1. 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.

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

3. 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

4. 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

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

6. 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

7. 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)

8. 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.

9. 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,

10. 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)

11. 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

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

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