This document discusses using music to teach and maintain student attention and discipline during English language learning. It notes that music is highly memorable and motivating, especially for children. The rhythms and patterns in music and song correspond to those in language and can help students learn through repetition. The summary also mentions Gardner's theory of multiple intelligences, which includes musical intelligence as one of the nine types of intelligence.

1. ENJOYABLE MUSIC TO TEACH,
TO CATCH AND TO KEEP THE
ATTENTION AND DISCIPLINE IN
THE PROCCESS OF LEARNING
ENGLISH.
B : Christian M
Y iguel Navarro Angulo.
“Teaching L anguages in a world of
Multilingualism and Technology”
CE - TACNA, August 2012.
ID

6. In 1983 Mr. Gardner presented the
theory of The Multiple
Intelligences. He actually says that
everybody has at least nine types of
intelligence.

20. SCHOOL
Come in. Sit down.
Now you are at school.
Turn off your phone.
Follow all the rules.
Listen up to the teacher.
Take out your notebook.
Write down the answer.
If you don't know, she'll help you out.

21. SIMPLE PRESENT
Daily activities.
I get up at seven o’clock
Take a shower and have my
breakfast…
Be creative.

24. MUSIC IS HIGHLY
MEMORABLE, IT CR EATES A
STATE OF R ELAXED AND
RECEPTIVITY, BECAUSE ITS
IT IS HIGHLY MOTIVATING,
R ESPECIALLY FOR CHILDREN,
HYTHMS CORR ESPOND IN
SOME W IN OURBASIC IT IS HARD TO
AY W ITH TIME, BODY
ADOLESCENT ANDAND SONG IN MY
ESCAPE MUSIC YOUNG R
“THETHE SINGING AS
RHYMTHMS. NER
SONG STUCK ESEMBLES
ADULT LEAR ITS.
IT OCCUPIES EVER MOR THAT
HEAD”W SEEMS OF (1932)
E
HAT PIAGET
THE W LD AROUND US. SHORT IC
SONGSDESCRIBE OUR
OR W ORK ON AS EGOCENTR
– AND – LONG TERMW
LANGUAGE, IN HICH
CHILDR Y. TALK, W
MEMOR EN ITH
LITTLE CONCER FOR
N
ADDR ESSEE.

25. This Song
Is Stuck In
My Head!

26. •Verbal
•Rehearsing
• When children repeat thoughts
speech or
words to themselves •Words
song
• Thinking aloud used for
silently in
thinking
your mind

28. REFERENCES
Murphey, T(2003) Music and Song
Medina, S. (1993). The effect of music on second language
vocabulary acquisition. FEES N ws (N tio na l N two rk fo r Ea rly
e a e
La ng ua g e Le a rning ), 6(3), 1-8.
Murphey, T. (1990). The song stuck in my head phenomenon: A
melodic din in the LAD? Sy s te m , 18(1), 53-64.
Murphey, T. (1992). M ic & s o ng . Oxford: Oxford University Press.
us
Murphey, T. & Alber, J.L. (1985). A pop song register: The
motherese of adolescents as affective foreigner talk. TESO L
Qua rte rly , 19(4), 793-795.
Sagawa, M. (1999). TESOL: The use of arts in language teaching.
Retrieved March 30, 2011, from http://homepage3.
nifty.com/mmsagawa/hooked/tesol_art.html
www.elsclassics.com.
http://greeneyezwinkin2.wordpress.com/2012/01/22/dr-howard-gardner