3. ADVANTAGES
โข Affective reasons
โข Cognitive reasons
โข Linguistic reasons
โข Classroom atmosphere
โข Language Input
โข Cultural Input
โข Songs as text
4. DISADVANTAGES
โข Administrators/teachers/students do not take
music and song seriously.
โข It distracts neighboring classes.
โข Some students get too excited
โข It takes away from the normal syllabus
โข Students disagree about songs, and have
different musical tastes
โข Students just want to listen, not to work
โข Lack of Technical Equipment due to cost
5. โข Use music selectively and purposely
โข
โข To practice pronunciation clear lyrics songs
โข must be chosen
โข To plan the other materials needed like
realia, puppets, visuals
โข Songs must have an easy melody and rhythm
6. Listen and
draw
The top 20
Guess the song
Vocabulary
Karaoke Specific Prediction
Fall in the note Activities Alphabetical
vocabulary
Sequencing with songs
Filling the gaps
Paraphrasing
Structure Review
Vocabulary
competition
7. โข Songs promote listening exercises practices
through different specific tasks.
โข They are a nice way to introduce a
topic, grammar structures.
โข They are useful to reinforce studied linguistic
functions.
โข They promote the practice of
pronunciation, intonation and stress.
โข They are a nice way to introduce, practice, and
review vocabulary.
โข They are useful to practice writing.
โข They enrich the knowledge of cultural features.
โข They are a way of developing of language skills
18. IN THE GHETTO
By Elvis Presley
Exercise-2: SEQUENCING
(Listening Exercise by Bibi Baxter)
----------------------------
A child needs your helping hand;
----------------------------
A poor little baby child is born
----------------------------
Ah, people donโt you understand
----------------------------
And as a young man dies on a cold and grey, Chicago morning,
----------------------------
And he learns how to steal and he learns how to fight
----------------------------
And his hunger burns, so he starts to roam the streets at night
----------------------------
And his mama cries
----------------------------
19. 1. Listen to the first part of the song and fill in the gaps
with the words in the box:
Beat, Brush up, Brushed up, Clean up, Cleans
up, Dances, Does (2), got (2), Know (2), Think (2) Wash
up(2)
I __________a man with two left feet
And when he ________ down to the
I really that he should __________
That his rhythms go go go
I __________a man with two left feet
And when he __________down to the beat
I really __________that he should __________
That his rhythms go go go
20. Listen to the 4th part of the song and fill in the gaps
with these prepositions: of, on, onto, to (2), within.
Take a sip ______ dancing juice
Everybody's ______ you
Through the left and ______ the right
Everybody hit the rhythm
It's ______ tonight
I'm gonna feel the heat ______ my soul
I need a man ______ take control
Let the melody blow you all way
21. Express Publishing, Fairy Tales
Learning English with funny songs.
http://www.songsforteaching.com/
C.D
http://www.musicalenglishlessons.com/index-
http://www.isabelperez.com/songs.htm
ex.htm#articles
Different textbooks such as Pop
http://www.youtube.com/user/Davi up, Blockbuster U.S.
dOsaka
Laserlight cd Human Resources
22. Conclusions
music creates a It helps expose It promotes self
comfortable students to various confidence and
environment types of activities group working.
23. Griffee, Dale T. Songs in Action. Phoenix ELT. United
Kingdom. 1995.
Murcia C. Marianne, Hilles Sharon. Techniques and
Resources in Teaching Grammar. Oxford University Press.
New York. 1998 .
Murphy, Tim. Music and Song. Oxford University Press.
New York. 1992 .
Zambrano, Lilian and Vanegas, Evelio. Como Enseรฑar Inglรจs
en Primaria una Propuesta Metodolรฒgica. Corpus
litografรฌa. Neiva. 1997.
24. โข Cranmer, David and Laroy, Clement. Musical
Openings. Pilgrims. United Kingdom. 1992.
โข Schoepp, Kevin. Reasons for using songs in the
ESL7EFL classroom.
Http//iteslj.or/Articles/Schoepp-songs.html.