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IDIOMATIC EXPRESSIONS

According to Dixson in Essential Idioms in English, 1 !",, # $$$the st%dent ma& learn grammar and, 'ith time, ac(%ire an ade(%ate )oca*%lar&, *%t 'itho%t 'or+ing +no'ledge o, idioms as -to .%t o%t, to get along, to call ,or, to loo+ %., etc$$$, his s.eech 'ill remain a'+'ard and stilted/$

IDIOMATIC EXPRESSIONS
Idiomatic ex.ressions are .art o, the lang%age and st%dents 'ill ,ind them in real0li,e sit%ations$ Moreo)er, the& are )er& m%ch %sed in songs, ,ilms and contacts 'ith nati)es o, the lang%age$

A1T2ENTIC MATERIA34SON5S 627 1SE SON5S8

3ang%age teachers can and sho%ld %se songs as .art o, their classroom teaching re.ertoire$ Songs contain
a%thentic lang%age, are easil& o*taina*le, .ro)ide )oca*%lar&, grammar c%lt%ral as.ects and are ,%n ,or the st%dents$

The& can .ro)ide )al%a*le s.ea+ing, listening and lang%age .ractice in and o%t o, the classroom$

9 Reasons Why You Should Use Songs to Teach English as Second Language

1. Songs almost always contain authentic, natural language This o,ten contrasts the contri)ed, stilted lang%age ,o%nd in man& st%dent texts$ O, co%rse songs can also go to the other extreme *& %sing o)erl& cr%de, ,o%l or other'ise o*9ectiona*le lang%age$ 6ith care,%l screening, an extensi)e li*rar& o, %sa*le songs ,or lang%age learning can *e com.iled$

2. !ariety o" new !oca#ulary can #e introduced to students through songs 3oo+ing to *oost st%dent )oca*%lar& 'ith %se,%l .hrases, )oca*%lar& and ex.ressions8 Songs are almost al'a&s directed to the nati)e0s.ea+ing .o.%lation so the& %s%all& contain contem.orar& )oca*%lar&, idioms and ex.ressions$

$. Songs are usually !ery easily o#taina#le Songs are %s%all& not that di,,ic%lt to o*tain$ 3ocal so%rces ma& *e a)aila*le incl%ding the st%dents themsel)es$ Internet do'nload easil& accessi*le$

%. Songs can #e selected to suit the needs and interests o" the students In English es.eciall&, so man& songs are a)aila*le that selection o, songs 'ith s%ita*le themes, le)els and )oca*%lar& is not at all di,,ic%lt$ Allo'ances can also *e made ,or com.lexit& or sim.licit& o, lang%age, de.ending on the st%dents, *& selecting and %sing s%ita*le songs$

&. 'rammar and cultural as(ects can #e introduced through songs Most i, not all songs ha)e a rec%rring theme or stor&$ So excer.ting c%lt%ral elements is %s%all& .ossi*le, *%t o,ten o)erloo+ed as.ect o, %sing songs$

). Time length is easily controlled 6hether &o% ha)e an ho%r, :; min%tes, or onl& 1< min%tes or so, a song can *e %sed in the co%rse o, a .lanned lesson$ 1se o, songs is )er& ,lexi*le$

*. Students can e+(erience a wide range o" accents A good thing a*o%t songs is that &o% can ex.ose the st%dents to man& di,,erent +inds o, English$ =ritish English, American English, Cari**ean English are all 'idel& a)aila*le thro%gh songs$ Accents too are 'ell re.resented *& songs ,rom di,,erent regions and in a )ariet& o, t&.es and ,ormats$ 5os.el, so%l, R > =, Po., Roc+, Reggae, ?a@@ and other st&les change not onl& accents, *%t )oca*%lar& and %sage too$

,. Song lyrics can #e used in relating to situations o" the world around us Songs ha)e *een %sed as )ehicles o, .rotest ,or ci)il rights, 'or+ers rights, e)en .risonerAs rights along 'ith an %ntold n%m*er o, other ca%ses$ The&A)e ex.o%nded on .oll%tion, crime, 'ar and almost e)er& social theme or ca%se$ EX4 Ex.lore the theme o, sex$

62ERE IS T2E 3OBE


-escri(tion. !ery nice song that can #e used as a warm/u( to introduce im(ortant issues li0e racism, (re1udice, cultural di""erences, races, lo!e #etween (eo(le around the world, solidarity etc.. 2URT3ER RESE R43.Lin0s to the !ideos o" 5arac0 6#ama and 7artin Luther 8ing 9r.

62ERE IS T2E 3OBE


By The black eyed peas. 1$ 3isten to the chor%s$ 6hat is ha..ening to the .eo.le and the children8 C$ 6ho are the terrorists8 :$ 6ho m%st hel. %s8 D$ Com.lete the ,ollo'ing lines ,rom the song4 Peo.le li)ing li+e EE$ =%t i, &o% onl& ha)e lo)e EE$$ Then &o% onl& lea)e s.ace EE$$ 6hen &o% hate EE$ Nations EEE$ Chemical gases EEE$ 6hat is going 'rong EE$$ Onl& )isions EEE$ The tr%th EEE$ ItAs s'e.t EEE Can &o% .ractice EEE Send some EEE$ 6hat e)er ha..ened to EEE$ <$ 6here is the lo)e8

9. Students thin0 songs are natural and "un 6ell act%all& the& are, arenAt the&8 F%n, e)en sill& songs a*o%nd in English$ Some singers act%all& made a career o%t o, them$ GRa& Ste)ens, an&one8H The& ma+e o,,*eat, ,%n changes o, .ace 'ith classroom %se$

627 1SE SON5S 8 These are onl& some o, the man& reasons songs are %se,%l in the lang%age learning classroom$ The& contain a%thentic lang%age, are easil& o*taina*le, .ro)ide )oca*%lar&, grammar and c%lt%ral as.ects and are ,%n ,or the st%dents$

The& .ro)ide en9o&a*le s.ea+ing, listening, )oca*%lar& and lang%age .ractice *oth in and o%t o, the classroom$ So EF3, English as a ,oreign lang%age, ES3, English as a Second lang%age and ,oreign lang%age teachers sho%ld all consider %sing songs as a reg%lar .art o, their classroom acti)ities$

'oing 5ac0 West Music by Jimmy Cliff I 'as IIIII and IIIII in the ghetto Tal0:wal0 'ith me and &o%Jll +no' I 'asnJt satisfied, 'ith li)ing on the side:si;e I started IIIIII aro%nd, ,or a possibility 3isten to m& IIIIIo, 'hat *ecame o, me I met a IIIIIII 6ho said he had some IIIII *ac+ east So 'h& donJt &o% come along: come among 6ell 'e can IIIIII &o% at least 6eJll ma+e &o% into a *ig IIIII

=& .la&ing &o%r IIIII =%t the 9o+e 'as on IIIII The& left me flat to______ 5oing IIIII 'est 7es I +no' IJll ma+e o%t alright 5oing *ac+ 'est 6here m& m%sicJs IIIIII all night:right 5oing *ac+ 'est Ggoing *ac+ 'estH I thin+ IJll do alright:all night 5oing *ac+ 'est 7es I +no' IJll ma+e o%t alright 5oing *ac+ 'est 6here m& m%sicJs IIIII all night 5oing *ac+ 'est Ggoing *ac+ 'estH

I IIIIII IJll do alright Str%ggling ,or recognition, identity and res.ect I got a lot o, promises The& told me not to fret So 'e 'ill stand *& &o% I, the going gets rough =%t 'hen I started sin+ing The& didnJt e)en bluff A*o%t a IIIIIIIhas come and gone And IIIII me standing here Thin+ing ho' it IIIIII ha)e *een For still I ainJt nowhere:somewhere The& s%rel& too+ me ,or a ride: 0ite Trampled on m& (ride:ride 6here m& m%sicJs IIIIII all night$

=%t I hold m& IIIII %. high 5ot no more tears to IIIIII$ 5oing *ac+ 'est 7es I +no' IJll ma+e o%t alright:all night 5oing *ac+ 'est 6here m& m%sicJs IIIII all night 5oing *ac+ 'est Ggoing *ac+ 'estH I thin+ IJll do alright 5oing *ac+ west : "irst 7es I +no' IJll ma+e o%t alright IIIIII *ac+ 'est 6here m& m%sicJs .la&ing all night 5oing *ac+ 'est Ggoing *ac+ 'estH I thin+ IJll do alright 5oing *ac+ 'est 7es I +no' IJll ma+e o%t alright 5oing *ac+ 'est

Boca*%lar& Exercise Match the words in the first column to the best available answer in the second column. Column A Column B <<<<< ghetto 1H .erson 'ho does *%siness <<<<< satis"ied CH a .oor area in cit& <<<<< (ossi#ilty :H something 'e sa& as a .lan to hel. <<<<< star DH 'orr& <<<<< guitar <H treating another .erson +indl& <<<<< 1o0e KH o..osite o, 'est <<<<< #usinessman !H something to ma+e %s la%gh <<<<< west "H tr&ing hard <<<<< east H o..osite o, east <<<<< struggling 1;H *ecome +no'n *& man& <<<<< recognition 11H going do'n <<<<< identity 1CH a ,amo%s .erson <<<<< res(ect 1:H ,eel ha..& a*o%t something <<<<< (romise 1DH 'ho 'e are <<<<< "ret 1<H m%sical instr%ment <<<<< sin0ing 1KH chance or o..ort%nit&

7usic com(rehension =uestions 1$ 6hatAs the singerAs name8 C$ 6here 'as the singer *orn and raised8 a> garden #> ghetto c> streets :$ 6as he *orn .oor or rich8 a> Rich #> ?oor c> not rich not (oor D$ 6h& did he start .la&ing m%sic8 a> 3e lo!ed music. #> 3e wanted to ma0e a li!ing through music. c> 3e was not good at school. <$ 6ho did he meet one da&8 a> #usinessman #> teacher c> lawyer K$ 6hat did the man .romise him8 a> ?romised to gi!e him lots o" money #> ?romised to ma0e him a #ig star #y s(onsoring his music c> ?romised to ado(t him

!$ Did the singer *ecome a *ig star in the EAST8 6h&8 a> @o #ecause he was not good enough. #> @o #ecause the #usinessman e+(loited him. "$ 6h& is the singer 5OIN5 =ACL 6EST8 a> 3e is missing his "amily and "riends. #> 5ecause he can do #etter in the WEST than E ST. c> 5ecause he lo!es his country in the WEST. $ Do &o% thin+ he 'ill do alright i, he goes *ac+ 6EST8 6h& or 'h& not8 1;$ Peo.le in the 6est lo)e the singerAs m%sic$ aH True #> 2alse

Write a story about the music !"# B$C% W&'T Use these =uestions to guide you. 1$ 6hat is the stor& a*o%t8 C$ 6ho is the stor& a*o%t8 :$ 6here is the stor& set8 D$ Are there an& con,licts in the stor&8 6ho is against 'hom8 <$ 6hen did the stor& reach a climax8 K$ 2o' does the stor& end8 ?imm& goes *ac+ 'est

Introd%ction ?imm& Cli,, is a singer 'ho


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Body(
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Conclusion(
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