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While listening: repeat by verses and use mime and actions. After listening: check brainstormed words, create group displays, and act out narratives or reorder lyric strips.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},429950,1790716588,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":96,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":111,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":118},3985747872983,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Singlish! (singing in Enlglish)  \nJove Espectacle  \nGuia Didàctica  \nSecundària  \nJove Espectacle  \n[www.jovespectacle.cat/escoles](www.jovespectacle.cat/escoles)[ ](www.jovespectacle.cat/escoles)[jovespectacle@gmail.com](jovespectacle@gmail.com)  \n609313501  \n933954849  \nSinglish (Learning English with Songs)  \nSecondary  \nSinglish is an easy and fun way to learn and improve your English language skills, through the music videos and the lyrics of your favourite songs.  \nSinglish also has a special Karaoke link that lets you sing and enjoy the full lyrics.  \nBut above all, Singlish helps you train your ear to dramatically improve your capacity to recognize sounds and words of the English language in a very short time, training your brain almost unconsciously, whether you know the meaning of all the words or not.  \nRecent studies have shown that simple exposure to the sounds of another language sets up in our brain the structures and connections necessary for learning it.  \nIn addition to that, music is a fun way to learn, and listening to different accents and pronunciations allows greater flexibility to test to your ability to recognize the different sound patterns of another language. This is very different from the typical listening exercises in language classes, where the pronunciation is too perfect, which is not entirely practical in areal environment.  \nSinglish is also a fun way to learn the lyrics of your favourite songs.  \nTeacher’s Guide:  \nThe Teacher’s Guide provides a step-by-step dossier to exploiting each song. Information is given on any preparation that is needed and the aim of each song is clarified.  \nThe three lessons of each song cover the following:  \n- Vocabulary  \nIntroducing essential vocabulary and setting the theme of the song.  \nIntroducing the language and then providing activities for development and practice.  \n- Grammar  \nThe main grammar points are introduced and practised in a context that continues the theme of each song.  \nA Grammar reference section at the end of the Guide provides learners with additional support.  \n- Real World  \nKey functional language is introduces extending the theme of the song. Atypical spread will provide learners with a practical situation in which they can practise and personalise what they have learnt.  \nPreparation and Activities for every Song  \nCreating the Atmosphere:  \n1. Introduce the instrumental version (karaoke) first. If students become familiar with the sound of the music first, the will be more likely to understand the words.  \n2. Expose students to each song (original version in audio format) many days in a row and while they are working on the pre-listening activities. Within a few days, students will not be able to get the song out of their heads!  \nPre-listening Activities:  \n3. Give students the title of the song and ask them to predict words and phrases that they expect to hear while they are listening to the original audio track in the back.  \n4. Get students in pairs to predict the unknown words before playing each song.  \n5. Make a vocabulary list ahead of time. Go over the words once before you introduce the song.  \n6. Put random words from the song on the board and make your students try and write the “tale of the song”.  \nWhile listening Activities:  \n7. Invite the students to draw a picture or take a photograph to represent what they hear and then explain their pictures in small groups.  \n8. Add actions to enhance language acquisition and memory, like pantomime, physical actions, gestures, or any other kinaesthetic activity.  \n9. Play the song by verses and let your students repeat what they listen.  \n10. Put the students to mime the verbs from the song.  \nAfter listening Activities:  \n11. Ask the students to brainstorm all of the words that they have heard and then listen again and check to see how many are correct.  \n12. Make a group wall display of the vocabulary theme of the song so that every team gets to know what the others have w","cbCailrip9zU2kdO","https://ap.wps.com/l/cbCailrip9zU2kdO","pdf",483177,"English","# Teacher’s Guide\n## Preparation and Activities for every Song\n## Duration of the Singlish Syllabus\n## Singlish in the Music Class","[{\"question\":\"How does Singlish help students improve English skills quickly?\",\"answer\":\"It trains students to recognize English sounds and words through repeated exposure to song audio, lyrics, and karaoke links, strengthening listening comprehension in a short time.\"},{\"question\":\"What do the three lessons for each song cover?\",\"answer\":\"They cover Vocabulary, Grammar, and Real World functional language, each introduced and practiced to continue the song’s theme.\"},{\"question\":\"What kinds of activities are recommended before, while, and after listening?\",\"answer\":\"Before listening: predict words/phrases and review vocabulary. While listening: repeat by verses and use mime and actions. After listening: check brainstormed words, create group displays, and act out narratives or reorder lyric strips.\"}]","Singlish! - Secondary - Teacher’s Guide | PDF",1790651549]