This document discusses using songs and chants in the classroom for language learning. It outlines advantages such as improving affect, cognition, linguistics, classroom atmosphere, and exposing students to language and culture. Disadvantages include lack of seriousness, distraction, excitement, taking away from syllabus, and lack of equipment. It provides examples of activities using songs for sequencing, fill in the blank, listening exercises, reviewing vocabulary, and cultural knowledge. It concludes that music creates a comfortable environment, exposes students to activities, and promotes confidence and group work.

1. USING SONGS AND CHANTS
IN THE CLASSROOM
Fanny Gutiérrez
Martha Liliana Carrillo Anturì
Arias
Language Learning Resources
Course
Caldas University

2. MUSIC AND
SONG
Advantages Disadvantages

3. ADVANTAGES
• Affective reasons
• Cognitive reasons
• Linguistic reasons
• Classroom atmosphere
• Language Input
• Cultural Input
• Songs as text

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. • 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. 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. • 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

9. SEAL
KISS FROM A ROSE

11. MADONNA
AMERICAN PIE

13. NORAH JONES
COLD COLD HEART

15. LED ZEPELLIN
STARWAY TO HEAVEN

17. CINDY LAUPER
TIME AFTER TIME

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 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
----------------------------

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 Enseñar Inglès
en Primaria una Propuesta Metodològica. Corpus
litografìa. Neiva. 1997.

24. • 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.