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

1.- INTRODUCTION Especially relevant nowadays Waste of time? Why not? Sequence you are going to follow

2.- SONGS AS A POETIC VEHICLE AND LITERARY CREATION IN THE ENGLISH LESSON Poetic function. Form of the message more important Lyrics  elements of poetic creativity Rhymes, stanzas, metaphorical language Children’s songs  literary values (nursery rhymes) Poetry and songs  closely bound. Unconscious learning Bridge towards creativity

Methodological prodedures Stimulus for fun writing Common fun Can be performed Projects Create own activities Class song book In addition, some people: Write lyrics and melodies. Sing them in public. Make video-clips. Write articles Make surveys, top lists,. what we do with songs in our mother tongue: sing, whistle, hum, talk about the lyrics, the group … Use them to create an atmosphere) dance to them alone or in groups

Krashen’s theory and the use of songs Affective filter hypothesis The input hypothesis The acquisition-learning hypothesis

reasons why we use songs everyday language easy to find fun relaxing or stimulating  enjoyment meaningful and functional learning, improves attention and lack of concentration. lighten formal learning atmosphere of closeness and cooperation distance teacher  student develop creativity and imagination practising vocabulary, sounds… activate repetition mechanisms positive attitude towards FL connection with values. Order of August 10, 2007 Authentic materials

3.- SONG TYPOLOGY authentic not authentic Another possible classification: Rhymes. Authentic. Humpty Dumpty, baa baa, black sheep, Hey diddle... Chants. Not authentic. aim.Eeany, meeny... Good bye Chant Actions songs. TPR. Happy , hockey cockey, head and shoulders... Traditional songs: Christmas Carols, congratulations . ABC Pop songs Classical pop songs (lemon, jungle Modern pop songs (In addition : UPDATE Sing along videos Disney ( I wanna be like you) http://www.subingles.com/doku.php/ejercicios:ejercicio_cancion_21

Didactic classification : Warm-up songs changing the activity. To introduce a new topic. To work on a song throughout one or more sessions, , To take up again students' attention when they are restless or dispersed. As a final activity to close the session.

Selection  aims & interests Phonetic, lexical and cultural learning techniques from the use of songs Selection  aims & interests Level of difficulty Success  methodological context Techniques: classic gap-fill, rhyming words, spot the mistake, comic strip, relaxation, follow-up,… Video-clip , class songbook,

Exploiting songs Phonetics Vocabulary Socio cultural Stress, minimal pairs, homophones, fast speech pronunciation All listening Vocabulary Words learnt by repetition, Natural way to work on grammar (activities) Socio cultural Social and civic Cultural and artistic Discover life style, food, sports, … Traditional songs (Guy Fawkes’ chant)

Organise our work Before they listen During listening After listening Atmopshere, prepare linguistically During listening Main focus Activities After listening Follow-up Integration of previous work

Use of ICT ICT and regulations Source of authentic language Use of the Internet

Curricular links CD 1513/2006 Order of August 10, 2007 Objectives Basic competences Contents Evaluation Criteria Order of August 10, 2007