Singing Grammar: Teaching Grammar through Songs (Cambridge by Mark Hancock

By Mark Hancock

Making a song Grammar is a part of the Cambridge replica assortment. it's a source booklet of supplementary fabrics for the educating of grammar in the course of the medium of music. It includes eighteen songs, every one with a selected grammar concentration, and is acceptable for college kids from straightforward to intermediate point. for every of the songs there's a transparent web page of teachings notes through a motivating tune worksheet, a grammar workout web page and a enjoyable grammar online game for lecture room use. the fabric is mainly appropriate for more youthful beginners yet may be used effectively with adults.* songs in particular written for various age teams and degrees* number of musical types* step by step directions and advice for academics* diversity of workout varieties* photocopiable worksheets and video games* worthy pop tune word list* substitute karaoke or sluggish model for every music* Songbook containing lyrics and chords

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Mom: Oh, I get it. Interesting. How shall I write that? Peter: Something like fungi are decomposers, that they break down dead organisms, that if they didn’t, all the dead plants and animals would take up a lot of space on the earth. Mom: Fascinating. Sounds like they serve a very useful purpose. Help me put all that you said in a sentence. You said a few things. ” Mom: That’s great. You even added a little more information! Peter: Mom, can you imagine what would happen if there were no fungi? Think about all the dead leaves, animals, and other waste that would pile up on the planet.

Thus, the talk that surrounds the sharing of the passages is plentiful. 6. Inquiry Lessons Inquiry lessons engage students in investigations to satisfy their own curiosities and answer their own questions. The lessons prompt exploration and discovery. Students have their hands on objects, materials, or resources; they seek information; and they generate and test hypotheses as they look for explanations and solutions. Because vocabulary acquisition occurs most easily in context when students care about the topics, inquiry lessons are ideal for promoting students’ purposeful use of language and developing students’ language.

Response Cards This strategy engages students in talking about content from a variety of perspectives. The teacher prepares for the activity by gathering colored index cards, making decisions about the tasks he or she wants the students to perform, and recording those tasks on the cards. For example, the teacher might write “Question” on all of the yellow cards, “Connect” on all of the blue cards, and “Summarize” on all of the green cards. Then he or she randomly distributes the cards to the students, one card per student.

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