The Use of Songs in the Language Classroom in the Language Schools of the Benemrita Universidad Autonma de Puebla

A Thesis submitted to the School of Languages

or the !egree of

Licenciatura en la "nse#an$a de Lenguas "%tran&eras

b' (a)l *arc+a B,e$

Benemrita Universidad Autnoma de Puebla

!ecember -...

The Use of Songs in the Language Classroom in the Language Schools of the Benemerita Universidad Autonoma de Puebla

This thesis has been read b' the members of the thesis committee of

(a)l *arc+a B,e$

and is considered /orth' of a00roval in 0artial fulfillment of the degree of

L1C"2C1ATU(A "2 LA "2S"3A24A !" L"2*UAS "5T(A26"(AS

777777777777777777777777 Lic8 9arsha :a' Thesis Committee Chair0erson

77777777777777777777777 Lic8 9ichael :itten

7777777777777777777777 (oberto Criollo; 98 A8

1n 9emoriam *abriela <anes *me$8

Life is too short =ur desire of fighting 1t>s endless8

1 /anna dedicate this thesis to m' mother; Argelia Bez; to m' father Alfredo Garca and to m' famil' for believing in me8

Than% to the teachers? Concepcin Bez and Ildefonso Ramrez8

To m' unbelievable friends? Teresa Reyes and Roberto Criollo; /ho al/a's trusted in me8 To all m' friends@ the gang that maAe this /orld go on B

AC!"#$%&'G(&"T)

...that the purpose of life was not the maintenance of well-being, but some intensification and refining of consciousness, some enlargement of knowledge. Aldous Huxley.

ThanAs to all m' teachers /ho taught me the im0ortance of learning and a00l'ing the Ano/ledge; and also; to all the educational institutions 1>ve been through8 1n the same /a'; to the teachers /ho ans/ered the research>s Cuestionnaire and intervie/; to (oberto Criollo; !aniel 9arcou%; 9arsha :a' and 9ichael :itten for their hel08

TAB%& #* C#"T&"T)

+age +reliminary +ages !edication AcAno/ledgments C,A+T&R #"&- Introd.ction -8- 1ntroduction -8D Problem -8E (ationale -8F *eneral =b&ectives -8G (esearch Huestions -8I (esearch Strategies C,A+T&R T$#- %iterat.re Re/ie0 D8- Songs D8D Com0rehension in oreign Language Learning D8E The 1m0ortance of Listening Com0rehension in Language D8F Com0rehensible 1n0ut in Listening Com0rehension D8G The !evelo0ment of Listening SAills D8I (eading in a oreign Language D8L Choosing a Song C,A+T&R T,R&&- (ethodology E8- Sub&ects E8-8-8 Licenciatura en Lenguas 9odernas ML"9=N E8-8-8-8 Teachers E8-8-8D8 Target Po0ulation E8-8-8E8 Coordinator E8-8D8 Centro de Lenguas MC"L"N E8-8D8-8 Teachers E8-8D8D8 Target Po0ulation E8-8D8E8 Coordinator E8-8E8 Tronco Com)n Universitario MTCUN E8-8E8-8 Teachers E8-8E8D8 Target Po0ulation E8-8E8E8 Coordinator E8D 1nstrument E8D8-8 Huestionnaire for teachers E8D8D8 1ntervie/ of coordinators of language schools E8E Procedure E8E8-8 Huestionnaires E8E8D8 1ntervie/ C,A+T&R *#1R- Analysis of the Res.lts i ii iii

D D E E E

G J . -K -K --D

-E -E -E -E -F -F -F -F -F -F -G -G -G -G -G -I -I -I -I

F8- (esults from the Cuestionnaire COAPT"( 1P"? Conclusions and recommendations G8-8 Conclusions G8D8 Limitations of the Stud' G8E8 Ste0s to /orA /ith songs G8F8 Possible Problems G8G8 (ecommendations G8I8 Suggestions G8L8 Listening G8J8 S0eaAing G8.8 (eading G8-K8 :riting G8-- !irections for further investigation BIB%I#GRA+,2 A++&"'I3 4 -8 Huestionnaire A++&"'I3 5 -8 1ntervie/ APP"2!15 E -8 Classification of songs in relation to their grammar a00lication D8 Songs /ith a to0ic for discussion E8 Singers /ho 0resent a /ide variet' of songs /ith to0ics for discussion F8 =ther activities suggested G8 :eb Sites to find l'rics A++&"'I3 6 )ongs &7amples F8-8 9usic genres F8-8-8 T/ent' Huestions F8D8 :orAing /ith Oomon'ms and Commonl' Confused :ords F8D8-8The one F8E8 9usic; Com0rehension; *rammar and Pideo Cli0s F8E8-8Qiss the (ain F8F8 Singing in Class F8F8-8 Barbie *irl F8G8 Pre0ositions and Changes F8G8D8 1>ll Be There F8I8 !iscussion in Class F8I8-8 :h' F8I8D8 Article from the 2e/s0a0er F8L8 Love songs

-L DF DG DG DI DL D. D. D. D. D. EK E-

TAB%&) A"' *IG1R&)

Table -? T'0es of songs and their descri0tion; 0ro0osed b' Oubbard igure -? BottomRu0 a00roach; ada0ted from 2unan igure D? To0Rdo/n a00roach; ada0ted from 2unan igure E? Level of "nglish taught b' 0artici0ating teachers igure F? reCuenc' of use of songs igure G? Qinds of songs used in class igure I? Criteria to choose a song igure L? Use of songs /ith a s0ecific goal igure J? SAills develo0ed igures .a and .b? Activities develo0ed in class

L J . -L -J -. DK DK DDD

C,A+T&R #"&- I"TR#'1CTI#"

1t>s liAe ten thousand s0oons; /hen all 'ou need is a Anife8 Alanis (orissette8

484 Introd.ction to the problem Using songs seems to be a common activit' in " L classrooms8 Teachers en&o' using songs; as this seems to 0rovide them /ith a breaA in their ever' da' teaching8 Students also en&o' learning /ith songs for a variet' of reasonsSit is fun; it im0roves their language sAills; and the' can finall' Ano/ and understand /hat some of their favorite songs sa'8 Also; songs can be used according to the ob&ectives of an "nglish 0rogram8 :hen students are learning "nglish for different reasons; /ith different ob&ectives; songs /ill be used differentl' in the classroom8 This is the case /ith the language schools at the Benemrita Universidad Autonoma de PueblaR the Licenciatura en Lenguas 9odernas ML"9=N; the Centro de Lenguas MC"L"N; and the foreign language courses at Tronco Com)n Universitario MTCUN8 The students at these schools have different reasons for learning "nglish8 1n the L"9=; the students must be 0re0ared to /orA /ith "nglish in a communicative /a' /hile also having e%tensive Ano/ledge in grammar and vocabular' since the' /ill be teachers8 1n the C"L"; students of all ages receive general "nglish courses to hel0 them reinforce /hat the' are learning in school or to give them a better bacAground in language and culture8 The students at TCU are learning "nglish in order to be able to /orA /ith te%tbooAs and materials /ritten in "nglish that the' /ill need for their ma&or and also for situations the' might encounter in their ma&or /here the' need to communicate in "nglish8 "ach one of the language schools at the BUAP has a distinct 0ur0ose and song 0la's a role in each one8 This thesis /ill looA at those roles8

485 +roblem

1n most " L classrooms; songs ma' not be e%0loited adeCuatel' according to the learning ob&ective in the classroom because for man' teachers; a song in the classroom is a s'non'm of fun8 The' onl' have their students /orA /ith songs that the' reall' /ant to Ano/ the l'rics to; and both teachers and students can taAe a breaA from the regular classroom routine8 This use of songs ma' be 0roblematic; and it /ould be necessar' to investigate ho/ the teachers in the BUAP use songs in the classroom8 Songs ma' not be e%0loited adeCuatel' according to the learning ob&ective in the classroom8 1n other /ords; there ma' not be a s'stematic /a' to use songs8 An o0timal use of songs /ould involve ada0ting them to s0ecific 0ur0oses and /orAing them out to e%tended activities; and not onl' to fill a s0ace in the class8

489 Rationale A song can be a 0o/erful learning tool in the classroom8 Used 0ro0erl'; it can hel0 students learn and 0ractice all language sAills and subRsAills8 1t is im0ortant that teachers Ano/ ho/ to 0ro0erl' e%0loit a song according to the ob&ectives of the course and the s0ecific 0ur0oses of the students learning "nglish in order to turn /asted time in the classroom into /isel' used time; focusing on different as0ects of language8 The l'rics of the song can focus on 0arts of s0eech; grammar tenses; idioms or slang8 The students can discuss to0ics brought u0 in the song8 :hile singing the song or /hile listening to it; one can concentrate on 0ronunciation8 "ssa's or songs can be /ritten so that the /riting side of the sAills can be focused on8 1n other /ords; the use of songs and their e%0loitation need to be looAed at more closel' for the teacher to taAe advantage of all the different activities; /hich can be used to teach the different sAills8 This is es0eciall' im0ortant at the language schools of the BUAP since each school has s0ecific ob&ectives and 0ur0oses for students learning "nglish8 These

ob&ectives have been briefl' 0resented in the introduction and /ill be 0resented again in detail in Cha0ter E along /ith the information about the sub&ects8

486 General #b:ecti/es4; To carr' out an investigation looAing at the 0resent use of songs in the language classrooms of the L"9=; C"L" and TCU8 5; To suggest /a's songs can be used more effectivel' according to the learning ob&ectives and conte%t8

48< Research =.estions -N Oo/ are songs 0resentl' used b' teachers in their classrooms in the language schools of the BUAP? L"9=; C"L" and TCUT DN :hat is the 0rofile of the students /ho are learning "nglish in these schoolsT EN :hat are the most effective /a's to use songsT FN :hat are some advantages and disadvantages of using songs to teach "nglishT GN Oo/ can the different sAills be taught b' the use of songsT

48> Research )trategies 1n Cha0ter =ne; the 0roblem and its rationale establish the reasoning behind this investigation8 The ob&ectives /ill be stated so that this /orA 0resents a clear 0ur0ose8 The research Cuestions and strategies /ill 0rovide the reader /ith an idea about the focus of the investigation8 1n Cha0ter T/o; bibliogra0hical material about the use of songs in the language classroom and the teaching of language sAills /ill be anal'$ed and com0iled8 This /ill

set a bacAground for the research and bacA u0 the researchers use of different activities to use /ith songs in the teaching of the language8 1n Cha0ter Three; the methodolog' of the research 0resents the sub&ects; the instrument and the 0rocedure used in ans/ering the Cuestionnaires MUsing Songs in the Language ClassroomN and in the administration of the intervie/ made to coordinators of the BUAP languages schools8 These Cuestionnaires are im0ortant for the researcher to Ano/ ho/ songs are being used currentl' in the language classroom8 The intervie/s /ill allo/ the 0rofile of the students to be built u0 to a certain 0oint8 1n Cha0ter our; the results of the Cuestionnaire /ill be anal'$ed and discussed; looAing at the 0resent situation and setting a bacAground for the need for information about more effective /a's to use songs in teaching languages according to the different conte%ts8 inall'; in Cha0ter ive; the conclusions and closing statements concerning this to0ic /ill be stated8 ollo/ing the Bibliogra0h'; the A00endi% /ill include the

Cuestionnaire and the intervie/ Cuestions used in this research8 The research /ill conclude /ith a classification and suggestions of songs to be a00lied to s0ecific 0arts of the s0eech; a classification of to0ics for discussion; singers; activities; e%am0les; and :eb Sites and a list of tables used8

CHAPTER TWO: LITERATURE REVIEW

There are words that amuse And the ones that abuse

Franois Guy/Francine Raymond

584 )ongs Songs have been used for educational 0ur0oses since the beginning of time8 Oistor' and traditions have been 0assed do/n from generation to generation in illiterate societies through song8 1n various school sub&ects and cultures; songs have been invented and used as mneumonic devices for learning and remembering8 Oere /e /ill looA at the use of songs as a00lied in the languageRteaching conte%t8 B'rne M-..-N states that songs 0rovide good listening 0ractice since the students are concerned /ith /hat the song sa's8 The song is combined /ith tasAs that hel0 the learner to im0rove language sAills8 Authors such as CelceR 9urcia and Oilles M-.JJN; *asser and :aldman M-.L.N and (ichards M-.I.N among others; agree that songs have man' benefits as the' are used in the language classroom8 Songs can be ada0ted to a variet' of situations8 Oubbard et al8 M-.JEN state as one argument for using songs in the language classroom that songs can increase motivation to learn the language as students; es0eciall' /eaAer ones; feel a real sense of achievement /hen the' have been able to learn a song M.DN8 !ubin M-.LFN 0oints out that; songs can be utili$ed as 0resentation conte%ts; as reinforcement material; as vehicles through /hich to teach all language sAills; and as a medium through /hich to 0resent some of the most im0ortant cultural themes /hich 0ervade modern life8 MCited in a 0a0er 0resented at the T"S=L Convention; !enver; C=; on 9arch L; -.LFN8 Using the conte%t is ver' necessar' /hen /orAing /ith grammar and vocabular'; as grammar and vocabular' are not used in isolation but rather in a conte%t8 Songs 0rovide meaningful 0ractice of the structures; and the' are the best resource for conte%tuali$ation since the' are usuall' based on cultural situations8 Conte%t is the Ae' to using language8 Authentic language is used in conte%t and songs give conte%t to language8 Songs are culturall' rich; full of 0ossibilities to give conte%t in a language class as /ell as giving the students a looA at the "nglishRs0eaAing culture8 Songs can tell the students about the histor' of 0eo0le MThe Legend of Bill'

the Qid or !av' CrocAettN; the histor' of a countr' Mthe Oistor' (ocA seriesN or the culture of a foreign land MCats in the Cradle; for e%am0leN8 Using songs in the language classroom has man' benefits8 =ne of the greatest benefits; besides the obvious and also ver' im0ortant teaching of grammar; vocabular' and listening; is the idea that students can learn about the 0eo0le and the culture /here the songs are from8 Culturall' based assum0tions regulate communication and determine the underl'ing meanings of the s0oAen and /ritten /ord8 MAbrate -..D; 08 -IJN8 Another benefit; as stated b' Oubbard et al M-.JEN is the o00ortunit' the students have for coo0eration8 This maAes the students come together and not be so inhibited; thus hel0ing to maAe learning more effective8 OalCuist Mcited in CelceR9urcia and Oilles -.JJN; in an un0ublished handbooA of activities for adult "SL students; states that songs; along /ith other grammar activities; can be effective in five different /a's b'?

-N

adding variet' as /ell as en&o'ment to language learning Mall sAillsN8 Using songs as an alternate techniCue hel0s to boost studentsU motivation and lets them have fun /hile learning8

DN

0resenting authentic language; as /ell as introducing students to various dialects8 Students have the o00ortunit' to hear and /orA /ith language that is actuall' used and that ma' be ver' different from te%tbooA "nglish8

EN

allo/ing students to 0ractice a 0reviousl' studied; contrasting structure along /ith a ne/ structure8 Combination of 0ractice of structures allo/s for revie/ and reinforcement8

FN

0roviding an o00ortunit' to a00l' language sAills to realRlife situations b' e%tending the 0attern in the song8

GN

hel0ing to develo0 cultural a/areness; both of the 0resent and the 0ast8 M08 --LN8 Oubbard et al M-.JE; 08 .EN give a table listing different t'0es of songs and their

descri0tion8 !e0ending on the 0ur0ose for /hich the song /ill be used; the teacher can choose a song that can be used effectivel'8 Table - sho/s the t'0es of songs and the descri0tion 0ro0osed b' Oubbard et al8 M-.JEN8 08 .E8
Table 4- )ongs and Their 'escriptions According to ,.bbard et al8
Type of song )pecial occasion songs 'escription Songs /hich are sung in "nglishRs0eaAing countries onl' on certain occasions or at certain times of the 'ear8 Teaching this sort of song to students ma' give them an insight into "nglish culture8 Songs; usuall' children>s songs; /hich are sung to accom0an' certain games8 Songs and games Action songs Songs /hich reCuire actions or some sort of mime to be 0erformed /hile singing them8 =rdinar' songs can be made more meaningful b' devising a series of actions to accom0an' them8

)ongs 0here one S0eciall' /ritten songs for teaching can be included here8 str.ct.re or a lot of le7is is repeated o/er and o/er again8 )ongs 0hich tell a story8

LooAing at the different t'0es of songs available for use in the language classroom; one can see the o00ortunit' the language teacher has to sho/ and teach students through the use of authentic material8 1n this /a'; the students learn about the culture of the countr' as /ell as the language8

585 Comprehension in foreign lang.age learning Listening com0rehension is an act of information 0rocessing in /hich the listener is involved in t/oR/a' communication; oneR/a' communication and V or selfR dialogue communication M9orle' in CelceR9urcia -..-; 08 .KN8 Listening com0rehension is something that /e do not even reali$e that /e do until /e are in an unfamiliar environment8 =ne listens his /hole lifeR to television; to radio or to other 0eo0le8 Oo/ever; /e taAe it for granted that /e understand until /e are in a situation liAe that of a foreign language /here 0roficienc' is limited8 Anderson and L'nch M-..EN describe some of the 0rocesses that one taAes for granted /hen communicating in his or her first language; such as dividing an unfamiliar s0eaAer>s utterances into /ords; identif'ing them; and at the same time inter0reting /hat the s0eaAer meant and then 0re0aring an a00ro0riate re0la' M08 EN8 These common tasAs in the first language become difficult tasAs in the foreign language8 LooAing at the t/o dominant vie/s of listening; the bottomRu0 vie/ and the to0Rdo/n vie/; it can be seen that the bottomRu0 vie/ sho/s that listening is a 0rocess of decoding the sounds that one hears in a linear fashion; from the smallest meaningful units Mor 0honemesN to com0lete te%ts M2unan -...; 08 DKKN8 This

definition states that these 0honemic units need to be decoded and then 0ut together to form 0hrases8 The 0hrases linAed together form utterances8 The utterances linAed together form /hole te%ts8 2unan -..-; 08IFN8
*ig.re 4- The Bottom?.p Approach According to ".nan BottomRu0 a00roach (ecording 9eaning discriminated "ver' sound Phonemes Blending Pronunciation

igure - sho/s the bottomRu0 a00roach Mada0ted from

The to0Rdo/n vie/ of listening states the listener activel' constructs Mor; more accuratel'; reconstructsN the original meaning of the s0eaAer using incoming sounds as clues M2unan -...; 08 DK-N8 1n this vie/; the listenersU Ano/ledge of the conte%t and the situation of /hich the listening is taAing 0lace 0la's a ver' im0ortant role in the listening 0rocess8 igure D sho/s the To0Rdo/n a00roach Mada0ted from 2unan -..-; 08 IGN8 *ig.re 5 sho0s the Top?do0n approach @adapted from ".nanA 4BB4 p8><;8 To0Rdo/n a00roach Past e%0erience; language 1ntuitions and e%0ectations8 Selective as0ects of listening MrecordingN8 9eaning Sound; 0ronunciation

589 The importance of listening comprehension in lang.age "%0erts have different vie/s about the role 0la'ed b' listening com0rehension8 Qrashen M-.J- in Anderson and L'nch -..EN has claimed that listening 0la's a centralR and 0ossibl' 0redominant 0artR in the /hole 0rocess of language learning M08 EEN8 WCom0rehension ma' be at the heart of the language acCuisition 0rocess? 0erha0s /e acCuire b' understanding language that is Xa little be'ondU our current level of com0etence8 This is done /ith the aid of e%traRlinguistic conte%t and our Ano/ledge of the /orld M08 -KLN8 Listening is the first sAill that /e develo0 as babies8 Children usuall' have a silent 0eriod /here the' are not e%0ected to 0roduce language 'et since listening 0recedes s0eaAing8 Children can understand more than the' can s0eaA8 This is also the 0remise of the Total Ph'sical (es0onse method that /as develo0ed b' 6ames Asher8 1n order for the child to acCuire the language; he or she must receive com0rehensible in0ut8 Listening is used far more than an' other single language sAill in normal dail' life8 M9orle' -..-; 08 JDN8 Listening is Cuite an im0ortant sAill and cannot be

overlooAed in foreign language teaching8 1t is 0ossible for one to develo0 s0eaAing and

be incom0etent in listening8 1t /as not until -.I. that the e%0erts began to looA more closel' at listening8 9ost teachers call listening a 0assive sAill; along /ith reading8 Oo/ever; these sAills are ver' d'namic and are much more than 0assive8 A 0erson /ho is listening has a 0ur0ose for the listening tasA; /hether inside or outside of the language classroom8 The students listen for their 0ur0ose and are ver' activel' tr'ing to e%tract the information that the' need /hile 0ossibl' dis0osing of the rest8 Those e%0erts /ho taAe such a 0ers0ective on listening fail to account for the inter0retation listeners maAe as the' hear the s0oAen te%t according to their o/n 0ur0oses for listening; their e%0ectations; and their o/n store of bacAground Ano/ledge M08 JGN8

586 Comprehensible inp.t in listening comprehension 1n0ut; as defined b' Anderson and L'nch M-.JJN; is all incoming s0eech and other signals that listeners hear MEFN8 Com0rehensible in0ut is necessar' /hen learning a foreign language8 Qrashen states that even though the in0ut must be com0rehensible; it also must al/a's be a little be'ond the levels of the studentsU 0resent com0etence8 QrashenUs theor' of iY- MiZ in0utN e%0lains ho/ one acCuires language8 1magine going to a foreign countr'8 1f one read and heard in0ut that /as onl' /ithin his or her 0resent level of com0etence; he or she might sta' /ithin that level; but not be challenged to move be'ond it8 1n0ut that is too high above the student>s com0etence /ill onl' frustrate him and cause him to raise his affective filter8 QrashenUs in0ut h'0othesis states that acCuisition taAes 0lace as a result of the learner having understood in0ut that is a little be'ond the current level of his com0etence MiY- levelN M"llis -.JG; 08 DIDN8

58< 'e/elopment of listening sCills As in the develo0ment of most Ano/ledge or sAills; grading of activities needs to be carefull' 0lanned8 Anderson and L'nch M-..EN agree that learners must 0rogress from less com0le% tasAs to more com0le% tasAs8 Their success on the less com0le% tasAs /ill motivate them to move on to the more com0le% ones8 The listener needs to have sim0le listening activities at the beginning in order to be successful at these activities and to gain confidence and also to develo0 adeCuate listening sAills8 A listener /ho has been given ver' com0le% tasAs and incom0rehensible in0ut is liAel' to be frustrated and encourage 0assive and unsuccessful listening habitsW Also; M:elford -.IJN states that since listening is a com0le% 0s'chomotor sAill; it is best 0racticed in clusters and not in small units8 :ith songs; this statement relates to /hat CelceR9urcia and Oilles M-.JJN sa' about conte%tuali$ation being im0ortant for meaningful 0ractice8 Language is best learned in conte%t and in larger grou0s since that is actuall' ho/ language is used8

58> Reading in a foreign lang.age (eading is an im0ortant 0art of one>s dail' life that; liAe other language sAills is taAen for granted b' literate 0eo0le in the native language8 The 0ur0ose of reading is to fulfill one>s immediate needs and also to give 0leasure8 1n toda'>s "SL V " L classrooms; academic sub&ect content is freCuentl' the conte%t through /hich the target language is studied M!ubin and B'cina in CelceR 9urcia -..-; 08 -.GN8 Again; conte%t is stressed since that is /hat one must concentrate on [ /hat the conte%t is8 :hat /ill be studiedT :here /ill the language be studiedT :here and ho/ /ill language be usedT :hat is the conte%t of the situation /here this /ill be usedT

(eading activities can be ada0ted as 0art of the song8 "%ercises such as reading for the main idea; reading for s0ecific information; understanding colloCuial uses; idioms or unusual s'nta% are e%ercises; /hich can be 0racticed /hile /orAing /ith songs8 WCombine /ith biogra0hical or current events materials relevant to the singer or content to offer valuable reading 0ractice8 MCelceR 9urcia -..-; 08 -LIN8 WThe cultural dimension to reading is central in second and foreign language classrooms MParr' -.JL@ Steffensen and 6oagR!ev8 -.JF@ !ubin and B'cina in CelceR 9urcia -..-; 08 -..N8 Culture is a main 0art of language and using that culture can maAe reading activites richer8 :hen using songs; the music and V or the l'rics should reflect the culture of the native s0eaAers of the language8

58D Choosing a song 9an' songs can be useful in the language classroom@ ho/ever; there are certain criteria that hel0 to maAe some songs much richer in content and useful for the ob&ectives of the lesson than others8 Some s0ecific as0ects to looA at /hen choosing a song are?

-8 that it illustrate the use of 0ast tenses8 D8 that it revie/ numerous irregular verbs8 E8 that it sho/ man' instances of ad&ective agreement8 F8 that it give clear e%am0les of 0ronunciation8 G8 that it 0rovide a variet' of vocabular' relating to common situations such as?
vacation; school; meals; etc8

I8 that it contain man' idioms and 0uns8 L8 that it discuss famil' or social interaction8 J8 that it refer to natural surroundings or environmental concerns8 .8 that it dra/ clearl' defined characters8 -K8 that it 0resent historical figures or events8 --8 that it sho/ a /ellRdefined 0oetic form8 -D8 that it be es0eciall' moving or entertaining8
MCelceR9urcia and Oille -.JJ; 08 -I.N8

C,A+T&R T,R&&- (&T,#'#%#G2

Dont worry about things. Every little thing is gonna be alright"

Bob Marley

984 ).b:ects 98484 %icenciat.ra en %eng.as (odernas @%&(#; The teachers from the L"9= are actuall' teacher trainers@ the' are training future language teachers8 1n their conte%t; teaching "nglish to their students is more than &ust sim0le com0rehension or 0roduction8 1t is a more in de0th stud' of the language so the students can teach it some da'8

9848484 Teachers The teachers from the L"9= /ere given Cuestionnaires to ans/er8 These are teachers /ho are teaching or /ho have taught "nglish8 Teachers in all levels M-RJN /ere taAen into consideration for the Cuestionnaire8 Cuestionnaires8 ourteen teachers /ere given

9848485 Target +op.lation The ob&ective of this research is to Ano/ ho/ the teachers use songs /ith their students8 1n this case; the students of the L"9= are stud'ing their bachelor>s degree in order to become language teachers8 The range of the studentsU age is from -J to DG 'ears old8 The' have "nglish classes nine hours 0er /eeA /ith one hour of laborator'8 This is during eight semesters8 The ob&ective of the course is for students to use the four sAills acCuired to /orA later as an "nglish teacher and to be able to /rite a thesis in "nglish8 9ore generall'; the ob&ective is for the students to get GGK 0oints on the Test of "nglish as a oreign Language MT=" LN8 The T=" L e%am is a standardi$ed

"nglish e%am used to measure foreign and second language 0roficienc'8 A score of GKK 0oints is a 0roficienc' that is considered 0assable b' most institutions8

9848489 Coordinator The coordinator of the L"9= /as asAed the above information about the studentsU 0rofile8 The list of Cuestions for the intervie/ /as used Msee A00endi% EN8 The 0resent coordinator has been in this 0osition for almost D 'ears8

984858 Centro de %eng.as @C&%&; 9848584 Teachers A total of -J teachers from the C"L" /ere asAed to ans/er the Cuestionnaire8 The teachers chosen for this investigation /ere those /ho teach the regular courses; not the seasonal courses8

98485858 Target +op.lation The students in the normal courses at the C"L" have a range of -JRDG 'ears old8 The' taAe nine hours of "nglish 0er /eeA8 There are three levels MBasic; 1ntermediate and AdvancedN /ith t/o subRlevels in each M- and DN8 The ob&ective of the 0rogram is to develo0 the four sAills to succeed in communication8 The students e%0ect the

acCuisition of a foreign language and the abilities necessar' for them to function using the different language sAills in their future field of /orA8

9848589 )ecretario AcadEmico The Secretario Acadmico of the School of Languages /as intervie/ed in order to get the 0rofile of the students8 Oe /as asAed Cuestions from the intervie/ format; Msee A00endi% EN8

98489 Tronco ComFn 1ni/ersitario @TC1; The students enrolled in Tronco Comun Universitario are students from all the different ma&ors of the BUAP8 The language courses in TCU have been included in the curriculum so the BUAP students /ould be better 0re0ared to /orA in their 0rofession8 This ma' be through reading com0rehension in order to understand 0rofessional &ournals; ne/s0a0ers; etc8

9848984 Teachers Thirt'Reight teachers from TCU /ere asAed to com0lete the Cuestionnaire8 This school has man' more teachers than the other schools8

98489858 Target +op.lation 1n the credit s'stem; all BUAP students are reCuired to taAe F semesters of a foreign language8 The students /ho taAe "nglish classes in TCU are BUAP students from all ma&ors in the universit'8 The studentsU ages range bet/een -J and D-; since the foreign language courses must be taAen /ithin the first four semesters Mbasic levelN in order to 0ass on to the ne%t level Mformative levelN8 The' have D "nglish courses 0er /eeA for t/o hours; maAing u0 a total of F hours a /eeA8 The ob&ective of the 0rogram is to train the students to develo0 the F sAills; acCuiring survival "nglish8 The

studentsU e%0ectations of the course are to read and /rite te%ts and to communicate in the s0oAen language8

9848989 Coordinator The coordinator of the oreign Languages at TCU /as asAed the same

information as the coordinators from the L"9= and the C"L"8 (egarding the 0ur0oses for /hich the students need "nglish and their e%0ected 0roficienc' level u0on finishing8

985 Instr.ment 98584 =.estionnaire for teachers The instrument used in the investigation /as a Cuestionnaire; /hich /as a00lied to find out ho/ songs are being used; and in /hat situations the' are being used8 The Cuestionnaire consists of -K Cuestions8 MSee A00endi% -N The Cuestions asA ho/ often the' use songs; about their criteria for choosing songs; the sAills and activities develo0ed /hen using songs; and the results of the activities in the classroom and their o0inions about using songs8

98585 Inter/ie0 for coordinators of lang.age schools An intervie/ /as a00lied to the heads of each of the schools8 This intervie/ /as used in order to find out more about the 0rogram; the ob&ectives; the 0ur0oses; and to obtain a 0rofile of the students8 A co0' of the intervie/ Cuestions can be found in A00endi% E8

989 +roced.re T/o instruments /ere used; the Cuestionnaires and the intervie/8 The follo/ing are descri0tions of 0rocedure8

98984 =.estionnaires :ith the Cuestionnaire having been designed; it /as then distributed to teachers in the different schools8 The teachers /ere asAed to taAe about -K minutes to ans/er the Cuestionnaire /hile the researcher either /aited or agreed to come bacA later to collect the Cuestionnaire8 The results /ere then anal'$ed and com0iled so that the researcher could have a clearer vie/ of the actual use of songs in the foreign language classroom8

98985 Inter/ie0 The researcher made an a00ointment for an intervie/ /ith each of the heads of the schools8 At the intervie/; the Cuestions /ere asAed about ho/ the students /ould have to use language u0on com0letion of their course of studies and the ans/ers /ere /ritten do/n8

CHAPTER FOUR: DISCUSSION OF THE RESULTS

Sometimes the snow comes down in June. Sometimes the sun goes round the moon. Waldman/Lind/Galdston.

The results of the Cuestionnaire sho/ed some ver' useful information to the researcher about the use of songs in the classroom8 The Cuestionnaire MSee A00endi% -N /as designed to allo/ the researcher to see the different 0ur0oses and /a's of using songs in the language schools of the BUAPR L"9=; C"L"; and TCU8 1n the first Cuestion; it can be seen that more teachers in the L"9= and the C"L" /ho teach higher levels of "nglish /ere asAed to ans/er the Cuestionnaire as 0art of this investigation8 The teachers /ho ans/ered the Cuestionnaire in TCU teach more basic levels8 =nl' DG\ and EJ\ of teachers in the L"9= and C"L" res0ectivel' teach basic /hile IE\ teach basic in TCU8 Among the teachers /ho ans/ered the

Cuestionnaire; DG\ from the L"9=; DK\ from the C"L" and K\ from TCU teach advanced8 This ma' have an effect on the freCuenc' and the 0ur0oses for /hich songs are used8 igure E sho/s the level of "nglish b' Cuestioned teachers8
Figure 3: Level of Englis !"ug ! #$ %"r!i&i%"!ing !e"& ers' Basic 25% !% " % Low-interm 7% "% 2% Intermediate 14% "% 5% High-interm 22% 27% #% Advanced 25% 2#% #%

LEMO CELE $C%

Level of Englis
7#% "#% 5#% 4#% #% 2#% 1#% #% &asic 'ow -interm intermed high-interm advanced LEMO CELE $C%

1n the second Cuestion; it can be seen ho/ often the teachers use songs8 1t is sur0rising to see that the teachers have almost the same averages8 Songs are not used in e%treme Mver' freCuentl'N; but normall' bet/een once a /eeA and once a month8 1n TCU; D-\ of the teachers use songs onl' once a semester /hile in the C"L"; DJ\ of the teachers almost never use songs8 This is mostl' because of the time factor the teachers have for 0resenting the information listed as 0art of the curriculum in one semester8 =ther teachers do not thinA that songs are the greatest didactic instrument and do not use them often8 0resents the freCuenc' of the use of songs8 *ig.re 6- *reG.ency of .se of songs8
Once)(two( wee*s

igure F

2- (times)(wee* Once)(wee*

Once)(month

Once)( semester

LEMO CELE $C%

7% #% #%

22% 1!% #%

22% 2!% 4"%

42% 2"% 27%

#% #% 21%

Fre(uen&$
5#% 45% 4#% 5% #% 25% 2#% 15% 1#% 5% #% 2- (times) once)(w ee* once)(tw o w ee* w ee*s once) month once) semester LEMO CELE $C%

1n Cuestion E; the most 0o0ular songs are 0o0; follo/ed b' slo/ songs; then b' rocA8 The teachers /ho filled out the Cuestionnaire never use children>s songs and onl' -K\ of the teachers in the C"L" use traditional songs8 1n the other categor'; EK\ of the teachers in TCU; G\ in the L"9= and D\ in the C"L" use /hatever songs the students /ant to use8 This suggests that those teachers use songs more for fun rather that for s0ecific 0ur0oses8 " L class8 igure G sho/s the Ainds of songs most 0o0ular in the

*ig.re <- !inds of songs most .sed in class8 +o, #% 42% 2% -oc* 2#% 21% 1"% .'ow 25% 2 % 22% chi'dren/s #% #% #% $raditiona' #% 1#% #%

LEMO CELE $C%

)in*s of songs
45% 4#% 5% #% 25% 2#% 15% 1#% 5% #% ,o, roc* s'ow chi'dren0s traditiona' LEMO CELE $C%

:hat criteria do the teachers use for choosing the songsT There is a lot of variation in the ans/ers8 9ostl'; teachers base their decisions on the studentsU taste; their o/n taste; the sAills to be taught; and the grammar that can be studied through the song8 song8 igure I 0resents the criteria to choose a

*ig.re >- Criteria to choose a song8

.s('eve' .s(taste $(taste .*i''s(to(&e( ta1ght L2rics 3rammar 4oca& -h2thm singa&i'it2

LEMO CELE $C%

17% 15% 21%

1#% 1#% 1 %

12% 5% 1#%

15% 12% 17%

1#% 12% 7%
Cri!eri"

#% 15% 27%

15% 12% 2%

2% !% 1%

2% 5% 2%

#% 25% 2#% 15% 1#% 5% #% .s('eve' $(taste '2rics voca& singa&i'it2 LEMO CELE $C%

!o teachers al/a's use songs /ith a s0ecific goal in mindT A significant 0ro0ortion of the teachers sa' that the' usuall' use songs /ith a s0ecific goal8 LG\ of the teachers in the L"9= sa' the' do; GD\ of the C"L" ans/ered affirmativel' /hile LF\ of those in TCU sa' that the' do8 sho/s the use of songs /ith a s0ecific goal8 *ig.re D- 1se of songs 0ith a specific goal 6es 75% 52% 74% 7o 1 % 11% 1% %s1a''2 12% 7% 25% igure L

LEMO CELE $C%

S%e&ifi& go"l+
!#% "#% 4#% 2#% #% 2es no 1s1a''2 LEMO CELE $C%

:hen the teachers /ere asAed /hat sAills the' focus on /hen using songs; the ans/ers /ere almost the same8 There is an average of DG\ bet/een the E schools; meaning that the teachers claim that the' /orA evenl' /ith all four sAills8 igure J 0resents the sAills develo0ed in class8

*ig.re H- )Cills de/eloped Listening 27% 1% 25% .,ea*ing 2 % 2!% 25%

S,ills
5% #% 25% 2#% 15% 1#% 5% #% 'istening s,ea*ing reading w riting LEMO CELE $C%

LEMO CELE $C%

-eading 25% 22% 25%

8riting 25% 15% 25%

1t /as interesting to see /hat activities the teachers develo0 /hen /orAing /ith songs8 The activities that got the highest ans/ers /ere clo$e activities Mthe l'rics of the song /ith s0aces /here the student has to fill in missing /ordsN@ grammar e%ercises and having the students sing the song8 This goes against /hat /as 0reviousl' ans/ered b' the teachers about /orAing the four sAills /ith songs8 9an' of them focus onl' on grammar; vocabular' and 0ronunciation; sometimes ignoring the other sAills8 .a and .b; in the ne%t 0age; illustrate these results8 igures

*ig.re Ba- Acti/ities de/eloped in class8 C'o9e 15% 1 % 1!% 3rammar 22% 12% 17% .s(sing 4oca& 2% 2#% !% 5% 2 % 15%
A&!ivi!ies
5% #% 25% 2#% 15% 1#% 5% #% c'o9e .s(sing disc1ssion idioms LEMO CELE $C%

LEMO CELE $C%

disc1ssion 1#% !% 4%

:isting1ish( so1nds Idioms 5% #% 7% 5% % #%

*ig.re Bb- Acti/ities de/eloped in class8 :ictation 8riting LEMO #% 2% CELE 5% % $C% #% 5% :escri&ing #% 4% #% Listen;(s,;(in<o; 15% 1#% 2% +1tting(in( order 2% "% #% =1estions(>( answers 5% 4% 1 %

A&!ivi!ies
1"% 14% 12% 1#% !% "% 4% 2% #% dictation w riting descri&ing 'istening? ,1tting(in @1estions s,ec; order > in<o; answ ers

LEMO CELE $C%

All teachers ans/ered that songs are motivating for students and that the' 0rovide good language 0ractice8 The' en&o' using songs since the students reall' seem to liAe them and the' 0artici0ate activel'8

1n conclusion; it seemed that the teachers contradicted themselves at times /hen ans/ering the Cuestionnaire8 As teachers; one is taught the im0ortance of covering all the sAills@ ho/ever; it /as seen through this research that grammar and vocabular' are focused on more8 urthermore; even though the teachers in the three language schools

have different ob&ectives for their students; the' tend to use songs ver' similarl'8 Songs have been found to be ver' motivating tools in the language classroom; and the' can be used in a variet' of /a's8

CHA+$E-(AI4E?((CO7CL%.IO7.(
n a s!y "ull o" #eo#le$ only some want to "ly$ isnt that cra%y& Seal/G. Sigsworth.

<84 Concl.sions
This research sho/ed that the teachers in all three language schools of the BUAP use songs in almost the same /a'; even though their students have different ob&ectives and 0ur0oses for the language8 9ost teachers do have ideas about the e%0loitation of songs in the language classroom8 Oo/ever; b' 0roviding them /ith clear guidelines; the' could im0rove their teaching 0ractices through the use of songs according to their students> s0ecific needs8 2ot onl' can songs hel0 in the teaching of language sAills; but the' can also hel0 to teach culture /hen 0ro0erl' e%0loited8 1t is u0 to the teacher to taAe the time and initiative to 0re0are a song for use in his or her classroom8 The results obtained sho/ed that more teachers in the L"9= and the C"L" teach higher levels of "nglish /hereas the teachers /ho ans/ered the Cuestionnaire in TCU teach more basic levels8 =nl' DG\ and EJ\ of teachers in the L"9= and C"L" res0ectivel' teach basic /hile IE\ teach basic in TCU8 Among the teachers /ho ans/ered the Cuestionnaire; DG\ from the L"9=; DK\ from the C"L" and K\ from TCU teach advanced8 1t /as also determined ho/ often the teachers use songs; and it /as sur0rising to see that the teachers use songs regularl'8 Songs are not used ver' freCuentl'; but normall' bet/een once a /eeA and once a month8 1n the TCU; D-\ of the teachers use songs onl' once a semester /hile in the C"L"; DJ\ of the teachers almost never use songs8 (egarding the Aind of music used; the most 0o0ular songs /ere 0o0; follo/ed b' slo/ songs; and then rocA8 The teachers /ho filled out the Cuestionnaire never use children>s songs and onl' -K\ of the teachers in the C"L" use traditional songs8 1n the other categor'; EK\ of the teachers in TCU; G\ in the L"9= and D\ in the C"L" use /hatever songs the students /ant to use8 This suggests that those teachers use songs more for fun rather that for s0ecific 0ur0oses8 =n the other hand; it /as seen that teachers base their selection of songs mostl' on the students> taste; their o/n taste; the sAills to be taught; and the grammar that can be studied through the song8 The results also sho/ed that teachers use songs /ith a s0ecific goal; and that the' /orA evenl' /ith all four sAills8 inall'; the activities develo0ed /ith songs /ere clo$e activities; grammar e%ercises;

and having the students sing the song8

<85 %imitations of the st.dy The 0resent stud' /as based on surve' research; eliciting information b' means of a Cuestionnaire8 The data collected; then; /as about the 0erce0tions and o0inions of teachers about the use of songs in the "nglish classroom8 These 0erce0tions; ho/ever; ma' not reflect realit'8 The limitations of surve' research are that sometimes the res0ondents do not 0rovide true ans/ers to the Cuestions8 1n this /a'; the results of the 0resent research ma' be considered as sub&ect to some level of inaccurac'8 Oo/ever; it is e%0ected that the information and the results discussed here /ill shed some light on the uses of songs in the different language schools of the BUAP8 Some suggestions for using songs; based on the results of this research are 0rovided belo/8 <89 )teps to 0orC 0ith songs

-8 D8 E8 F8 G8

Choose a song; follo/ing the criteria suggested in cha0ter t/o8 Ada0t the song to the ob&ectives to be /orAed in class8 LooA for visual material to su00ort these ob&ectives and activities8 Pre0are a /arm u0 before 0resenting the song8 1ntroduce the song>s to0ic; b' creating a linA to establish the conte%t; in clear and s0ecific form8 MBoiron -..JN8 I8 "%0lain ne/ vocabular' b' using Ae' /ords8 L8 Pla' the song once; to be familiari$ed /ith it8 J8 !evelo0 the activities designed8 .8 Pla' the song one more time or as man' as necessar'8 -K8 Use com0lementar' activities su00orted b' e%tended e%ercises8

<86 +ossible +roblems-

-8 Some 0ieces of language can change the general idea of the song8 or this; it is better
to introduce the main 0oint of the song8 M2unan -..-N8

D8 1f the activities designed for the song are not /orAing as 0lanned; it is better
to have an alternative activit' but Aee0ing the same ob&ective8

E8 or the ne%t time that 0roblems a00ear; the teacher can reada0t the activities
or change them8

F8 The teacher must consider the criteria to choose a song and the ste0s to use
songs8

G8 Avoid that the students be distracted in other 0arts of the song that are not 0art
the ob&ective8 "stablish the ]route] MBoiron -..JN8

I8 "%0laining all the vocabular' is a /aste of time; onl' Ae' /ords are reCuired8 L8 The 0u0ils are not al/a's in the mood for certain songs; but that doesn^t mean
that the song selected failed8

J8 (a0 and heav' rocA songs are not recommended because of the fast s0eed of
the singer^s voice or the loudness sound of musical instruments8 All this could confuse the learners8 1f the level is advanced and the students are able to listen these songs; the teacher can use this music8 .8 The selection of songs needs to be conscious8 -K8The co0ies taAen from the song have to be clear8 --8 Suggestions b' the 0u0ils must be considered and discussed8 -D8 Students are not reCuired to understand the full meaning of the song; &ust the general idea8 -E81t is useful to record the song t/ice or even three times; in order to avoid /asting time in re/inding8 2o/ada's; C! 0la'ers are more effective to

re0eat the /hole song or &ust a s0ecific 0art of it8 -F8 Songs are com0lements for the class8 The' reinforce 0ronunciation; listening and com0rehension; but this doesn>t mean that learning a foreign language /ill be done onl' /ith songs8 -G8 :rong a00lication of the internal factors could maAe listening fail8 These factors are? interest; motivation; attentiveness and Ano/ledge of the to0ic; M:aston and Smelt$er -.JFN8 -I8 LiAe/ise; te%tual factors Morgani$ation of the information; familiarit' of the to0ic; e%0licitness and sufficienc' of the information; the t'0e of referring e%0ressions used; and descri0tions of static or d'namic relationshi0N have to be considered; MAnderson and L'nch -.JJN8 -L8 :hen the song is 0resented out of conte%t; this becomes deauthenticated; M2unan -...N8 <8< Recommendations-8 Choose current or timeless songs that reflect true culture and standard s0oAen "nglish8

D8 The songs could be com0lemented /ith video cli0s M/hen availableN8 The visual
material reinforces and su00orts the l'rics from the song8

E8 The introduction of the song must be s0ecific and clear8 F8 Create a linA MBoiron -..JN8 This means; engage the students into the song>s to0ic8
This /a'; the' can relate the to0ic to their realit'8 This maAes the student /ant to listen to the songs and therefore; the' 0ersonali$e the song8

G8 9an' resources can be used to find song l'rics8 =ne idea of the teachers from this
investigation /as to have the students themselves /rite the l'rics to the song and

maAe the 0resentation in the classroom; conducting the activit'8 Another resource is the internet /here one can find l'rics to the most current songs and timeless classics8 1f the internet is not available; some C!s or ta0es include the song l'rics8 9oreover; there are maga$ines s0eciali$ed in l'rics and singers8

I8 1f 'ou have the l'rics to a song /ithout music; don>t be afraid to invent music or to
asA students to 0erform8 Part of the fun can be having grou0s come u0 /ith the most creative rh'thm8 L8 A brief biogra0h' of the singer is useful to su00ort the song>s bacAground8 J8 The students are able to a00l' /hat the' Ano/ Mto0Rdo/nN; and relate it to /hat the' listen to in the song MbottomRu0N; M2unan -...N8

.8 The conte%t in /hich language is used and the 0ur0oses to /hich it is 0ut /ill
0la' a large 0art in sha0ing the language8 M2unan -..-N8 -K8 Per' long songs are not recommended; an average of time of the song could be around five minutes8 --8 The /hole song can be 0la'ed in order to be familiari$ed /ith it8 Then; in the second 0la'ing; it could be 0la'ed in 0arts8 -D8 9otivation is Cuite im0ortant for this Aind of activit'8 -E8 L'rics are real and living language8 So; the' 0resent a lot of contractions and several 0ronunciations8 -F8 A00ro0riate listening materials /hich are calibrated to the interests and abilities of the students are needed for s'stematic gro/th in listening sAills8 M(oss -..D; 08-.DR-.EN8 -G8 The learners can have a certain degree of control over the content of the song8 -I8 After finishing /ith the activities; the ne/ vocabular' could be a00lied b' using it in for the 0roduction of sentences8

-L8 1dentif'ing the song>s mood is useful to encourage sensibilit' in the 0u0ils8 <8> ).ggestions The most obvious suggestion; but the most forgotten one b' the teachers; is to use the songs to 0ractice various sAills; not &ust to looA at the subsAills8 <8D %istening? =bviousl'; listening to the song for an' other 0ur0ose is good 0ractice8 The teacher can have the student listen for s0ecific information or listen for the main idea8 Songs can hel0 im0rove listening b' teachers having students distinguish sounds and e%tract more common; but rarel' studied reductions; such as gonna and /anna; etc8 <8H )peaCing? Besides the obvious reason of having the students sing the song to 0ractice 0ronunciation; have the students discuss a to0ic that comes u0 in the song8 1f there are various characters in the song; the students can act out the song8 The teacher>s imagination is the limit8 The students can maAe a tele0hone call to one of the

characters8 1f there is dialogue; the student can ans/er the singer; etc8 <8B Reading? After having read over the song and one understands it; the students can?

(ead historical information about an event that comes u0 in the song8 (ead biogra0hical information about the singer or about historical characters8 (esearch a historical event and /rite a song or a dialogue related to it8 :orA /ith /riting activities and use them for reading 0ractice8
<84I $riting? There are so man' activities the teacher can use for /riting that the teacher ma' never use them all8 Some of them include?

:rite about characters; or /rite letters to them8 TaAe dictation of the song8

 Brainstorm and /rite a song of their o/n or another version of it8 :rite about a historical event related to the song or that could be related to the song8
<844 'irections for f.rther in/estigation The 0revious suggestions are 0art of a ver' small list of ideas from the researcher of this 0ro&ect8 1deas for using songs in the language classroom are endless and the teacher can use them for much more than &ust fun8 This investigation &ust focuses on the 0resent use of songs b' the Language schools of the BUAP8 1n the same /a'; it can be continued /ith another research liAe using s0ecific songs; singers or video cli0s in the " L classroom8

-I-LIO.RAPH/ Abrate; 68 M-..DN8 The Po0ular Song? An Authentic Tool for "nriching the " L Classroom8 Creative A00roaches in L Teaching8 :illiam 28 Oatfield Med8N8 1llinois? 2TC8 Anderson; A8 and T8 L'nch M-..EN8 Listening8 =%ford? =%ford Universit' Press8 Anderson; A8 and T8 L'nch8 M-..EN8 Listening8 =%ford? =%ford Universit' Press8 Boiron; 98 M-..JN A00roches PdagogiCues de la Chanson Contem0oraine? Presented in 51 "ncuentro de formacin continua ' de centros de autoa0rendi$a&e8 Puebla? BUAP8 B'gate; 98 M-..EN8 S0eaAing8 =%ford? =%ford Universit' Press8 CelceR9urcia; 98 M-..-N8 Teaching "nglish as a Second or oreign Language8 Boston? Oeinle -_ Oeinle8 CelceR9urcia; 9 and S8 Oilles8 M-.JJN8 TechniCues and (esources in Teaching *rammar8 =%ford? =%ford Universit' Press8 Collie; 68 and S8 Slater8 M-.JLN8 Literature in the Language Classroom8 Cambridge? Cambridge Universit' Press8
!ubin; 8 M-.LFN8 Pa0er 0resented at the T"S=L Convention; !enver; C=8 =n 9arch L; -.LF8 Cited in OalCuist in CelceR9urcia8

!ubin and B'cina; cited in CelceR9urcia8 M-..-N8 Teaching "nglish as a Second or oreign8 Language8 Boston? Oeinle _ Oeinle8 "llis; (8 M-.JGN8 Understanding Second Language AcCuisition8 =%ford? =%ford Universit' Press8 *asser; 98 and "8 :aldman8 M-.L.N8 Using Songs and *ames in the "SL Classroom8 Teaching "nglish as a Second or oreign Language ; edited b' 98CelceR 9urcia and L8 9c1ntosh8 (o/le'; 9A? 2e/bur' Oouse8 Oamilton; !8 M-...; 9a' DIN8 2AT= A00roves `Big SticA> Peace orce8 The 2e/s; 08L8 Oubbard; P8 et al8 M-.JEN8 A Training Course for T" L8 =%ford Universit' Press8 Qniveton; 68 and 98 9onterrubio8 M-..LN8 Singing in "nglish8 9e%ico Cit'? !elta8 9cCarth'; 98 M-..GN8 Pocabular'8 =%ford? =%ford Universit' Press8

9orle'; 68 M-..-N8 Listening Com0rehension in Second or 1nstruction8 9urcia8 -..-8 Boston? Oeinle _ Oeinle8

oreign Language Cited in CelceR

9ur0he'; T8 M-..DN8 9usic and Song8 =%ford? =%ford Universit' Press8 2unan; !8 M-..-N8 Language Teaching 9ethodolog' MA te%t booA for TeachersN8 Oertfordshire? Prentice Oall8 2unan; ! M-...N8 Second Language Teaching and Learning8 Boston? Oeinle _ Oeinle8 Parr'8 M-.JLN8 Cited in CelceR9urcia -..-8 Teaching "nglish as a Second Language8 Boston? Oeinle _ Oeinle8 oreign

Pomero'; C8A8 M-.LFN8 Songs for 1ntermediate "SL8 9aster>s Thesis@ Universit' of California; Los Angeles8 (ichards; 68 M-.I.N8 Songs in Language Learning8 T"S=L Huarterl' EMDN? -I-R-LF8
(ichards; 68 M-..KN8 1nterchange8 Cambridge? Cambridge Universit' Press8

(ost; 98 M-..IN8 Listening in Language Learning8 London? Longman8 Sha/; A898 M-.LKN8 Oo/ to 9aAe Songs for Language !rill8 "nglish Language Teaching DFMDN? -DGR-ED8 Steffenson; 98 and 6oasRPev8 M-.JFN8 Cited in Celce[9urcia8 -..-8Teaching "nglish as a Second oreign Language8 Boston? Oeinle _ Oeinle8 Tro'ca; L8 et al88 M-..IN8 OandbooA for :riters8 Scarborough? Prentice Oall8 :allace C8 M-..DN8 (eading8 =%ford? =%ford Universit' Press8 :elford; A8 M-.IJN8 undamentals of SAill8 London? 9ethuen8

Appendi7 4 =.estionnaire 1sing )ongs in the %ang.age Classroom

<ou ma' checA as man' ans/ers as a00l' on this Cuestionnaire8 2ame? Mo0tionalN77777777777777777777777777777777777777777777777777 2ame of school? 777777777777777777777777777777777777777777777777777

-8 Level of "nglish 0resentl' teaching?

77basic 77lo/Rintermediate 77intermediate 77highRintermediate 77advanced

D8 Oo/ often do 'ou use songs in teaching 'our "nglish classT

77DRE times a /eeA 77once a /eeA 77once ever' t/o /eeAs 77once a month 77once a semester 77almost never

E8 :hat Ainds of songs do 'ou usuall' useT

770o0 77rocA

77slo/ 77children>s 77traditional 77other Ms0ecif'N 77777777777777777777

F8 :hat criteria do 'ou use /hen choosing a songT

77studentsU level 77studentsU taste 77'our taste 77sAills to be taught 77clearness of l'rics 77grammar 77vocabular' 77rh'thm 77sing abilit' 77other 77777777777777777777777

G8 !o 'ou use songs according to a s0ecific 0ur0ose or goalT

77'es 77no 77usuall'

I8 :hat sAills do 'ou develo0T

77listening 77s0eaAing 77reading 77/riting

L8 :ithin those sAills; /hat activities do 'ou develo0T

77clo$e e%ercises 77grammar e%ercises 77discussions about to0ic 77listening for s0ecific information 77distinguishing sounds 77idioms 77students sing 77vocabular' 77/riting about song 77describing 770utting in correct order 77Cuestion and ans/er

77dictation

77other

J8 :hat are studentsU reactions /hen using songsT .8 :hat results do 'ou get from using songsT 7777777777777777777777777777
7777777777777777777777777777777777777777777777777777777777777777 -K8 1n general; /hat is 'our o0inion about using songs in the language classroomT

A++&"'I3 5 Inter/ie0 0ith coordinators of the lang.age schools -8 Learners Profile a8 :hat is the average age of the studentsT b8 :hat is the studentsU ma&orT -8 Are the' stud'ing at universit' level 'et or are the' high school level or belo/T D8 Are the' adult learners /ho are /orAing besides taAing classesT c8 Are the grou0s homogeneous heterogeneous Maccording to age; ma&or; etc8N D8 reCuenc' a8 Oo/ man' hours a /eeA do the learners attend "nglish classesT E8 =b&ective a8 :hat is the goal for them to learn "nglishT b8 :hat are the ob&ectives of the 0rogram or courseT c8 :hat results are obtainedT M!o the results match the ob&ectivesTN

Appendi7 9 -8 Classification of songs in relation to their grammar a00lication8

2o/ada's; some " L materials offer a variet' of songs recommended for academicals 0ur0oses8 =n the other hand; commercial music is an o0tion that is rene/ed ever'da' and offers a lot of 0ossibilities to e%0loit songs8 Therefore the teacher must select an adeCuate song; in relation to an ob&ective and level8 Suggestions b' the students also should to be considered8 The follo/ing list of o0tions and songs /as carefull' selected from man' l'rics and different times; and b' checAing their to0ics and b' classif'ing them into categories8 1n the case of grammar; the selection considers the most basic grammar tenses and other elements of language8 or this; the songs that onl' include one grammar tense that is re0eated several times /ere not considered8 1nstead of this; the research focused on the same tense but /ith several verbs; e8g8? M/e /ere /alAing; /e /ere talAing; /e /ere laughingWthe moon /as risingWthe night /as falling; etcN8 Songs liAe the 0revious mentioned 0resent more forms and e%am0les8 And also; some songs designed for teaching " LV"SL /ere included to com0lete this list8 inall'; a list of singers and songs that offer several themes to be discussed in class is 0rovided8 Timeless songs /ere not considered; ho/ever; the' can be ada0ted to the follo/ing classification suggested8 Songs are rich in grammatical structures@ the' also are real language8 Thus; because of re0etition the' engage students easil'8 The follo/ing list gives a classification of songs; /hich can be a00lied to s0ecific grammatical 0oints8 )imple present -8 Alright; Su0ergrass8 D8 Across the lines; Trac' Cha0man8 E8 6une afternoon; (o%ette8 F8 Oand in m' 0ocAet; Alanis 9orissette8 G8 <ou learn; Alanis 9orissette8 I8 Love hurts; 2a$areth8 L8 That>s /hat love is; Am' *rant8 +resent contin.o.s -8 !on^t dream; it^s over; Cro/ded Oouse8 D8 Lemon tree; ool>s *arden8 E8 6une afternoon; (o%ette8 F8 Sho00ing at the QRmart; M inchN a G8 9issing 'ou; 6ohn :aite8 )imple past -8 Stars; Sim0l' (ed8 D8 2or/egian :ood MThis bird has flo/nN; The Beatles8 E8 An'thing can ha00en; :as M2ot :asN8 F8 La isla bonita; 9adonna8

G8 Oa$ard; (ichard 9ar%8 +ast contin.o.s -8 La luna; Belinda Carlisle8 +resent perfect -8 :hat have the' done to the /orldT MBr'am Abbs _ 2ola <orAN8 a D8 2othing com0ares to 'ou; Sinbad =>Connor8 E8 True blue; 9adonna8 +resent perfect contin.o.s -8 :aiting for a girl liAe 'ou; oreigner8 *.t.re -8 Love /ill lead 'ou bacA; Ta'lor !a'ne8 D8 (una/a'; 6anet 6acAson8 E8 Cr'ing in the rain; AOA8 F8 (ush; rush; Paula Abdul8 G8 1>ll be there; The "sca0e Club8 =.estion str.ct.res -8 :here does m' hear beat no/T Cline !ion8 D8 :h' is it so hardT 9adonna8 E8 Qiss the rain; Billie 9'ers8 F8 "ternal flame; Bangles8 G8 !rive; The Cars8 Imperati/es8 -8 1^ll stand b' 'ou; Pretenders8 D8 !on^t s0eaA; 2o !oubt8 E8 The hoAe' 0oAe'8 a Conditionals and modals -8 Blame it on the rain; 9illi Panilli8 D8 Could have been; Tiffan'8 E8 Lend a hand8 a F8 9ore than /ords; "%treme8 G8 =ne of us; 6oan =sborne I8 <ou scratch m' bacA; 1>ll scratch 'ours8 a L8 Change; Lisa Stansfield8 J8 Oat full of stars; C'ndi Lau0er8 Tenses re/ie0 -8 <ou don^t understand me; (o%ette8 D8 All b' m'self; Cline !ion8 E8 True blue; 9adonna8 F8 :here do broAen hearts goT :hitne' Oouston8 G8 Alone; Oeart8 I8 Oat full of stars; C'ndi Lau0er8

L8 Piano man; Billie 6oel8 +rono.ns and possessi/es -8 9' heart /ill go on; Cline !ion8 D8 9'stical e%0erience; Bo's 4one8 E8 Paradise; Sade8 F8 And 1 love her; The Beatles8 "o.nsA ad:ecti/es and ad/erbs -8 1 don^t /anna talA about it; (od Ste/art8 D8 Cree0; (adiohead8 E8 1^ll be there; The "sca0e Club8 F8 True colors; C'ndi Lau0er8 G8 The one; "lton 6ohn8 I8 Alone; Oeart8 L8 orever 'oung; (od Ste/art8 J8 Oand in m' 0ocAet; Alanis 9orissette8 +repositions -8 1^ll be there; The "sca0e Club8 D8 Against all odds MTaAe a looA at me no/N; Phil Collins8 E8 T/o ste0s behind; !ef Le00ard8 F8 Tom>s dinner; Su$anne Pega8 G8 Qiss of life; Sade8 I8 Ootel California; The "agles8 IdiomsA opposites and /ocab.lary -8 ast car; Trac' Cha0man8 D8 Sing a song of o00osites8 a E8 =00osites attract; Paula Abdul8 F8 Clothes line8 a G8 *ive me the al0habet8 a I8 9agical colors8 a L8 Pla'ful Saturda'8 a J8 S0lish; s0lash M0arts of the bod'N8 a .8 The leader M0arts of the bod'N8 a -K8The haunted house Mthere isVareV/asV/ereN8 a --8 The t/elve months of the 'ear8 a -D8 "at 'ou broccoli MfoodN8 a -E8 The hoAe' 0oAe'8 a

58 )ongs 0ith a topic for disc.ssion Contemporary themes -8 "ver'bod' /ants to rule the /orld; Tears for ears8 D8 9an in the mirror; 9ichael 6acAson8 E8 :e are the /orld; USA for Africa8 F8 :ind of change; Scor0ions8 G8 Subcit'; Trac' Cha0man8 I8 !irt' cash; Adventures of Steve P8 L8 orever 'oung; Al0ha Pille8 J8 9one' for nothing; !ire Straits8 "at.re -8 Chorus; "rasure8 D8 !on^t Aill the /orld; Bone' 98 E8 Oeal the /orld; 9ichael 6acAson8 F8 Promise of a ne/ da'; Paula Abdul8 'r.gs -8 To' soldier; 9artiAa8 D8 Ootel California; The "agles8 E8 Street soldiers; Oammer8 F8 *ames; 2e/ Qids =n The BlocA8 G8 BlacA Balloon; *o *o !olls8 )aying good bye @death and lea/ing;8 -8 Pra'ing for the d'ing; Seal8 D8 ather and son; Cat Stevens8 E8 Bohemian (ha0sod'; Hueen8 F8 :ild /orld; Cat Stevens8 G8 The 0o/er of goodb'e; 9adonna8 I8 Tears in heaven; "ricA Cla0ton8 *amily relations -8 Cats in the cradle; Cat Stevens8 D8 Qee0 it together; 9adonna8 E8 =de to m' famil'; The Cranberries8 F8 =h father; 9adonna8 G8 Pa0a don^t 0reach; 9adonna8 I8 <ou>re no son of mine; *enesis8 &d.cation and c.lt.ral a0areness -8 Another bricA in the /all; PinA lo'd8 D8 ast car; Trac' Cha0man8 E8 9aterial /orld; Trac' Cha0man8 F8 *et u0; stand u0; Bob 9arle'8 G8 --m0h; :as M2ot :asN8

I8 :hat u0 dogT :as M2ot :asN8 L8 1 love rocA `n roll; 6oan 6ett _ the BlacAhearts8 Racism -8 Some/here in America; :as M2ot :asN8 D8 Across the lines; Trac' Cha0man8 E8 Born to fight; Trac' Cha0man8 F8 *et u0 stand u0; Bob 9arle'8 G8 :orAing for the fat man; The "sca0e Club8 I8 Oa$ard; (ichard 9ar%8 L8 (h'thm nation; 6anet 6acAson8 $ar and peace -8 1magine; 6ohn Lennon8 D8 Oa00' 5mas M:ar is overN; 6ohn Lennon8 E8 :ar is stu0id; Culture Club8 F8 4ombie; The Cranberries8 G8 *oodb'e 6oe' (ae; The "sca0e Club8 *ood for tho.ght and reflection -8 Cra$'; Seal8 D8 1ronic; Alanis 9orissette8 E8 =ne of us; 6oan =sborne8 F8 (eturn to 'ourself; "nigma8 G8 S/eet dreams; "urh'thmics8 I8 :hat^s u0; F 2on Blondes8 L8 Piano man; Billie 6oel8 J8 :h'T Trac' Cha0man8 .8 !ust in the /ind; Qansas8 (oti/ating songs -8 Alright; Su0ergrass8 D8 Let 'our soul be 'our 0ilot; Sting8 E8 Life is a flo/er; Ace of Base8 F8 Oere comes the sun; The Beatles8 G8 (a' of light; 9adonna8 I8 Oeaven is a 0lace on "arth; Belinda Carlisle8 L8 Three little birds; Bob 9arle'8 J8 !on>t /orr' be ha00'; Bobb' 9c errin8 Love -8 All 1 /anna do it>s maAe love to 'ou; Oeart8 D8 or m' lover; Trac' Cha0man8 E8 Sacrifice; "lton 6ohn8 F8 Seasons change; "%0os8 G8 Tie a 'ello/ ribbon round the old oaA tree; Ton' =rlando _ !a/n8

%oneliness -8 Lemon tree; ool>s *arden8 D8 Somebod' to love; Hueen8 E8 True blue; 9adonna8 F8 1 still got the blues; *ar' 9oore8 G8 1 remember 'ou; SAid (o/8 I8 Time after time; C'ndi Lau0er8 *riendship -8 Omm bo0; Oanson8 D8 Sa' 'ou; sa' me; Lionel (ichie8 E8 :hen 1>m IF; The Beatles8 F8 :ith a little hel0 from m' friends; The Beatles8 G8 <ou got a friend; Carole Qim8 I8 :e are the cham0ions; Hueen8 &scapade -8 All 1 /anna do; Sher'l Cro/8 D8 Ootel California; The "agles8 E8 Land of dreaming; 9asterbo'8 F8 =ver the rainbo/8 MArlenROarburgN8 a G8 "sca0ade; 6anet 6acAson8 I8 =cto0us garden; The Beatles8 +o/erty -8 Another da' in 0aradise; Phil Collins8 D8 *'0s' /oman; Cr'stal :aters8 E8 TalAin> bout a revolution; Trac' Cha0man8 F8 :orAing for the fat man; The "sca0e Club8 G8 :h'T Trac' Cha0man8 I8 !irt' cash; Adventures of Steve P8 Religion -8 =ne of us; 6oan =sborne8 D8 Love th' /ill be done; 9artiAa8 E8 LiAe a 0ra'er; 9adonna8 F8 rom a distance; Bettle 9idler8 G8 9' s/eet lord; *eorge Oarrison8 I8 Losing m' religion; (8"898 Being a 0oman -8 <ou oughta Ano/; Alanis 9orissette8 D8 All that 'ou have is 'our soul; Trac' Cha0man8 E8 She /orAs hard for the mone'; !onna Summer8 F8 *loria; Laura Branigan8 G8 Uninvited; Alanis 9orissette8 I8 Torn; 2atalie 1mbruglia8 L8 Pearls; Sade8

J8 That don>t im0ress me much; Shania T/ain8 * These songs are available in EFL/ESL materials. 98 )ingers 0ho present a 0ide /ariety of songs 0ith topics for disc.ssion8

-8 Alanis 9orissette8 D8 Billie 6oel8 E8 Bob 9arle'8 F8 Cat Stevens8 G8 6ohn Lennon8 I8 9adonna8 L8 Sting8 J8 The Beatles8 .8 Trac' Cha0man8 -K8 :as M2ot :asN8 9ore classifications and o0tions could be added; in the same /a' these songs could be substituted b' the ne/ songs; /hich are related to the same to0ic8 The activities develo0ed from songs em0hasi$e 0rediction; reflection and learning8 1n the same /a'; songs offer a variet' of e%0ressions and idioms; /hich sho/ the language in conte%t as it is s0oAen in real life8 Authentic s0oAen language 0resents a challenge for the learner to attem0t to understand language as native s0eaAers actuall' use it; (ost M-..F? -F-R-FDN8 Similar liAe this; to e%0osing 0u0ils to authentic te%ts it is benefical because nonauthentic listening te%ts differ in certain /a's from authentic te%ts; 2unan M-...? D-DN8 The first ones used to include linguistic functions that are more a00lied in /riting rather than in s0oAen language8 or this reason; songs liAe an' other sources of authentic material facilitate learning; listening and com0rehension8

68 #ther acti/ities s.ggested As it has been seen; the 0ossibilities for e%0loiting songs are unlimited8 Oo/ever; here is a list of 0ossible activities for " L classes8 -8 Clo$e e%ercises8 D8 9i%ed u0 song8 MA 0u$$le songN8 E8 As a Cui$$8 F8 6ust for singing and having fun8 MTo revie/ 0ronunciationN8 G8 or discussion8 I8 BacAground music8 L8 or translation8 J8 !iscrimination of sounds8 .8 ind out vocabular'8 -K8(ecreating a song M(e/riting a songN8 --8To revie/ a grammar element8 -D8Com0rehension and /riting e%ercises8 -E8 or dictation8 -F8A combination of these activities8 <8 $eb sites to find lyrics8 ///8summer8com8br ///8seas8u0enn8edu ///8l'rics8ch -http://barstop.com/wwwboard/Musicians/messages/6.html --http://www.komando.com/other/kool_sites/music/19980807_17... --http:// 07. 00.7!.1!"/#rts/Music/$ands_and_#rtists/M/Mood... --http://www.interagora.gr/candbot/l%rics.htm --http://netsur&.cit%link.de/users/gpa'icic/music/l%rics_e.... --http://www.home.sk/www/search/l%rics.htm --http://ambrosia-net.'irtuala'e.net/l%rics.html --http://whiplash.net/letras.html --http://mud.ncte.org/lists/ncte-talk/no'98/msg00!8 .html --http://ww.mp!now.com/html/l%rics.html --http://www.top!.net/&leetwood_mac/ --http://www.deadin'.com/resource/()*+music.htm --http://www.swissonline.ch/de/alpha/i.shtml

Appendi7 6 &7amples 1n the "nglish class the songs could be used in several forms /ith different ob&ectives8 Oere are &ust some 0ossibilities8 48 (.sic genres8 Teaching grammar can be easil' /hile the learners have fun8 The follo/ing activities are designed to com0lement some grammar e%ercises %e/el- Basic8 Time- 4<?4> (in8 Age- 4H?56 years8 )chool- 1ni/ersidad Realstica8 BacCgro.nd information 1n this universit' the students have been /orAing /ith the /ellRAno/n booA ]1nterchange]8 The follo/ing activit' /as a00lied to introduce the unit F of the booA mentioned8 This 0art of the booA sho/s some common rh'thms? 0o0; rocA; countr'; gos0el; &a$$; classical music and blues; as the most sold in the USA8 .ener"l o#0e&!ive To introduce different musical genres the learners should identif' that b' listening to some 0o0ular songs8 S%e&ifi& o#0e&!ive Students /ill be able to maAe Cuestions; to e%0ress agreement and disagreement and use ob&ect 0ronouns8 $arm .p To asA Cuestions liAe? !o 'ou liAe musicT R<es; 1 do8 !o 'ou love rocAT R2o; 1 don^t8 (aterial A ta0e recorder and a ta0e /ith some sam0les of /ellRAno/n songs8 "ach one of -K seconds in average8 Acti/ities? The ta0e is 0la'ed; this one includes these genres?

.enre -8 2e/ Age

D8 (ocA _ (oll

E8 Po0

F8=0era G8 Classical8 I8 6a$$8 L8 (a0 J8Techno .8 (anchera -K8Tango --8Banda -D82orte#a -E8 Oeav' metal -F8 Oard (ocA -G8 (omanticVBallad -I8 !anceV!isco -L8 (eggae -J8 :alt$ -.8 Oi0 Oo0 DK8 Countr' D-8 Can Can

Then; as the sam0les are 0la'ed; the teacher asAs? :hat Aind of music is itT The 0u0il>s ans/er? it^s 0o0@ it^s classical; etc8 Later; the activit' continues /ith a conversation from the te%tbooA? Con/ersation? LiAe and disliAes Listen and practice. Li$? Tom? Li$? Tom? Li$? Tom? Li$? !o 'ou liAe &a$$ TomT 2o; 1 don^t liAe it ver' much8 !o 'ouT 1t>s =Q8 :hat Aind of music do 'ou liAeT :ell; 1 liAe rocA a lot8 :hat^s 'our favorite grou0T UD8 Oo/ about 'ouT !o 'ou liAe themT 2o; 1 don^t8 1 can^t stand themB

M(ichards -..K? DEN8

And finall'; a clo$e e%ercise is ans/ered to 0ractice 'esVno Cuestions /ith do and the adeCuate use of ob&ect 0ronouns? Complete these conversations. Then practice them. A? !o 'ou888888888888888 disco musicT B? <es; 1 reall' liAe88W88Oo/ about 'ouT A? 1888888W8888 liAe it ver' much8 A? :ho^s 'our favorite actressT B? 6ane onda8 1 reall' liAe88 W8888 A? 6ane ondaB 1 can^t standB A? W888 'ou88888W888 Anne 9urra'T B? 2o; 1 W8W8 liAe W8888888 ver' much8 But 1 liAe :hitne' Oouston8 !o 'ouT A? <es; 1 W888W She^s terrificB
M(ichards -..K?DEN8

O%!ion 1 The songs 0resented can be changed in accordance /ith the students> age and time8 Pictures that sho/ singers or musical genres can su00ort this activit'8 O%!ion 2 I&e#re",er 1t can be develo0ed as an ]icebreaAer8 #ption 9 Coun!ries "n* n"!ion"li!ies This e%ercise can 0resent nationalities and countries; for e%am0le; to 0la' the sam0les of the songs; and asA about the countr' /here the song is from8 O#serv"!ions 1t reall' /orAs in class to motivate and engage the 0u0ils8 1n the last e%am0le; the activit' /as 0lanned in accordance /ith the course test8 The students 0aid attention; and /ere involved in the to0ic and e%ercises8 The' could recogni$e man' of the songs and almost all the classifications8 *rammar e%ercises /ere ans/ered /ith fe/ or no mistaAes8 9usic genres is a to0ic that can be e%0loited in several /a's8 2ot onl' does it 0resent rh'thms; but also; it is culture and fun8

#ption 6 Complementary acti/ity

T0enty G.estions

Gro.p 0orC8 Now you play the game. Take turns. One student thinks of a famous person. Then group can ask up to twenty questions like these. The answers are "Yes" or "No.

Is it a man? (Or) Is it woman? oes he li!e in the "nited #tates? Is she $merican? Is he a singer? oes she wear glasses? Is he in his %&s? 'hen (ou think (ou know the person)s name, sa(* Is he.... (name)? (or) Is she .... (name)?
M(ichards -..K; 08 E-N8

58 $orCing 0ith homonyms and commonly conf.sed 0ords8 Oomo0hone and homon'm sounds can be /orAed out in t/o forms8 9an' times; sounds confuse students8 Because of this@ the follo/ing activit' combines a reading and com0rehension e%ercise /ith a song8 %e/el- Intermediate or ad/anced8 Age- 2o.ng learners or ad.lts8 Time6I?>I min8 W"r3 u% To 0rovide the students a list of homon'ms and commonl' confused /ords8 ad!ice ad!ise are bu( b( fair fare hour our to too two recommendation to recommend plural form of to be to purchase ne+t to light-skinned, -ust, honest mone( for transportation, food si+t( minutes plural form of m( toward also, indicates degree (too much) number following one

E4er&ise Select the appropriate homonym from each group in parentheses

$ccording to (.ouncil, .ounsel) on $ging, the /orth $merican population o!er 01 is growing faster (than, then) an( other segment of societ(. 2he (council, counsel) (cites, sites) statistics indicating that elderl( people who ha!e access (to, too, two) good health care (are, our) likel( to outli!e (their, there, the(3re) parents. If elderl( parents grow (to, too two) (weak, week) to care for themsel!es, responsibilit( for them (ma(be, ma( be) (passed, past) to children (know, no) longer (oung themsel!es. (4ormall(, 4ormerl() (use to, used to) (their, there) parents making independent decisions, adult children must now learn to (accept, e+cept) that parents ma( need (assistance, assistants) with some decisions. $ging parents must be treated with courtes( and handled with (patience, patients). 4re5uent (personal, personnel) !isits help to keep parents3 (moral, morale) high or to (raise, ra6e) low spirits. In (principal, principle), adult children (all read(, alread() (know, no) how to beha!e with aging parents, the( must sometimes be prepared to re!erse their (respectful, respecti!e) roles. MTro'ca et al8 -..I; 08 FDFRFD.N8

(ain ob:ecti/e Learners /ill be able to discriminate homo0hone and homon'm sounds; b' maAing sense of the conte%t 0rovided8

Se&on* o#0e&!ive To adeCuate the nouns; ad&ectives or verbs that better fit to the content of the song8 $arm .p to the song The song The =ne /ill be introduced8 The song is about the moment /hen a cou0le finds out love8 Before listening to the song; the teacher /ill asA the 0u0ils about their o0inions and 0ersonal e%0eriences8 Then; if there are strange /ords; the' /ill be e%0lained; ho/ever the vocabular' is not difficult8 A&!ivi!ies for ! e song The 0u0ils listen to the song and select the best o0tion8 The song can be 0la'ed as man' times as reCuired8 Later; the' com0are their ans/ers in 0airs8 Then; each one reads a line from the l'rics and the /hole grou0 com0ares results8 After/ards; the' discuss /ith the teacher; /h' some /ords are not 0ossible8 To conclude; the students give o0inions about the song; /hat the' liAed or not; and /h'8 O#serv"!ion A brief biogra0h' of the singer could attach the song8 O%!ion 2 1t can be used as a testVCui$8 O%!ion 3 1t can be ada0ted for a 0honetics e%ercise8 O%!ion 5 The use of the video cli0 sho/s the scene8

The #ne By &lton John8 Select the adequate word

I(so)saw(2o1(dancing(o1t(the(ocean)notion -1nning(<ast)'ast(a'ong(the('and)sand(( A(s,irit(&orn(o<(ear)earth(and(m1rder)water)wa''et Aire(<'2ing(<rom(2o1r(hands)heads; In(the(instant(that('ove(someone In(the(record)second(that(the(hammer(hits)&eats)*ic*s -ea'it2(r1ns(1,(2o1r(s,ine),ine)smi'e And(the(,ieces(<ina''2(&e)&it)<it; And(a''(I(ever(needed(was(the(one %iCe freedom feelsKfields 0here 0ildK0ire horses r.n $he(stars)starts(co''ide('i*e(2o1(and(I 7o(shadows(&'oc*)'oc*(the(son)s1n 6o1/re(a''(I/ve(ever(needed Ba&2(2o1/re(the(one; ( $here(are(care&ands)caravans(we(<o''ow :r1n*en)&ro*en(nights(in(<ar)dar*(hote's 8hen(changes)chances(&reathe(&etween(the(a'iens)si'ence 8here(seB)siB(and('ove(no('onger(ge')2e''; Aor(each(man)men(in(his(time(is(cane)Cain %nti'(he(wa'*s(a'ong(the(dish)&each And(sees(his(<1t1re(in(the(wa''et)water A('ong(host)'ost(heart(within(his(rich)reach;

98 (.sicA comprehensionA grammar and /ideo clips8 (eading and com0rehension e%ercises used to be based on articles; short stories; etc8 This activit' suggests listening to a song and checAing com0rehension8 And also; to revie/ some grammar structures to maAe Cuestions and conversations8 =n the other hand; b' using a video cli0; culture can be 0resented and com0ared8 )ong- !iss the rainA by Billie (yers8 %e/el- %o0?intermediate or high intermediate8 Age2o.ng learners or ad.lts8 Time- Lariable @'epending on e7tended e7ercises;8 .ener"l o#0e&!ive To checA listening and com0rehension; revie/ some ad&ectives and nouns and to talA about the content8 S%e&ifi& o#0e&!ive Students /ill be able to maAe Cuestions in sim0le 0resent and be able to maAe a 0hone conversation8 W"r3 u% To asA the students ho/ do the' talA in the 0hone and /hat Cuestions the' maAe8 A&!ivi!ies irstl'; to introduce the conte%t; so the 0u0ils can maAe more sense of the l'rics; M2unan -...N8 The song is about a cou0le that broAe u0@ one da' she calls her old bo'friend8 Then; the learners follo/ the seCuenceVsituation till find the end8 Some /ords /ill be e%0lained Mda/n; fall over; tem0ted; and so on8N The activit' continues /ith a /riting; reading and com0rehension e%ercise? 18 !hoose the "est sentence that answers the following question W "! is ! e in!en!ion of ! e girl+ -8 To hurt herself8 D8 To get bacA her bo'8 E8 To sa' goodb'e8

#rite true or false -8 D8 E8 F8 She is on the street The bo' is alone 1t>s a sunn' da' Oe lives far a/a' 77777 77777 77777 77777

In yo.r o0n 0ordsA e7plain 0hat do yo. .nderstand by-8 D8 E8 F8 Am 1 getting through to 'ouT? Qee0 in mind; /e>re under the same sA'? :hat 1>m left imagining? :henever 1>m gone too long?

$%plain with your own words& the story of the song

Oo/ does the rain 0la' a role in the song; /hat is its meaningT 777777777777777777777777777777777777777777777777777777777777 1f 'ou reall' love somebod'; /hat /ould 'ou do to comebacAT

The learners /ill continue /ith the second o0tion; to e%tend the activities? #ption 5 (aCing G.estions The students /ill looA for the Cuestions asAed in the song@ in 0airs the' /ill ans/er them8 Then; the' /ill discuss /hich Cuestions are reall' im0ortant and /hat other Cuestions the' /ould do to the 0erson from the song; and the' /ill add more Cuestions /ith ans/ers8 #ption 9 +hone con/ersation As home/orA; the 0u0ils can elaborate an informal conversation; liAe talAing to a friend8 O%!ion 5 $atching a /ideo clip Using the cli0 from the song lets to 0redict or antici0ate; /hat is going to occur in the video cli08 After /atching it; the' /ill com0are it to the song@ sa'ing if it /as /hat the' e%0ected; /hat changes the' noticed; and /hat the' liAed more or not and /h'T Also; /hat other elements the' /ould add or taAe outT

#ption < Cul!ur"l ele3en!s To looA for cultural elements and the differences and similarities in relation to students> culture8 O%!ion 6 *ilming a clip 1f there /ere time and eCui0ment available; this /ould be an interesting follo/Ru0 alternative8

#ption D Locab.lary game rom the song are taAen the ne/ /ords or e%0ressions and /ritten in a 0iece of 0a0er; and in sli0s of 0a0er the definitions of this vocabular'8 So the learners relate both 0a0ers to find out the meanings8

Kiss The Rain, By Billie Myers. Hello Can you hear me? Am I gettin through to you? Well hello Is it late there? Theres a laughter on the line Are you sure youre there alone? Cause Im Im trying to explain Somethings wrong You just dont sound the same Why dont you Why dont you Go outside Go outside. Kiss the rain Whenever you need me Kiss the rain Whenever Im gone too long If your lips Feel lonely and thirsty Kiss the rain And wait for the dawn. Keep in mind Were under the same sky And the nights As empty for me, as for you If you feel You cant wait the till mornin Kiss the rain ! "#. Well hello Do you miss me? I hear ya say you do But not the way Im missin you So whats new? Hows the weather? Is it stormy where you are? You sound so close but it feels like youre so far Oh would it mean anythin If you knew What Im left imaginin In my mind

In my mind Would you go Would you go Kiss the rain Kiss the rain. As you fall over me Think of me (x 3) Only me Kiss the rain Whenever you need me Kiss the rain Whenever Im gone too long If your lips Feel hungry and tempted Kiss the rain And wait for the dawn. Keep in mind Were under the same sky And the nights As empty for me, as for you If ya feel You cant wait till mornin Kiss the rain ! "# Go outside $o outside Why dont you kiss the rain Kiss the rain. %ello &an you hear me' &an ya hear me' (o you miss me' (o ya )he way I miss you $ood*ye. 5' Singing in &l"ss' The 0ur0ose of this song it is to have a good 0ronunciation; &ust b' singing a ha00' and sim0le song8 )ong%e/elAgeTimeBarbie girlA by AG.a8 Any8 Any @Children and adolescents en:oy more this song;8 4<?5I min.tes8

O#0e&!ive The students /ill be able to sing and have and fun8 $arm .p To talA about the childhood; the 0u0ils> favorite games; cartoons; to's; dreams; 0laces; etc8 Acti/ities The teacher introduces the conte%t? 1t is about a ver' famous doll and her fantas' /orld8 Then; he asAs; have 'ou ever listened to the song Barbie girlT So; do 'ou liAe it and /h'T The song is 0la'ed once &ust to listen to it8 Then; it is 0la'ed again and the teacher divides the class in t/o grou0s? the girls /ill sing the 0art b' Barbie Min Times 2e/ (omanN and the bo's the 0art b' Qen Min Comic Sans 9 N8 The grou0 can sing as man' times as the' /ant8 O%!ion 1 Another song; /hich could be divided in t/o different 0arts is The land of dreaming; b' 9asterbo'8 =r an' other /ith these characteristics8 #ption 5 As a com0lement the students could /rite about their childhood; including their favorite games; cartoons; movies; to's; dreams; etc8 O#serv"!ion The song is Cuite successful /ith children and adolescents8 But it could also be a00lied to adults8 1t de0ends of the characteristics of the grou08

Barbie *irl By AG.a8

Hi Barbie! Oi QenB Do you want to go for a ride? Sure QentB Jump in! '() * +*,+'$ -',. I" A BARBI& $#R%' %I*& I" +%A)TIC ITM) *A"TA)TIC 2#1 CA" BR1), (2 ,AIR 1"'R&)) (& &L&R2$,&R& I(AGI"ATI#" T,ATM) 2#1R CR&ATI#"8 Come on Barbie, lets go party. 1>m a blond Single girl 1n a fantas' /orld !ress me u0 9aAe shine 1>m 'our doll'8 Youre my dolly Rock and roll Feel the glamour and pain Kiss me here Touch me there Hanky panky. <ou can touch <ou can 0la' <ou could sa' 1>m al/a's 'ours; ooh

9aAe me /alA 9aAe me talA !o /herever 'ou 0lease

1 can act liAe a star 1 can beg in m' Anees8 Come ump in! Be my "riend #et us do it again Hit(the(town Fool around #ets $o party. <ou can touch <ou can 0la' <ou could sa' 1>m al/a's 'ours; ooh8 M(e0eat chorusN8

<8 +repositions and changes8 The activities for this song are focused on the right use of 0re0ositions8 The song includes a lot of 0re0ositions /ith different e%am0les and combinations8

)ong- IMll be thereA by The &scape Cl.b8 %e/el- Intermediate8 Age2o.ngKad.lts Time5I min8 General ob:ecti/e To 0ractice s0eaAing and listening through discussion of the song8 To talA and /rite about favorite 0laces using 0re0ositions8 S%e&ifi& o#0e&!ive The learners /ill be able to fill in the blanAs /ith the correct 0re0ositions8 A&!ivi!ies Before giving the song; asA about 0laces /here 0eo0le can go to looA for someone8 The students /ill give e%am0les8 The song is given8 The' /ill identif' all the 0laces that the' can8 Oere the teacher; could mention the movie -host and e%0lain that the situation of this song is similar to the movie content8 :ith this the' can have a linA and be engaged in listening to the song8 2e%t; the' looA for some nouns liAeA rainA treesA 0hisperA milesA etc8 Pu0ils looA for unAno/n /ords and the teacher guides the learners to guess the meanings of these /ords8 Then; the' /ill be asAed to 0lace the 0re0ositions that in the blanAs8 Later; the' /ill com0are res0onses and discuss /h' the' used those 0re0ositions8 The song /ill be 0la'ed once; 0ausing to checA their ans/ers8 Then; the /hole song /ill be 0la'ed8 Students e%0lainVdescribe the song8 The teacher asAs; :ould 'ou do that for somebod'T The 0u0ils discuss /h' or /h' not8 O%!ion 1 ,ome0orC Oave the learners /rite a descri0tion of their favorite 0lace; describing it using 0re0ositions8 or e%am0le? 9' favorite 0lace is m' bedroom8 :hen 1 /alA in m' bedroom; 1 feel comfortable8 1 la' on m' bed and imagine that 1 go to man' 0laces8 1 looA at m' 0osters on the /all; and so on8 O%!ion 2 Several 0re0ositions could be /ritten in the blanAs8 or e%am0le? 'n/under/round the mountains; o0er/in/under trees8 The students and teacher can discuss all these 0ossibilities and /hat 0re0ositions are not 0ossible; in accordance /ith the l'ric>s to0ic8 The same e%ercise can be done /ith ad&ectives; nouns or verbs8

O%!ion 3 Recreating a song To maAe a ne/ /ritten version of the song8 This activit' em0hasi$es creativit'8 The follo/ing e%am0le includes the 0ossible changes and the original l'rics8 O#serv"!ions ill in the blanAs; it is the most freCuent a00lication of songs; ho/ever; b' adding some variations it could be more useful in " L class8

I++ ,- )%-.By Escape Club. =verVbehind mountainsV%olcanoes; overVunder treesVpines

=verVunder oceansVlakes, overVround seasVpools; AcrossVinside the desertV"orest; 1>ll be there8 1nVbehind a /his0erVnoise on the /indVring =nVin "ront o" the smileVlaughing ofV&ith a ne/'old friendVgirl 6ust thinA ofVabout me; and 1>ll be there8

!on>t be afraidVhungry'angry; oh; m' love I7ll #e 8"!& ing $ou fro3 "#ove/below And 1>d giveVrun all the /orld tonightVright no& To be /ithVb' 'ou >Cause 1>m on'by 'our side'li"e; And 1 still care; 1 ma' have died'married But 1>ve gone no/here'some&here; 6ust thinA of'about me; and 1>ll be there8 On9up ! e e*ge9end of/in " 8"l,ing9sailing/funny *re"3/joke/ship =ver'across rivers; overVunder streams Through'in'by /indVcar and rain'train; 1>ll be here8 Across'around the /ideVshort and o0en'close sA''skin'time; Thousands'hundred of milesVtimes'snacks 1>d fl''buy To #e/eat 8i! 9for/by $ou' I7ll #e ! ere

1on(t "e afraid2 3repeat4 1n the breath of a /ind'bear that sighs'"ights =h; there>s no need'more to cr'Vhide'buy; 6ust thinA ofVby me; and 1>ll be there8

>8 'isc.ssion in class8 #hy; it is a song /hich 0resents man' to0ics to debate in class8 1n the same /a' em0hasi$es the four sAills8 The "nglish teacher can ada0t the activities and o0tions to the class interests8

)ong- $hyN ByA Tracy Chapman8 %e/el- ,igh intermediate or ad/anced8 Age- 2o.ngKad.lts Time- Lariable8 General ob:ecti/e To talA about contem0orar' themes; to em0hasi$e discussion in class8 To reinforce the four sAills8 )pecific ob:ecti/es Learners /ill be able to identif' and discuss different to0ics8 Then; be able to identif' general and s0ecific information8 $arm .p :hat are some contem0orar' 0roblems for human beingsT !o 'ou have one of these 0roblemsT Teacher asAs8 A&!ivi!ies !ivide the class into grou0s; have the learners listen to the song8 Then; students identif' the situations 0resented in the song M0overt'; /ar; loneliness; safet' of /omen; and so forthN8 The' /ill discuss the to0ics and e%0ress /hat the' agree /ith and /hat the' don>t8 So; each grou0 /ill defend their 0oint of vie/8 O%!ion 1 "e0spaper As home/orA; the' /ill looA for articles about the themes from the song8 The follo/ing da'; the' sho/ /hat the' found; e%changing the articles and sharing o0inions in relation to the to0ics8 =ne of the articles is selected@ this one is about the conflict in Qo$ovo8 Then; it is related to the lines of the song? 'h( are the missiles called peace keepers? 'hen the(3re aimed to kill. :ith this; the 0oint to debate /ill be focused on this 0art of the song8 Teacher and learners /ill discuss; /ho is rightV/rong8 :hat /ould 'ou do if 'ou /ere the USA or <ugoslavia 0residentT This activit' em0hasi$es s0eaAing in class; reading; com0rehension; /riting reflection and 0ersonal 0oints of vie/8 #ption 5 Reading and comprehension e7ercise B' considering this article; an e%ercise of reading and com0rehension /ill be ans/ered in class8 The' can read aloud the article; and then; the' /ill /orA /ith the follo/ing Cuestionnaire?

.ener"l infor3"!ion -8 :hat can 'ou infer b' the titleT MN*TO North *tlantic Treaty Organi5ationN8 D8 :hat is the general idea of the /hole te%tT S%e&ifi& infor3"!ion E8 :ho are 6avier Solana and 6amie SheaT F8 :hat is A$nar>s o0inion; in relation to the conflictT TalCing and 0riting abo.t points of /ie0 G8 1f 'ou had the o00ortunit' to solve the conflict /hat /ould 'ou doT *ive 'our o0inion? O%!ion 3 The chart called 6.atest 1e0elopments can be discussed in class; 0oint b' 0oint8 O%!ion 5 Another article can be chosen to /orA in class and related to the song content8 O%!ion : As a final assignment; the students can develo0 an essa' about one of the themes offered in the song and 0resented it in class8

Why? By Tracy Chapman.

Why do the babies starve 'hen there3s enough food to feed the world 'h( when there3re so man( of us $re there people still alone? 'h( are the missiles called peace keepers? 'hen the(3re aimed to kill 'h( is a woman still not safe 'hen she3s in her home 7o!e is hate War is peace /o is (es $nd we3re all free 8ut somebod(3s gonna ha!e to answer 2he time is coming soon $midst all these 5uestions and contradictions 2here3s some who seek the truth 8ut somebod(3s gonna ha!e to answer 2he time is coming soon 'hen the blind remo!e their blinders $nd the speechless speak the truth. D8 %o/e songs8 Love songs are /ithout doubt; the most 0o0ular Aind of songs8 The students can anal'$e their content and e%0ress o0inions about love8 %e/el- Any8 Age- 2o.ngKad.lts8 Time- 4< min.tes8 .ener"l o#0e&!ive To anal'$e a love song; through a sim0le Cuestionnaire8 S%e&ifi& o#0e&!ive Learners /ill be able to e%0ress and talA their feelings8 W"r3 u% To asA the students; /hat do the' thinA about love; their e%0ectations and o0inions8

A&!ivi!ies The learners /ill bring to class their favorites love songs8 Then in grou0s; the' /ill choose a song and ans/er the follo/ing Cuestionnaire related to the song8 :rite notes on the l'rics of the song 'ou have chosen; ans/ering the follo/ing Cuestions8 -8 :hat is love liAe; according to this songT Choose a s0ot on the continuum8 1s it W su0remel' im0ortant marvelous; full of &o' lasting relativel' unim0ortant terrible; 0ainful e0hemeral

/hat elseT 777777777777777777777777777777777777777777777777777777777777777 D8 :ords that describe love Mdoes the song have an' images or com0arisonsTN 777777777777777777777777777777777777777777777777777777777777777777777 E8 :ords that describe the loved one MimagesT Com0arisonsTN 777777777777777777777777777777777777777777777777777777777777777777777 F8 1f 'ou>re in love; according to the song? Oo/ do 'ou behaveT 7777777777777777777777777777777777777777777777777777777777777777777777 Oo/ do 'ou feelT 7777777777777777777777777777777777777777777777777777777777777777777777 Oo/ does the 0erson /ho is loved behave V feelT 7777777777777777777777777777777777777777777777777777777777777777777777 Ans/er the follo/ing Cuestions about the nature of love8 -8 :hich of the follo/ing statements comes closest to 'our idea of /hat love isT MChecA one or moreN 777 Love is a 0aradise8 777 Love is hell8 777 Love is a disease8 777 Love is a state of madness8 777 Love is a religion8 777 Love is an allRconsuming fire8 777 Love is a Aind of /arfare8 777 Love is an e0hemeral nonsense8 777 Love is 77777777777777778 D8 Oo/ im0ortant; ho/ valuable is it for 'ouT :hich of the follo/ing sentences comes closest to 'our o0inionT 777 The most im0ortant thing; the onl' valuable thing in the /orld8 777 A good thing; but not the onl' good thing in the /orld8 777 A mi%ed blessing8

777 A disaster@ it al/a's ends in traged'8 777 A 0leasant illusion; cloaAing the realit' of se%8 777 An un0leasant illusion; distorting our idea of relations bet/een the se%es8 E8 1f 'ou love someone; /hat /ould 'ou be most liAel' to com0are him or her toT 777 a flo/er? 7777777777 777 a bird? 777777777 777 an animal? 77777777777 777 a celestial bod'? 7777777777 777 a 0art of nature? 7777777777 777 something else? 77777777777 F8 1f a man loves a /oman; this is ho/ he behaves? 777 :rites 0oems to her8 777 Sends her flo/ers and gifts8 777 :ee0s and sighs if she doesn>t res0ond8 777 Acts in a mainl'; masterful /a'8 777 Conceals his love8 777 7777777777777777777777777777777 G8 1f a /oman loves a man; this is ho/ she behaves? 777 *ives him gifts8 777 Pretends to love someone else8 777 Conceals her love8 777 Tells him about it8 777 Sighs and /ee0s if he doesn>t 0a' attention to her8 777 77777777777777777777777777777
MCollie; 6 and S8 Slater -.JL; 08 -LFR-LGN8

O%!ion 1 &7changing ans0ers and points of /ie0