**English Teacher's**

**Resource Handbook**

**Activities & Ideas**

![](media/image1.wmf){width="1.9208333333333334in" height="1.775in"}

**English Teacher's Training Workshop:**

**Teaching English Using Projects and Songs**

Veliko Turnovo University, 2005

Ronda Critchlow, English Language Fellow

Workshop Objectives:

#### 

#### In this workshop, we will examine:

#### What a project entails

#### Why teachers avoid doing project work

#### The advantages of doing project work

#### Various types of projects that can be done with primary and secondary level students

#### AND How to use songs in the classroom in creative & effective ways.

The focus of the first half of this workshop will center on teaching
English using projects.

<http://www-tcall.tamu.edu/docs/TimelyTopics/tt65.htm>

-   A project is anything that has **a final product** that can be of
    use beyond the immediate classroom. For example: videos, booklets,
    photo albums, yearbooks and various school publications, quilts and
    other crafts, murals, newsletters and pamphlets, parties, skits or
    plays for an audience, PowerPoint presentations, and Web pages.

-   There is no set number of students needed to do a project.

-   Teachers need to let the **students decide on a project and take
    ownership** of it. The teacher becomes the **facilitator (help with
    language, supplies, direction, advice, etc.)**.

-   The project should be one that **interests and involves all of the
    students**.

-   A project is usually only part of the instruction. Other
    instructional methods and materials are incorporated as well.

#### *Common reasons why teachers might avoid project work* 

> *\
> ***There isn't enough time **\
> \
> Time is always an issue in the classroom. We never seem to have enough
> and there are so many other things to do. But a lot of work on
> projects can be **done outside classroom time**. Homework is often
> done quickly or badly if students are not **motivated**. If your
> students are **interested in the project** and want the final
> presentation of their ideas to be good, they will spend more time
> outside the classroom on it.\
> Class time will not be wasted on projects as the work the children are
> doing is very **valuable for their language development**. They are
> **using English to be creative and communicative** and often stretch
> themselves to try to produce an excellent end result.
>
> **Children speak a lot in their mother tongue**\
> \
> Of course they will use a certain amount of their own language
> especially if they are lower level, but they are thinking about
> English and their final presentation of the project will be in
> English. This is also a natural part of language learning to go back
> and forth between L1 & L2. But encourage students to speak in English
> as much as possible.\
> \
> You can **equip children with the classroom language they need for
> projects** and encourage them to use it by putting it up around the
> class so they can refer to it. E.g. '*Where are the scissors?*'
> \'*Shall we put this here?'*
>
> **It can get very noisy**\
> \
> **Set rules before doing the project work** and make it clear to the
> students that excess noise is not allowed. **Have good signals for
> getting children to stop talking** and pay attention to you. For
> example, stand in the centre of the room with your hands in the air
> and wave. As the children notice you they must do the same until
> everyone is standing quietly waving looking at you. It's much better
> than shouting and once the children get into the routine, it is a
> quick and effective way of quieting down the room.\
> We can easily tell what is good noise and what is excess noise and we
> should encourage our students to tell the difference too.\
> \
> **It's hard to plan what children need to do a project successfully\
> **Try using a **grid like this to analyze what you need before the
> project**. It can also be a good way of assessing the project for
> yourself after it is done to help you be better prepared next time.
>
>  

  ---------- ------------- -------------- -------------- ----------- ------------
  **Task**   **Resources   **Language     **Language     **Lexical   **Language
             needed**      functions**    structures**   sets**      skills**

                                                                      
  ---------- ------------- -------------- -------------- ----------- ------------

> **Have Teacher List examples for the grid!**
>
> **Task:** writing, doing research, collaborating, cutting, using the
> computer/internet, going to the library, interviewing,
>
> **Resources needed:** dictionary, tape, scissors, paper, etc.
>
> **Language Functions:** Make a request, offer advice, give commands,
> refusals, suggest, agree, convince
>
> **Language Structures:** how words form and how those words are used
> together to form larger structures; how words form and how those words
> are used together to form larger structures; noun-verb agreement,
> focus on current spoken language in speech community (descriptive as
> opposed to prescriptive), structural analysis of words and word
> formations, phrasal verbs (a new class), analysis and identification
> of helping verbs or modals, analysis of the English tense system,
> sentence structure: Subject-Verb-Object. Morphology, syntax, grammar!
>
> http://www.mnsu.edu/emuseum/cultural/language/structling.html
>
> **Lexical Sets**: words that belong to a particular group; list of
> words which constitutes the comparative categories of speech sounds
> that are necessary in the comparison of a particular set of dialects
> (minimal pairs: pin/pen, beer/bear)

**Lexical set**: Words that belong to a particular group. Lexical sets
are often referred to as **Word Families**. This group could be a:

1.  **Semantic group**\
    *Example:* cat, dog, elephant, snake\
    belong to the semantic group *Animals*.

2.  **Syntactical group**\
    *Example:* pretty, long, unusual, frightening\
    belong to the syntactical group *Adjectives*.

3.  **Functional group**\
    *Example:* Hello, Hi, Good morning, Hello there\
    belong to the functional group *Greetings.*

(http://www.macmillandictionary.com/glossaries/lexical_set.htm)

> **Language Skills**: Reading, Writing, Speaking, Listening\
> \
> **Teacher doesn't know what skills are being practiced**\
> \
> Try this grid to analyze the project, again, before and after. It can
> help you see the value of the project and you can better explain it to
> the parents and your colleagues, too.
>
>  

  ---------- ---------------- ---------- ---------- -------------- ----------------------
  **Task**   **Intellectual   **Motor    **Social   **Learner      **Emotional/personal
             skills**         skills**   skills**   Independence   development outcomes**
                                                    skills**       

                                                                    
  ---------- ---------------- ---------- ---------- -------------- ----------------------

**Motor skills:**

As babies develop, they learn how to move their arms and legs in
increasingly well-controlled movements. The culmination of this process
is learning to walk. These movements are [**gross motor
skills**](http://www.macmillandictionary.com/glossaries/gross.htm).\
\
From this stage on, children begin to learn **fine motor skills** -- for
example, drawing lines, then shapes, and eventually learning to write.
(<http://www.macmillandictionary.com/glossaries/fine.htm>)

**Social skills:** collaboration, team-work, disagreeing politely,
compromising, negotiating

# Learner Independence skills: doing research on one's own, thinking independently, forming conclusions 

**Intellectual skills**:

The theory of **multiple intelligences** was developed by Howard
Gardner. He suggested that there are at least eight different types of
intelligence:

1.  Linguistic intelligence -- the ability to use and understand
    language.

2.  Logical-mathematical intelligence -- the ability to understand
    mathematical operations, logical reasoning, and scientific thinking.

3.  Intra-personal intelligence -- the ability to understand your own
    thoughts and feelings.

4.  Inter-personal intelligence -- the ability to understand other
    people's moods and feelings.

5.  Musical intelligence -- the ability to understand and play music.

6.  Spatial intelligence -- the ability to understand the relationships
    of objects in space -- on maps, in the street and so on.

7.  Kinesthetic intelligence -- the ability to control your **fine motor
    movements**.

8.  Naturalistic intelligence -- the ability to classify, understand and
    use the natural world.

**Emotional/personal development outcomes:** asserting one's opinion,
taking pride in one's work/achievements/accomplishments

#### 

#### What are some advantages of using projects in the classroom?

#### 

#### The advantages of doing projects in the classroom are many:  

-   Students make their own choices about what they do.

-   Projects encourage cooperation and sharing.

-   They promote learner independence.

-   Project work is topic-based.

-   It involves research / questionnaires

-   They lead to a presentation.

-   They involve different skills.

-   They may be very creative and include artwork.

-   They cater for different learning styles and personalities. 

-   They require use of all language skills.

#### 

#### \*\*\*What kind of projects have you done/or can be done with your class?

#### *Projects can be presented as*

-   Wall displays, Posters, Magazines, Newspapers, Books, Radio
    broadcasts, TV programs

**\*\*Here are some ideas of projects that can be done in the
primary/secondary schools that encourage communication, creativity, and
collaboration.**

**Classroom Album Project**

An ongoing project for the year could be to compile a classroom album of
all your English students with the theme centered on the students\'
families. Students could generate the questions they want answered in
their writings and make captions for their pictures using a computer. At
this point, students could then be given a mini-lesson on the keyboard
and essential keys. The final product could then be displayed on the
wall. This could include family pictures, decorations, and computer
printouts mounted on large colored construction paper.

**Mini-Project: Letter to a political official**

Students brainstorm on what they want to put in a letter to a selected
political official. A letter is then constructed that includes a list of
concerns, thanks, and campaign cheers. The elements of a letter - the
introduction, body and conclusion are studied and utilized for this
project. Upon completion, the letters are mailed. The class may receive
a response from the official, thanking the students for writing and
sharing their thoughts and concerns.

*Benefits to students.* They learn the basics of writing a well-written
letter. Furthermore, they feel that they have a voice and are empowered.

**Mini-Project: Pocket English**

Students continually ask how to say things in certain common situations.
Therefore, students can brainstorm on recurrent situations when they go
to various places (bank, grocery store, hospital, beauty salon, Post
Office) in which English phrases were needed.

Under each heading, learners come up with specific examples of
situations they might encounter. They may want to learn how to properly
ask questions or make remarks in these specific situations, such as:
Where is your produce section? I think you over charged me. Do you have
this in another size? I would like my hair layered with a few
highlights. May I see the manager?

Learners can then take the information and create a phrase booklet of
easily accessible, useful sentences with English pronunciation, which
the students can call \"Pocket English.\"

*Benefit to students*. As a result of their own initiative, the students
will generate a very useful resource.

#### Teaching English Using Projects by Olha Madylus

#### http://www.onestopenglish.com/news/magazine/children/teaching_projects.htm

> Here is an example of a project using authentic materials\-- a class
> newspaper.
>
> **Task:** Give Teachers a copy of the newspaper "News for You". Tell
> them that this is a class set & the paper is especially designed for
> LEP students. They may want to use authentic papers for English
> speakers for those students with advanced language skills.

-   Have the teachers get into groups of 2-3 & examine the paper.

-   List the various sections of the newspaper: Breaking news,
    International news, People in the news, local news, sports, comics,
    crossword.

-   Talk about the various people involved in making a newspaper:
    editor, columnists, graphic designer, etc.

-   Have them make a list of the types of projects/activities that could
    result from using this newspaper and how they would have their
    students go about doing the project (i.e., describe the process).

-   Using *News for You* as a model, assign various students in the
    group one of the sections to compose and then put it together.

-   What are the advantages/disadvantages of such projects?

> **Background** - After studying English language newspapers or looking
> at television news stories on channels like CNN, students are
> encouraged by their teacher to create their own newspaper. 
>
> **Making choices** - They organize themselves into groups and decide
> which part of the paper they are going to produce. One group may be
> involved in creating the crossword, another with writing some news or
> sports items, yet another with writing the horoscopes. The topics can
> be light-hearted or serious, real or imaginary -- it's up to the
> students to decide.
>
> **Timing** - A certain amount of time is put aside for the project
> with a deadline, when the newspaper will be ready for 'publication'.
> This really depends on how much time is available. You don't want a
> project going on too long as students may lose interest and momentum.
>
>  
>
> **Teacher's role** - They can ask their teacher for any help they
> need: this can be linguistic like helping get the grammar right or
> practical like supplying stationery. 
>
> **Presentation** - Students have to work together to organize who does
> what and what the final result will look like. When I have done this,
> the students took over a wall in the classroom and displayed their
> newspaper there so other students and parents could come in and see
> it. They could have used the school photocopier to make copies and
> distribute it.
>
> **Language** - The language that is produced is not controlled, but
> students should have had input on the kind of language that the
> projects needs. For example, news stories often use a lot of passives
> e.g. *the jewellery store was broken into and ten diamond rings were
> stolen*. Having studied news stories before doing the project,
> students have had recent contact with the language needed for their
> own stories. They are now practicing the structures in a meaningful,
> creative and, hopefully, enjoyable way.
>
>  

#### Projects with Younger Students

> Younger students (primary, 5 -- 10 years old) may find it hard to make
> decisions about what they do in class and often need more guidance.
> The **teacher may take a more prominent role as guide and
> facilitator**. Here are some examples of projects that can be done
> with primary children. You can introduce the concepts of project work
> gradually.
>
>  

#### The Zoo -- a wall display (for younger students)

> Animals are a topic often found in course books and children generally
> are interested in the animal world.
>
> Perhaps after reading a story about animals, such as **"Leo the Late
> Bloomer"** by Robert Kraus (any other book on animals would do), &
> having students identify all the animals in he story, students could
> then do a project where they create a zoo. (Show Teachers the book.)
>
> Tell your class they are going to create a zoo. The zoo will be a
> display on the classroom wall. Children can either work on their own
> or with a partner (even younger children sometimes prefer working
> alone and some are distressed if they cannot work with their friend).\
> **Each child or pair of children can choose an animal** and they have
> a few days to research this animal -- they have to **find out at least
> 5 interesting facts**. They can find out the information by reading
> books either in English or mother tongue, they could look at the
> internet (if this available) or they can ask other people like their
> family.
>
> Presentation Preparation

1.  You can do the presentation preparation in two stages. In one lesson
    the **children can prepare the writing part** -- a short paragraph
    about their animal. It's a good idea to **allow for redrafting** so
    that the final result is as well-written as possible.

2.  In the next lesson (or for homework), they **can draw a picture of
    their animal or find a picture or pictures in magazines and cut them
    out**.

3.  The final stage will be to mount the text and picture -- this can be
    done on pieces of colored card to denote different areas of the zoo
    and as a class decide where all the different animals should go. The
    children can be encouraged to say which animals would like to live
    near each other.

4.  Finally, the class can decide on a name for the zoo and write this
    up at the top of the display. Other students and parents can be
    invited in to see the zoo.\
    \
    Alternative topics that can have similar project work done by the
    class are:

-   A street of shops with each child choosing a shop designing it and
    labeling the contents. Later they can act out role-plays of people
    visiting their shops.

-   Sports, pop or film stars, Food, Countries, Famous people

#### [http://www.globalschoolhouse.org/GSH/pr/GetDetail.cfm?StartRow=1&view=1&projtype=%2Ccurrent%3Ball&sortby=Start%20Date&fAge=5&tAge=19&pID=810](http://www.globalschoolhouse.org/GSH/pr/GetDetail.cfm?StartRow=1&view=1&projtype=%2Ccurrent%3Ball&sortby=Start Date&fAge=5&tAge=19&pID=810)

#### 

**Professional Outcomes**

Projects can give teachers a framework within which to do this more
systematically and more productively via collaborative and project-based
learning.

1\. *Student evaluation of classes*. Ask students to evaluate the
Project and devote about 15 minutes to this activity and discussing the
results with the group.

*2. Teacher networking and accessing resources*---Projects can often be
a source of collaboration not only among students but also among
teachers who are doing similar tasks and can further facilitate
cooperation among teachers to share ideas and provide insightful
feedback to each other.

**Learner Outcomes**

1\. *Share student writings.* Students find reading what others have
written helpful and supportive, and it motivates them to write and
revise their work.

2\. *Equipped for the Future.* Project-based learning addresses the
skills adults need to succeed in their roles as citizens, family
members, and workers.

3\. *Communication:* Working in groups and on teams requires
communication, and most projects included reading and reporting as part
of our classroom process.

4\. *Decision making and planning* are involved in choosing and
implementing a project.

*5. Interpersonal skills* are essential to teamwork, as are negotiation
and compromise. Students will learn how to work with others in a team.

6\. *Lifelong Learning Skills:* Reflection and evaluation are essential
to the project-based learning process. Through individual reflection and
group discussions of project themes, students learn to develop and
express a sense of self.

Using Songs with primary aged children 

### http://www.onestopenglish.com/news/magazine/children/songs_teaching_children.htm

**Introduction:**

According to Krashen\'s input hypothesis, humans acquire language in
only one way \-- by understanding messages, or receiving
**\'comprehensible input\'**. So teaching activities should be designed
in such a way as to **supply the child with enjoyable and easy to
understand input**. Songs, rhymes and games are wonderful materials in
that respect. They are comprehensible, enjoyable, authentic and full of
language we need in real life. They are part of our lives and they are
around us. All we need do is share them with our students with a little
planning before we enter the class.

#### Why use songs in the classroom?

-   Children like songs

-   Songs can be integrated into language learning - listening, singing
    and doing activities around the songs

-   **In many cultures songs are used to introduce or practice mother
    tongue with young children, so this is a medium that children are
    very comfortable with. (Is this true in Bulgaria?)**

-   Songs are memorable

-   **Songs often include a lot of repetition that helps to make
    language memorable**

-   **Songs contain chunks of language that children can remember and
    use**

-   **Because songs must be sung at a reasonably fast speed they
    encourage natural phonological features like linking and weak
    forms**

-   Children will be actively involved in their learning, even at a very
    young age, rather than passive

-   **Children have energy and want to make noise. Songs will channel
    these natural inclinations positively**

-   Parents will enjoy hearing their children singing in English

-   Singing is a happy and stress-free activity that will add to a
    positive classroom learning environment

-   Music and rhythm make it much easier to imitate and remember
    language than words which are just \'spoken\'\--if you teach
    children a song, it somehow \'sticks\'.

-   **You can use a song or a chant to teach children the sounds and
    rhythm of English, to reinforce structures and vocabulary, or as
    Total Physical Response activities\--but above all to have fun
    (Phillips).**

-   Songs often include a lot of repetition that helps to make language
    memorable

-   Songs contain chunks of language that children can remember and use

-   There are many songs that are about issues of interest to this age
    group

-   Songs often contain current usages of language that are meaningful
    to children of this age group

-   Because songs are sung at a reasonably fast speed they contain
    natural phonological features like linking and weak forms that
    students learn to recognize and be comfortable with

-   Music can help promote a relaxed, stress-free atmosphere in the
    classroom

-   Music can stimulate strong feelings that can be channeled to enrich
    the language learning experience  

-   A song is a very strong means of triggering emotions that

    -   contributes to socialization (a song is collective)

    -   appeals to the ear (one listens to himself while singing)

    -   engenders pleasure (reproduction of a sound, enjoyment of the
        rhythm)

    -   helps to develop an aesthetic taste (expressing feelings and
        sentiments)

    -   Songs contain words and expressions of high frequency and offer
        repetition.

    -   Singing helps to acquire a sense of rhythm.

    -   It facilitates memorizing when it is associated with a
        linguistic item.

"Musical Activities for Young Learners of EFL"
<http://iteslj.org/Lessons/Cakir-MusicalActivities.html>

**What songs should we choose for the classroom?**

Choose songs that:

-   Contain simple, easily understood lyrics

-   Link with a topic or vocabulary that you are studying in class

-   Are repetitive

-   Children can easily do actions to (to help emphasize meaning)

**Lesson Plan A - for pre-readers (under six year olds)**

Song: [**Head and
Shoulders**](http://www.onestopenglish.com/news/magazine/children/pdffile/Head_Shoulders.pdf)

Head and shoulders, knees & toes, knees & toes

Head and shoulders, knees & toes, knees & toes

I have eyes and ears, a mouth & a nose

Head and shoulders, knees & toes, knees & toes

> Introduce and practice the vocabulary:

1.  Say 'head' clearly pointing to yours and get children to repeat, do
    same for all words. Repeat a number of times.\
    Don't point now, but say words clearly and encourage children to
    point to appropriate part of the body

2.  Check meaning: \
    Point to head and say 'shoulders' and ask 'yes or no?' Do same for
    other parts, sometimes being correct and sometimes not.\
    Point to part of the body and encourage children to say the word.

3.  Go through the song slowly with the movements, first modeling for
    children to see what they need to do and then encouraging children
    to join in. Pick up the speed of the song as children become more
    confident. 

4.  Play a game based on the key vocabulary like this -- it includes
    basic color vocabulary that children should already know. Ensure
    children have colored pens or pencils. Model the activity, so
    children know what they have to do -- say 'the mouth is blue' and
    hold up the picture and color the mouth blue. Play the game by
    giving similar instructions. Give the children plenty of time to
    find the right picture, the right color and do the coloring. If the
    children are confident, encourage them to give you or their
    classmates similar instructions.

+-----------------------+--------------+--------------+---------------+
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|                       | 66666666in"} | 33333334in"} | 333333334in"} |
+-----------------------+--------------+--------------+---------------+
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|                       | ="0.89583333 | ="0.89583333 | ht="0.8756944 |
|                       | 33333334in"} | 33333334in"} | 444444444in"} |
+-----------------------+--------------+--------------+---------------+

5.  Sing the song again at the end of the lesson.

6.  Begin the next lesson with a check of the vocabulary and sing the
    song again. Children will enjoy singing a song they already know,
    but do not assume they will all remember the song and the
    vocabulary. [Young children learn quickly and forget quickly if they
    don't practice.]{.underline}

# 

# An Example Song with Activities

# "Miss Lucy Had a Baby"

Miss Lucy had a baby,\
His name was Tiny Tim,\
She put him in the bathtub\
To see if he could swim.

He drank up all the water,\
He ate up all the soap,\
He tried to eat the bathtub,\
But it wouldn\'t go down his throat.

Miss Lucy called the doctor,\
Miss Lucy called the nurse,\
Miss Lucy called the lady\
With the alligator purse.

**Activities Based on *Miss Lucy Had a Baby***

Listen to the song and write the words in every line in the correct
order.

> Miss Lucy, baby, a, had\
> was, his, Tiny Tim, name\
> in, she, bathtub, him, the, put\
> could, if, to, he, swim, see
>
> drank, he, water, up, all, the\
> up, soap, he, all, ate, the\
> to, bathtub, the, eat, he, tried\
> his, but, go, throat, it, down, wouldn\'t
>
> called, Miss Lucy, doctor, the\
> Miss Lucy, nurse, the, called\
> lady, the, Miss Lucy, called\
> alligator, with, purse, the

1.  Listen to the song and fill in the blanks. (One may leave out, say,
    all the verbs)

> Miss Lucy \...\...\.... a baby,\
> His name \...\...\... Tiny Tim,\
> She \...\.... him in the bathtub\
> To \...\...\.... if he could \...\...\... .
>
> He \...\...\... up all the water,\
> He \...\...\... up all the soap,\
> He \...\..... to eat the bathtub,\
> But it \...\...\.... \...\...\.... down his throat.
>
> Miss Lucy \...\...\.... the doctor,\
> Miss Lucy \...\...\.... the nurse,\
> Miss Lucy \...\...\.... the lady,\
> With the alligator purse.

2.  Listen to the song and put the lines in the correct order.

    -   His name was Tiny Tim,

    -   He ate up all the soap,

    -   With the alligator purse.

    -   He drank up all the water,

    -   Miss Lucy called the doctor,

    -   Miss Lucy had a baby,

    -   He tried to eat the bathtub,

    -   She put him in the bath tub

    -   Miss Lucy called the nurse,

    -   To see if he could swim.

    -   But it wouldn\'t go down his throat.

    -   Miss Lucy called the lady,

## The Use of Musical Materials and Poetry with Comparatively Older Children

The following are some suggestions for teachers of older students at
more advanced levels, using songs, musical games or rhymes.

1.  **Making the learners sensitive to the theme**\
    This is the pre-presentation stage devoted to create interest on the
    part of the learners. This part could be done in the native
    language.

2.  **Listening to the song and presenting the gestures**\
    The teacher has the children listen to the song while miming. He has
    to \"act\" the dialogue that is \"said\" in the song.

3.  **Spontaneous expression**\
    After the students listen to the song several times, the teacher
    invites them to express their first reactions and impressions: their
    remarks on the language used, their feelings, etc.

4.  **Hypotheses on the meaning**\
    The teacher encourages the children to formulate hypotheses on the
    general meaning of the text starting from their first impressions.

5.  **Verification of the hypotheses**\
    While listening to the song once more, this time more systematically
    and with the support of the teacher\'s guidance, the learners are
    asked to verify their hypotheses.

6.  **Phonological activities on pronunciation difficulties**\
    Sometimes certain parts of a song are difficult to hear because of
    the instrumentation, bad recording etc. Misunderstandings may result
    from interlingual or intralingual factors. In such cases the teacher
    steps in and devises remedial activities.

7.  **Systematic teaching**\
    This component is composed of the following steps:

    -   First listening

    -   The repetition of the song by the teacher in the spoken form

    -   Repeating altogether

    -   Listening to the song from the cassette or CD

    -   The repetition of the song in the instrumental version

8.  **Other activities**\
    Games, role play, exercises of oral discrimination, etc.

#### ![](media/image10.wmf){width="2.5in" height="1.8041666666666667in"}[Websites for Using Songs in the Classroom]{.underline}

<http://exchanges.state.gov/forum/vols/vol35/no3/p41.htm>

**Developing Speech Habits with the Help of Songs;**

**Natalie Orlova**

<http://exchanges.state.gov/forum/vols/vol33/no1/P29.htm>

**Using Titles and Lyrics of Songs as a Warm-up; Gilberto Diaz Santos**

<http://exchanges.state.gov/forum/vols/vol36/no3/p8.htm>

**Songs Enhance Learner Development; Regina Suk Mei Lo and Harry Chi Fai
Li**

<http://www.onestopenglish.com/news/magazine/children/songs_teaching_children.htm>

**Using Songs with Primary Aged Children; Olha Madylus**

<http://exchanges.state.gov/forum/vols/vol41/no1/>

**Listen to blues music from the U.S. Lyrics (transcripts) also
available.**

<http://esl.about.com/cs/listening/>

**Listening Skill Practice**

**This resource provides listening quizzes, interviews, specific English
learning listening resources, as well as where to go to listen, listen,
listen.**

<http://www.lyrics.com/>

**Look up the words to your favorite songs (no more guessing!).**

<http://oelp.uoregon.edu/teach_music.html>

**Great for finding lesson plans for teaching music**

[http://www.nurseryrhymes4u.com](http://www.nurseryrhymes4u.com/)

**Nursery Rhymes 4 You\
A collection of nursery rhymes and songs to share and enjoy, with
pictures to print off and color.  Grades PreK-1**

[Mightybook.com](http://www.mightybook.com/)

**Features read-aloud picture books, sing-along songs, video song books,
poetry, story-writing and illustrating contests and learning games
designed for children ages 2-12.**

![](media/image11.wmf){width="0.5479166666666667in"
height="0.9055555555555556in"} **[Website for Using Projects in the
Classroom]{.underline}**

[The Internet Schoolhouse](http://www.internetschoolhouse.com/)\--
<http://www.internetschoolhouse.com/>

**This site is full of lesson plans and ideas.  For most projects you
will submit your results online and compare them to other schools around
the nation. This site is home of the I Lost My Tooth! project.**

<http://www.eduplace.com/projects/rdgproj.html>

**Project Center: Reading and Language Arts Projects\
Collaborative projects for grades K-12.**

<http://www.eduplace.com/projects/rdgproj.html>

**Reading Projects Lesson Plans**

<http://www.nhps.net/scsu2/lsc524.htm>

**New Haven Public Schools\' Library Power Summer Institute:
Collaborative Projects**

#### <http://oelp.uoregon.edu/teach_projects.html>

#### Various project ideas that teachers can implement in the classroom, also includes lesson plans.

[Global Grocery List
Project](http://www.literacy.uconn.edu/Global Grocery List Project  Students from around the world share local grocery prices to build a growing table of data to be used in social studies, science, health, mathematics, and other disciplines. http:/landmark-project.com/ggl/ )\--
<http://landmark-project.com/ggl>

**Students from around the world share local grocery prices to build a
growing table of data to be used in social studies, science, health,
mathematics, and other disciplines.**

[My Hero: An Interactive
Series](http://myhero.com/)\--<http://myhero.com/home.asp>

**My Hero is a non-profit educational project that brings information to
a global audience. From peacemakers such as Nelson Mandela to scientific
visionaries such as Albert Einstein, visitors can explore historical and
contemporary heroes. Visitors are also invited to create web pages about
the people who inspire them, providing thousands of children and their
parents a chance to tell their stories. Grades 2-12**