A further benefit of pop song lyrics is that their meanings are melted, allowing for reasonable interpretations, like poetry. Through songs, students discover the natural stretching and compacting of the stream of English speech. Students may summarize the action or theme of a piece orally or give oral presentations about a song or musician, playing musical selections for the course. Various songs tell a story, and these stories can be rewritten or retold to practice narrative or summarizing. I wrote pop songs to be easily understood and enjoyed. As discussed above, they use high-frequency lyrics with emotional content. This makes them strong candidates for word study or reinforcing concepts already learned through written means. If a series of songs is to be used, students can be teamed up and given a piece to teach the class. However, the songs may also have idioms that might be difficult to explain, depending on the level of the students. We can use cultural Knowledge Activities and songs in discussions of culture. They are a rich source of information about human relations, ethics, customs, history, humor, and regional and cultural differences. Selecting Music 1. Song lyrics should be explicit, not submerged in instrumental music. 2. The vocabulary load for the song should be appropriate to the proficiency level. 3. Songs ought to be pre-screened for potentially inappropriate content, such as explicit language, references to violent acts or sex, or inappropriate religious allusions. Teachers should pay attention and try when presenting songs they are especially fond of. Finally, students are often strongly motivated to learn the lyrics of a new pop song or an old favorite they have heard and never understood, so we should not ignore their choices for classroom music. References; https://americanenglish.state.gov/files/ae/resource_files/article_-_using_music_... Eken, D. K. (1996). Ideas for using songs in the English language classroom. English Teaching F