LA CANCIÓN COMO VEHÍCULO LA CANCIÓN COMO VEHÍCULO POÉTICO Y COMO CREACIÓN POÉTICO Y COMO CREACIÓN LITERARIA EN LA CLASE DE LITERARIA EN LA CLASE DE INGLÉS. TIPOLOGÍA DE INGLÉS. TIPOLOGÍA DE CANCIONES. TÉCNICAS DEL USO CANCIONES. TÉCNICAS DEL USO DE LA CANCIÓN PARA EL DE LA CANCIÓN PARA EL APRENDIZAJE FONÉTICO, APRENDIZAJE FONÉTICO,

LEXICAL Y CULTURALLEXICAL Y CULTURAL..

1.- INTRODUCTION1.- INTRODUCTION

Especially relevant nowadaysEspecially relevant nowadays Waste of time?Waste of time? Why not?Why not? Sequence you are going to Sequence you are going to

followfollow

Poetic functionPoetic function. Form of the message . Form of the message more more importantimportant

Lyrics Lyrics elements of poetic creativity elements of poetic creativity Rhymes, stanzas, metaphorical languageRhymes, stanzas, metaphorical language

Children’s songs Children’s songs literary values (nursery literary values (nursery rhymes)rhymes)

Poetry and songs Poetry and songs closely bound. closely bound. Unconscious learningUnconscious learning Bridge towards creativity Bridge towards creativity

2.- SONGS AS A POETIC VEHICLE 2.- SONGS AS A POETIC VEHICLE AND LITERARY CREATION IN AND LITERARY CREATION IN

THE ENGLISH LESSONTHE ENGLISH LESSON

Methodological prodedures Stimulus for fun writingStimulus for fun writing

Common funCommon fun Can be performedCan be performed ProjectsProjects Create own activitiesCreate own activities Class song bookClass song book

what we do with songs what we do with songs in our mother tongue:in our mother tongue:

sing, whistle, hum, sing, whistle, hum, talk about the lyrics, the talk about the lyrics, the

group …group … Use them to create an Use them to create an

atmosphere)atmosphere) dance to them alone or in dance to them alone or in

groupsgroups

In addition, some In addition, some peoplepeople: :

Write lyrics and melodies.Write lyrics and melodies. Sing them in public.Sing them in public. Make video-clips.Make video-clips. Write articles Write articles Make surveys, top lists,.Make surveys, top lists,.

Krashen’s theory and the use of songs

•Affective filter hypothesis

•The input hypothesis

•The acquisition-learning hypothesis

reasons why we use reasons why we use songssongs

everyday languageeveryday language easy to findeasy to find funfun relaxing or stimulating relaxing or stimulating enjoyment enjoyment meaningful and functional learning, meaningful and functional learning, improves attention and lack of concentration. improves attention and lack of concentration. lighten formal learninglighten formal learning atmosphere of closeness and cooperation atmosphere of closeness and cooperation distance teacher distance teacher student develop creativity and student develop creativity and

imagination imagination practising vocabulary, sounds… practising vocabulary, sounds… activate repetition mechanismsactivate repetition mechanisms positive attitude towards FL positive attitude towards FL connection with values. connection with values.

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Authentic materials

3.- SONG TYPOLOGY3.- SONG TYPOLOGY authenticauthentic not authenticnot authentic

Another possible classification:Another possible classification: RhymesRhymes. Authentic. . Authentic. Humpty Dumpty, Dumpty,

baa baa, black sheep, Hey , Hey diddle...... ChantsChants. Not authentic. aim.Eeany, meeny... Good bye . Not authentic. aim.Eeany, meeny... Good bye

ChantChant Actions songsActions songs. TPR. Happy , hockey cockey, head and . TPR. Happy , hockey cockey, head and

shoulders...shoulders... Traditional songsTraditional songs: Christmas Carols, congratulations . : Christmas Carols, congratulations .

ABCABC Pop songsPop songs

Classical pop songs (lemon, jungleClassical pop songs (lemon, jungle Modern pop songs (Modern pop songs (In addition : UPDATEIn addition : UPDATE

Sing along videosSing along videos Disney ( I wanna be like you)Disney ( I wanna be like you)

http://www.subingles.com/doku.php/ejercicios:ejercicio_cancion_21

Didactic classificationDidactic classification : :

Warm-up songs Warm-up songs changing the activity.changing the activity. To introduce a new topic.To introduce a new topic. To work on a song throughout one or more To work on a song throughout one or more

sessions, , sessions, , To take up again students' attention when To take up again students' attention when

they are restless or dispersed. they are restless or dispersed. As a final activity to close the session. As a final activity to close the session.

Phonetic, lexical and cultural Phonetic, lexical and cultural learning techniques from the use learning techniques from the use of songsof songs

Selection Selection aims & interests aims & interests Level of difficultyLevel of difficulty Success Success methodological context methodological context

Techniques:Techniques: classic gap-fill, rhyming words, classic gap-fill, rhyming words,

spot the mistake, comic strip, spot the mistake, comic strip, relaxation, follow-up,…relaxation, follow-up,…

Video-clip , class songbook,Video-clip , class songbook,

Exploiting songsExploiting songs PhoneticsPhonetics

Stress, minimal pairs, homophones, Stress, minimal pairs, homophones, fast speech pronunciationfast speech pronunciation All listeningAll listening

VocabularyVocabulary Words learnt by repetition,Words learnt by repetition, Natural way to work on grammar (activities)Natural way to work on grammar (activities)

Socio cultural Socio cultural Social and civicSocial and civic Cultural and artisticCultural and artistic Discover life style, food, sports, …Discover life style, food, sports, … Traditional songs (Guy Fawkes’ chant)Traditional songs (Guy Fawkes’ chant)

Organise our workOrganise our work

Before they listenBefore they listen Atmopshere, prepare linguisticallyAtmopshere, prepare linguistically

During listeningDuring listening Main focusMain focus ActivitiesActivities

After listeningAfter listening Follow-upFollow-up Integration of previous workIntegration of previous work

Use of ICTUse of ICT

ICT and regulationsICT and regulationsSource of authentic Source of authentic languagelanguage

Use of the InternetUse of the Internet

Curricular linksCurricular links

CD 1513/2006CD 1513/2006 Objectives Objectives Basic competencesBasic competences ContentsContents Evaluation CriteriaEvaluation Criteria

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