hearing the song, students discuss - What is the song about?
They are allowed to use the first language at this stage of the lesson
when they feel they would not be able to express their feelings in
English precisely.
6. Teacher prepared 5 copies of the lyric to a song which has been cut up
into about 10 strips and put each group of cut up lyrics into an
envelope.
7. Teacher split class into 5 groups and give each group an envelope and
have a contest. Their task is to put the lyrics up on the board in the
correct order. So, the group with less mistakes get a treat.
8. Teacher play the song two times while student rearrange the strips of
paper in the correct order.
9. After

pupils arranged it correctly, students are asked to listen

carefully and
dictate the teacher all the adjectives and s/he writes them on the
blackboard.
10. Have students write new lyrics to the music. It might be best to stick
with only changing verbs and nouns, and keeping the basic
grammatical concepts the same.
11. At the end of the lesson, the whole class is invited to sing the song
together, using the lyrics.

(adjective)
1. The teacher distributes the exercise and students form pairs. Students
are given a set of 20 adjectives on separate slips of paper; adjectives
are mixed - students are to match the opposites.
2. In front of the blackboard, one of the students mimes an adjective by a
move or gesture - the class is to guess what it is. The successful
guesser needs to find the opposite adjective and goes as the next.