English through music effective clil lessons for young learners
Sponsored Links
This presentation is the property of its rightful owner.
1 / 35

English through music: effective CLIL lessons for young learners PowerPoint PPT Presentation

  • Uploaded on
  • Presentation posted in: General

English through music: effective CLIL lessons for young learners. Jane Willis (ELT specialist) Anice Paterson (music specialist). English through music: effective CLIL lessons for young learners. Jane Willis (ELT specialist) Anice Paterson (music specialist). OVERVIEW

Download Presentation

English through music: effective CLIL lessons for young learners

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript

English through music: effective CLIL lessons for young learners

Jane Willis

(ELT specialist)

Anice Paterson

(music specialist)

English through music: effective CLIL lessons for young learners

Jane Willis

(ELT specialist)

Anice Paterson

(music specialist)


What potential does Content & Language Integrated Learning (CLIL) have for language development?

Why is music particularly suited to CLIL?

What kinds of musical activities are there? (with brief demonstrations of some of them)

How can you ensure these music activities fulfil conditions that are likely to promote language learning?

Content & Language Integrated Learning (CLIL)

Learning a subject through English provides

young learners with:

  • exposure to spoken English

  • a clear purpose for listening to English and trying to understand

  • a context for using English

  • a reason for reading and writing

Music through English?or English through music?Why music and English together?


is an excellent way for children to

  • learn and memorise words and phrases

  • develop familiarity with the sounds, rhythms and stress of English

Songs, rhymes and rhythm activities

help children to

  • learn to listen carefully – with a real purpose

  • respond to the ranges in tone, pitch, and expression in the voice

  • concentrate hard on small details of pronunciation, stress and rhythm

Musical pictures and musical stories

help children to

  • experiment and use the qualities of sounds effectively

  • express their feelings

  • recognise the structure of stories and poems and to sequence ideas

  • talk about what they are doing and why

  • tell and perform their own stories

Rehearsing and giving musical performances

  • provides children with a real purpose for developing and practising their English

  • helps children to develop self-confidence

    - in using English in a range of contexts

    - in performing with control and expressiveness

  • keeps children motivated and excited by their experience of making music

    Also, NFER has evidence of beneficial effects on general behaviour and learning skills

A giant

Recorded in a class of 9 year-olds who

have various sound-makers

listen to the story, bit by bit, and suggest sounds for each action

perform the whole story, with sounds

create variations

CD 55

First of all, I want you to imagine that there’s a huge giant and he’s eating his dinner at his table. Can you make eating sounds?

And on the door there’s a tap tap tap tap… Can you repeat that rhythm for me? Keep it going – tap tap tap tap…

The giant stands up and slowly walks to the door

The giant story

The enormous carrot

Teacher with five-year-olds

Musical skills

Experimenting with sounds

Creating sound patterns

Remembering a sequence

Performing a piece

Creating variations

Language development

Exposure to story text

& to teacher talk that engages attention

(imperatives, repetitions,

on-going commentary)

Opportunities for participatory use of language

So what are they learning?

What kinds of music activities are there?

These activities cover musical objectives that appear in any typical music syllabus.

A Warm-up activities

‘Listen and Do’ – physical and vocal exercises to prepare children for music making and to develop their co-ordination, voice control, and pronunciation.

Some examples (all on CD)

‘Stretch, shake and wiggle

‘Pat your head and rub your tummy’

Baby 1, 2, 3

Physical warm-ups

Vocal warm-ups

Breath control: snakes, bees, humming

Musical vowels: sirens, scales

Consonant patterns: slow - ping pong;

fast - ch ch ch ch

Voice expression: Boom chicka boom

BListening and experimenting with sounds

  • Hands and feet CD15

    (Body Percussion)

  • Let’s make a band


Action songs & rhymes

Section C (minimal language)

  • The Rocket Rhyme

    Count down, count down,

    rocket leaving soon

    Count down, count down,

    leaving for the moon

    10, 9, 8, 7, 6, 5, 4, 3, 2, 1

    Blast off!

    Section F(more language)

  • There’s a tiny caterpillar on a leaf

A Rhythm Grid

Some very small creatures

‘OK, Let’s start with a steady beat…..

a very quiet beat.. Keep it going… Now listen

D Rhythm games & patterns

Clap it back(fruit, vocabulary sets)


Spider Ant (small creatures, party food)

Language and music aims:

Syllable stress in words and phrases

Performing layered patternings (in parts)

E Listening and responding to music

  • How long does it last? (instrument sounds)

  • I like it (different styles, images, moods, countries) CD 40

  • Let’s dance

    Children hear about where the music is from, think what it could be about, express how the music makes them feel...

Composing and performing class music

G Story-based music

  • Musical books (any story)

  • The giant

  • The enormous carrot (growing food and farm animals)

    H Musical pictures

  • Rainstorm (tropical climate)

  • Where shall we go today? (zoo, market…)

Activity Page






  • Activity (numbered steps and suggestions for what to

    say in English).

  • Variations (ideas for other similar musical activities)

  • Language extensions

Language extensions

Suggestions for building on the language used in the activity:

  • same music aims but new context or song

  • mini-dialogues for intonation work

  • games for vocabulary revision e.g. miming

  • tongue twisters

  • follow-up chats / discussions

  • mini-projects with cross-curricula links.


  • How does this fit my English syllabus?

  • Are the activities graded?

  • How to use the CD?

  • Musical expertise? Teacher support?

What language learning opportunities do these CLIL lessons provide?

Four main sources

1. general classroom management and instructions

2. the language used to introduce the topic, to set up the music activity itself,

to attain the music aims & lead to a musical performance

What language learning opportunities do these CLIL lessons provide?

3. the words and phonological features of the songs, rhymes, chants, stories, and mini-dialogues,

4. further development of specific language features and topic themes

And finally…the three most important things…

  • use the musical activity to generate opportunities to interact with the children in English

  • encourage children’s language and music development by being positive

  • make sure you all enjoy making music.

‘English Through Music’

Anice Paterson & Jane Willis

OUP 2008


  • Login