USING SONGS AND CHANTS

IN THE CLASSROOM

Fanny Gutiérrez Anturì

Language

Learning Resources CourseCaldas

University

Martha Liliana Carrillo Arias

MUSIC AND SONG Advantag

es

Disadvantages

ADVANTAGES

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

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

• 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

Implications and considerations

Specific Activities with songs

• 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

SEAL

KISS FROM A ROSE

MADONNA

AMERICAN PIE

NORAH JONES

COLD COLD HEART

LED ZEPELLIN

STARWAY TO HEAVEN

CINDY LAUPER

TIME AFTER TIME

IN THE GHETTOBy 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

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

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 feetAnd when he ________ down to the I really that he should __________That his rhythms go go goI __________a man with two left feetAnd when he __________down to the beatI really __________that he should __________That his rhythms go go go

Filling the gaps

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 ______ youThrough the left and ______ the rightEverybody hit the rhythmIt's ______ tonightI'm gonna feel the heat ______ my soulI need a man ______ take controlLet the melody blow you all way

Vocabulary Competition

http://www.musicalenglishlessons.com/index-ex.htm#articles

http://www.isabelperez.com/songs.htm

WAYS TO ACCESS

http://www.songsforteaching.com/Learning English with funny songs. C.D

http://www.youtube.com/user/DavidOsaka

Different textbooks such as Pop up, Blockbuster U.S.

Human Resources

Express Publishing, Fairy Tales

Laserlight cd

Conclusions

music creates a comfortable environment

It helps expose students to various types of activities

It promotes self confidence and group working.

Acknowledging of sourcesGriffee, 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.

• 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.

Acknowledging of sources