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Avital Tzabari .Personally, I like using songs in class for many reasons: First of all, they love it! It makes English relevant and cool. Also, songs are repetitive and by repeating the words again and again they'll remember them.

In order to reinforce it, I show the songs again and again, and I write the new words on the board and ask each student to say a sentence with one or more of the new words, and write a sentence with each one of the new words.

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I like to teach songs which the students can relate to. I think that the students learn new words from the context and they feel more confident with English. Even the weak students can follow and understand one song and the fact that they heard the song before helps them to relate to. I feel that that students can understand grammar better through songs.
I also like to give an activity in pairs to explore a song that they like and teach the class.

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I often teach with pictures, video clips (not necessarily from Ted, there are many other fascinating channels). I have a list of appropriate songs for my classes. Since I am a very artistic and  dramatic person, I found these multi-medial sources very attractive.

I chose to share with you a lesson I give, using a song. The song is called "There's a Hero", the singer is Billy Gillman. I think that music, rhymes, alliteration, and pace- are all fantastic elements that support learning.

The video clip combines a footage of children and teenagers, with titles for each ("a chef, a mother of 2"… etc)

I use a power point presentation with matching exercises- of pictures and words (nouns), and definitions and verbs. (visual)

Then we read the text and translate.

After we have a fill in assignment (verbal).

When watching the clip ("hear"), I use the visual stimuli to make them curious, and as a basis for a group discussion about "who's a hero".

At the end, explaining the story of the people in the clip, and describing them using the new vocabulary, make a stronger connection between the words and a story, So the learning style is visual and logical, and totally musical.

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I often teach with pictures, video clips (not necessarily from Ted, there are many other fascinating channels). I have a list of appropriate songs for my classes. Since I am a very artistic and  dramatic person, I found these multi-medial sources very attractive.

I chose to share with you a lesson I give, using a song. The song is called "There's a Hero", the singer is Billy Gillman. I think that music, rhymes, alliteration, and pace- are all fantastic elements that support learning.

The video clip combines a footage of children and teenagers, with titles for each ("a chef, a mother of 2"… etc)

I use a power point presentation with matching exercises- of pictures and words (nouns), and definitions and verbs. (visual)

Then we read the text and translate.

After we have a fill in assignment (verbal).

When watching the clip ("hear"), I use the visual stimuli to make them curious, and as a basis for a group discussion about "who's a hero".

At the end, explaining the story of the people in the clip, and describing them using the new vocabulary, make a stronger connection between the words and a story, So the learning style is visual and logical, and totally musical.

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I teach deaf and hard of hearing students, so the use of the visual mode is very common in our classroom. It helps our students focus, aids learning and keeps them interested. We also use silent youtube videos to reinforce what we teach, as well as the quizlet app. I'm also a visual learner. I find that it helps myself and students remember the material. We also use different colors to highlight things.

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As part of our Literature log, after teaching the poem, I had my students do a Post-Reading activity in which I asked them to write their own poems, allowing them to be creative as long as the message relates to the task using synonyms or words from the poem we've learnt in class, to convey THEIR message.

I was pleasantly surprised to see even the weaker students very engaged, wanting to share their thoughts/feelings, some were advising/asking for advice on rhymes, choice of words, looking up synonyms etc.

After they have all submitted their poems, I asked if anyone would like to share theirs with the class and we did a "Poetry reading" lesson, where 6-8 kids who felt comfortable enough read their poems aloud, as well as a few more who allowed me to read theirs anonymously and we discussed them in class.

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I find pictures very useful for various aspects of learning English. When I have a group of weak students who don't like to speak, the activity of first producing words,  next perhaps phrases and then sentences all rooted in the picture they are looking at,  is very graded amnd suitable to their hesitancy and wariness. In addition, a picture "wakes" students up, out of their tendency to lose interest after some time in a text or textbook activity. They show greater interest and are more willing to talk about the picture and to produce connected vocabulary.  Finally, I have found a picture to be an excellent way of getting students at all levels to write.

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I find pictures very useful for various aspects of learning English. When I have a group of weak students who don't like to speak, the activity of first producing words,  next perhaps phrases and then sentences all rooted in the picture they are looking at,  is very graded amnd suitable to their hesitancy and wariness. In addition, a picture "wakes" students up, out of their tendency to lose interest after some time in a text or textbook activity. They show greater interest and are more willing to talk about the picture and to produce connected vocabulary.  Finally, I have found a picture to be an excellent way of getting students at all levels to write.

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OFRA LEVY,  In my opinion songs are a great way to teach vocabulary because the pupils relate to it, and it helps them remember the words in context. Most pupils find it enjoyable and collaborate well in learning the new vocabulary. After teaching the song with the new words I always give them an assignment to follow up at home. In class we repeat the new vocabulary.

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OFRA LEVY,  In my opinion songs are a great way to teach vocabulary because the pupils relate to it, and it helps them remember the words in context. Most pupils find it enjoyable and collaborate well in learning the new vocabulary. After teaching the song with the new words I always give them an assignment to follow up at home. In class we repeat the new vocabulary.

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I enjoy using songs in class. My learning style is a combination of auditory, physical, visual and verbal. Songs offer at least three out of four. There are lyrics (verbal), there is rhythm (auditory) and video (visual) if we watch a video clip. My students like learning through songs. Some of them continue singing after the lesson. The tune makes them attentive. The lyrics are repetitive and rhymed. Video clips help students visualize words. Therefore, students remember vocabulary much easier and faster than when they have to study a list of words.
We do different activities with the lyrics (fill in the gaps, match, put the words or sentences in the correct order). Unfortunately, as far as I understood, most of them are recognition and use. I nearly don’t give them exercises on recall. I’ll definitely try some. Sometimes we play charades (kinesthetic) with the words and expressions from the song.

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I enjoy teaching through song for many reasons. First, it is enjoyable so the students get engaged easily and their attention span increases. Also, they are actually doing something- whether they are aware of it or not, they are being active so , as we learned in this session, there's a better chance they'll remember what they've  learned .
And, when I, the teacher find what and how I teach pleasurable, then my students feel it and are drawn to the task at hand.
I usually do fill in the blanks, sometimes divide the song amongst the students and have them learn their line by heart and then the class performs - each student has to be ready with their line so they need to listen carefully to the lines being sung before theirs.

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I don’t use Ted talks so often, but it is the slide that was the most appealing to me because after watching  Lauraine’s lesson for independent learners, I liked the video about changing the start time of school, and I can still remember the storyline of the clip and also  a few new words that were used there.  That is why  I think this way would be beneficial for my students and I am curious to teach them this way and see the results.

How would I reinforce what I taught in such a lesson ?

a.       by a discussion that will follow up whatever topic is introduced in the clip.

b.       by displaying an explicit table of the new words with translation of their meaning.

c.       by asking students to use these words by either writing their own sentences or by sending a Whatsapp message to each other with any question related to the topic in the Ted Talk.

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I use songs in teaching vocabulary. It's interesting, enjoyable, stimulating, and relevant.
Songs have repetitions, and it helps them to remember the words. I ask them which words they knew and which words are new. I write the words on the board and ask them to write a sentence for each word or a paragraph that contains the new words.

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Avital Tzabari .Personally, I like using songs in class for many reasons: First of all, they love it! It makes English relevant and cool. Also, songs are repetitive and by repeating the words again and again they'll remember them.  

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Avital Tzabari .Personally, I like using songs in class for many reasons: First of all, they love it! It makes English relevant and cool. Also, songs are repetitive and by repeating the words again and again they'll remember them.  

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In order to reinforce it, I show the songs again and again, and I write the new words on the board and ask each student to say a sentence with one or more of the new words, and write a sentence with each one of the new words.

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I love working with Ted Talks. It interests students and involve them in the activity. I usually prepare a worksheet in advance with three stages: to scaffold their knowledge of the topic or vocabulary needed; to get them busy while watching it; to have them working in pairs or small groups as a follow up. This way, students listen to the talk, write a little bit and also have the opportunity to discuss the topic, use the vocabulary learned and, sometimes, even explain to each other new concepts learned or share their opinion orally.

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When I teach a new subject or a text with new vocabulary or grammatical structure, I search for a song which contains the topic. I've found that my weaker students are more engaged when I choose a popular song that relates to our current topic. I also try to find songs to incorporate in my lesson which have a valuable and educational message and  teach the given vocabulary through that.  

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When I teach a new subject or a text with new vocabulary or grammatical structure, I search for a song which contains the topic. I've found that my weaker students are more engaged when I choose a popular song that relates to our current topic. I also try to find songs to incorporate in my lesson which have a valuable and educational message and  teach the given vocabulary through that.  

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Ayala Haim

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I love using Ted Talks so the students can (hopefully) learn something new or see things with a different perspective.
I will give them a vocabulary worksheet with the words that they might not be familir with and we will review. Then we will watch the TedTalk. If there were other words that they did not understand we will disucss those as well. After that we will have a discussion about what they saw. This is important because it encourages them to speak and hear their classmates.
To reinforce the new vocabulary I would ask the students to work in groups to write their own story using the new vocabulary. In this way they have to once again review the vocabulary and produce somethng unique. Usually I turn this into a competition where the students vote on the most interesting and imginative story. They love competing!  (I usually use this activity with 5 point students)

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I like to use TED talks in my lessons, especially with my 5 points students (but also with good/higher level 4 points students). I think it's a great listening activity for everyone, and there are also lots of interesting topics for discussions in class on TED talks.
Usually I start the lessons by pre-teaching some of the vocabulary items in the TED talk so that the students will be familiar with the majority of the difficult words before they listen to the clip.
I then tell them to watch the clip, and write at least one paragraph about it. I ask them to mention the main ideas of the speaker in their writing, and also write their personal opinion about the topic of the TED talk they just listened to. If we have time towards the end of the lesson, I will ask the students to discuss  what they wrote with each other, either in pairs or in small groups.

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I use Ted Talks to make the lessons more interesting and to give the students more opportunities to hear people speak in English. I find the cobmination of a video clip with sound to be very useful for students with different learning styles. I try to find clips that are not too long and are relevant to the topic of the unit or can be used as practice for the COBE.
Before watching we start with a general discussion to elicit from the studnets relevant vocabulary which I write on the board.
Students hear the words, read them from the board and copy them into their notebooks, then hear them again in the Ted Talk. I believe this helps students to remember the words better and enriches their vocabulary.

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I like to use pictures when teaching vocabulary. Most of my students are learning disabled and it helps them visualize the picture. Furthermore, when they like to draw, I have them draw the picture and then it becomes their own representation of the word, which makes it easier for them to connect to it. When they don't like to draw, we may choose an online picture that the student likes.

Pictures also allow the making of games, such as memory and many more.

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I like using pictures and video clips, it's one of the most accessible and natural mediums for my students. Many of them are LDs and I find that this motivates them to learn new words.
Pictures and clips (i like using the COBE type clips) are usually a springboard for teaching the vocabulary, but sometimes it is also the main tool. For example, I show they a group of photos in a grid, we go through the words and then I make one item disappear and they have to say what it was. Or i show them a picture with lots of items, they get a minute to look at it and then I turn off the OHP and ask they questions (how many childern, was the boy wearing shoes or sandles? etc)
I reinforce what I teach by having the students write out the new words and then we review the words, revisit them in different ways in later lessons.

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Pictures are one of the most interesting and motivating methods for teaching vocabulary.

My pupils have different learning styles, but all of them like to learn through using their senses especually the sense of seeing.

Pictures help the pupils to arrange their thoughts. They can even make a story out of using pictures.

Pictures can be used for pupils in the 3rd grade t the high school level.

e.g  - In the 3rd grade we can ask the pupils to match pictures to words.

At high school , we can ask them to creat a story out of using pictures.

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A picture is worth a 100 words...
I use visual aids, pictures and posters a lot when I teach. I believe in learning using all our senses so when you watch a picture , listen to someone and try to speak yourself, you are deep in the process of learning.
I have to see things for myself and that's why I believe that students need to see and feel in order to learn.
When we look at a picture we have something to talk about, to write about, to ask questions about... We have something to discuss and we can brainstorm and develop our imagination through pictures.
We can enrich our vocabulary, learn new things and new subjects and express ourselves and our points of view.
One picture can be interprated in many ways and we can achieve so much and challenge our students with one simple photo.

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The use of songs to teach English vocabulary is really a great idea.
One of the big problems we all face is maintaining learners’ interest throughout our lessons and songs can help us to attract attention of our students.
What makes music such a great teaching tool is its universal appeal, connecting all cultures and languages. This makes it one of the best and most motivating resources in the classroom, regardless of the age or background of the learner.
Students like to listen to popular songs and they are curious to know what these songs are about, so this way they start translating and learn new words.
Personally, I like to use songs for teaching not only vocabulary, but also grammar.

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Nowadays, teenagers tend to listen to music more than anything else. On their way to school, in a trip, or simply sitting at home. So they'll be able to acquire vocabulary not only in the classroom, but almost everywhere.

I teach by using songs in two ways.
First is the listen to the song and write as many words they can, we discuss their meaning and what they understood from the song. The second one is give them the lyrics with few words missing and they have to fill the gap.

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The theme of the poem is appealing because it is about parent-child relationship from the poet's point of view. When I choose the literary pieces that I teach, I look for pieces that are relevant to the students, so that it will be interseting for them and they can relate to.
I would use this poem for a speaking activity in which the students express their opinions about parent- teenager relationship and discuus the literary devices such as metaphors, similies. The students are asked to explain using their own words what is said in the poem. This way they practice synonyms, antonyms and collocations of the words used in the poem.

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For me it's easier to learn new vocabulary in context, preferably written language, like book reading and learning song lyrics. As a teenager I've read many books in English and copied and translated every Elvis song I could find...

Today when I teach my students I am aware of the fact that reading books is not as appealing as it used to be, therefore, among other things,  I bring popular songs to expand their vocabulary knowledge.
I usually prepare a worksheet as a pre-reading activity, the students translate new words and chunks.

Afterwards I give them the song's lyrics with blanks and we listen to the song together. I challenge them to fill in as many words as they can in 1 time, needless to say, everyone concentrates real hard...
After we check the words and announce the winners, we listen to the song again, this time singing it along with the band or singers,

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I like to teach through songs because they can see the words and floww them as they are listening to the song and some songs are very visual and we can also use the clip or even pictures to describe the song.
While teaching vocabulary through songs I can create many activities such as: fill in the gap, draw a picture (for visual learners) of a sentence from the song and using key words to form your own sentences.

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I love using visual aids like pictures or video clips. They catch the students attention. I show them a big colorful picture on the screen and ask them to say all the words they know in English. I write the words on the board\ or type them while the students say them. Then, in groups the students need to sort them by: nouns, verbs, adjectives. At last, they get a writing assignment.

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I love to use Ted Talks during my lessons. I usually choose talks that are up to 10 min long and turn the subtitles on when we watch and listen for the first time. At the end of the lesson I play the talk without subtitles. But I usually start with pre-teaching and glossing vocabulary and/or some concepts that appear in the talk. One of my favorite Ted Talks is the one about the pebble effect. It generates lovely discussion in class and is also very useful in terms of vocabulary. But before we get to watching the Ted Talk we do some vocabulary exercises like finding synonyms and writing sentences with the new words and dictations.

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As a  combination learner myself it is important for me to use a variety of teaching styles so that I can cater to the different needs of my students. I have  heterogeneous classes and my students have varied learning styles. Some are more visual learners while others are verbal; some like to learn in groups and others like to work alone. Given these points, the slide that appeals to me for a vocabulary lesson is slide 1 -Tedtalk. According to the Cone of Learning students retain 50% of what they hear and see. Ted videos can provide wonderful teaching opportunities in which students can enrich not only their vocabulary knowledge but also their general knowledge about different issues. I can use Ted videos to introduce a topic, teach important words that are in the video, have a class discussion using the new words, students can record  themselves on vocaroo.com mentioning three new words they liked,  they can include information about the word, synonyms, antonyms, etc. While watching the video students hear the words, see the people who talk and see the way and context in which the words are used. I would reinforce what I teach in the lesson by providing students with a variety of vocabulary exercises to help them remember the words  and encourage students to use the words themselves.

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I would choose a Ted Talk because I like giving the students an opportunity to hear others speaking English.

To begin, I give them a few question (2-3) to think about while watching the clip and ask them to take notes while watching, including to write down any words that weren't clear.

I would then discuss the clip, asking them to answer the questions and use the vocabulary that was specifically used in the video.

This is great practice for the COBE exam and introduces students to "real" language.

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I would choose a Ted Talk because these are generally short and very interesting clips. I would choose a topic that I believe my class to be interested in so that it will capture their attention.
I would start the lesson with a discussion about the topic and ask for their input, trying to elicit certain vocabulary words.
Then I would show them the clip and ask them to write down any new words that they didn't know and see if others in the class do know them.
I would then split them into discussion groups (3-4) students and ask questions using the important vocabulary from this clip.
Finally, I would ask them to write an essay individually related to this clip where they will also use the new and important vocabulary.

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I would go with the TED Talk. This format presents a variety of topics to discuss with the 12th grade students before their Oral exam. It  is a perfect opportunity to introduce low-frequency vocabulary  they need for both their writing and the oral exam.

I would choose a TED that is at least 10 minutes long. For example,  "Teach Girls Bravery, Not Perfection" by Reshma Saujani. It is another way to access this important topic.

I would start by discussing the gender roles in today's society.

Then, I would give a list of 15-20 words. Ask the students to find a synonym, and the Hebrew translation of each word. Ask the students to make up 10 sentences , using the words.

Then we would watch the TED Talk, ad before that I would ask them to think about the message of this talk  and the main points, as they watch it. After watching, we will discuss the Talk, and its main points.

As a follow up activity, I'll ask the students to record themselves giving a talk of about 4 minutes on an important social issue, using the new words we learned in this Talk.

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(Every time I added a file , I couldn't continue writing so I have three entries)
After working on poems as exemplified in entries 1 and 2, the pupils become aware of the charm of words and how synonyms play an important role in their magic. When they write an essay, for example, I ask them to share with a partner. The partner then highlights five words he thinks his partner can find a better word for and his partner then has to change the word. So, for instance, if a pupil writes ""I think veganism is boring"" and the word "boring" is highlighted, then he has to change it. With time, they try to be more original to make it difficult for the other person but by having to choose a word to change, the partner becomes very analytical of his own writing too.

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Another lesson that I give using poems and synonyms is based on having the pupils choose the best version of a poem. I have three versions of Lord Tennyson''s poem The Eagle and the pupils analyze all three and choose their favourite by looking closely at the words and w they fit in with the theme of the poem. This is for a good 5 point class but you can play around with any poem and make up your own versions.

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Miriam 1- Teaching Synonyms through poems

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Miriam 1- Teaching Synonyms through poems

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I consider myself a verbal learner and words have always played a very significant part in my life. As a child, I loved to read and pick up a new word and then use it to death. That is how I expanded on my vocabulary as I was growing up. I came to Israel when I was 18 and since then my vocabulary has more or less levelled out since I don't speak as much English as I would like. Consequently,  I enjoy using a thesaurus to spice up my own vocabulary and enjoy sharing that passion with my pupils.
Here is a  lessons that can be used to teach synonyms through poems:

Choose the word you like
The pupils are given a poem and they choose which word is more appropriate in their eyes throughout the poem (see attached file). Then in pairs or groups, they discuss their choices  and report back. A class discussion ensues where we look at the poetic, aesthetic and logical aspects of their choice. Then the pupils are given the original and we look at their choices as opposed to those of the poet. 90% of the time, the pupils believe their choice was more apt.

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Songs and music can play a very significant role in learning and teaching a language. It is an amazing tool for helping students to acquire a language.

Songs serve as a springboard for teaching/enriching vocabulary as well as grammatical structures. -(look through the lyrics and find some examples of a grammar structure.) Teaching over the years  I can say it is a superb tool for improving our students'
lang.skills

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I would use "Teach a Song." This is a great way to get kinesthetic and auditory  learners involved. I would have students work in pairs to translate a song using the following steps:
1) Use google translate.
2) Identify the awkward sounding parts.
3) Use online dictionaries or consult with native speakers to tweak the translation.
I would then have each pair list
- 5 new words they learned
- 5 new expressions
Finally I would have each pair present the song by either:
- singing it  karyoke style (for the brave-at heart!)
or
- reading it aloud (with feeling and paying attention to the meaning.)

I would reinforce this lesson by quizzing the class on all the new words and expressions .

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I would approach the Ted Talk with my 10/5p science class. I would devise the following activities in order to approach new vocabulary items.
BEFORE WATCHING
I would tell students a story about my personal math anxiety, that I haven't overcome until today. Then, we will draw a 3 column table and brainstorm on the following:
1/ How does Math anxiety make you feel?
2/ What causes Math anxiety?
3/ What can your teachers help you overcome Math anxiety?
WHILE WATCHING
Students fill in whatever new ideas are relevant for 1/ 2/ and 3/
AFTER WATCHING
We compare and contrast their observations and deal with the vocabulary items below. Students explain how these items are related to 1/ 2/ and 3 as well as their own experience with Math anxiety, which will also create a class debate.
1/ Butterfly in your stomach, insecurity, self-doubt, pressure, lack of confidence
2/ High stakes, prejudice
3/ Ability, awareness, strategies, relaxation techniques, change your mindset, cognitive resource, working memory, skills, inspire confidence
The lesson aims to activate the following intelligences: Linguistic, logical, interpersonal, spatial and intrapersonal.

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As  visual learner I tend to use a lot of visual prompts in my teaching as well.  They can stick in a student's mind better and if it is an interesting picture it can also engage students.

In stage 1 I ask students to write down as many words as they can see in the picture, and share these with the class. I then give students a list of target vocabulary - with the picture below I might use prepositions, and review the meanings with reference to the image. Finally I give students questions using the target vocabulary to ask each other about the image. As a homework task I ask students to create their own images of the prepositions with labels. They can do this with their pet e.g My cat is on the bed, or with an object.

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My students have difficulty reading English and not a wide vocabulary. For this reason I think that using a song with limited vocabulary and much repetition helps them meet the target words frequently.
Stage 1
the students have to complete a cloze activity with the aid of a wordbank by listening to the song.
Stage 2
An activith where the students have to find the opposite of a word from the lyrics.
Stage 3
The student find 5 verbs/ adjective in the lurics
Stage 4
The students write a few sentences explaining what the song is about.

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My slide is the TED talk slide.
It appeals to me because I want the students to be curious and be exposed a challenging text. From experience, it seems to me that my students will be attentive and enjoy a TED talk.

Also, I intend to expose these students, who have good English, to rich vocabulary.

I will choose a talk that is maximum 5 minutes long.

At first, we will go over a list of vocabulary, which I prepared before the lesson.

The list will contain the set of up to 20 words, and students in groups of up to 4 will write their synonyms or explanations in English.

In stage 2, the entire class will go over the list together, covering and reviewing all words. While doing so, we will add the suitable Hebrew meaning.

In stage 3, we will watch the TED talk.

Finally, as a homework assignment, students will record themselves summarizing the talk in 90 seconds and using at least five words from the vocabulary list.

To do so, they can of course watch the TED talk at home several times.

I will check the recording, which students will send me on moodle.

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Being an auditory visual learner myself I also have a great number of students who prefer learning by watching clips with the subtitles added. I believe the TED talks is a good way to promote language learning. This year I have taught a mixed class of E pilot & regular module E students. While preparing them all for COBE I have notices that all of them preferred TED talks\ clips with talking to the animated clips. The first ones were easier to understand and the students could use the vocabulary from the clips in their answers.  Sometimes I would pre-teach the words\ chunks and other times I would let students decide which vocabulary they found important after watching the clip. Later this vocabulary was reinforced by extra practice (speaking, writing).

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Integration of songs in vocabulary teaching is first a lot of fun both for the teacher and also for students because music appeals to most of us. Second, it combines all skills if we do it right. For example - active listening (deleting the new words from the song and while listening the students fill in the missing words), writing (writing the missing words and also spelling them right, writing a sentence for each word), reading (reading the song and using it as a text asking questions about the content), and speaking (pronouncing words from the song while singing and using words from the song while speaking, using the song to start a discussion).
There are many more ways and we can also do it in many different levels.

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Integration of songs in vocabulary teaching is first a lot of fun both for the teacher and also for students because music appeals to most of us. Second, it combines all skills if we do it right. For example - active listening (deleting the new words from the song and while listening the students fill in the missing words), writing (writing the missing words and also spelling them right, writing a sentence for each word), reading (reading the song and using it as a text asking questions about the content), and speaking (pronouncing words from the song while singing and using words from the song while speaking, using the song to start a discussion).
There are many more ways and we can also do it in many different levels.

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Considering my learning and teaching styles +my students learning styles, I think teaching vocabulary using songs will appeal to everyone. Students like listening to songs and a lot of them tell me that the have been learning new words from songs. Thus listening to the song while watching the video with the lyrics, writing new words and reading them will indicate my teaching styles.
I would reinforce what I teach in the lesson by  writing the story of the song using vocabulary.

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I like using pictures because they are eyecatching, colorful and most importantly authentic for the students. I also find that it interests them. They not only pick up the new words that they have learned, but also express their opinion and sometimes comment on the pictures. In my opinion, this fact also adds to their internalizing of the vocabulary taught.

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To this day I remember songs I've learned in English lessons. I think the fact we were taught interesting songs with exceptional lyrics helped me remember chunks and grammar structures. Therefore I try to choose exciting songs with deep meanings to make it more powerful and memorable.

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Ever since I started teaching back in the 90's I found the audio channel most helpful for my students to learn vocabulary naturally, almost unintentionally. I like using sit-coms and other suitable series on my lessons (with subtitles). Students listen to the conversations, understand what is going on on the screen and remember the word as they hear professional actors using them. After watching, I usually ask one of the students to tell the class what we have seen, and they need to use the voc.

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I love music and I find it surrounding us everywhere (including TikTok videos). I think it's a good way to engage students, especially those who are "afraid" of English and to teach the vocabulary/ grammar using music.
I am planning on giving them a mission to present their favorite song in English and teach the class 3 new vocabulary words they have learned during the process.

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I love using pictures as they have so many uses, and work for all levels and are an easy in to get a lesson started or summarise at the end. They can be annotated with words from the text either copied or with arrows, or even used to brainstorm a full sentence. They can spark conversation. Match with the word. Memory game of see the picture and remember the word. Use as a recap or to spark a further discussion. I feel that they stimulate a different part of the brain that helps access and store information in multi-leveled ways which benefits all types of learners, particularly visual learners. It suits my educational style as I like fun and variety and feeling I am reaching my students in many ways.
lucy Dee

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I like using pictures, especially "What's going on the the picture", I choose pictures that are connected to the vocabulary we are teaching. The pupils have to be creative and use the new vocabulary. I use this method for all different levels and grades. Even my non-readers love this activity.

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I think that listening to music is a great way of learning new words. Students find it very appealing, especially if the song is one of their  favorite bands or rcck stars. Songs can be a basis of developing a great conversation on various things  connected to their world.
I would first present some of the words that I want to put emphasis on and ask them to look them up in any app they want or try to figure out what they mean. Then i would let them hear the song with the subtitle so they can see how the word is written - this will make it easier to pronounce. After discussing the poem and writing some more words and phrases, I would give a cloze based on these words and then ask them to write a short dialouge with a partner using as many words and phrases that we learned.

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I wouldn't necessarily choose Tedtalk, but I would choose a video. Lately I've discovered various speeches with subtitles. The advantages of these speeches are that they are relevant, they may lead to a dispute in class, sometimes they are controversial so they provoke students to argue and use the vocabulary I want them to acquire.
https://forms.gle/Zj44aw6967ahHnSv7 - here is an example of such a lesson that I developed last year. It could easily be modified to a frontal lesson by presenting various questions about the meaning of success and being successful, moral dilemmas of becoming successful and etc.

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I like using pictures, because  you can give many different activities of differing levels. On a more basic level, weaker pupils can identify objects / actions within the picture.  Pupils can use their imagination, thinking of what happens to the people in the story before / after the picture occurs. You can show the picture to 1 member of a pair, and he has to describe it to the other. You can play a memory game, showing the picture for a minute, and see who remembers the most details.  

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I like using pictures, because  you can give many different activities of differing levels. On a more basic level, weaker pupils can identify objects / actions within the picture.  Pupils can use their imagination, thinking of what happens to the people in the story before / after the picture occurs. You can show the picture to 1 member of a pair, and he has to describe it to the other. You can play a memory game, showing the picture for a minute, and see who remembers the most details.  

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jenny epstein

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Meital Avinu                             As a teenager, I remember that I learnt and got familiar with new words by listening to songs. Most of the day I was exposed to songs. Now, as a teacher I enjoy doing with my students the things I like and by this way we both enjoy and the learning process is more efficient. They enjoy the lesson, listen to songs they like, become active and therefore they learn vocabulary. In addition, the repetition and the pre & post activities reinforce the ability to remember the vocabulary. My students also like to make a lesson via song to the class  - they choose the song, the vocabulary and create an activity. They consult me nd after my approval they do it. Its a better way to teach vocabulary via songs, when the learners are part of the learning process.                

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Meital Avinu                             As a teenager, I remember that I learnt and got familiar with new words by listening to songs. Most of the day I was exposed to songs. Now, as a teacher I enjoy doing with my students the things I like and by this way we both enjoy and the learning process is more efficient. They enjoy the lesson, listen to songs they like, become active and therefore they learn vocabulary. In addition, the repetition and the pre & post activities reinforce the ability to remember the vocabulary. My students also like to make a lesson via song to the class  - they choose the song, the vocabulary and create an activity. They consult me nd after my approval they do it. Its a better way to teach vocabulary via songs, when the learners are part of the learning process.                

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DEBBIE (DVORA) BEN-TURA

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I've noticed an interesting thing that that I learn English through reading and writing but most of my students are aural and visual learners, so I combine these two styles and teach the vocabulary with the help of different songs using pictures to help my students. We come across metaphors, opposites and synonyms, some of them they draw on the lesson. They can even make another stanza as well, I use exercises where they have to complete the sentences or to make their own. It's definitely better to teach them when they are in .

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Alisa Preisler                            As I am musical, I enjoy teaching new vocabulary through song. The students enjoy singing along and the repetitive nature of the song allows them to accustom themselves to using the new language. I usually give worksheets with cloze exercises after the song is learned. Additionally, I sometimes ask them to write another stanza.  I have some adult learners and I have recommended Lyricstraining.com for them. They have enthusiastically thanked me for the suggestion.

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Alisa Preisler                            As I am musical, I enjoy teaching new vocabulary through song. The students enjoy singing along and the repetitive nature of the song allows them to accustom themselves to using the new language. I usually give worksheets with cloze exercises after the song is learned. Additionally, I sometimes ask them to write another stanza.  I have some adult learners and I have recommended Lyricstraining.com for them. They have enthusiastically thanked me for the suggestion.

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I like teaching vocabulary via songs. The students like it as well. I choose songs they can relate to and songs that have useful vocabulary. I think it is a very effective way of teaching vocabulary. There's the element of enjoyment- everyone likes listening to music. They remember the words better when they are accompanied with melody. They learn how to pronounce them and many more advantages. In addition, it is always interesting to have a discussion about the meaning of the song and about its background. I give different and diverse activities while teaching vocabulary with songs. Sometimes I pre teach the vocabulary: I provide the students the lyrics of the song cut into words and they need to try and put it together into sentences before listening. I sometimes give them the vocabulary I plan to teach from the song in envelopes or pictures of the vocabulary and they guess the word or translate. Then they try to guess which song we are going to study. They like the element of surprise. After listening to the song, I like to have a discussion about its meaning and to do some creative work connected to the song and the vocabulary learnt.

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I would combine an few methods: pre teach vocabulary from a TED talk. Then watch the TED talk with a fill in sheet that addresses both the new vocabulary and the main idea of the talk. I would ask the students to write the new words they learned in the context of the talk and explain orally the main idea of the talk, again using the vocabulary they purchased. 

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I would combine an few methods: pre teach vocabulary from a TED talk. Then watch the TED talk with a fill in sheet that addresses both the new vocabulary and the main idea of the talk. I would ask the students to write the new words they learned in the context of the talk and explain orally the main idea of the talk, again using the vocabulary they purchased. 

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rachel baruch

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I like using songs to teach vocabulary (as well as grammar), because songs are something that the students can connect to conceptually. Songs provide linguistic material in a linguistic setting and if you choose the correct song, it is often one that students already know. There are many ways to reinforce the vocabulary such as translation exercises, cloze exercises and recreation of the videos. ESL students often know a song before it is taught and the vocabulary acquisition is therefore straightforward, meaningful and fun.

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I would love to use a song they know to teach or review vocabulary. Many students love listening to songs in their free time and even as a mean of concentration.  Using a song will engage them in the lesson and the melody will help them memorize and remember the new vocabulary while enjoying themselves.

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I would love to use a song they know to teach or review vocabulary. Many students love listening to songs in their free time and even as a mean of concentration.  Using a song will engage them in the lesson and the melody will help them memorize and remember the new vocabulary while enjoying themselves.

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I would definitely choose a TED talk especially one for young teens. The topics are relevant and interesting for the students. I would ask them to listen and write down 3 interesting facts they learned. No subtitles for a 5 point class. Then reinforce the vocab with a discussion on the topic.

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I would choose a good TED talk because it allows for students who learn better orally to excel while also allowing those who need reading to be active participants
too. I would put English subtitles on the TED talk while I showed it.

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I often use Ted Talks. Difficult words can be given to the students before watching and then used again in a post watching activity.

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I often use Ted Talks. Difficult words can be given to the students before watching and then used again in a post watching activity.

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Sindy Hasson