Songs And Chants

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Songs And Chants

  1. 1. USING SONGS AND CHANTS IN THE CLASSROOM Fanny Gutiérrez Martha Liliana Carrillo Anturì Arias Language Learning Resources Course Caldas University
  2. 2. MUSIC AND SONG Advantages Disadvantages
  3. 3. ADVANTAGES • Affective reasons • Cognitive reasons • Linguistic reasons • Classroom atmosphere • Language Input • Cultural Input • Songs as text
  4. 4. DISADVANTAGES • Administrators/teachers/students do not take music and song seriously. • It distracts neighboring classes. • Some students get too excited • It takes away from the normal syllabus • Students disagree about songs, and have different musical tastes • Students just want to listen, not to work • Lack of Technical Equipment due to cost
  5. 5. • Use music selectively and purposely • • To practice pronunciation clear lyrics songs • must be chosen • To plan the other materials needed like realia, puppets, visuals • Songs must have an easy melody and rhythm
  6. 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. 7. • Songs promote listening exercises practices through different specific tasks. • They are a nice way to introduce a topic, grammar structures. • They are useful to reinforce studied linguistic functions. • They promote the practice of pronunciation, intonation and stress. • They are a nice way to introduce, practice, and review vocabulary. • They are useful to practice writing. • They enrich the knowledge of cultural features. • They are a way of developing of language skills
  8. 8. SEAL KISS FROM A ROSE
  9. 9. MADONNA AMERICAN PIE
  10. 10. NORAH JONES COLD COLD HEART
  11. 11. LED ZEPELLIN STARWAY TO HEAVEN
  12. 12. CINDY LAUPER TIME AFTER TIME
  13. 13. 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 don’t 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 ----------------------------
  14. 14. 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
  15. 15. 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
  16. 16. 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
  17. 17. Conclusions music creates a It helps expose It promotes self comfortable students to various confidence and environment types of activities group working.
  18. 18. 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 Enseñar Inglès en Primaria una Propuesta Metodològica. Corpus litografìa. Neiva. 1997.
  19. 19. • Cranmer, David and Laroy, Clement. Musical Openings. Pilgrims. United Kingdom. 1992. • Schoepp, Kevin. Reasons for using songs in the ESL7EFL classroom. Http//iteslj.or/Articles/Schoepp-songs.html.

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