The document summarizes an English song festival held at a school to develop students' communicative skills and discover talents. Teachers had students listen to and choose favorite English songs, working on pronunciation and lyrics. Students made posters advertising the festival. After intensive rehearsals focusing on vocabulary, pronunciation, and expression, pre-selections were held and final participants chosen based on their skills. The festival featured soloists and groups and was held over three sessions to different groups. The festival had a positive impact and was a collaborative effort among the English teachers.

1. “DISCOVERING TALENTS AND
DEVELOPING COMMUNICATIVE
SKILLS IN THE ENGLISH
LANGUAGE TRHOUGH THE
SONG”

2. “THE FIRST ENGLISH SONG
FESTIVAL”
STAGES OF THE PROCESS

3. “Motivation
is as much an
effect as a cause of learning.”
Ausubel
•In the different groups students listened to
English songs and they had the option to
choose their favorite singers.
•Real songs were very effective, our
students enjoyed learning its pronunciation
and in this part we worked the message of
the songs, too.

7.  We encouraged the students to do billboards into
English, inviting to participate in the Festival and
with them, we decorated our school walls.
 It was a great activity that they also enjoyed a lot.
These posters helped to motivate more

students, so the festival entries were massive.

9. •Atfirst, students were a little shy, but then, with
teachers help they felt more confident.
•They were long hours of rehearsal, learning
vocabulary, idioms, pronunciation and trying to
achieve a good body expression.
•These activities were done in the classrooms, in the
audiovisual room and in the theater.
•While we developed communicative skills with the
songs, we discovered talents, too.

13. •We did the pre selection in each group in order to
give the chance to everybody to show their talents.
•It was difficult to choose the best because we found
many talented students and all of them wanted to
participate in the festival.
• Finally we chose the group of participants, taking
into account the pronunciation, voices and attitude.

17. •With the best, we prepared the event including soloists
and groups.
•To
ensure attention to the program and avoid
indiscipline, we did three sessions, in which the same
participants were presented to different groups.
•Webelieve that our festival was an event that impacted
positively to our school community and it was the effort
of all English teachers.

18. “AFTER SILENCE, THAT WHICH COMES
NEAREST TO EXPRESSING THE
INEXPRESSIBLE IS MUSIC”

19.  ALBA LUCY MUÑOZ
 JAIRO FIGUEROA
 ARNULFO PEDREROS
 SIGIFREDO CERON
 GLADYS CASTRO
 ADRIANA CORDOBA Q.

20. THANKS!