Project Teaching by Songs

DIANA YORLEY SILVA VERACODE 27738219

ADRIANA MARCELA BUITRAGO ROZOCODE 60265647

TEACHERCLAUDIA MOSQUERA

UNIVERSITY OF PAMPLONAFOREIGN LANGUAGES PROGRAM

PAMPLONA2007

In this project, we want to use the music as a tool for improve some simple topics of grammar, that we consider very important.

In this paper we work with six songs, in which the student can practice: phrasal verbs, verbal

forms, English expressions, prepositions, abbreviations and reporter speech. Each one of the

songs has a special activity for practice these topics.

We choose this topics, because sometimes, are so difficult to remember for some students,

and we consider that the music is a good way to practice this topics.

Using songs provides an ideal context for students to practice some topics. The enthusiasm

generated by songs making students learn the songs will ensure that they will remember not

only the lyric of the song and also how songs use the grammar in his lyrics.

THE ROLE OF MUSIC IN LEARNING

Halpern (1999, p1,) states that "of the many factors that influence learning, few are as far-

reaching - or little understood - as sound and music". When one thinks of music, the first thing

in mind is enjoyment. Its entertaining function is widespread in many human activities,

individually and collectively. The sound of music brings into the world its magic power to

activate the mind when it is dormant, to soothe the soul when it is in turmoil, and to heal the

body when it is hurt. Its magic power is the reason why children love to play with songs and

rhymes even at an early age in life. Babies, even inside their mothers, show some

appreciation to music when exposed to it. The sound of singing among villagers across a rice

field in Asian countries turns a hard-working day into a festive one. An image of a mother

singing her baby to sleep has a lasting impact on many individuals who have experienced

such tender human interaction. It is unthinkable to see human existence without music.

According to Neuenfeldt (1998), Aboriginal musicians in Australia use music in school

curricula in a unique way. Over the past decade, they have been introducing Aboriginal

knowledge and perspectives into schools at all levels by performing and teaching with the

Aboriginal musical instrument 'didjeridu'. The music incorporates an empowering social

context in an entertainment format to convey indigenous interpretation of Australian life.

Harwood (1998) argues that context affects both the musical content children learn (choice of

repertoire, stylistic conventions) and how they attempt to learn it (problem solving skills and

strategies). Through exposure to multiple contexts where music learning occurs, (formal and

informal, school, home, church, playground) children acquire different understandings about

what it means to be a music maker and learner. Smith (1998) carried out a study on trialing

the intercultural communication of Indigenous Australian music and dance, through a

specified series of teaching and learning strategies, to urban west-centric primary school

settings. Campbell (1998) studied children's engagement in music beyond school, including

the manner by which the various folkways, technologies, and institutional settings help them

to perpetuate and preserve particular musical expressions and experiences. According to

Campbell, discussion of music in children's play, the use and function of music in their lives,

and the means by which they are musically enculturated will lead to a consideration of

music's place in their schooling.

Music generally manifests in tune, melody, rhyme, and lyrics. The role of music can be divided

into two aspects: participant-orientated and performance-orientated. The former refers to the

joy that music brings to each individual as an active music experiencer. They are actually

involved in the performing act such as singing a song, whistling a tune, or playing a musical

instrument The latter focuses on the product such as a performance on stage, a record or

cassette of songs normally performed by well-known artists. The dichotomy of participant-

orientated process and performance-orientated process is also seen in sport activities in

which participants are either performers or viewers. This distinction will be taken into account

in discussing a Vietnam-based study on the role of music in second language learning to be

dealt with later in this paper.

Researchers have shown that personality factors play an important part in second language

learning (Heyde, 1979; Brown 1994). Some studies revealed that self-esteem appears to be

an important variable in second language learning (Gardner & Lambert, 1972; Brodkey &

Shore, 1976; Watkin et al., 1991). Personality, emotion and self-esteem are powerful affective

factors in human learning.

Human beings are emotional creatures. At the heart of all thought and meaning and action is

emotion. As "intellectual" as we would like to think we are, we are influenced by our emotions.

It is only logical, then, to look at the affective (emotional) domain for some of the most

answers to the problems of contrasting the differences between first and second language

acquisition. (Brown, 1994, p.61).

Suggestopedia was introduced by Lozano (1979) which stresses the significance of mental

calmness in learning. Suggestopedia is a method of second language teaching that

capitalises on relaxed states of mind for maximum retention of material. Music plays a vital

part in this teaching method. For example, Baroque music, with its 60 beats per minutes and

its specific rhythm creates a kind of "relaxed concentration" for active learning (Ostrand &

Schroeder, 1979, p. 65).

The role of music in learning can be described in terms of enhancement of social harmony,

motivation force, and tool for learning.

Enhancement of social harmony: One of the most important factors for achieving

teaching and learning effectiveness is social harmony among learners. In a classroom,

children often sing together to celebrate birthday, to play games together, to appreciate

the feeling of togetherness.

Motivation force: Music is used to soothe the mind, to relax the mind and body. Music

enables learners to be free from pressure and stress.

Tool for learning: Music is deliberately used to teach language, society and culture.

Songs encode cultural meanings, inspiration, and worldviews. In other words, songs

tell thousands of human stories.

The meaning of music in education.

Music is international: Music is a powerful international communication which could be shared, and enjoyed by people of different linguistic and cultural backgrounds. Western music was seen as a modern trend for EFL students. It is an indication of 'social achievement' among young urban people.

I like music. Sometimes I don't understand exactly what a song is about, but somehow I could feel the message. (Sample 1)

Music enables learners to relax in a learning atmosphere: Music helps to create a soothing and enjoyable environment for learning. It reduces pressure and tension in the class. Students do not feel threatened.

I always enjoy singing and listening to others singing in class. It makes me relaxed and the tension just disappears. When we all sing together, we somehow become very close. We can talk and joke. (Sample 2)

Music bridges the gap between teachers and students: In a Confucian society, teachers are perceived as superior, occupying the rank above students' parents. Teacher is the source of wisdom, which cannot be challenged by students. The relationship between teachers and students is hierarchical. However, music helps to bring teachers and students closer together. They share the same interest, which is music. They participate in various academic and social activities together to pursue and promote music. Teachers who can sing and like to sing with students are normally

very popular.

Mr. X can play a guitar and he has a good voice. He is not like other teachers who are very serious and make us feel uncomfortable. Mr. X is different. He sings so well. I think he sings like a native singer of English. We all like to be in his class. (Sample 3)

The magic of music is that it can bring people together. We get on so well together. When we get together to rehearse a performance, we drink coffee, listening to music, and talk about college life. This is what I'll miss when we leave here. (Sample 4)

Music makes language learning interesting: Vietnamese children are taught to sing together from early grades in primary education. Songs are normally about games, description of daily activities, and moral teaching. Therefore, Vietnamese students in tertiary education are comfortable with singing in class, individually and in groups. They enjoy songs in English classes.

When we were in primary schools, we sang many songs in class. Most songs were about our duties to the family, friends and to our country. There were also songs about the war. But I really enjoy love songs. It is good that we allow ourselves to enjoy music in many activities, at college or outside the college. (Sample 5)

Projects on English music: Several projects on the use of English songs for learning

were suggested by the interviewees. For instance, students should collect songs

according to themes such as songs about rivers and mountains, student life, travelling,

places, seasons of the year, war etc..For a writing-project, students can translate

English songs into spanish and vice versa. This provides students opportunities to

discuss different EFL issues such as cultural consideration in translation, linguistic

genres in music lyrics, and linguistic errors.

GENERAL PURPOSE

Using songs for improve the knowledge about: phrasal verbs, verbal forms, English

expressions, prepositions, abbreviations and reporter speech.

SPECIFICS PURPOSES

Use the song: “you can leave your hat on” by Joe cocker, in order to work with phrasal

verbs.

Use the song: “complicated” by Avril Lavigne in order to work with abbreviations,

English expressions, and prepositions.

Use the song: “drive my car” by the Beatles, in order to work with reporter speech.

Use the song: “what can I do?” by the Corrs, in order to practice verbal forms.

Use the song: “thank you” by Dido, in order to practice prepositions, and verbal forms.

Use the song: “Lemon tree” by fool's garden, in order to practice the prepositions and

verbal forms.

The project will be realize with the students of 8th semester of foreign languages, where we

will use songs for practice phrasal verbs, verbal forms, English expressions, prepositions,

abbreviations , and reporter speech.

The types of materials will be first of all “the music”, and for each one of the songs will have a

special activity in which the students have the opportunity to practice these topics.

Using songs provides an ideal context for students to practice some topics. The enthusiasm

generated by songs making students learn the songs will ensure that they will remember not

only the lyric of the song and also how songs use the grammar in his lyrics.

The teacher can build up a collection of songs to use for different purposes, and prepare

simple fill-in-the-blank exercises based on the lyrics of the songs. Not only do the students

enjoy listening, but they also learn to listen.

1. INFORMANTS:

We work with 13 students of 8º semester of foreign language the University of Pamplona,

they are 6 women and 7 men of Colombian nationality of half socioeconomic- status.

2. MATERIALS:

In this project will use activities related to a songs, each one of the songs has an activity in which the students can practice: phrasal verbs, verbal forms, English expressions, prepositions, abbreviations and reporter speech.

3. PROCEDURES

The type of activities, are very funnies, because the students have to listen a song, and then resolve an activity, in order to practice some topics, that are very important.

ACTIVITY Nº 1:

This activity consists in answer a series of questions related to the song, the principal topic of this activity is phrasal verbs, and the listening skill.

SONG: You Can Leave Your Hat On- By Joe Cocker

Baby, take off your coat...real slowBaby, take off your shoes...,I'll take your shoesBaby, take off your dressYes, yes, yes

CHORUS

You can leave your hat onYou can leave your hat on You can leave your hat on

Go on over there and turn on the light...no, all the lightsNow come back here and stand on a chair... yes, that's rightRaise your arms up in to the air... and shake 'em

You give me a reason to liveYou give me a reason to liveYou give me a reason to live You give me a reason to live

Sit down there

CHORUS

Suspicious minds are talkingThey try to tear us apartThey say that my love is wrong

They don't know what love isThey don't know what love isThey don't know what love isThey don't know what love is

I know what love is

CHORUS

Listen to the song, do the exercises and pay attention to Phrasal Verbs. There are many!

PRE-LISTENING QUESTIONS:

Do you know this song? What does the title mean? ____________________________________________________________________________________________________________________________________________________

WHILE-LISTENING ACTIVITIES:

Follow the instructions beside each paragraph:

Baby, ____________ your coat...real slowBaby, take off your ____________,I'll ____________ your shoesBaby, take off your ____________Yes, yes, yes

1. COMPLETE THE GAPS AS YOU LISTEN TO THE SONG

You can leave your hat ____________ You can _________ your hat _______ You can _______________________

2. WHAT DO YOU CALL THIS PART?

Go on over there, ____________the light, all the lights Now ____________here and ____________ on a chair...yes, that's rightRaise your arms ____________in to the air ... and shake 'em

You give me a ____________to liveYou give me a reason ____________You give me a reason to live You give me a reason to live

Sit down there

3. COMPLETE THE GAPS

Suspicious minds are talking They say that my love is wrong Trying to tear us apart THEM

4. PUT THE LINES IN THE RIGHTORDER AS YOU LISTEN TO

AFTER-LISTENING ACTIVITIES:

1. How many phrasal verbs have you found? Make a list and match each verb with its definition:

____________ * * to return

____________ * * to switch on

____________ * * to put up

____________ * * to remove your clothes

____________ * * to keep your clothes on

____________ * * to get up

2. Find some phrasal verbs which are the opposites of the following phrasal verbs and make a sentence with each;

Turn on == _________________________________________________________________

Take off == _________________________________________________________________

Stand up == _________________________________________________________________

3. Write as many phrasal verbs as you know:

Compounds of TURN? = _______________________________________________________

Compounds of PUT? = _______________________________________________________

Compounds of GO? = _______________________________________________________

Compounds of TAKE? = _______________________________________________________

Compounds of LOOK? = _______________________________________________________

ACTIVITY Nº 2

The main purpose of this activity is practice abbreviations, English expressions ,prepositions, and listening.

"Complicated" by Avril Lavigne

Uh huh, life's like thisUh huh, uh huh, that's the way it isCause life's like thisUh huh, uh huh that's the way it is

Chill out whatcha yelling' for?Lay back it's all been done beforeAnd if you could only let it beyou will seeI like you the way you areWhen we're drivin' in your carand you're talking to me one on one but you've become

Somebody else round everyone elseYou're watching your back like you can't relaxYou're tryin' to be cool you look like a fool to meTell me

Why you have to go and make things so complicated?I see the way you're acting like you're somebody else gets me frus-

tratedLife's like this you

And you fall and you crawl and you breakand you take what you get and you turn it into honesty

and promise me I'm never gonna find you fake itno no no

You come over unannounceddressed up like you're somethin' else

where you are and where it's at you seeyou're making me

laugh out when you strike your posetake off all your preppy clothes

you know you're not fooling anyonewhen you've become

Somebody else round everyone elseWatching your back, like you can't relax

Trying to be cool you look like a fool to meTell me



and You fall and you crawl and you breakand you take what you get and you turn it into

honestypromise me I'm never gonna find you fake it

no no no

Chill out whatcha yelling for?Lay back, it's all been done before

And if you could only let it beYou will see

Somebody else round everyone elseYou're watching your back, like you can't relax

You're trying to be cool, you look like a fool to meTell me



and you fall and you crawl and you breakand you take what you get and you turn it into

honestypromise me I'm never gonna find you fake it

no no no

Why you have to go and make things so complicated?I see the way you're acting like your somebody else gets me frus-


You fall and you crawl and you breakand you take what you get and you turn it into honesty

promise me I'm never gonna find you fake thisno no no

EXERCISES

BEFORE YOU LISTEN

1. Where do these abbreviations come from?

a) Life's like thisb) That's the way it isc) Cuz life's like thisd) Whatcha yelling for?e) It's all been done beforef) We're driving in your carg) You're talking to me one-on-oneh) You've become somebody elsei) Why'd you have to go ?j) I'm never gonna find you

2. Which of these verbs are synonyms of "relax"?

a) fakeb) yell c) lay backd) to be coole) chill out

3. Match these English expressions with their translation in Spanish

a) watch your back b) Talk one-on-onec) Strike a posed) Fool someonee) Preppy

1. engañar2. Pijo (normalmente universitario)3. Hablar a solas4. Adoptar una pose, fingir ser alguien distinto5. Estar pendiente de lo que dicen o piensan los demás

WHILE YOU ARE LISTENING

1. Listen to the first part of the song and fill in the gaps with the right preposition

Chill _______Whatcha yelling _________?Lay _________it's all been done beforeAnd if you could only let it be you would see

I like you the way you areWhen we're driving ______ your carAnd you're talking ________ me one-______-oneBut you've become

2. Listen to the chorus and change the errors

Somebody else, 'round everyone elseYou're watching your face, like you can't chill out

You're trying to be cool, you look like an idiot to meTell meWhy'd you have to go and make things so easy?I see the way you're acting like you're somebody elsegets me annoyedLife's like this, youYou fall and you crawl and you talk and you take what you getAnd turn it into Honeslty you promised meI'm never gonna see you fake it.No no no.

3. Rearrange the lines which are not in order (Every other one)

a) You know you're not fooling any-oneb) Dressed up like you're something elsec) You come over unannouncedd) You're making me, laugh out e) Where you are & what it is that you seef) All your preppy clothesg) When you strike a pose, take offh) When you become

1. __________2. B)3. __________4. D)5. __________6. F)7. __________8. H)

ACTIVITY Nº 3

The main purpose of this activity is practice reported speech, and listening."Drive My Car"

By Beatles

I asked a girl "What do you want to be?"She said if I, Baby, couldn´t see,That she wanted to be famous, star of the screen,But that I could do something in between.

That I, baby, could drive her carThat, yes, she was gonna [going to] be a starThat I, baby, could drive her carAnd that maybe she´d love me.I told my girl "My prospects are good"She said to baby that it was understood,That working for peanuts was all very fine,But that she could show me a better time.Beep, beep, mmm, Beep, beep, mmm, yeah!

I told that girl "I can start right away"And she told me to listen, that she had something to say,That she´d got no car, and that it was breaking her heart,But that she´d found a driver, and that that was a start.

1. Please say what they said exactly... or report the literal words in reported speech

2. Please match the person with the sentence and rewrite his/her words in reported speech...

A Greek philosopher

Alejandro Sanz

Descartes

John Lennon

José Ortega y Gasset

Mr Aznar

Raúl

The evil fairy queen

"I am myself and my circumstances"

"I only know that I know nothing"

"I think, therefore I am"

"I´ve got my heart torn apart"

"Imagine all the people living life in peace"

"Spain´s doing fine"

"We´ll try to beat Bayern Munich"

"Who´s more beautiful than me?"

ACTIVITY Nº 4

The main purpose of this activity is practice verbal forms and listening.

WHAT CAN I DO By the Corrs

I haven´t slept at all in days It´s been so long since we have talked And I have been here many times I just don´t know what i´m doing wrong

What can I do to make you love me What can I do to make you care What can I say to make feel this What can I do to get you there

There´s only so much I can take And I just got to let it go And who knows I might feel better If I don´t try and I don´t hope

[Chorus]

No more waiting, no more aching No more fighting, no more trying...

Maybe there´s nothing more to say

And in a funny way I´m calm

Because the power is not mine

I´m just going to let it fly...

[Chorus]

Love me...

EXERCISES

1. – Listen to the first paragraph and try to fill in the blanks with the correct verbal form.

I ___________ (sleep) at all in daysIt__ _____ (be) so long since we _____ (talk) And I _________ (be) here many timesI just ______ (not know) what I'__ ___ (do) wrong

2. - Read the first paragraph carefully and try to answer the following questions:

How does she feel?

Who does the pronoun we refer to?

What does the word here refer to?

3. – Listen to he chorus and try to fill in the blanks with the following words:

Make(x3) get feel care love

What can I do to _____ you ____ me?What can I do to _____ you ____?What can I say to _____you _____ this?What can I do to ____ you there?

3. - Could you summarize what’s the story about after reading the first paragraph and the chorus?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. - Sing the chorus.

ACTIVITY Nº 5.

The main purpose of this activity is practice verbs forms, prepositions and listening.

Thankyou by Dido

My tea's gone cold, I'm wondering why IGot out of bed at allThe morning rain clouds up my window And I can't see at allAnd even if I could it'd all be greyBut your picture on my wallIt reminds me that it's not so badIt's not so bad

I drank too much last night, got bills to payMy head just feels in painI missed the bus and there'll be hell todayI'm late for work againAnd even if I'm there, they'll all imply That I might not last the dayAnd then you call me and it's not so badIt's not so bad

And I want to thank you For giving me the best day of my lifeAnd oh just to be with you Is having the best day of my life

Push the door, I'm home at last And I'm soaking through and throughThen you handed me a towel And all I see is youAnd even if my house falls downI wouldn't have a clueBecause you're near me

And I want to thank you For giving me the best day of my lifeAnd oh just to be with you Is having the best day of my life

EXERCISES

1. - There are two versions of the song, but neither of them are right. Listen to the first part of the song and decide which lines are in the song and which are not. Rewrite the song correctly.

My tea's gone old, I'm thinking why I Got out of bed at four

The morning rain clouds up my window And I can't see at all

And even if I could it'd all be greatBut your picture on my wall

It reminds me that it's not so sadIt's not so sad

I drank too much last night, got bills to payMy head just feels in pain

I missed the bus and there'll be red todayI'm late for work again

And even if I'm there, they'll all imply That I might not pass the day

And then you call me and it's not so sadIt's not so sad

My tea's gone cold, I'm wondering why I Got out of bed at all

The morning pain clouds up my window And I can't see at all

And even if I could it'd all be greyBut your picture on my door

It reminds me that it's not so badIt's not so bad

I drunk too much last night, got bills to payMy head just feels insane

I missed the bus and there'll be hell todayI'm late four work again

And even if I'm there, they'll all imply That I might not last the day

And then you call me and it's not so badIt's not so bad

2. - Match as many opposite as you can in the following table:

LATE CALM GREY WORST HELL HOT

SUN HEAVEN BAD EARLY LIGHT FAT

THIRSTY COLD OLD RAIN GOOD BEST

3. Now, before listening to the Chorus try to reorder the words in the lines. Then listen and check.

to and I you want thank For my the best life giving of me dayand oh with just to be you having Is my best of the day life

4. - Listen to the second part of the song and complete the gaps with one of the follow-ing prepositions: at, down, near, through

Push the door, I'm home _____ last And I'm soaking _____ and _____Then you handed me a towel And all I see is youAnd even if my house falls _____I wouldn't have a clueBecause you're me _____

5.-Match the verbs with the meaning. Use the dictionary, if neccessary.

RemindWonderMissPushSoakHand

Give, pass somethingBecome completely wet by being in liquidFail to catch somethingPut pressure on somethingAsk oneself

6.-Complete the sentences with the correct forms of the verbs in the table above

a) Sorry, I'm late because there was lot of traffic and I _________the train

b) _______the red button and it will start recording the sound

c) Could you ______ me that grey book?

d) Leave it to _______ all night in red wine

e) I ______you that we are having an exam next week

f) I _______ why you are here on a Saturday night

ACTIVITY Nº 6

LEMON TREE By Fool's Garden

I'm sitting here in a boring room it's just another rainy Sunday afternoon I'm wasting my time I got nothing to do I'm hanging around I'm waiting for you But nothing ever happens- and I wonder

I'm driving around in my car I'm driving too fast I'm driving too far I'd like to change my point of view I feel so lonely I'm waiting for you But nothing ever happens- and I wonder

I wonder how I wonder why yesterday you told me 'bout the blue blue sky and all tall that I can see is just a yellow lemon-tree I'm turning my head up and down I'm turning turning turning turning turning around And all that I can see is just another lemon-tree

I'm sitting here I miss the power I'd like to go out taking a shower but there's a heavy cloud in side my head I feel so tired put myself into bed where nothing ever happens- and I wonder

Isolation - is not good for me Isolation - I don't want to sit on a lemon-tree

I'm steppin' around in a desert of joy Baby anyhow I'll get another toy and every thing will happen-and you'll wonder

I wonder how I wonder why yesterday you told me 'bout the blue blue sky and all tall that I can see is just a yellow

lemon-tree I'm turning my head up and down

I'm turning turning turning turning turning around And all that I can see is just another lemon-tree

Exercises

1. Listen to the song and complete the gaps with the right prepositions.

I'm sitting here _________ a boring room it's just another rainy Sunday afternoon I'm wasting my time I got nothing to do I'm hanging _________ I'm waiting _________ you But nothing ever happens- and I wonder

I'm driving around _____________ my car I'm driving too fast I'm driving too far I'd like to change my point _________ view I feel so lonely I'm waiting _________ you But nothing ever happens- and I wonder

I wonder how I wonder why yesterday you told me 'bout the blue blue sky and all tall that I can see is just a yellow lemon-tree I'm turning my head _________ and _________I'm turning turning turning turning turning _________ And all that I can see is just another lemon-tree

I'm sitting here I miss the power I'd like to go ___________ taking a shower but there's a heavy cloud _________ my head I feel so tired put myself _________ bed where nothing ever happens- and I wonder

Isolation - is not good for me Isolation - I don't want to sit _________ a lemon-tree I'm steppin' around _________ a desert _________ joy Baby anyhow I'll get another toy and every thing will happen-and you'll wonder

I wonder how I wonder..

2. Read the song and make a list of adjectives you can find in the text. Then, try to find antonymns for them.

3. Read it again looking for verbs. Try to make sure that you write the "complete verbal form".

The data recollected was through a simple interview that we realized with the students of 8 th

semester of foreign languages.

The interview takes into a count two variables:

1. What do you think about learn English grammar through the music?

The answers were:

I think it might be interesting.

It’s an important way because; we have the opportunity to know others structures,

about grammatical rules.

Fantastic! It could be interesting using music for learning grammar rules. But I wonder

how it could be done and the way the grammar is presented by or through the music, I

think it could be done by listening and working with the lyrics’ songs.

It’s a good tool for learning English because the usage of the authentical material and

new vocabulary in the song.

I think that is not accurately the music to learn grammar.

It would be interesting, since I would like to play piano, and it could help me learn

grammar, it would be great.

Learning grammar through the music is not accurately because the songs have many

reductions, contractions and sometimes they don’t use the correct structures according

to grammar rules.

2. For you, what are the advantages and disadvantages to learn English

grammar through the music?

The answers were:

ADVANTAGES DISADVANTAGES

It’s funnies, it’s different.

We would be happy because the

music is like a tool to encourage us.

Could be make the process more

interesting for the students, the

teacher and the class would be more

attractive and motivated.

We get or practice fluency in our

language

Getting new vocabulary by authentic

one.

Students’ music preference.

Vocabulary that may be confused for

the students.

Depending of how to work this

process may be if there is not enough

interaction between the parts.

The slang used, would not be

understandable.

How fast the song would be.

The vocabulary explained, if it?s not

I think the music have not advantages.

The music could help you to learn

some sounds or how to pronounce

some words.

Its funny way to learn.

understood.

The reduction, and contractions.

The interview was qualitative; because the students express what they think about learn

English grammar through the music, and what advantages and disadvantages can be this

strategy.

The idea to work with songs, is because is possible to learn English grammar, all depends of

how the teacher teaches the grammar, is not only listen the song and answers the questions,

the idea is work with the lyrics of each song in order to discover why the song use this

grammar rule?, what’s the meaning of this English expression?, what’s the use of this phrasal

verb?, and so on.

Besides, the students have the opportunity to express theirs doubts, ideas, comments in

order to learn in an effective way.

Project Teaching by Songs

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