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Songs And Chants
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.
Songs And Chants
- 1. USING SONGS ANDCHANTS 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 donot 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 promotelistening 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 AROSE
- 11.
- 13. NORAH JONES COLDCOLD HEART
- 15. LED ZEPELLIN STARWAY TOHEAVEN
- 17. CINDY LAUPER TIMEAFTER 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 tothe 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 the4th 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, FairyTales 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, Davidand 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.