Transcript of LA CANCIÓN. TIPOLOGÍA DE CANCIONES. TÉCNICAS DEL USO DE LA CANCIÓN PARA EL APRENDIZAJE DEL...
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- LA CANCIN. TIPOLOGA DE CANCIONES. TCNICAS DEL USO DE LA CANCIN
PARA EL APRENDIZAJE DEL IDIOMA. TEMA 17
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- CONTENT 1. Introduction. 2. The contributions of songs to the
EFL class. 3. Classification of songs. 4. Use of songs in the FL
teaching. 5. Conlcusions.
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- SONGS as a resource in the EFL classroom SONGS as a resource in
the EFL classroom A WIDE VARIETY OF ORALLY TRANSMITTED LITERATURE:
RHYMES, LIMERICKS, LULLABIES, RIDDLES, TWISTERS, JAZZ CHANTS,
RAPS..
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- THESE SATISFY TWO CRITERIA: They belong to popular poetry. They
are all musical, containing rhythm or even verse.
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- The contributions of songs to the EFL class. In continuation we
will analyze the contributions of songs to the EFL class.
Psychological roots Pedagogical reasons Methodological reasons
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- Psychological roots Songs preceded and contributed to the
development of speech in Homo Sapiens. o Musical bubbling produced
by infants is extremely important in the development of language in
young children. o Adolescent motherese (Murphey, 1992). o Pervasive
presence of music and song around us. o Singing as egocentric
language (Piaget): talking without concern for an addressee. o
Singing (humming, involuntary repetition) as a manifestation of
Cnomskys LAD (Krashen). Songs activate the repetition mechanism of
the LAD. o Songs are short, self-contained and relaxing texts.
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- Pedagogical and methodological reasons to use songs Brewster,
Ellis, Girard (2002): Variety of learning situations Enhance
motivation Less formal teaching Hidden practice of a number of
language aspects Listening skills, attention span and concentration
are improved Students participation is encouraged Communication
between students is increased Distance between teacher and pupils
is reduced Areas of weakness can be revealed.
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- Songs as poetic vehicle an literary creation Literature is not
only written texts, but also the oral tradition that includes
rhymes, lullabies, traditional songs, saying, etc. Poetry has
certain spontaneous presence among children due to its short text
and especially thanks to songs and games. Songs and games are the
first way in which poetry is used by children. Songs can be used to
develop creativity in students Gestures and movements Additional
materials Dramatization Verbal creativity Songs may develop
imagination Changing the original song.
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- Classification of songs. Brewster (2002): 1. ACTION SONGS They
were used before the TPR method. Very popular because of their
effectiveness as a teaching tool. Encoded kinesthetically as well
as through the ears and eyes Murphey, 1992) Hokey Pokey Head,
Shoulders, Knees and Toes If You Are Happy and You Know It
http://www.dreamenglish.com/topicactionsongs
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- Classification of songs. 2. TRADITIONAL SONGS Belong to popular
literature and constitute authentic material for the classroom:
proverbs, tongue twisters, riddles, nursery rhymes, lullabies, etc,
Provide a good excuse to create an awareness of different cultural
references. London Bridge Kumbaya Wheels On The Bus This Old Man
The Muffin Man My Darling Clementine My Bonnie
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- Classification of songs. 3. POP SONGS Elder students may find
traditional songs a bit childish. Pop songs is good choice then.
Many pop songs bring grammatical and vocabulary difficulties, so it
is teachers job to choose a song that suits the needs and the level
of students. Murphys (1992): divided songs into grammatical
categories Yesterday - The Past Simple Tense Blowing in the Wind
Modals SONGS FOR TEACHING GRAMMAR
http://www.tefltunes.com/grammarsongs.aspx
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- Classification of songs. SONGS FOR TEACHERS
http://www.songsforteaching.com/esleflesol.htm TEACHING WITH SONGS
http://www.isabelperez.com/songs.htm ESL LOUNGS: SONGS FOR TEACHING
ENGLISH http://www.esl-lounge.com/songsab.php
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- Songs in foreign language teaching SOME USEFUL TECHNIQUES TO
USE SONGS AND MUSIC IN THE CLASS: ACTION DRAWING BLANKS MULTILE
CHOICE SPOT THE DIFFERENCES STRIPS OF PAPER PARAGRAPH RE-ARRANGING
SENTENCE HALVES HOW MANY TIMES? SPECULATION READING BACKGROUND
MUSIC MUSICAL EXERCISES
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- Songs in foreign language teaching WE ARE YOUNG
http://www.isabelperez.com/songs/weareyoung.htm COUNTING STARS
http://www.isabelperez.com/songs/countingstars.htm
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- Songs in foreign language teaching HOW TO MAXIMIZE THE USE OF
SONGS: Before presenting a song, challenge children to guess
vocabulary they might find. Ask pair or small groups to exchange
ideas and discuss their answers. Encourage singing. Avoid playing
songs just as time fillers. Use good quality recordings.
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- Songs in foreign language teaching PARTICULAR LINGUISTIC
ASPECTS WHEN USING SONGS PRONUNCIATION VOCABULARY CULTURE
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- Songs in foreign language teaching PRONUNCIATION: Brewster
(2002): individual sounds and sounds in connected speech, including
stress, rhythm and intonation. Segmental features: some individual
sounds through animal noises (Old MacDonald) Suprasegmental
features: stress, rhythm and intonation. English as a stress-timed
language: clapping. Jazz Chants http://jazzchants.net/home
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- Songs in foreign language teaching VOCABULARY: Songs make
language memorable. Songs can be used as a starting point for a
discussion or debate on the topic they suggest.
http://www.tefltunes.com/themesongs.aspx Songs about beauty Bob
Dylan / Ugliest Girl In The World (lyrics) Christina Aguilera /
Beautiful (lyrics) Right Said Fred / I'm Too Sexy (lyrics)
Sugababes / Ugly (lyrics)lyrics Songs about fashion Paolo Nutini /
New Shoes (lyrics) The Kinks / Dedicated Follower Of Fashion
(lyrics) Paolo Nutini / New Shoeslyrics
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- Songs in foreign language teaching Songs can be a good way to
encourage team work and collaboration. Songs are good to stress
conscious memory work: Cumulative songs (Old MacDonald, Twelve Days
of Christmas) Counting songs (10 little indians, 5 fat sausages, 5
little monkeys jumping on the bed) Action songs (TPR approach or
role-play activities)
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- Songs in foreign language teaching ROLE PLAY THE WEELS ON THE
BUS After the song is great time to play bus. Set up rows of chairs
like the inside of a bus. Make a bus stop by putting some tape or
rope down on the ground. Give each of the children several coins
(colored chips work great, marbles will do or use real coins). Make
a small box into the fare collection box. The teacher or parent can
put on a bus drivers cap and use a tambourine as a steering wheel.
Open the bus door and invite the children on. Ask, Where are you
going? Elicit responses like To the park/to the pool/to the zoo/to
the library/etc. Say, Two coins, please. and help the children pay.
After all the kids have boarded, start driving. Sing The Wheels on
the Bus together. Turn left and turn right, having the kids lean
with you as you turn. Call out the stops. Next stopthe park! Next
stopthe zoo! Kids LOVE this role-play. Let them take turns being
the driver too!
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- Songs in foreign language teaching 3. CULTURE Teach students
about the countries where English is spoken. Songs should contain:
References to history, culture or geography Yankee Doodle The
Piligrims Sailed far across the Sea My Bonnie Molly Malone Melodies
to be sang on festivals and celebrations Habitual native childrens
customs, games or routines. London Bridge Mother Goose
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- Using Music to Teach Social Studies
http://www.songsforteaching.com/socialstudiessongs.htm TEACHING
FOREIGN LANGUAGES THROUGH SONGS BY KAREN M. LUDKE
https://www.academia.edu/978951/Teaching_foreign_langua
ges_through_songs_workbook_
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