“A DIDACTIC PROPOSAL BASED ON THE USE OF SONGS ...

UNIVERSIDAD NACIONAL PEDRO RUIZ GALLO

FACULTAD DE CIENCIAS HISTÓRICO

SOCIALES Y EDUCACIÓN

Unidad de Postgrado de

Ciencias Histórico Sociales y Educación

PROGRAMA DE MAESTRIA EN CIENCIAS DE LA EDUCACION

“Didactic Proposal Based on the use of songs to improve the level of vocabulary

among elementary students of the “Language Centre” of the National

University of Cajamarca-2017”

Tesis presentada para optar el Grado Académico de Maestra en Ciencias de

la Educación con mención en Didáctica del idioma inglés.

Presentado por:

Mujica Medina ,Gloria Paola

Asesora :

M.Sc. Cabezas Martínez ,Milagros

LAMBAYEQUE– PERÚ

2019

“Didactic Proposal Based on the use of songs to improve the level of vocabulary among

elementary students of the “Language Centre” of the National University of Cajamarca-

2017”

PRESENTED BY:

_______________________________________ _______________________________________

Gloria Paola, Mujica Medina M.Sc. Milagros, Cabezas Martínez

Author Advisory

APPROVED BY:

_____________________________________

Dra. DORIS NANCY DÍAZ VALLEJOS

CHAIRMAN

_____________________________________________

M.Sc. MARÍA DEL PILAR FERNÁNDEZ CELIS

SECRETARY

_____________________________

M.Sc. ELMER LLANOS DÍAZ

SPOKESPERSON

LAMBAYEQUE – PERU

2019

i

DEDICATION

I want to thank God because he gave me the gift of perseverance to reach my goal and guide me

on the right path, give me the strength to keep going and not give out in the attempt.

To the Pedro Ruiz Gallo University that opened its doors to me to be a better person and a good

professional.

To the professors who with their dedication and support became my example to follow.

For my little angel who from heaven watches over my steps and gives me every day the strength

to keep going.

For my parents for their support, advice, understanding, love and help in difficult times. They

have given me everything I am as a person, my values, my principles, my character, my

commitment, my perseverance, my courage to continue with my goals.

GLORIA PAOLA MUJICA MEDINA

ii

ACKNOWLEDGMENT

I would like to express my sincere gratitude to my advisor M.Sc. Milagros Cabezas Martinez

for the continuous support of my thesis study and research, for her patience, motivation,

enthusiasm, and immense knowledge. Her guidance helped me all the time of research and writing

of this thesis. I could not have imagined having a better advisor and mentor for my thesis study.

I also wish to express my gratitude to the Institution “Language Centre of the National

University of Cajamarca”, the director and other staff members of the institution who helped me

during the period of my project work.

To all friends and others who in one way or another shared their support, either morally, thanks

you.

Last but not the least; I would like to thank my parents, for giving the life to me at the first place

and supporting me spiritually throughout my life.

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INDEX

DEDICATION ........................................................................................................................ i

ACKNOWLEDGMENT........................................................................................................ ii

INDEX .................................................................................................................................. iii

LIST OF TABLES ............................................................................................................... vii

LIST OF FIGURES ............................................................................................................ viii

ABSTRACT ........................................................................................................................... x

RESUMEN ........................................................................................................................... xi

INTRODUCTION ............................................................................................................... xii

CHAPTER I

ANALYSIS OF THE PROBLEMATIC EDUCATIONL REALITY OF “THE LANGUAGE

CENTRE OF THE NATIONAL UNIVERSITY OF CAJAMARCA”

1.1. LOCATION AND HISTORICAL BACKGROUND OF THE LANGUAGE CENTRE

OF THE NATIONAL UNIVERSITY OF CAJAMARCA ............................................ 2

1.2. HOW THE PROBLEM ARISES ................................................................................... 4

a. International Context ................................................................................................ 5

b. Latin American Context............................................................................................ 8

c. Peruvian Context..................................................................................................... 10

d. Local Context .......................................................................................................... 13

1.3. HOW THE PROBLEM STATES AND ITS CHARACTERISTICS .......................... 13

1.4. METHODOLOGY ...................................................................................................... 15

1.4.1 TYPE OF RESEARCH DESIGN ....................................................................... 15

1.4.2 POPULATION AND SAMPLING ..................................................................... 16

iv

1.4.3 TECHNIQUES AND INSTRUMENTS FOR DATA COLLECTION .............. 16

1.4.4 PROCESSING TECHNIQUES AND DATA ANALYSIS ................................ 17

CHAPTER II

CONCEPTUAL THEORETICAL FRAMEWORK

2.1. BACKGROUND INFORMATION ............................................................................ 19

a. “The Effects of Music on Foreign Language Retention in Elementary School” .... 19

b. “Using Songs to Enhance Language Learning and Skills in the Cypriot Primary

EFL Classroom” ..................................................................................................... 20

c. “Teaching English as a Second Language through Rap Music: A Curriculum

for Secondary School Students” ............................................................................. 21

2.2. THE THEORETICAL BASIS ...................................................................................... 22

2.2.1 Approaches, theories and studies that support the use of songs in vocabulary

teaching ............................................................................................................... 22

a. Suggestopedia – a wonder approach to learning foreign languages ............. 22

b. Lexical approach ........................................................................................... 25

c. Communicative approach .............................................................................. 26

2.2.2 Music ................................................................................................................... 29

a. Definitions of Music & Songs ....................................................................... 29

b. Music and Its Beginning................................................................................ 29

c. Definitions of Music ...................................................................................... 30

d. Influence of Music......................................................................................... 31

e. Music and Language ..................................................................................... 32

f. Music and the brain: left and right hemispheres ........................................... 35

v

g. Music as a Memory Aid ................................................................................ 36

h. Music and Learning ....................................................................................... 37

i. Music and Motivation ................................................................................... 38

2.2.3 Songs ................................................................................................................... 39

a. What makes a song a song? ........................................................................... 39

b. Nature of Song............................................................................................... 40

c. Aspect of Song .............................................................................................. 41

d. The Importance and Role of Song in Language Teaching ............................ 42

e. Song as Practical Material ............................................................................. 42

f. What can we do with a song in language teaching? ...................................... 43

g. Why teach foreign languages with songs? .................................................... 46

h. Advantages and disadvantages of teaching of foreign languages through

songs ............................................................................................................. 48

i. Criteria to select song to the English teaching .............................................. 50

j. Types of Songs .............................................................................................. 50

2.2.4 Vocabulary .......................................................................................................... 54

2.2.4.1 What is vocabulary and what needs to be taught? ................................ 54

a. What is vocabulary? ....................................................................... 54

b. What needs to be taught? ............................................................... 54

2.2.4.2 Learning vocabulary – aids to learning ................................................. 55

a. Learning words with associated meanings together....................... 55

b. Figure and diagrams ....................................................................... 56

c. Collocation ..................................................................................... 57

vi

2.2.4.3 Organizing a vocabulary notebook ....................................................... 57

a. Organizing words by meaning ....................................................... 57

b. Using various types of diagrams .................................................... 57

c. Organising by words – class .......................................................... 58

2.2.4.4 Aspects of meaning (1): denotation, connotation, appropriateness ...... 58

2.2.4.5 Aspects of meaning (2): meaning relationships .................................... 59

2.2.4.6 Word formation ..................................................................................... 60

2.2.4.7 Presenting New Vocabulary .................................................................. 62

a. Stage 1: Ideas for presenting specific items ................................... 62

b. Stage 2: Studying further techniques ............................................. 62

c. Stage 3: Application and Comparison............................................ 62

d. Stage 4: Discussion ........................................................................ 62

2.2.4.8 Remembering Vocabulary .................................................................... 63

2.2.4.9 Ideas for vocabulary work in the classroom ......................................... 63

a. Sharing ideas .................................................................................. 63

b. Ideas for vocabulary activities ....................................................... 64

2.2.4.10 Testing Vocabulary ............................................................................... 64

2.3. GLOSSARY ................................................................................................................. 69

2.4. THEORETICAL MODEL OF THE DIDACTIC PROPORSAL ................................ 71

CHAPTER III

RESULTS AND DISCUSSION OF THE RESEARCH

3.1 ANALYSIS AND INTERPRETATION OF RESULTS ............................................. 73

vii

3.1.1. Analysis of the pre-test (vocabulary diagnostic test)……………………….…..73

3.1.2. Analysis of the post-test………………………………………………….……..86

3.1.3. Comparative analysis of the pre-test and post-test results………………….…..98

3.2 PROPOSAL PRESENTATION ................................................................................. 102

3.2.1. Theoretical model …………………………………..…………………..…….104

3.2.2. Description of the didactic proposal ................................................................ ..105

I. Duration ................................................................................................... 105

II. Description ............................................................................................... 105

III. Foundation ............................................................................................... 105

IV. Objectives of the proposal ....................................................................... 106

V. Structure of the didactic proposal ............................................................ 107

VI. Organization of the learning sessions ...................................................... 110

VII. Methodological strategies ........................................................................ 115

VIII. Material, techniques and instrumentation of data collection .................. 116

IX. Evaluation ................................................................................................ 117

X. Budget of the proposal ............................................................................. 117

CONCLUSIONS................................................................................................................ 118

RECOMMENDATIONS ................................................................................................... 120

BIBLIOGRAPHIC REFERENCES................................................................................... 121

APPENDIXES ................................................................................................................... 125

Appendix 1: Database ................................................................................................... 126

Appendix 2: Pre-test and Post-test ................................................................................ 127

Appendix 3: Booklet of song worksheets ..................................................................... 139

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LIST OF TABLES

Table 1

Students at the elemental level with an average age of 20 years of the Language Centre of the

National University of Cajamarca institute................................................................................... 16

Table 2

Sample of thirteen students in the elementary level of the Language Centre of the National

University of Cajamarca ............................................................................................................... 16

Table 3

Vocabulary dimensions ................................................................................................................. 74

Table 4

Pre-test results table ...................................................................................................................... 75

Table 5

Values table ................................................................................................................................... 76

Table 6

Average score of each item ........................................................................................................... 77

Table 7 .......................................................................................................................................... 86

Table 8

Post-test results table..................................................................................................................... 87

Table 9

Values table ................................................................................................................................... 88

Table 10

Average score of each item ........................................................................................................... 89

Table 11

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Comparative analysis of the pre-test and the post-test results ...................................................... 98

Table12

Average comparison test ............................................................................................................... 99

Table 13

Proposal structure........................................................................................................................ 110

Table 14

Materials, techniques and instrumentation of data collection. .................................................... 116

Table 15

Budget of the proposal. ............................................................................................................... 117

x

LIST OF FIGURES

Figure 1. Map of the Department of Cajamarca - location of the Language Centre of the National

University of Cajamarca institute in the District of Cajamarca. ..................................................... 3

Figure 2. Map of the results of the 2016 EF English Proficiency Index ...................................... 10

Figure 3. Index of the English level for Schools (EF EPI) ........................................................... 10

Figure 4. Example of network ..................................................................................................... 55

Figure 5. Example figures and diagrams ...................................................................................... 56



Figure 8. Example the Matrices .................................................................................................... 57

Figure 9. Example tree-diagram ................................................................................................... 58

Figure 10. Example Brainstorming round an idea ........................................................................ 64

Figure 11. Example Vocabulary- Testing Techniques ................................................................. 68

Figure 12. Vocabulary level of the dimension Word identification through the context ............. 78

Figure 13. Vocabulary level of the dimension Synonyms ............................................................ 79

Figure 14. Vocabulary level of the dimension Category of words ............................................... 80

Figure 15. Vocabulary level of the dimension Collocation .......................................................... 81

Figure 16. Vocabulary level of the dimension Functions ............................................................. 82

Figure 17. Vocabulary level of the dimension Auditory identification of words ......................... 83

Figure 18. Vocabulary level of the dimension Parts of speech..................................................... 84

Figure 19. Vocabulary level of the dimension Word identification and spelling ......................... 85

Figure 20. Vocabulary level of the dimension Word identification through the context ............. 90

Figure 21. Vocabulary level of the dimension Synonyms ........................................................... 91

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Figure 22. Vocabulary level of the dimension Category of words ............................................... 92

Figure 23. Vocabulary level of the dimension Collocation ......................................................... 93

Figure 24. Vocabulary level of the dimension Functions ............................................................ 94

Figure 25. Vocabulary level of the dimension Auditory identification of words ........................ 95

Figure 26. Vocabulary level of the dimension Parts of speech .................................................... 96

Figure 27. Vocabulary level of the dimension Word identification and spelling ......................... 97

Figure 28. Comparative analysis of the pre-test and the post-test results of the control group . 101

xii

ABSTRACT

The research denominated “A didactic proposal based on the use of songs to improve the level

of vocabulary among elementary students of "the Language Centre of the National University of

Cajamarca” was an answer to the problem of the lack of vocabulary management of the students,

due to this is the based to develop the competences according to their profile. This research work

mentioned before had as objective to determine the influence of the learning strategy based on

songs in the level of vocabulary of the elementary students of "The Language Centre of the

National University of Cajamarca". This Pre-experimental design research, due to its level of

depth, is of an applicative nature. The sample was 13 students and it was worked with a single

group. A pre-test was applied using as an instrument an Evaluative Test based on Pre, While and

Post listening steps and the evaluated dimensions were Word identification through the context,

Synonyms, Category of words, Collocation, Functions, Auditory identification of words, Parts of

speech and Word identification and spelling; the level of vocabulary was determined where 64%

was found in the Starting level and 4% of the students reached the outstanding level. The Post

Test was applied using the same evaluative test, determining that 65% achieved the level of

outstanding vocabulary and 3% achieved the starting level. Therefore, it was concluded that the

application of the strategies of the use of songs improve the level of vocabulary of the elementary

students of “The Language Centre of the National University of Cajamarca ".

Key Words: pronunciation, songs, stress, worksheets, booklet

xiii

RESUMEN

La investigación denominada “Propuesta didáctica basada en el uso de canciones para mejorar

el nivel de vocabulario entre los estudiantes del nivel elemental del Centro de idiomas de la

Universidad Nacional de Cajamarca” fue una respuesta al problema de falta de manejo de

vocabulario de los estudiantes, debido a que ésta es la base para desarrollar las competencias de

acuerdo a su perfil. Este trabajo de investigación antes mencionada, tuvo como objetivo determinar

la influencia de la estrategia de aprendizaje basada en canciones en el nivel de vocabulario de los

alumnos del nivel elemental del Centro de Idiomas de la Universidad Nacional de Cajamarca. La

investigación de diseño pre experimental, por su nivel de profundidad es de corte aplicativa. La

muestra fueron 13 estudiantes y se trabajó con un solo grupo. Se aplicó un Pre test utilizando como

instrumento una Prueba Evaluativa basada en tres pasos Pre, While y Post y las dimensiones

evaluadas fueron synonyms, parts of speech, collocation, functions, Word identification and

spelling; se determinó el nivel de vocabulario donde el 64 % se encontró en el nivel inicio y el 4%

de los estudiantes alcanzaron el nivel excelente. Se aplicó el Post Test utilizándose la misma prueba

evaluativa determinándose que el 65 % lograron el nivel de vocabulario excelente y el 3%

alcanzaron el nivel inicio. Por lo tanto, se concluyó que la aplicación de las estrategias del uso de

canciones mejora el nivel de vocabulario de los alumnos del nivel elemental del Centro de Idiomas

de la Universidad Nacional de Cajamarca.

Palabras claves: pronunciación, fonética, stress, hoja de trabajo, cuadernillo.

xiv

INTRODUCTION

One of the challenges that a teacher has to face in a daily class routine is how to make students

improve their vocabulary, how to keep the attention and how to encourage them for their

motivation. In this learning acquisition process of a foreign language exist a wide deficiency in the

learning of a second language because there are not the right strategies to teach the lexical

structures, therefore the students cannot acquire the language easily and in a natural manner,

producing in them insecurity to communicate and express their ideas.

The processes of second language learning has changed considerably in the last 30 years, so the

English language teaching tradition has been subject to tremendous change, especially throughout

the twentieth century, due to more than any other approach has been applied, in various

adaptations, in language classrooms given us a slightly different perspective and expands our

understanding.

Through this investigation, I will propose some strategies, which could be used by different

teachers improving the acquisition of vocabulary in their students in a natural way without pressure

in a suitable environment.

Vocabulary is the core or heart of English language because without sufficient vocabulary

students cannot understand others or express their own ideas. Consequently, in my present teaching

of English vocabulary, enough attention and great importance should give to the acquisition and

instruction of basic vocabularies.

Teaching vocabulary is not just about words; it involves lexical phrases, knowledge of English

vocabulary, how to go about learning and teaching it.

xv

Furthermore, know a word involve three aspects form, meaning and use so the students will

improve their pronunciation, spelling, meaning and grammatical functions.

If students improve and recognize the importance of vocabulary in their language learning,

these help them understand and communicate with others in English.

This means that if they can speak English, they will find a greater number of possible careers

to choose from after they finish university.

On the other hand, if the students improve their level of vocabulary, they will be able to express,

think and feel, talk, exchange views, contract between person and person though wherever they

live.

When the students acquired a language, they are not conscious about it. They are aware that

they are using the language for communication, but they are not conscious about the rules of the

language they have acquired. In the acquisition of a language, first students acquire words in a

natural process and then they are acquired the grammatical structures

To make this learning meaningful I have thought to teach vocabulary through songs due to the

purpose of using music in the classrooms is to create a learning environment by increasing

vocabulary; building listening comprehension, enhancing speaking, reading, and writing skills and

expanding cultural knowledge. Maess (2001) pointed out that musical and language processing

appear in the same area of the brain, which is parallel in how musical and linguistic syntax are

processed at the same time we can give our students the opportunity to learn vocabulary using

appropriate learning strategies that will help them to acquire it in a spontaneous way.

xvi

The researcher chose the topic of using of songs to improve vocabulary because she strongly

believes that to get a wide variety of useful vocabulary items can be acquired through popular

songs. Using students' favourite songs to teach vocabulary creates endless opportunities for

revision which is fundamental for storing the information in long term memory (Murphey, 1992).

Music helps learners to overcome the problem of retaining vocabularies since it has the quality of

sticking in one's head. It is believed that teaching different aspects of a language utilizing songs

might facilitate the process of language learning in the classroom.

When The researcher applied song worksheets in the lesson plans in order to improve the

students’ lexical structures, she realized it really worked with them and the results were

tremendous. The researcher always wanted to have this kind of opportunity to show how great

they work in communicative classes. Therefore, for getting their diploma, they would like to prove

that using songs would be very beneficial for students to improve their lexical structures.

From her personal experience in the major, the researcher believes that the main cause of the

lack of vocabulary among learners is due to they had not acquired the enough strategies and

techniques to have a wide vocabulary so they have limitations in how to express their ideas in oral

way through real situations which can be very motivating for them instead of learning just grammar

itself. Therefore, the researcher proposes the use of songs for promoting and developing students’

lexical structures. This approach is believed that through songs and music students can fix the

words in their minds successfully giving them the opportunity to use the language correctly in

different situations. Therefore, the research aims intend to prove that using didactic strategies

based on songs improves the level of vocabulary.

xvii

The present work is focused on achieving the following general objective: Determine the

effectiveness of the use of songs to improve the level of vocabulary of the elementary students of

the Language Centre of the National University of Cajamarca.

It also achieves the next specific objectives:

- Elaborate the appropriate tools to identify the level of vocabulary of the elementary students

of “the Language Centre of the National University of Cajamarca”.

- Apply the strategy based on the use of songs and theoretical basis of Suggestopedia, the

Lexical approach and the Communicative approach to improve the level of vocabulary of the

elementary students of “the Language Centre of the National University of Cajamarca”.

- Analise if the proposal based on the use of songs develop and improve the lexical acquisition

of the students.

Furthermore, this work pretends to demonstrate the following hypothesis: If we apply the

learning strategies based on songs then the students of elementary level will improve their

vocabulary level at the Language Centre of the National University of Cajamarca.

The aim of this research project is to give students the opportunity to learn vocabulary using

appropriate learning strategies that will help them to acquire it in a spontaneous way. “Without

grammar very little can be conveyed, without vocabulary nothing can be conveyed” (Wilkins D. ,

1972), This reflects that vocabulary and grammar learning is a crucial element of foreign language

acquisition because if someone says something using the right words but the wrong tense, we are

more likely to understand the message than if they use the wrong words. Ultimately though it is

very difficult to separate grammar and vocabulary, we need both to communicate effectively.

xviii

As mentioned above vocabulary and grammar must not be taught in isolation, due to grammar

is the backbone of a language and it is a need for active act of communication over the structural

system. On other hand although it is possible to convey quite complex messages through lexis

alone, it is evident that the grammatical ability is vital. Furthermore, the acquisition of a foreign

language is centered mainly on the full control over the structural rules of it and the expansion of

the vocabulary that will happen through the practice of a second language.

Vocabulary is the core or heart of English language because without sufficient vocabulary

students cannot understand others or express their own ideas. Consequently, in my present teaching

of English vocabulary, enough attention and great importance should be given to the acquisition

and instruction of basic vocabularies. And we should put vocabulary teaching in a prominent place,

because basic lexicon is the basis for teaching other vocabulary categories, for instance the child

needs to realize that common words like apple and dog can be replaced by superordinate terms

like fruit and animal. In addition, that animal can accommodate other lower order words such as

cats, horse and elephant. This involves a process of building words that will help to develop a great

fluency and expression in English.

Teaching vocabulary is not just about words; it involves lexical phrases, knowledge of English

vocabulary, how to go about learning and teaching it. Furthermore, know a word involves three

aspects: form, meaning and use so the students will improve their pronunciation, spelling, meaning

and grammatical functions.

If Students improve and recognize the importance of vocabulary in their language learning,

these help them understand and communicate with others in English. This means that if they can

speak English, they will find a greater number of possible careers to choose from after they finish

xix

university.

English is also the language of science. If they improve their learning in English, they will not

just have access to a greater proportion of the vast amount of knowledge available on the web;

they will be able to educate themselves still further by being able to read scientific books and

papers.

On the other hand, if the students improve their level of vocabulary, they will able to express,

think and feel, talk, exchange views, contract between person and person though wherever they

live.

Through this investigation, the researcher will propose some strategies, which will be used by

different teachers improving the acquisition of vocabulary in their students in a natural way

without pressure in a suitable environment.

The present research is divided into three chapters:

On chapter 1, Analysis of the object of study, the author writes down the problematic aspect of

the object of study, the location where the research was carried out, how the problem arises out,

its characteristics and a description of the methodology that was used to carry out this research.

On chapter 2, The theoretical framework of this work, is based on relevant sources of

background literature like approaches, theories and studies that support the use of songs in order

to improve the vocabulary among elementary students of “The Language Centre of the National

University of Cajamarca”. Furthermore, the author provides information about how the songs help

students to get vocabulary without stress and anxiety.

xx

On chapter 3, Results and discussion, it is the practical part of the research and it is based on

the findings of a pre-test and a post-test that the writer applied to the students during this research.

It also includes the Theoretical Proposal to solve the problem boarded.

Finally, the writer presents the conclusions and the recommendations after applying and

finishing the research.

1

CHAPTER I

2

Analysis of the problematic educational reality of the “Language Centre of the National

University of Cajamarca”

In this chapter, the researcher presents an international, national and local view of the

problematic educational reality, to arrive at “the Language Centre of the National University of

Cajamarca”, focusing on the lack of vocabulary of the elementary level students. To end up with

the methodology that was used in this research.

1.1 Location and historical background of the Language Centre of the National University

of Cajamarca

Nowadays we live in a globalized society, which is characterized by the scientific and

technologic changes; where learn English is a need to become a leader and can increase the

standard of living in a modern society taking into account the new changes and advances of this

society called globalization. These changes involved many aspects such as economic, social,

educational, etc.

Peru is a South American country that is located on the Central Pacific Coast. It is a large

country and measures 512,000 square miles and has a cost line of about 1,500 miles. Peru borders

the northern countries of Ecuador and Colombia and Chile, Brazil and Bolivia in the south east.

Peru is divided into 25 regions and the province of Lima called “Provincia Constitucional del

Callao”. The capital of Peru is the city of Lima. Lima is also the largest city in Peru. It is the fifth

largest city in Latin America. Cajamarca is one of the regions of Peru and its region has colonial

architecture with surprising surroundings, it is located -7.16 latitude and -78.50 longitude and it is

situated at elevation 2684 meters above sea level.

3

In Cajamarca, there are public and private languages institutes, but it is necessary to mention

the most important of them such as Davy College, Oxford, Ipcna and the Language Centre of the

National University of Cajamarca where it is given importance in the English language teaching.

The Language Centre of the National University of Cajamarca is located in the northern of Peru,

in the Province of Cajamarca, at 334 Dos de Mayo Street, Cajamarca-Peru. And it is led by

M.Sc. Leticia Zavaleta Gonzales who is the responsible and director.

Figure 1. Map of the Department of Cajamarca - location of the Language Centre of the

National University of Cajamarca institute in the District of Cajamarca. Source. Own elaboration taking as reference the map of the Department of Cajamarca

The Language Centre of the National University of Cajamarca´s goal is to offer the students an

integral and high-quality education in English Language that allow them to be successful,

competitive and innovative in the labor world of today.

In addition to English teaching, the Language Centre of the National University of Cajamarca

has as goal that its students and the end of elementary level will be able to take an international

exam of Cambridge University (KET-PET). Likewise, to achieve this goal it uses the TIC's and a

communicative and live approach.

Cajamarca Province

Language Centre of the National

University of Cajamarca

334 Dos de Mayo Street

4

The Language Centre of the National University of Cajamarca is one of the institutes in

Cajamarca which brings a comprehensive education based on the practice of humanistic and

Christian values in the region of Cajamarca and its history. The CISC - UNC, was born as an organ

of University Projection and Extension of the Faculty of Education, created with Resolution No.

027-A-85 of said Faculty and, ratified by the University Council of the National University of

Cajamarca, through the Rectoral Resolution No. 19053-88-UNC dated 04/05/1998. It was founded

by Lic. Miguel Rodríguez Murrugarra on September 26, 1983; among its directors are personalities

such as Lic. Rosa Martínez Suárez, Lic. Luz Zavaleta Gonzales, M.Sc. Leticia Zavaleta Gonzales

and Lic. Teresa del Rosario Muñoz Ramírez. The CISC began its activities in the environments of

the Faculty of Education located in the University city of Cajamarca, cited at 1050 Atahualpa

Avenue, initially offering their services of Foreign Language teaching which had Multimedia Lab

and Library. Since its founding, the CISC has understood the value of British English as the

language spoken by the world, having trained dozens of Peruvian generations, especially

Cajamarquinos, who achieved national and international goals. The English teaching is offered in

different schedules. There are week-day classes (Monday-Friday classes).

In the Language Centre of the National University of Cajamarca the English classes are divided

in five (5) levels and they are: Elementary, Pre-intermediate, Intermediate, Upper and Advance.

Each level has seven cycles and ten hours per weekday classes.

Mission: Foster learning and / or improvement of native and foreign languages, based on the

teaching of English, French, Italian, German and Portuguese; promote the cultural exchange of

teachers and students between Peru and other countries that allow to assimilate the global culture,

as well as generate economic resources for your self-sustaining.

5

Vision: Be recognized as the best centre for language studies at regional, national and

international level, through the permanent achievement of excellence in the quality of educational

and cultural services.

1.2 How the problem arises

a. International Context. About seven billion people of the world population speak English

as a native language. English is the third most commonly spoken language in the world

today, but when it comes as a second language more people want to learn English than other

languages. It indicates there are 2 billion people worldwide who are studying English or like

to learn English. That is because English is recognized as the language of the internet,

commerce, medical and scientific research and many other fields. Learning English opens

the door for a better life.

Nowadays, learning English is a need imposed by a competitive world where people must

be conscious that English is clearly important to become a global leader thus increase the

standard of living in a modern society. English speakers will earn more money than non-

English speakers and they will have more opportunities in a labour market. English is not

only a part of our daily life, nor a merely academic exigency. There are several factors that

make the English language essential to communication in our current time. First of all, it is

the most common foreign language. This means that two people who come from different

countries (for example, a Mexican and a Swede) usually use English as a common language

to communicate. That’s why everyone needs to learn the language in order to get in touch

on an international level. Speaking it will help you communicate with people from countries

all over the world, not just English-speaking ones.

6

The English is important and useful in our lives as a world language, not only because of

the quantity of people who can speak it in the world, otherwise the use that we can give in

our daily life, so It is necessary to develop in our students skills that they will need to have

a better personal and professional life.

The English is developed in different fields, for example: on the Internet, the majority of

websites are written and created in English. Even sites in other languages often give you the

option to translate the site. It is the primary language of the press: more newspapers and

books are written in English than in any other language, and no matter where in the world

you are, you will find some of these books and newspapers available. In fact, because it is

so dominant in international communication, you will find more information regarding

nearly every subject if you can speak this language.

English is also essential to the field of education. In many countries, children are taught

and encouraged to learn English as a second language. Even in countries where it is not an

official language, such as the Netherlands or Sweden, we will find many syllabi in science

and engineering are written in English. Because it is the dominant language in the sciences,

most of the research and studies you find in any given scientific field will be written in it as

well. At the university level, students in many countries study almost all their subjects in

English in order to make the material more accessible to international students.

Although many people think that it is very difficult and confusing, English is actually the

easiest language of the world to learn because there are so many resources available. As soon

as you decide you want to learn, there are thousands of resources on the Internet and in

bookstores. We are not just talking about lessons and grammar books. You can supplement

7

traditional learning materials with children's TV shows and books. I suggest watching as

much TV as you can, in English with English subtitles, and you will pick up conversational

English in no time English skills will also help you in any business venture you choose to

follow. If you visit some offices, companies, governmental organizations, or even math or

engineering companies, you will see the importance of English. Any big company will hire

their professional staff after getting to know whether the people they are hiring are good at

English or not. Companies who want to function at an international level only consider their

staff well educated if they are good English speakers, writers, and readers.

Everyone knows that Hollywood is in the United States, and that the biggest television

and music industries in the world are based there. As we mentioned above, TV and movies

are a great way to practice your English once you start learning. What's more, knowing

English opens up thousands of movies, television shows, and games for your enjoyment. If

you want to work in the entertainment industry one day, English is even more essential.

Those who are still unaware of the importance of English should start learning it, as a

time will come when everything will be understood, spoken and written in English. In a lot

of ways, that time is already here. Go ahead, watch some media, and get an idea of the

language. You will not be disappointed.

The English language is the dominant language in topics related to the different

professions and to the science. That is why the international conferences are given in

English; and all over the world works and technological and scientific advances are

published in English so that these should be announced more widely. Even the works that

are published in other languages take the title, a summary or abstract and the key words in

8

English; what it is more appreciated among the considered scientific publications.

The tourism is another area where the English language plays an important role. A lot of

tourist information, as guides of tourism, recordings of video, cartels and visual signs in

airports and tourist places are written in English. Even people, who receive groups of

tourists, are tourist guides, taxi or bus drivers and personnel of hotels usually try to

communicate with certain skill in English; it is spreading to the personnel of restaurants, bars

and cafeterias.

In addition, the English is easier to learn because it does not use accents, the verbal times

are simplified and the adjectives do not change neither in genre nor number.

Today one speaks about a global revolution which main character is the English language

that hundreds of million people desire to learn; it is the planetary language for the trade, the

technology and the empowerment. For the governments of many countries, this language is

the "engine of the globalization", together with the computers and the massive migration.

So the English language is a fundamental tool of the actual society and even more being

this one the one that takes part in all the communications of the world and the one that is

demanded more among our knowledge; and in almost all the labor fields it is an important

requirement to get a job and to be able to be kept in.

b. Latin American Context. Many Latin American countries are united in their efforts to

improve the English language levels of their overall populations. They consider the English

one of the most important languages because of the learning of this language has a positive

association with wealth, education, managerial employment and international industries.

9

English skills have long been an explicit requirement in certain types of jobs such as

diplomacy and translation, those skills today are an implicit advantage in nearly any job

across all sectors of the economy.

Learning English has never been easier than now, because today people have access to

different types of material, without the need to travel abroad for that reason we must improve

the quality of the English language learning as well as our mother tongue, not only in learning

grammar, phonetics, etc. but also in vocabulary.

Almost every country in the region has launched ambitious programs to increase or

improve English language education, so expand English teaching and learning. These

include Ecuador, Brazil, Uruguay, Colombia, Mexico, and Panama – all of which have

introduced significant proficiency-boosting initiatives since 2012. It remains to be seen

which strategies and approaches will be most effective, but it is notable that these countries

have recognized the need to increase their level of English. A large cohort of well-trained

people who speak English in the workforce is the key to Latin America's continued

integration into the global marketplace.

The issue has gained increasing interest in recent months between education authorities

and the region's press following the recent publication of the English proficiency index (EF

EPI), an annual report compiled by the global education firm Education First.

The English level of some Latin American countries has risen in recent years. Brazil,

Colombia, Peru and Chile have improved, but they still lack a large base of English speakers

needed for a globalized workforce.

10

The only Latin American country to appear in the list of the countries with a high domain is

Argentina and Peru is 45th country in low proficiency.

Figure 2. Map of the results of the 2016 EF English Proficiency Index Source. https://www.ef.com.pe/epi/

Figure 3. Index of the English level for Schools (EF EPI) Source. https://www.ef.com.pe/epi/

c. Peruvian Context. In Peru, the majority of students have weakness in it due to most of the

English teachers teach vocabulary in a traditional way generally by repetition, becoming a

monotonous teaching-learning process. Furthermore, some teachers ignore some methods to

teach this.

The teaching in Peru is different according to the socio-economic status. In private

schools the curriculums are well designed and the teaching of it begins in kindergarten. In

public school English is taught as a second subject and this course is given by teachers with

not training required and it is started teaching in primary school, so as a result the students

finish with a low English level.

https://www.ef.com.pe/epi/

11

This would indicate that where schools do not provide an adequate foundation of English

and the educational system is not prepared for handle new world demands.

We have to take into account the importance of this language in our society. The main

goal should be to improve its teaching in our students, in this way they will have better

opportunities in their professional life.

A few years ago, the Department of Education is promoting a plan to intensify the learning

of the English in the country in order to that the students have better opportunities in the

globalized world. The learning of this language is fundamental to take advantage, among

other things, the internationalization of the Peruvian economy and to compete in the world

of the international business effectively.

The secretary of Education, Jose Antonio Chang Escobedo en December 17, 2008

declared that DCN of Basic Regular Education that was started applying from the year 2009

in all the educational institutions of Peru - is orientated to improve the teaching and learning

of the English until 2021.

Chang said that " It is the most spoken and important language of the world ", he also said

that the English language was included into the curriculum in schools of almost the whole

world. In addition, he said that the importance of the English language, as the second

language, was fundamental in any centre of studies, especially at the universities. Chang said

that "not to know English, in the professional environment, it is an almost equal to be a

functional illiterate one. Besides the schools can teach the English as well as other foreign

languages" (Medina, 2002).

12

Teaching English is a complicated and a long process where its successful depends of the

importance that this language has in our students, for this reason is necessary to improve the

teaching of English taking into account the international standards and an equal develop at

the four skills (listening skills, reading skills, writing skills and speaking skills).

Furthermore, he noted, school hours for English lessons will change from 2 hours to 5

hours, starting with 1000 schools that are going to run with extended hours.

This new methodology will be delivered through a blended approach of on-line and on-

site learning, including two hours in class and three tutoring hours per week.

As of 2015, English instruction will be strengthened and deployed in schools throughout

the nation, so that, by 2021, high school graduates will have improved their English fluency,

President Ollanta Humala announced in his Independence speech on July 28.

In addition, the government official announced that the 50,000 teachers working in public

schools might be hired back next year in order to ensure the continuity to their work.

In this regard, he explained public school teachers’ contracts are annual, and once they

expired, candidates are invited to apply for the position; however, in 2015, the same teachers

may extend the contract for an additional year, after being assessed by the principal.

Also, in 2015 in the DCN of Basic Regular Education show us that the English learning

in Peru is focused into three competences: Oral comprehension and expression, Text

comprehension and Text production, these let will that our students respond to the demands

of this time pointing to the sustainable development of our country.

13

Thus, taking into account the importance of the English Language this year it will be

teaching in the Primary Level in fifth and sixth grade as pilot project, this is made with the

goal to of get the level standard of the European Framework.

Nowadays most Peruvian English learners studied English in secondary school (57%),

while 46 per cent learned during undergraduate study and 41 per cent attended private

language schools; education is also a major motivating factor for language learning: 44

percent learned English because it was mandatory in secondary school and 40 per cent

learned because they needed it for university.

d. Local Context. At the Language Centre of the National University of Cajamarca, the

students among elementary level do not have a wide range of vocabulary. It causes a big

problem so they cannot develop the four skills and communicate effectively each other using

a second language (English). The main objective is that the students improve “vocabulary”

through songs letting students acquire it in a spontaneous way without anxiety and they can

communicate with others.

We have to take into account that the students do not have many moments to practice the

English properly; most of them have never learnt English and many students just translate

the words or sentences using their mother tongue. Besides students have lack of confidence

and motivation, or shyness in front of a class at the moment of speaking.

1.3 How the problem states and its characteristics

The processes of second language learning has changed considerably in the last 30 years, so the

English language teaching tradition has been subject to tremendous change, especially throughout

14

the twentieth century, due to more than any other approach has been applied, in various

adaptations, in language classrooms given us a slightly different perspective and expands our

understanding.

According to this, different teachers with the absolute conviction that every one of them will

improve the English language learning in their students applied some of these approaches.

However, during the real English teaching- learning process, these approaches have not been

applied correctly, for this reason the students have problems to acquire vocabulary and the

consequence is that they cannot communicate correctly in a second language. It is observed that

students from “The Language Centre of the National University of Cajamarca” do not use the

correct strategies in their acquisition process of vocabulary of English to communicate effectively.

Considering that teaching of vocabulary based on choral repetition words bring the students

memorize isolated words, getting a mechanical learning, that is the students learn the words

mechanically making it more difficult to locate them into a context, so they cannot keep a fluently

communication.

Therefore they hesitate and find really hard to express themselves using the English language,

probably the factors which have influenced in this problem is due to they do not find the correct

words, do not organize their words or they think in Spanish in order to build their expressions as

well as they confuse the Spanish and English grammatical structures.

Why are these problems nowadays?

May it be that students didn`t get the good strategies from their teachers?

May it be that students confuse the meaning of words?

15

May it be that students do not organize the words in categories?

Students have to face these problems in their daily praxis and sometimes feel frustrated because

they do not know how or do not have a domain range of lexical structures to help themselves to

communicate accurately in a spontaneous way.

1.4 Methodology

This Research Project is Pre-experimental because (Hernández, 2014) says: “a group is given a

test prior to the stimulus or experimental treatment, then administers the treatment and finally a

post-stimulus test is applied” (p 141) and it is quantitative because (Hérnandez, 2014)affirms that

it is sequential and probative. Each stage precedes the next and we cannot "jump" or bypass steps.

The order is rigorous, although of course, we can redefine some phase. Part of an idea that goes

narrowing down and, once delimited, research objectives and questions are derived, Review the

literature and build a theoretical framework or perspective. From the questions hypotheses are

established and variables determined; a plan is drawn up to test them (design); variables are

measured in a given context; The measurements obtained are analyzed using statistical methods,

and a series of conclusions are drawn regarding the hypothesis (p. 4) to prove if the didactic

proposal based on songs help to improve the level of vocabulary among elementary students of

“The Language Centre of the National University of Cajamarca”.

1.4.1 Type of research design. The design is as follows:

Key:

G: Group

01: Pre-test

X: Treatment

G = 01 X 02

K

e

y

:

Key

G: Group

01: Pre-test

X: Treatment

02: Post –test

16

1.4.2 Population and sampling.

a. Population. The population was formed by students who were at the Elementary Level

at the Language Centre of the National University of Cajamarca. The students are from

the city of Cajamarca and its surroundings and some of them are from towns of

Cajamarca. Their average age is 12.

Table 1

Students at the elemental level with an average age of 20 years of the Language Centre of

the National University of Cajamarca institute

Source. Registration records of the Language Centre of the National University of Cajamarca

b. Sampling. The study sample corresponds to the non-probabilistic intention samples,

due to 13 students were selected from the Elementary Level of the Language Centre

of the National University of Cajamarca.

Table 2

Sample of thirteen students in the elementary level of the Language Centre of the

National University of Cajamarca

Source. Own elaboration based on the registration records of the Language Centre of the National University

of Cajamarca.

1.4.3 Techniques and instruments for data collection. The first step to follow was to carry out

bibliographic information related to the use of songs to improve vocabulary. The sources used to

collect this information include books, websites and articles. After that a pre-test was conducted

(vocabulary diagnostic test) to verify the level of vocabulary among elementary students. It was

English Level Female students Total students

Enrolled Elementary 13 13

English Level Female students Total students

Elementary 13 13

17

applied on August 01, 2017 in order to collect information about their level of vocabulary. The

following stage was the elaboration of 10 lesson plans which were done by the researcher based

on theories Suggestopedia. - A “humanistic approaches" by Georgi Lozanov, Multiple

Intelligence (MI), proposed and elaborated by Gardner and The Affective Filter Hypothesis, by

Krashen and the use of songs specially for elementary students during the months of August,

September, October and November.

After the ten lesson plans, a post-test was applied to find out if the level of vocabulary

was a good means to meet the intended purpose of this research. It was applied on

November the 14th of 2017.

1.4.4 Processing techniques and data analysis. The data was processed in computerized way

using tables and graphs from the Excel program.

To analyse the information obtained, we used bar charts that allowed us to evaluate

the dimensions of the vocabulary.

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CHAPTER II

19

Conceptual theoretical framework

2.1 Background information

The use of songs in teaching English as a foreign language (EFL) classes have been succeed

and have improved the four skills of English language, causing less stress for teachers and students.

In the learning process, it is quite common to incorporate songs with a set of varied activities that

will help students improve the level of lexical structures. Studies affirm that the use of instrumental

music and song helps in linguistic disciplines (phonetics, phonology, grammar, semantics and

suprasegmental), psycholinguistic areas (reduction of anxiety, improvement of motivation) and in

sociolinguistics (variety and register of the language). Thus, these will help in the language

acquisition in order to talk English in different situations.

a. The Effects of Music on Foreign Language Retention in Elementary School. (Collins,

2013) This article is focused on a variety of different strategies that educators have to choose

from when deciding to teach a foreign language in their elementary classroom. Although this

is so, there are still educators who choose to rely on the traditional method of rote

memorization. Interactive play allows the students to be hands-on when learning foreign

language vocabulary rather than simply memorizing it. Music is also incorporated into

interactive play to see its effects on retaining the knowledge students are learning. Both of

these, music and interactive play, were used in this study to prove that the combination of the

two is a better teaching strategy than rote memorization.

The goal of this study was to see student score improvement in the class using the music

through interactive play method over the rote method. Scores were calculated and analysed

by finding the class and individual averages of each class of students. A baseline was then

20

found for each class. The study showed that adding music through interactive play to the

foreign language vocabulary curriculum does, in fact, improve vocabulary retention scores.

In my opinion, this research helps students motivate and build their vocabulary

knowledge through music and interactive play so that they will have enough vocabulary

retention to communicate with others fluently.

b. Using Songs to Enhance Language Learning and Skills in the Cypriot Primary EFL

Classroom. (Diakou, 2013) The goal of this paper is to show that there is a link between music

and language since both are founded on generative hierarchies which start from a surface

structure consisting of patterns of notes or words that make melodies or sentences leading to

more effective learning outcomes by ‘incorporating both hemispheres of the brain throughout

the corpus callosum.

The songs provide a break from classroom routine, supplementing in this way a textbook

or even serving as the text itself, and that learning through songs develops a classroom

atmosphere in which the four skills can be enhanced. It is important to emphasize the need

to create a low anxiety atmosphere in the language class by using challenging classroom

materials and effective pedagogical approaches to develop learner’s language skills.

Teachers have used Songs, music and rhythm over the years in order to aid language

acquisition since according to researchers they ‘have been defined as powerful aids to

language learning, memory and recall’ (Fonseca-Mora et al. 2011:101). Since they seem to

have the ability in general to affect our emotions, and given the fact that most pupils love

listening to songs in their free time, it seemed logical to adopt a teaching approach, which

used continuous and efficient use of music and song inside the classroom as well.

21

It also investigated whether a more productive classroom atmosphere could lead to

successful learning, in particular the development of vocabulary acquisition. In general, it

was an attempt to extend knowledge in relation to a general educational problem facing

teachers today: How do we keep students motivated in order for them to learn effectively,

build on what they have learned and extend vocabulary? More especifically, can the use of

songs in general, provide material which could minimize negative emotions and reinforce

learning vocabulary, capturing children’s attention by diversifying our classroom activities

and supplementing the textbook with material that we feel is appropriate and interesting for

our particular context?

In my point of view, it is an interesting article which you can see the advantages of the

use of music in classrooms. It also shows that there is a connection between language and

music that allow students improve vocabulary, grammar, four skills and to have and adequate

environment into class.

c. Teaching English as a Second Language through Rap Music: A Curriculum for

Secondary School Students. (Segal, 2014).This project provides a sample of the curriculum,

Rapping English, which uses rap/hip-hop style music to teach ELLs vocabulary, grammar,

discourse and prosody. The rationale for using musical instruction is based on Gardner’s

(2006) multiple intelligence theory and Bloom’s (1978) learning domains. This curriculum

instructs students through musical intelligence and the affective domain which are often

neglected in traditional instruction. Furthermore, this project explores how musical curriculum

can be used to lower the affective filter (Krashen, 1981) and provide emotionally appealing

and memory stimulating instruction in line with the findings of current neuropsychology,

specifically the work of R. Caine and Caine (2011), Sylwester (2006) and Wolfe (2006).

22

The curriculum uses rap/hip-hop style music to demonstrate prosody and an informal

register while teaching vocabulary and discourse explicitly through song. Rapping English

is relevant to youth of all cultures while the songs can be used to unconsciously take down

cultural barriers of students who may feel disconnected to the American society.

The project concludes with recommendations on how to use the curriculum to supplement

other ESL materials. It demonstrates how ESL teachers who are not musically inclined can

easily use these materials and methods.

In my opinion, this document is referred to the learning of English throw music

intelligence improving vocabulary, discourse and prosody providing emotionally appealing

and memory stimulating in students. Moreover, teachers with a traditionally teaching could

use this method to improve their teaching performance into the classroom.

2.2 The theoretical basis

This section describes the terms "song", "music" and “vocabulary” in the way I will be using

them in my thesis to avoid misunderstandings, I will also have a look at the beginning of these

terms and the word proceeding with the possible definitions. Furthermore, I will take into account

the influence of music and the use songs in the process of learning teaching a language and in the

improving of lexical structures.

2.2.1 Approaches, theories and studies that support the use of songs in vocabulary

teaching

a. Suggestopedia - a wondter approach to learning foreign languages. Suggestopedia

is the brainchild of Professon Georgi Lozanov, who was a Bulgarian physician,

23

psychiatrist, psychotherapist, brain physiologist and pedagogue. More than 50 years ago

he committed to do research on the potential capabilities of the person and their

accelerated and harmonic development.

The basis of suggestopedia is formed by the 7 laws of suggestopedia, which enable the

successful acquisition of new knowledge by stimulating all senses and the intellect of the

individual.

The suggested information is acquired spontaneously, joyfully and with a relaxing

effect. A lot of music and classical art are incorporated in the learning process, which

bring a great deal of positive experience and inspiration for learners.

Suggestopedia is based on the activation and development of the potential capabilities

of individuals, the so-called hidden reserves of the mind, which every person possesses.

The uncovering of these reserves leads to immensely faster and more effective learning

(from 3 to 5 times faster compared with traditional methods), as well as the retaining of

the acquired knowledge. This serves to answer the questions about the essence of

suggestopedia and why it leads to such high results for short periods of time.

There are 7 laws, developed and experimented with by Prof. Lozanov, which are

applied in suggestopedic methodology in order to reach the reserves.

Various means of joyful and wholesome communication are used in order to activate

the hidden reserves. At the heart of the methodology are the active and passive concert

sessions, during which the lessons are read out in a specific way with classical music in

the background. Suggestopedic methodology incorporates various role plays and

24

interactive techniques, popular songs and classical painting reproductions. (vihrovenia,

2019)

The students notice that their vocabulary has improved as a whole, it means that the

students are able to learn and produce the right spelling, pronunciation and meaning of

the words, discriminating them into a context and, so they accept the statement of the

authority. The result is a huge increase in memorization power.

Lozanov (1978) says “that the learners need a relaxed but focused state as the optimum

state for learning. In order to create this relaxed state (or “relaxed alertness” as Andrea

Rohmert calls it) in the learner and to promote positive suggestion, suggestopedia makes

use of soothing, rhythmic music, a comfortable and relaxing environment, and a

relationship between the teacher and the student similar to the parent-child relationship.

The students’ feelings have an important place”.

The original form of suggestopedia presented by Lozanov made use of extended

dialogues about people from the students' country visiting a country that uses the target

language, often several pages in length, accompanied by vocabulary lists and observations

on grammatical points. Typically, these dialogues would be read aloud to the students and

were accompanied by music.

Both the conscious and the para-conscious perceptions are engaged during

suggestopedic lessons by specifically selected emotional stimuli. Learners’ imagination

is unleashed, which leads to both hemispheres of the brain working in harmony, an

exceptionally important factor in the activation of long-term memory.

25

Suggestopedia is a natural way of teaching and learning. It is a type of

communication, free, inducing love and supreme delight to the senses, which is in fact

the secret to reaching the hidden reserves.

It is this that makes suggestopedia ‘a generally superior method’ according to

UNESCO’s evaluation. As early as 1978 an international commission of experts arrived

in Bulgaria in search for the following answers: What is suggestopedia and why does it

need to be applied in various fields of learning? (vihrovenia, 2019)

b. The Lexical Approach. The lexical approach elaborated by Michael Lewis in the 90s

identifies lexis as the basis of language and focuses on the principle that language consists

of grammaticalized lexis. in second language acquisition, over the past few years, this

approach has generated great interest as an alternative to traditional grammar-based

teaching methods. From a psycholinguistic point of view, the lexical approach consists of

the capacity of understanding and producing lexical phrases as non-analyzed entities

(chunks).

If the teachers want to hone their class’ instincts of finding lexical “chunks” in the

target language, they will need to give them a lot to read and listen to. With repeated

auditory exposure, their ears will become familiar with the rhythm, rhyme and the right

pronunciation of the target language. Through a lot of reading, the naturally manage and

acquisition of a wide range of vocabulary will occur because of the authentic material

brought. The students will be able to get and recognized the different elements in a

sentence such as verbs, adjectives and so on.

26

Collocation forms a central feature of a lexical view of language and noticing

collocations is a central pedagogical activity. Collocations need to be recorded as

individual word-like objects, perhaps with their L l equivalents, while there are also

helpful patterns such as groups of adjectives or verbs which precede a given noun,

contextual opposites or synonymous collocation pair which includes two collocations

which are similar in meaning that can be recorded in helpful formats.

These tips will help teachers work the lexical approach into their language classroom.

With this approach, the students will acquire the target language faster, and they will

sound more fluent, too.

c. The Communicative Approach. The Communicative Approach – or Communicative

Language Teaching (CLT) – is a teaching approach that highlights the importance of real

communication for learning to take place.

In the Communicative Approach, real communication and interaction is not only the

objective in learning, but also the means through which it takes place. This approach

started in the 70s and it was supported by the English professor Christopher Brumfit and

became prominent as it proposed an alternative to the then present systems-oriented

approaches, such as the Audiolingual method. That means that, instead of focusing on the

acquisition of grammar and vocabulary (grammatical/linguistic competence), the

Communicative Approach aimed at developing the learner’s competence to communicate

in the target language (communicative competence), with an enhanced focus on real-life

situations.

27

According to Jack C. Richards, a learner can develop communicative competence

by:This change has had a huge impact on classroom materials, course books, teaching

techniques and the teacher’s role in the classroom, and still influences English language

teaching and learning up to this day.

Communicating meaning is the main goal in CLT, and language is seen as a tool for

learners to reach this aim. For this reason, the syllabus of courses that adopt

a Communicative Approach to teaching favour lesson aims that will help

students practice and develop their linguistic competence, rather than their grammatical

competence. In order to achieve this, different types of syllabi were created, amongst

them, the functional-notional syllabus, that enables learners to focus on the meaning

(function) of language and practice it in a realistic setting:

Besides that, the syllabus might also include work on the four skills, Reading,

Writing, Listening and Speaking), as their development is vital for students to perform

real-life goals. The skills are many times worked with simultaneously in what is known

as integrated-skills approach. For instance, in a listening lesson, students can be asked to

watch a video online and post their opinion about it in the comment section. Instead of

just asking learners to leave their comment, the teacher might work on the appropriate

language, vocabulary and register for this text explicitly, integrating the writing skill in a

listening lesson.

This is desirable when adopting the Communicative Approach because it seems

more realistic: in genuine communication, skills are seldom employed in isolation, and

an integrated-skills approach simulates what happens in real life. The source of the texts

in skills lessons is also important. In the Communicative Approach, authentic texts are

https://www.whatiselt.com/resources-and-materials

https://www.whatiselt.com/teaching

https://www.whatiselt.com/teaching

https://www.whatiselt.com/single-post/2018/03/20/What-are-lesson-aims

https://www.whatiselt.com/single-post/2018/03/28/What-is-Practice

https://www.whatiselt.com/single-post/2017/09/22/What-is-While-Listening-or-While-Reading

28

usually favoured, as they might provide learners with exposure to a more genuine use of

language.

In the Communicative Approach, learners are at the centre of instruction. That

means that the teacher’s role has changed when compared to previous methodologies

such as Audiolingualism and the Direct Method. The teacher is now seen as a facilitator

in the learning process, and some of the responsibilities attributed to them are:

In order to help learners improve their communicative competence, it is important to

provide a range of practice activities. Although the ultimate aim is genuine

communication, there is room for activities and exercises that ensure students practice

language in a more controlled manner, focusing on the development of accuracy. These

should not, however, be the only source of language practice. Activities that focus on

the development of fluency are a vital part of a Communicative Approach lesson, as

they give learners the opportunity to communicate meaning. (Zakime, 2018)

https://www.whatiselt.com/single-post/2018/03/28/What-is-Practice

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2.2.2 Music. According to Government Ireland, music is a non-verbal form of communication

that can convey ideas, images and feelings through selected sounds and symbols. Music

is a source of history, reflecting the social and cultural context and the era of its creation;

at times music can even portray the country, the mood of the people or the thoughts of

the individual who lives there. The purpose of using music in the adult EFL classrooms

is to create a learning environment by increasing vocabulary; building listening

comprehension, enhancing speaking, reading, and writing skills and expanding cultural

knowledge. Maess (2001) Pointed out that musical and language processing appear in the

same area of the brain, which is parallel in how musical and linguistic syntax are

processed.

a. Definitions of Music & Songs. When we talk about songs, it means the piece of music

that have words especially popular songs, which are heard on the radio. In the other hand,

music refers to symphonic, chamber, easy listening, or solo instruments such as the organ,

flute or guitar. (Griffee, 1992)

b. Music and Its Beginning. As Storr (1992) already pointed out, language and music

have been present since our ancestors painted people dancing in the caverns. In fact,

linguistic and musical issues are key disciplines in all cultures. Supporting this connection

(Pinker, 2002) established that there is a strong link between humanity and music when

researchers found bone-made flutes in caves in France and Germany.

A beginning is one of the most significant parts of everything that exists, and that is

happening around us, which moreover has some kind of reason. Since music is an

inseparable component of our lives, let us have a look at its beginning both from the

contextual and lexical viewpoint.

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"Speculation on the beginnings of music is endlessly fascinating, but no certainty is

ever likely to come of it. The first musical utterances in prehistoric times were imitations

of bird songs or other natural noises; they were formalized signals of love, battle, or the

hunt; they were rhythmic poundings on a hollow log or vocalization more song than

speech and possibly preceding both" (Veronika Rosová, 2007).

The word music comes from the Greek mousikê (tekhnê) by way of the Latin musica.

It is ultimately derived from mousa, the Greek word for muse. In ancient Greece, the word

mousikê was used to mean any of the arts or sciences governed by the Muses. Later, in

Rome, arts music embraced poetry as well as instrument-oriented music.

c. Definitions of Music. This topic is quite a tricky one; however, it is important enough

to be mentioned here. The perception of music and a definition coming from it vary from

country to country, from nation to nation, from person to person and from language to

language. In some languages, there is even no word that would be translated as music.

Socrates said, "I know that I know nothing". We also will know that we do not know

anything certain about a definition of music as there is not any unique definition in the

world.

In the following examples, we can see the great disunity of opinions relating to what

music is.

Wynton Marsalis said, "Music is sound organized in time." Michael Linton perceives

music as "the organization of sound and silence into forms that carry culturally derived

meanings, cultivated for aesthetic or utilitarian purposes" (ibid.). Gottfried W. Leibnitz

considered "music as nothing but unconscious arithmetic" (ibid.). According to Luciano

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Berio music is "everything one listens to with the intention of listening to music (ibid.).

The Encyclopaedia Britannica offers a broader definition:

Music is an art concerned with combining vocal or instrumental sounds for beauty of

form or emotional expression, usually according to cultural standards of rhythm,

melody, and, in most Western music, harmony. Music most often implies sounds with

distinct pitches that are arranged into melodies and organized into patterns of rhythm

and meter. Music is an art that, in one guise or another, permeates every human society.

It is used for such varied social purposes as ritual, worship, coordination of movement,

communication, and entertainment.

d. Influence of Music. The first of the six medicine men’s rules says that "the sound is

the principle of everything." They used special drums and rattles to influence their bodies.

The sound influences breathing heartbeat, blood pressure, releases muscular stress,

influences body temperature, and increases endorphin level.

Music as one of the neuroleptic factors reduces the signs of nervousness of children

and teenagers by 30%. Music is used therapeutically, in psychiatry, paediatrics and child

psychiatry. With the aid of music neuroses and function failure (stammer, dyslexia,

dysgraphia). (Keith, 2011)

"Mood music is very popular now, whether in the dentist's surgery to relax us, or in

shopping centres to encourage us to buy. Heart surgeons now use music to relax operating

teams during long and stressful operations. In one London hospital women can listen to

music during childbirth to relax them." (Murphey, 1992)

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One of the most common examples, yet among the most prominent is the use of music

in films. It forms an essential part, which should evoke the atmosphere of a particular

situation, and mainly corresponding feelings such as calmness, wellbeing, pleasure, joy,

compassion, fear, thrill, tenseness, and others. From the written examples, it is certain,

that music changes the atmosphere around us.

Murphey (1992), also says that, “music has the potential to change the atmosphere”,

but what is more important than his confirmation of this fact is that in this case he means

the atmosphere in a classroom, and describes music as follows: "It seems to give energy

where was none, and to spark off images when students complain of having nothing to

write about 'Music is the stuff dreams grow on.

“Music has been with us since our ancestors inhabited the earth, changing its

perception according to the place where it comes from. We express our feelings through

music and acquire knowledge through it, too. Music takes part in different fields and for

different purposes; it means that we breathe music every day in our lives”.

e. Music and Language. In spite of the controversial opinions about the origins of the

music, it seems to be consensus that it arises as reproduction and imitation of the sounds

of the nature. (Goldman, 1967).

Also there are numerous studies of Krashen and Lecannuet, mentioned in Murphy

(1992) that reflect that in the prenatal stadium the foetus hears, it is capable of recognizing

melodies and even it distinguishes the mother for her intonation, reacting to this scout

with changes in the cardiac pace. These sounds help the development of the different

cerebral functions. Precisely in last three decades, investigations that demonstrate several

33

of these facts have proliferated. (Campbell, 2001).

- The music intervenes in the formation and development of the brain in the foetus; in fact,

in those adult musicians who began their musical education before seven years there are

anatomical differences with regard to the not musical adults.

- The babies are capable of recognizing the first song that they heard when they were in the

mother's womb; this theory is explicable if we consider that the auditory system is the

first one in developing.

- The intellectual coefficient is major in the children who often receive classes of music; it

stimulates the development of the language (vocabulary, expressiveness and facility of

communication), since it increases the connections among neurons.

- The music not only relieves the stress and the physical pain, but it also strengthens the

immune system of the children.

- The music favours the social relations.

- The music helps the development of the skills like to climb, to run, etc.

There are investigations that assure that if the children are exposed to a variety of

sounds, it will be easier for them to learn languages; this was the starting point for the

foundation of the American company "The Baby Einstein", that produces items as DVDs

with images, poems and songs to stimulate and to teach different languages to the children

(Kids II, s.f.)

In the area of the linguistics it was studied by Otto (1922), in his work "Language, Its

34

Nature, Development, And Origin", the one who establishes -in his theory of the origin

of the language - that the songs are the starting point of the language:

Men sang out their feelings long before they were able to speak their thoughts [...].

When we say that speech originated in song, what we mean is merely that our

comparatively monotonous spoken language and our highly developed vocal music are

differentiations of primitive utterances, which had more in them of the latter than of the

former. These utterances were at first, like the singing of birds and the roaring of many

animals and the crying and crooning of babies, exclamative, not communicative —that

is, they came forth from an inner craving of the individual without any thought of any

fellow creatures. Our remote ancestors had not the slightest notion that such a

thing as communicating ideas and feelings to someone else was possible. (p. 436 –

437)

Likewise, Ellen (2000), says that the origins of the music we have to look in the first

words that mother and baby exchange in the first year of life, she emphasizes that the

important thing is not the meaning of the words, it is the suprasegmental elements of the

same ones, since the pace, the intonation and the volume are definitively those that

transmit the expressive and emotional information that the mother claims:

"No matter how important lexico-grammatical meaning eventually becomes, the

human brain is first organized or programmed to respond to emotional / intonational

aspects of the human voice" (Dissanayake, mentioned in Storr 1992).

Also, other disciplines claim that the first thing that the human being does to

communicate is to sing and not to speak Inside the Anthropology, the music is

35

contemplated as one of the basic props for the evolution of the human beings, among

other reasons for its role as factor of social cohesion. Darwin assures that the music

arises before that the speech (mentioned in Storr 1992); in the same field of research,

(Livingstone, 1973)affirms:

"Although it is often stated that man is the only primate that can talk, it is rarely noted

that he is also the only that can sing. Since singing is a simpler system than speech, with

only pitch as a distinguishing feature, I suggest that he could sing long before he could

talk and that singing was in fact a prerequisite to speech and hence language”. (p. 25-

29)

For Piaget (1936), the development of the sensory and motor capacities are first than

the verbal capacity. Nowadays it is added that the music plays an important role in the

development of the sensory and motor capacities, because it establishes a connection

among knowledge, emotions and psychomotor skills, at the same time it activates and

synchronizes the mental activity.

f. Music and the brain: left and right hemispheres. The left hemisphere of the brain

expresses thoughts in words, while the right hemisphere of the brain controls actions,

problem resolution, memory, and emotions. Most learners use the right hemisphere of the

brain to process music, and since most instruction relies heavily on left-brain approaches,

music opens an opportunity to learners who have a strong right brain orientation.

Anton (1990) found that "when a learning activity combines both left and right

hemispheres simultaneously engaged in a particular activity, an ideal learning situation is

established and the most productive learning occurs". This ideal learning situation

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facilitates flexible thinking and helps to explore new ways of expressing ideas. Using

nonverbal "right-brain" skills, such as actions, emotions, and music aids improvement of

creativity, memory, and the ability to imitate inch is considered one of the most useful

strategies in language learning.

This indicates that music possesses an invaluable key to incorporate the whole brain

in the learning process.

g. Music as a Memory Aid. Music is an effective memory aid for the classroom. "Many

people often remember rhyme, rhythm or melody better than ordinary speech”. (Failoni,

1993 ).

Wallace (1994), when comparing recall ability, found that spoken text was the least

frequently recalled, followed by rhyming text, and then with melodic text as the easiest

to remember. Wallace compared immediate and long-term recall of spoken texts to texts

learned with music. Results of the study indicated that recall was significantly greater for

the sung condition than for the spoken condition, revealing that "music, when repeated,

simple, and easily learned can make a text more easily learned and better recalled than

when the same text is learned without any melody. The study suggests that simple musical

song transforms ordinary text into information that is effectively retained and recalled

when needed.

Music is not only a relaxing element for the human being, it helps to develop our brain

in different areas to acquire different abilities too, but it only happens if we have been in

touch with it since we were born or even in our mother’s womb.

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h. Music and Learning. Tapping the musical intelligence in the classroom combines the

theory of multiple intelligences with actual classroom learning. Foreign language teachers

could use the students' musical intelligence and their musical interests to achieve mastery

of language skills. Thus, the function of music becomes that of a teaching tool, similar to

audio-visual material, realia, or computer software.

Overy (1998) reported a study where children were exposed to a curriculum

emphasizing music instruction over language and mathematics. Results showed that

students in the music instruction group improved in language and reading, yet no worse

at mathematics than students who had spent more time on these subjects without the

additional music instruction. Learning to listen for changes in pitch in music may promote

the ability to sound out new words. Therefore, there seems to be a correlation between

language and music reading abilities.

Anton (1990) Suggested another approach known as the Contemporary Music

Approach (CMA) in which a song is used as a memory prompter. With CMA, different

styles of music and rhythms are correlated with the various grammar lessons based on the

belief that a certain beat reminds students of the song, and the song in turn reminds them

of the grammar.

Music has a deeply influence on learners’ acquiring knowledge It is so important to

develop and engage the music intelligence on them to be successful in what we want to

teach or in what we want they learnt, so Why do we choose one of the methods just

mentioned above? As teachers, we should ask this question themselves if we want to

activate our learners’ musical knowledge successfully.

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i. Music and Motivation. Songs create a relaxed and enjoyable atmosphere and that they

felt more receptive to the lessons.

According to Failoni (1993 ), Affirms: "The addition of music to the foreign language

classroom as a teaching method may be a way to focus students' attention, and produce a

more committed learner"(p98).

Nambiar (1993),recommends recent pop songs to enhance motivation in the younger

generation: "Songs deal with the whole realm of human emotions and students are often

willing to sing a song in a foreign language even if they do not fully understand the

meaning of the words". Songs also allow timid students to hide behind the music and take

the pressure off.

Murphey(1992), discusses the use of musical activities using two learning experiences

in teaching English as a second language. Murphey stated that an interest in music and

related movement was a strong motivator for language learning. He proposed that

language courses should be taught for a specific purpose to stimulate normal

communicative activity. He suggested a course about songs to be taught in the target

language, rather than a music-based language course. Effective natural communication

cannot exist without the exchange of relevant information. Songs used as teaching aids in

the foreign language classroom, facilitate the development of a natural rhythmic response

that is needed in the acquisition of a foreign language.

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2.2.3 Songs. "No one knows why songs are powerful, but everyone knows from a personal

point of view they are, wrote Griffee (1995), and I absolutely agree with his statement.

Songs contain the power of music as well as the power of lyrics. While music touches our

hearts, the lyrics and their words flow into our minds and so they draw us into their own

world. It "grasps our imagination, emotions, and intellect with equal force regardless of

our language backgrounds". I quote some definitions of song from some sources bellow

- Song is poem set to music and intended to be song music for the voice.

- Song can add feeling and rhythm to language practice that might otherwise be flat. Paul

(2013) affirms: "They also help children remember things more easily and draw children

more deeply in a lesson" (p.58)

- According to Parto (1996) mentions, “a song is a group of arrangements, which consists

of lyrics and elements of music like rhythm, melody, harmony and expressions” (p.99).

Based on definition above, we conclude that song can be effective to assist

pronunciation, since the students can directly get the knowledge on how to pronounce the

word from the song they hear, when students learn in an enjoyable situation, they will

digest the lesson easily

a. What makes a song a song? The following explanation is taken from the book Songs

in Action, written by Griffee (1995), who characterized a song as follows.

Although songs have elements in common with speech and poetry, they are a unique

form.

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Both songs and speech are vocally produced; they are linguistically meaningful and

have melody.

Both songs and poetry use words to convey meaning, both are usually written down

before publication, both can be put to music and both can be listened to (e.g. poetry for

poems and a concert for songs).

Nevertheless, songs have their own identity and they function differently from speech

or poetry. It is possible to note at least three features of songs:

- Songs convey a lower amount of information than poetry. Even though poetry can

be heard, we usually read it, which permits longer and denser information.

- Songs have more redundancy than poetry. Songs achieve redundancy by devices

such as the borrowing of lines from other songs, proverbs, catchphrases and cliché as well

as alliteration. A song is heard for a short time, simplicity, redundancy and a certain

‘expectedness’ contribute to our understanding.

- Songs have a personal quality that makes the listener react as if the song were being

sung for the listener personally. The Songs create their own world of feeling and emotion,

and as we participate in the song, we participate in the world it creates. As Mark Booth

states, “The song embodies myth and we step into it” (Griffee, 1995).

b. Nature of Songs. There is one very interesting and remarkable idea relating to songs.

It is believed that a language is easier to express in songs than in speech. Julian Dakin

asserts, “For most learners, singing or reciting a rhyme is much easier than talking”. Julian

(1968, p. 5), and Murphey (1987) , said the utterance is also very similar: “It seems easier

to sing language than to speak it”. We can find some reasonable explanation for this fact

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when considering the beginning of a child´s life. The very first child’s utterances are

sounds like humming, spluttering, muttering, whooping, which resembles more the sound

of singing than talking. Murphey (1987), writes more precisely: “The singing of songs

resembles what Piaget (1926) described as egocentric language, in which children talk,

with little concern for an addressee. They simply enjoy hearing themselves repeat”

c. Aspect of Song. There are many elements of song from many sources, it can be a great

unit of composition called song, and they are:

Rhythm: Rhythm is the element of "time" in music. When you tap your foot to the

music, you are "keeping the beat" or following the structural rhythmic pulse of the

music.

Melody: The Second element of the music is melody. Melody is the linear/horizontal

presentation of pitch (the word used to describe the highness or lowness of a musical

sound). In a song, a lyric usually attaches to the melody. It is an arrangement of

musical not in pleasant or ordered way. That means that the melody of the song is its

rhythms with its rising and falling of notes. The series of notes may be played or

sounded with voice or musical instrument. Therefore, the melody denotes the main

parts or theme within a piece of music written for several instrument or voices. That

is why that melody is a musical part of song, contrasted with the words or lyrics.

Harmony: Harmony is the verticalization of pitch. Often, harmony is thought of as

the art of combining pitches into chords (several notes played simultaneously as a

"block").

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As defined above, harmony is the simultaneous of notes, giving what is known as

vertical music, contrasted with horizontal music.

Lyric: Lyric is simple words of song. The lyric or song text roles is not only as a

complement of the song but also as an important part of the musical element which

element which determent the theme, character, and mission of the song, it can also

make sense being stable. To know the sense of the song, we can feel the rhythm and

melody, harmony and voices of the singer when singing the song.

It is clear that the part of music element such as rhythm, melody, harmony and

lyric are not unit of song. The character, message, and sense of the song can be felt

and observed by listening, singing, or singing it.

d. The Importance and the Role of Songs in Language Teaching. "In our time, it is hard

to escape music and song as it occupies ever more of the world around us: in operating

theatres, restaurants and cafes, shopping malls, at sports events, in our cars, and literally

everywhere. It would seem that the only place music and song is slow to catch on is in

schools" (Murphey, 1987, p. 7). And it is exactly schools, that could use the best and the

most the immense potential a song dispose. "Songs have a place in the classroom for

helping create that friendly and co-operative atmosphere so important for language

learning, but they can offer much more", claims (Griffee, 1995).

e. Songs as Practical Material. Song can be used in many various ways. All the skills

such as listening, reading, writing and speaking can be practiced, the same way as

linguistic areas starting with vocabulary, grammatical structures, and ending with rhythm,

stress, fluency and pronunciation.

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The rhythm of the verse helps the learner to put the stress in the right places, creating

a natural flow of language and building up fluency. At the same time the presence of

rhyming words and such poetic device as alliteration and onomatopoeia help to focus on

certain sounds, thus giving valuable ear- training and help in pronunciation. In the

syntactical area, a song gives us the opportunity to repeat the same structural item many

times, thereby aiding correctness and fluency of expression. (Ward, 1980).

Songs are also "especially good at introducing vocabulary because they provide a

meaningful context for the vocabulary". However, it depends on the choice of songs since

there are also some songs without meaningful context. From the grammatical point of

view, they "provide a natural context for the most common structures such as verb tenses

and prepositions" (Griffee,1995, p. 4 - 5)

According to the definitions above, we are agree that songs can be effective to develop

the four skills (listening, reading, writing and speaking) also grammar and lexical

structures. Teachers should consider it because songs are an easy way to express and

develop students’ language acquisitions in a natural way, since for learners language is

easier to express in songs than in speech.

f.What can we do with a song in language teaching?. Automatic usual and simple

answer to this question could be "A word-gap fill." However, the answer is not so single

valued. In addition, hopefully, the following selected list of Tim Murphey (and references

to other sources of activities) will be convincing enough to prove that the answer can be

much longer.

What can we do with a song in lesson?

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1. Listen

2. Sing, whistle, tap, and snap fingers while we listen

3. Sing without listening to any recording

4. Talk about the music

5. Talk about the lyrics

6. Talk about the singer / group

7. Use songs and music to set or change an atmosphere or mood, as 'background

furnishing'

8. Use songs and music to make a social environment, form a feeling of community,

dance, and make friends.

9. Write songs

10. Perform songs

11. Do interviews

12. Write articles

13. Do surveys, make hit lists

14. Study grammar

15. Practice selective listening comprehension

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16. Read songs, articles, books for linguistic purposes

17. Compose songs, letters to singers, questionnaires

18. Translate songs

19. Write dialogues using the words of a song

20. Use video clips in many ways

21. Do role-plays (as people in the song)

22. Dictate a song

23. Use a song for gap-fill, cloze, or for correction

24. Use music for background to other activities

25. Integrate songs into Project work

26. Energize or relax classes mentally

27. Practice pronunciation, intonation, and stress

28. Break the routine

29. Do choral repetition

30. Teach vocabulary

31. Teach culture

32. Learn about your students and from your students, letting them choose and explain

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the music

33. Have fun.

If we look at this list carefully, we can see that all four skills (speaking, reading,

listening, and writing) can be very well and equally practiced.

g. Why teach foreign languages with songs? "Listen, learn and sing songs in class is an

incalculable practice of educational value. They are ideal to practice oral texts and some

aspects of it such as rhythm, speed and correct pronunciation. Also, as a ludic activity,

the songs are an alternative to other exercises of repetition with little motivational.

(Cassany, Luna, & San, 1994)

Music has an emotional component because of its evocative power can change our

mood depending on the type of tune you are hearing or by the letter of each song. It is a

trigger and a way to express our own feelings. It has also been known that musical

knowledge is processed globally in various parts of the brain, but not only in the areas of

sound processing and language, also in foreign centres, such as those for vision. Hence,

the music has an evocative power that stimulates the visual imagination, linguistic

environment, memory, etc.

"We make them ours and we get to talk about our world and, in this way, they connect

with our emotional level. They have the ability to act on our emotions. This emotional

charge and experiential character of the songs becomes a motivating and meaningful

material to explode in the language classroom. (Gil-Toresano, 2001)

To achieve a more lasting learning, the involvement of emotions is critical, and the

47

songs are a way to express difficult feelings. Considering that music has great power to

stimulate the emotions, sensitivity and imagination without forgetting the consequences

of which possess the ability to engage songs and stay in our memory. Gatbonton and

Segalowitz (1998) shows that this fact is totally beneficial to the learning foreign

language. Thanks to the songs you can store on your mind words, phrases and practice

repetition exercises taking into account the correct pronunciation of the words without

the students perceive them as such.

On the other hand, according to the theory of multiple intelligences of Howard Gardner

(1983, 1993, and 2004), the linguistic intelligence and musical, are good for the education

of people promoting the development of all intelligences. There are many students who

need to learn visual stimuluses, but others need tactile, kinetic or hearing stimuluses. This

kind of students will be benefit from learning songs; due to people have mainly a hearing

learning, these learn best by hearing texts, conversation class and especially through

songs.

Howard Gardner's theory of multiple intelligences distinguishes between various types

of intelligence: the visual or spatial, verbal or linguistic, logical-mathematical, kinetic,

musical, interpersonal and intrapersonal. Working with songs stimulate students´ verbal,

musical, interpersonal and intrapersonal intelligence because a song involves both the

letter (verbal), music (musical), sharing the learning with others and even sing

(interpersonal) and reflection and introspection (intrapersonal).

Another solid theory based on the use of songs in the language classroom is the

Affective Filter Hypothesis of Krashen (1983). According to him, the acquisition process

48

of learning is achieved in a climate of security and confidence for the student, and we as

teachers must give our students a pleasant and positive atmosphere in which they feel

comfortable and motivated. In this ideal learning context, the songs have a very important

role for teachers and students because, as Varela (2003) points out, the songs develop all

language skills and put into operation the two cerebral hemispheres. She points out that

the songs can be used to:

- Teach vocabulary.

- Practice pronunciation.

- Correct common errors.

- Stimulate discussion in class.

- Teaching culture and civilization.

- Encourage creativity.

- Develop listening and reading comprehension.

- Develop oral and written expression.

- Review aspects morphosyntactic.

- Motivate students to learn foreign language.

- Develop the rhythmic and musical sense.

h. Advantages and disadvantages of teaching of foreign languages through songs.

Based on the positive arguments that show Ruiz Calatrava (2008) and Griffe (1992) some

of the advantages we found in using music and songs in the language classroom are:

1. They provide variety in teaching practice.

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2. Create a positive environment in the classroom: relaxed students, a fun atmosphere

and security for those students who feel more insecure.

3. With songs, we can work different skills like:

- Conversation class: debate

- Vocabulary class: Learn vocabulary.

- Grammar class: grammatical structures

- Pronunciation class: tones and rhythms

4. It reduces the psychological distance between teacher and student.

Professor Larry M. Lynch has exposed some reasons why we should learn a foreign

language through songs. These are:

1. The songs contain authentic and natural language.

2. It can introduce a great variety of vocabulary.

3. We can get the songs in a simple way.

4. We can introduce the grammatical and cultural aspects.

5. Students consider that songs are fun.

On the other hand, there are some disadvantages on the use of songs in teaching-

learning foreign language, for example:

1. Occasionally, some structures are shortened, making it difficult to understand the

content by students:

I wanna ... instead of I want to...

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2. Some melodies and songs are very catchy in the foreign language, but they lose the

charm when they are translated into the mother tongue, because sometimes the lyrics

of the songs are not so attractive when you know their true meaning.

3. Another disadvantage is that if we have a limited time, we cannot please all musical

tastes of our students, considering that some of the songs that are interesting for some

can be very boring for others.

i. Criteria to select songs to the English teaching. To select the songs that we will use in

the English class, (Calatrava, 2008), she supports that if we want to obtain a good level

motivation in our students, we should try to look for music that they like.

In other hand, the lyrics of the songs that we would choose must be adequated to the

students´ level.

For that reason, when we would choose the song, the teachers must take into account

the following point:

- The age

- The level of vocabulary, structures and functions.

- Interests and likes of the group of the students.

j. Types of Songs. A song is certainly one of the most prominent elements in music. You

will come across several different categories of songs, which have a unique mood and

touch.

As a result, they cannot be differentiated based on specific factors. The main reason

why songs cannot be marked in only one class is because the differences in their type of

51

music, lyrics, and purpose.

For example, a rap song can also be a Christian song, and a ballad can even have a

metal music feel to it. However, songs may be roughly classified as per types of lyrics,

music, tone, culture, and similar other factors.

Classical Songs: As the name suggests, classical songs are those in which traditional

music has a main role. These songs were first composed by artists like Johann

Sebastian Bach, Wolfgang Amadeus Mozart, Ludwig Van Beethoven, just to name

a few. However, these songs have had a substantial impact on the music we hear

today. Every country has a culture, which is clearly apparent in its classical and folk

songs.

Pop Songs: Pop songs are those, which have contemporary lyrics and an upbeat

rhythm, basically for the youth culture. Some of the most popular artists are Rihanna,

Lady Gaga, Katy Perry, Adele, Britney Spears, BEP, and Ariana Grande. The

composition of pop songs concentrates more on music technology and recording

instead of live performances. Rhythm and effects are two important elements in pop

songs.

Rock Songs: Rock songs are most popular among teenagers and youngsters. They

consist of clear pieces of lead guitar, bass guitar, drums, and keyboards as some of

the main instruments. When the instruments are played in sync, they sound energetic

along with the vocals. Most popular rock artists are Europe, Creed, Def Leppard, Van

Halen, Bon Jovi, Red Hot Chili Peppers, Bryan Adams and many other good ones.

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Metal Songs: Metal songs are a bit more hard-sounding than rock songs. These songs

have high pitches and screaming vocals, heavy guitar leads, and solid drum work. In

a majority of metal songs, power chords and riffs are used. They may consist of

random lyrics, as the primary focus is on the music. Few of the metal music legends

are Whitesnake, Metallica, Dokken, Winger, Dio, Yngwie Malmsteen, Scorpions,

etc.

Country Song: Country songs are suitable for easy listening. They mainly consist of

clean lyrics with music pieces using classical guitars and other traditional

instruments. Occasionally, solos of instruments like banjo, mandolin, fiddle, and

harmonica can also be heard in these songs. You can listen to songs by Keith Urban,

Taylor Swift, Chris Young, Garth Brooks, and Shania Twain to get to know country

songs.

Hip-Hop Songs: In hip-hop or rap songs, the singers recite lyrics in an offbeat

manner but with the continuity of the rhythm. These songs primarily include solid

rhythmic beats and synth, with a focus on the way lyrics are sung. Hip-hop songs

have become popular not only in the USA, but also in all over the world. The most

popular stars in hip-hop music are Eminem, Nelly, Akon, Flo Rida, and Kanye West

Ballads: Ballads are songs, which include a narration of a story in a musical way.

These are slow songs basically, but may contain heavy components as well.

Generally, ballads have an emotional touch to them, owing to the lyrical content. This

is why they are a great hit during live shows. Artists from any genre of music can

compose ballads. Power ballads are those, which combine heavy music with

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emotional lyrics.

Dance Songs: Dance songs are those, which are fast and have a thumping rhythmic

pattern. Lyrics are not given much importance in these songs. Nowadays, dance

songs accompany synth, drum machines, and electronic music. These are played in

dance parties and discotheques. Most notable artists for dance songs are Vengaboys,

Madonna, Lady Gaga, and many other electronic artists. Nowadays, you will find

most traditional songs rerecorded to dance numbers by adding beats and effects.

Love Songs: Love songs are slow songs whose lyrics concentrate on the feelings of

love and relationships. These songs are largely played in marriages. There are even

sad love songs whose lyrics relate to breakups. These songs are mostly composed by

pop and rock artists. Some of the artists who have composed the best love songs are

Elton John, Bryan Adams, Richard Marx, Mariah Carey, and George Michael.

Gospel Songs: Gospel songs contain lyrics taken from Bible verses or just written

out of Christian belief. Usually, the lyrics are made out of a personal experience with

God. These songs are sung in churches all around the globe. Gospel songs may be

from any music genre such as country, rock, rap, or metal. World-renowned artists

to compose gospel songs are Don Moen, Petra, Sonicflood, Michael W. Smith, and

Hiilsong.

This is just a random list of the most common types of songs sung and played in

the music industry. Remember that one song can even belong to two or more

categories, which is why the classification becomes difficult; however, it is

commonly considered that the song types can be classified as per the genre of music.

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2.2.4 Vocabulary.

2.2.4.1 What is vocabulary and what needs to be taught?

a. What is vocabulary? Vocabulary can be defined, as the main key to understand foreign

language. Vocabulary is very important because without vocabulary, someone cannot

understand the meaning of foreign language, when someone learns foreign language, he or

she must know vocabulary.

Therefore, a new item of vocabulary may be more than a single word: for example, post

office and mother- in- law, which are made up of two or three words but express a single

idea. There are also multi-word idioms such as called it a day, where the meaning of the

phrase cannot be deduce from an analysis of the component words. Useful convention is to

cover all such cases by talking about vocabulary “items” rather than “words”.

McWhorter (1989, p.310) affirms: “Vocabulary means the ability to recognize individual

words to associate meaning with particular combination of letter that form word. In addition,

it is recognized from groups of letters that stand for or represent build a word; this word has

meaning (p.310).

b. What does it need to be taught?

- Form: Pronunciation and spelling

The learner has to know what a word sounds like (its pronunciation) and what it looks

like (its spelling). These are fairly obvious characteristics, and one or the other will

be perceived by the learner when encountering the item for the first time. In teaching,

we need to make sure that both these aspects are accurately presented in learned.

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- Grammar

The grammar of a new item will need to be taught if this is not obviously covered

by general grammatical rules. An item has an unpredictable change of form in certain

grammatical contexts or may have some idiosyncratic way of connecting with other

words in sentences; it is important to provide learners with this information at the

same time as we teach the base form.

When we are teaching a new verb, for example, we might give also its past form, if

this is irregular (think, thought), and we might note if it is transitive or intransitive.

Similarly, when teaching a noun, we made wish to present its plural form, if this is

irregular (mouse, mice), or draw learners` attention to the fact that it has no plural at

all.

2.2.4.2 Learning vocabulary- aids to learning.

a. Learn words with associated meanings together. Learning words together that are associated

in meaning is a popular and useful way of organising your vocabulary study. Complete this

network for the word cat.

Figure 4. Example of network

Source. Thornbury, 2009, “How to Teach Vocabulary” pág. 10

CAT

mew paw

kitten

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- Learn words with a grammatical association together

a) child tooth ox b) cut split burst c) information furniture food

- Learn together words based on the same root.

a) price priceless overpriced

b) handy single-handed give me a hand.

b. Figures and diagrams. Here are some ways in which figures might help you to remember

vocabulary.

Figure 5. Example figures and diagrams Source. Thornbury, 2009, “How to Teach Vocabulary” pág. 12

- Word trees can be useful.


- Word forks are good ways of learning adjectives and verbs


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c. Collocation. The collocations typical of particular items are another factor that makes a

particular combination sound “right” or “wrong” in a given context. So these is another piece

of information about a new item which it may be worth teaching.

When introducing words like decision and conclusion, for example, we may note that you

take or make the one, but usually come to the other; similarly, you throw a ball but toss a coin;

you may talk about someone being dead tired but it sound odd to say (dead fatigued).

Collocations are also often noted in dictionaries, either by providing the whole collocation

under one of the head –words, or by a note in parentheses.

Figure 8. Example the Matrices Source. Thornbury, 2009, “How to Teach Vocabulary” pág. 16

2.2.4.3 Organizing a vocabulary notebook.

a. Organizing words by meaning. We can build families of words related in meaning.

Words for feelings, words to describe places, words for movements, words for thinking, etc.

b. Using various types of diagrams. Words can be grouped under heading or more general word

can be drawn as a tree-diagram.

Now complete the following sentences.

a) She has always wanted to have the chance to …………. a train b) Russian women are not allowed to ……………passenger aircraft.

c) …………………a motorbike can be very dangerous.

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Figure 9. Example tree-diagram Source. Thornbury, 2009, “How to Teach Vocabulary” pág. 20

c. Organizing by words - class. A Spanish learner of English, Angeles showed how she marks

word-class in her personal notebook:

“What I have just started doing is to write them depending on if they are verbs or nouns or

adjectives or phrases. If they are phrases, I write them in red and also the definition. If they

are verbs, in black, and blue if they are nouns…. And if I write the Spanish translation, I

write it in another colour, so it`s easy to see… I draw some figures too”

2.2.4.4 Aspects of meaning (1): denotation, connotation, appropriateness. The meaning of a

word is primarily what it refers to in the real world, its denotation; this is often the sort of

definition that is given in a dictionary. For example, dog denotes a kind of animal; more

specially, a common, domestic carnivorous mammal; and both dank and moist mean slightly

wet.

A less obvious component of the meaning of an item is its connotation: the association, or

positive or negative feelings it evokes, which make or may not be indicated in a dictionary

definition. The word dog, for example, as understood by most British people, has positive

connotations of friendship and loyalty; whereas the equivalent in Arabic, as understood by most

people in a Arab countries has negative associations of there and inferiority. Within the English

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language, moist has favourable connotations while dank has unfavourable; so that you could

describe something as “pleasantly moist” where “pleasantly dank” would sound absurd.

2.2.4.5 Aspects of meaning (2): meaning relationships. How the meaning of one item relates

to the meaning of others can also be useful in teaching. There are various such

relationships: here are some of the main ones.

- Synonyms: items that mean the same, or nearly the same; for example, bright, clever,

smart may serve as a synonym of intelligent.

- Antonyms: items that mean the opposite; rich is an antonym of poor.

- Hyponyms: items that serve as specific examples of a general concept; dog, lion,

mouse are hyponyms of animal.

- Co- hyponyms or Co-ordinates: other items that are the “same kind of thing” red,

blue, green and brown are co-ordinates.

- Super ordinates: general concepts that “cover” specific items; animal is the super

ordinate of dog, lion, mouse.

- Translation: words or expressions in the learners` mother tongue that are (more or

less) equivalent in meaning to the item being taught.

- Homonyms: can be subdivided into homographs and homophones. Homographs are

words which are written in the same way but have different meanings. Compare bow

in “He took a bow /bau/ at the end of the correct” and “He was wearing a bow /bₔu/

tie”. Homophones are words which are pronounced in the same way but are spelt

differently, e.g. bow as in “He took a bow” and bough, “the bough of a tree”.

Here are some more examples of homographs.

I live in the north of England.

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Your favourite pop star is singing live on TV tonight.

I read in bed each night.

I read War and Peace last year.

Here are some of many examples of homophones in English

- air/ heir

- faze/phase

- groan/grown

- might/mite

- aloud/allowed

- floe/flow

- hoarse/horse

- mown/moan

- fare/fair

- grate/grat

- lays/laze

- pale/pa

2.2.4.6 Word formation. Vocabulary items, whether one – word or multi-word, can often be

broken down into their component “bits”. Exactly how these bits are put together is

another piece of useful information- perhaps mainly for more advanced learners.

You may wish to teach the common prefixes and suffixes: for example, if learners

know the meaning of sub-, un-, and –able, this will help them guess the meaning of

words like substandard, ungrateful and untranslatable. They should, however, be

warned that in many common words the affixes no longer have any obvious connection

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with their root meaning (for example, subject, comfortable). New combinations using

prefixes are not unusual, and the reader or hearer would be expected together their

meaning from an understanding of their components (ultra-modern, super-hero).

Another way vocabulary items are built is by combining two words (two nouns, or a

gerund and a noun, or a noun and a verb) to make one item: a single compound word,

or two separate, sometimes hyphenated words (bookcase, follow-up, swimming pool).

Again, new coinages using this kind of combination are very common.

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2.2.4.7 Presenting New Vocabulary.

a. Stage1: Ideas for presenting specific items. Select an item from the vocabulary taught in a

foreign language textbook you know. Think how the meaning of this item would best be

presented to learners who are encountering it for the first time, and note down some ideas. If

you are working in a group, three or four participants then get together, share ideas and

contribute new ones to each other.

b. Stage 2: Studying further techniques. Putting your practical suggestions aside for the

moment, study a list of different techniques of presenting the meaning of a new vocabulary. In

a group, this list may be compiled by a brainstorm among participants.

c. Stage 3: Application and Comparison. Identify which one or more of the techniques where

used in your own idea (s) for presentation. If you are in a group: were there any techniques

which tended to be more “popular”, others which were barely used? On second thoughts: would

you/ could you have used other techniques to supplement your original idea for presentation?

d. Stage 4: Discussion. On the basis of the information gathered in Stage 3, or your own

reflection, discuss orally or in writing generalizations that can be made about the usefulness of

the different techniques. Specific questions are considered:

- Some techniques are more popular than others. What are they, and can your account for

their popularity?

- Are there techniques that are particularly appropriate for the presentation of certain types

of words?

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- Are there techniques, which are likely to be more, or less, appropriate for particular

learner populations (young/ adult, beginner/ advanced, different background cultures)?

Do you, as an individual, find that you prefer some kinds of techniques and tend to

avoid others? Which? And why?

2.2.4.8 Remembering Vocabulary. There are various reasons why we remember some words

better than others: the nature of the words themselves, under what circumstances they

are learnt, the method of teaching and so on. The following is an interesting way to

examine some of these factors. It is actually a memory experiment, involving the recall

of as many items as possible on a learned list. Obviously, we do not usually do this in

the classroom, but its results have clear relevance for conventional vocabulary learning

and teaching. If you have time, and are working in a group, it is worthwhile trying it

yourself: work according to the Stages laid out below, and conclusion with mine.

2.2.4.9 Ideas for vocabulary work in the classroom. In this part we deal with ways of

presenting specific individual items; this one looks at procedures that involve interaction

with the whole set of items, in order both to consolidate learnings of ones the learners

have previously encountered, and to provide a context for the introduction of new ones.

a. Sharing ideas.

- Stage 1: Preparation

- Stage 2: Presentation

- Stage 3: Discussion

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b. Ideas for vocabulary activities.

- Brainstorming round an idea: write a single word in the centre of the board, and

ask students to brainstorm all the words they can think of that are connected with it.

Every item that is suggested is written up on the board with a line connected it to the

original word, so that the end result is a “sun-ray” effect. For example.

Figure 10. Example Brainstorming round an idea Source. Thornbury, 2009, “How to Teach Vocabulary” pág. 21

- Identifying words we know: As an introduction to the vocabulary of a new reading

passage: the students are given the new text, and asked to underline, or mark with

fluorescent pens, all the words they know. Then get together in pairs of threes to

compare: a student who knows something not known to their friend(s) teaches it to

them, so that they can mark it in on their text. They try to guess the meaning of the

remaining and marked items.

2.2.4.10 Testing Vocabulary. There are many different types of vocabulary –testing techniques,

for example:

- Looking at vocabulary- testing techniques.

- For each example, define for yourself what aspects of the item (s) are being tested,

and just as important- what is not being tested!

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For the evaluation of vocabulary we have the following strategies:

o Example 1 and 2: Multiple- Choice

Note that only denotative meaning is tested, the test does not need to know the words`

connotations, spelling, pronunciation, grammar, or how they would be used in context.

Multiple- Choice questions are tricky and time- consuming to compose, but, if the answer

is clear, very quick and easy to mark.

o Example 3: Matching

As in the previous example, only meaning is tested; and is knowledge of an opposite

a proof that the tested knows the meaning of the original word?

Matching items are quicker and easier to compose than multiple choice; but note that

the last option- if the learner has all the others right- becomes obvious. This problem can

be corrected by the provision of more items in Column B than in A.

o Example 4: Matching

Here the only thing that is being tested is whether the tested is aware of the existence

of the word! Which probably means they also know its meaning, but this fact is not

actually being tested.

o Example 5: Odd one out.

Again, only meaning is being tested, and you have no way of being sure that all the

items are known. But this is at least more interesting to do, and usually easy to mark.

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o Example 6: Writing sentences.

Spelling and pronunciation of the items are not tested, but most other aspects are. This

is a bit boring to do, and difficult to mark objectively, but does check the test`s knowledge

fairly well.

o Example 7: Dictation

Dictation test aural recognition and spelling only. However, if learners can recognize

and spell an item correctly, they probably also know what it means: it is extremely

difficult to perceive, let alone spell, words you do not know. A relatively easy test to

administer and check.

o Example 8: Dictation- Translation

This checks if students know meaning and spelling only. There is the problem that

the mother- tongue translation may be inexact or misleading; but if it is a reasonable

equivalent, then this is a very quick, easy and convenient test to administer and check.

o Example 9: Gap-filling

This test meaning, spelling, to some extend grammar and collocation. But testees

may write down possibly acceptable items that are not in fact the originals, or what you

intended; will you accept them!

o Example 10: Gap-filling with a “pool” of answers

Meaning is testing here, also to some extent grammar and collocation. This version is

easier to do and mark.

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o Example 11: translation

Translation can test all aspects of an item, but there is the usual difficulty of finding

exact equivalent across languages, and it may be tricky to mark.

o Example 12: Sentence completion

This test (denotative) meaning only; but is “personalized” and interesting to do and

read.

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Figure 11. Example Vocabulary- Testing Techniques Source. Thornbury, 2009, “How to Teach Vocabulary” pág. 25

VOCABULARY- TESTING TECHNIQUES

Example 1 Choose the letter of the item, which is, the nearest in meaning to the word in italics: He was reluctant to answer.

a) Unprepared b) unwilling c) refusing d) slow

Example 2 Choose the letter of the definition, which comes closest in meaning to the word elated

a) Ready and willing b) tense and excited c) tending to talk a lot d) in high spirits

Example 3

Draw lines connecting the pairs of opposites

A B

brave awake

female expensive

cheap succeed

asleep cowardly

fail male

Example 4 Which of the prefixes in Column A can combine with which of the words in Column B Write out the complete words.

A B over human

trans national

super flow

dis form

inter infect

Example 5 Underline the odd one out: goat, horse, cow, spider, sheep, dog, cat.

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2.3 Glossary

Alliteration (n.) /əˌlɪtəˈreɪʃən/ repetition of the same initial sound or sounds of two or more

word groups, as in from stem to stem.

Framework (n) /ˈfreɪmˌwɜːk/ a basic conceptional structure (as of ideas)

Lexical (adj.) /ˈlɛksɪkəl/ of or relating to the words or vocabulary of a language.

Method (n) /ˈmɛθəd/ a procedure, technique, or way of doing something in accordance with

a definite plan.

Onomatopoeia (n.) /ˌɒnəˌmætəˈpiːə/ the formation of a word, as cuckoo or boom, by

imitating the sound made by or associated with the thing the noun refers to: In English,

onomatopoeia is found in words like tweet, zap, flick, and hiss.

Phonetics (n.) /fəˈnɛtɪks/ the study of speech sounds and how they are made transmitted, and

Heard by the ear.

Phonology (n.) /fəˈnɒlədʒɪ/ the study of how sounds are patterned in a language and of the

rules governing pronunciation.

Psychomotor (adj.) /ˌsaɪkəʊˈməʊtə/ of or pertaining to a response involving both motor and

psychological components.

Research (n) /rɪˈsɜːtʃ/ careful patient study of a subject in order to discover or revise facts,

theories, principles, etc.

70

Semantics (n.) /sɪˈmæntɪks/ a branch of linguistics dealing with the study of meaning, the

ways meaning is structured in language, and changes in meaning and form over time.

Suprasegmental (adj.) /ˌsuːprəsegˈmentl/ above, beyond, or in addition to a segment.

Pertaining to or noting features of speech, as stress, pitch, and length, that accompany

individual consonants and vowels and may extend over more than one such segmental

element; pertaining to junctual and prosodic features. n. a suprasegmental feature.

Scientific (adj.) /ˌsaɪənˈtɪfɪk/ of or relating to science or the sciences.

Strategy (n) /ˈstrætɪdʒɪ/ a plan, method, or series of maneuvers or stratagems for obtaining a

specific goal or result.

Syllabi (n) /ˈsɪləˌbaɪ/an outline or other brief statement of the main points of a discourse,

the subjects of a course of lectures, the contents of a curriculum, etc.

Syntax (n.) /ˈsɪntæks/ the study of patterns of formation of sentences and phrases from words

in a language and of the rules for the formation of grammatical sentences.

Technological (adj.) /ˌteknəˈlɒdʒɪkəl/ the branch of knowledge that deals with applying

science and engineering to practical uses.

Theory (n) /ˈθɪərɪ/ Science a group or collection of general statements that together as

principles explain some fact or group of facts.

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2.4 Theoretical model of the didactic proposal

Spelling

Labelling

Matching

Unscramble

Categorizing

Gap filling

THEORETICAL FRAMEWORK

LEVELS

FRAMEWORK

SATISFACTORY

IN PROCESS

STARTING

HIDRANCE

Limited control of synonyms.

Extreme difficulty in naming

words into a context.

Limited control identifying

sounds so identifying words.

Limited to know the role that a

word plays in a sentence.

Inability in how a word is used

in a sentence.

PRE-LISTENING

FRAMEWORK

WHILE LISTENING

FRAMEWORK

Choosing

SUGGESTOPEDIA FRAMEWORK

The major linguistic problems in the language classroom are memorization of the words and patterns of the language. It is focus on the use of classic music

during the learning process.

OUTSTANDING

THE LEXICAL APPROACH

This approach identifies lexis as the basis of language and focuses on the principle that language consists of grammaticalized lexis.

THE COMMUNICATIVE APPROACH

The Communicative Approach – or Communicative Language Teaching (CLT) – is a teaching approach that highlights the importance of real communication for learning to take place.

CHRISTOPHER BRUMFIT

EFL STRATEGY

PROPOSED

FRAMEWORK

Inability to write and recognize

some words.

Limited control to know which

word or phrase is often used

with another word or phrase.

Inability to know what a sentence

actually do in a real context

STAGES

FRAMEWORK

POST-LISTENING

FRAMEWORK Combining

DIDACTIC PROPOSAL BASED ON THE USED OF SONGS TO IMPROVE THE LEVEL AMONG ELEMENTARY STUDENTS OF THE NATIONAL UNIVERSITY OF CAJAMARCA- 2017.

DIMENSIONS

FRAMEWORK

Word

identification

and spelling

Synonyms

Word identification through the context

Auditory identification

of words

Category of words

Parts of the speech

Collocations

Functions

Completion

GEORGY LOZANOV

MICHAEL LEWIS

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CHAPTER III

73

RESULTS AND DISCUSSION OF THE RESEARCH

PRESENTATION

This chapter aims to analyse and interpret the results obtained from the pre-test and post-test to

determine the way to solve the problem and achieve general and specific objectives.

It also has as purpose to present the process that run to the proposal hypothesis demonstration.

3.1 Analysis and interpretation of data

Quantitative. This section contains the analysis and results of the following steps:

1. A pre-test (diagnostic test) in order to examine and ascertain the level of

vocabulary of our students with the intention of providing them with vocabulary

strategies (based of songs) to improve their English level.

2. A post-test applied to find out if the use songs was a good means to meet the

intended purpose of this research.

3.1.1. Analysis of the pre-test (vocabulary diagnostic test).

To know the students’ vocabulary level, a vocabulary diagnostic test or pre-test was

applied and the following vocabulary dimensions were considered (Table 3).

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Table 3

Vocabulary dimensions

Source. Own Production

Below we present the results of the vocabulary diagnostic test and using a Vocabulary

Dimension Assessment Matrix.

DIMENSIONS

Word identification through

the context

D Do the students identify the words through the context?

Synonyms D Do the students recognize synonyms?

Category of words Do the students structure sentences with the correct

category words?

Collocation Do the students understand how words go together or

form fixed relationships?

Functions Do students use words that express a grammatical or

structural relationship with other words?

Auditory identification of

words

Do students imitate motions of nursery rhymes/songs

with accompanying vocalization?

Parts of speech Do the students identify verbs, nouns, adjectives, etc?

Word identification and

spelling

It identifies students who are struggling with spelling.

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Table 4

Pre-test results table

Student

Word

identification

through the

context

Synonyms Category

of words

Colloca

tion

Functions Auditory

identification

of words

Parts

of

speech

Word

identification

and spelling

Overall

0 - 2 0 – 2 0 – 3 0 - 3 0 – 2 0 - 2.5 0 - .5 0 - 3 20

1.Bazán Gutiérrez, Esthefani 0.5 1 1 1.5 1 2 2 2 11.0

2.Campos Bautista, Yolanda 1 1 0.5 1 0.5 0.5 5 2 11.5

3.Castillo Culqui, Claudia 1 1 1.5 2.5 1.5 2 2 1.5 13.0

4.Castillo Novoa, Carlos 0.5 1 2 1 0.5 1 2.5 2 10.5

5.Chavarry Grados, Diana 1.5 1 1.5 0.5 1.5 2 2 2 12.0

6.Galindo Mera, Yahaira 0.5 1.5 1 1 0.5 1 0.5 2 8.0

7.Gavidia Pérez, Lesli Yoselí 1 1 2 2 0 2 0.5 2.5 11.0

8.Huaripata Quito, Roxana 0.5 1 1.5 1 0.5 1 1 1.5 8.0

9.Junchaya Goicochea, Martin 1 1.5 1 1.5 0.5 2 1.5 1.5 10.5

10.León Quiroz, Gabriela 0.5 0.5 2 2 1 2 2.5 2 12.5

11.Marín Bazán, Mariel 1 1.5 1 0.5 0.5 1 0.5 1.5 7.5

12.Martos Briceño, Mara Yesi 1 1 1.5 2 1 1 2 1.5 11.0

13.Osorio Tello, Geilit Angela 1 2 2 1.5 2 2 1 1 12.5

Overall 0.85 1.15 1.42 1.38 0.85 1.50 1.77 1.77 10.69

Vigesimal Overall 8.46 11.54 9.49 9.23 8.46 12.00 14.15 11.79 10.64 Source. Own production based on pretest results

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Table 5

Values table

Source. Own production

Results of each item in the Pre-test applied to know the vocabulary level in the English

Language of the elementary students at the Language Centre of the National University of

Cajamarca institute, 2016.

The average score helped to demonstrate the level of vocabulary that students had in each

dimension. In that opportunity shows the result of the 13 students that were evaluated:

Outstanding AD 18 – 20

Satisfactory A 15 - 17.9

In process B 10.6 - 14.9

Starting C 0 - 10.5

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Table 6

Average score of each item Source. Own production based on pretest results

Vocabulary Level

Dimensions

Outstanding Percentage Satisfactory Percentage In

process

Percentage Starting Percentage


the context

0 0.00% 1 7.69% 0 0.00% 12 92.31%

Synonyms 1 7.69% 3 23.08% 0 0.00% 9 69.23%

Category of words 0 0.00% 0 0.00% 4 30.77% 9 69.23%

Collocation 0 0.00% 1 7.69% 3 23.08% 9 69.23%

Functions 1 7.69% 2 15.38% 0 0.00% 10 76.92%


words

0 0.00% 7 53.85% 0 0.00% 6 46.15%

Parts of speech 2 15.38% 4 30.77% 1 7.69% 6 46.15%


spelling

0 0.00% 1 7.69% 6 46.15% 6 46.15%

78

Figure 12. Vocabulary level of the dimension Word identification through the context Source: Pre-test applied to elementary students from the “Language Centre” of the National University of

Cajamarca- August 2017

Analysis and Interpretation: According to the figure 12, the 92 % of the students have a poor

level identifying words into a context and only 7.7% of them have a satisfactory level. This shows

us that some students may not know how to identify some words into a context and the other group

of students has certain knowledge about what words can fix appropriately into a sentence than

others.

0.0%7.7%

0.0%

92%

Outstanding Satisfactory In process Starting



79

Figure 13. Vocabulary level of the dimension Synonyms Source: Pre-test applied to elementary students from the “Language Centre” of the National University of


Analysis and Interpretation: As shown in figure 13, the majority of the students, 69.23 % of

them have a very low level using synonyms, only 23.08% have a satisfactory level and some

students, 7.69%, have an outstanding level using synonyms. This shows us that the majority of

students do not have a wide knowledge in synonyms used and a little bit of the students have

certain knowledge about it.

7.69%

23.08%

0.00%

69.23%


Synonyms


80

Figure 14. Vocabulary level of the dimension Category of words Source: Pre-test applied to elementary students from the “Language Centre” of the National University of


Analysis and Interpretation: In accordance with the figure 14, the 69.23% of them are in starting

level categorising words and 30.77% are in process level with respect to it. The results states that

most of the students do not manage what part the words play in a sentence.

0.00% 0.00%

30.77%

69.23%


Category of words


81

Figure 15. Vocabulary level of the dimension Collocation Source: Pre-test applied to elementary students from the “Language Centre” of the National University of


Analysis and Interpretation: The figure 15 shows that 69.23 % of the learners have a poor level

putting a particular word with another word or words with a frequency greater than chance, 23.08%

of them are in process level and the other 7.69% have a satisfactory level with respect to

collocation. It is necessary to mention that it is extremely important to know what words pair with

each other. Learners who are not aware of collocation will not bother to learn what words go well

with each other.

0.00%

7.69%

23.08%

69.23%


Collocation


82

Figure 16. Vocabulary level of the dimension Functions Source: Pre-test applied to elementary students from the “Language Centre” of the National University of


Analysis and Interpretation: According to the figure 16, the 76.92 % of the students have a poor

level using words that express a grammatical or structural relationship with other words in

a sentence and the other 15.38% have a satisfactory level and 7.69% have an outstanding level

with respect of functions. This chart shows that the majority of the students may not know how to

identify the functions of some statements and some of them know how functions work into a

context.

7.69%

15.38%

0.00%

76.92%


Functions


https://www.thoughtco.com/what-is-grammar-1690909

https://www.thoughtco.com/sentence-grammar-1692087

83

Figure 17. Vocabulary level of the dimension Auditory identification of words Source: Pre-test applied to elementary students from the “Language Centre” of the National University of


Analysis and Interpretation: According to figure 17, the 46.15% of the learners are in starting

level identifying words sounds through a song, while 53.85% have a satisfactory level processing

sounds seamlessly and almost instantly. This shows us that many of the students can quickly

interpret what they hear, but other important group of students do not have certain ability to

identify words when the listen a song.

0.00%

53.85%

0.00%

46.15%


Auditory identification of words


84

Figure 18. Vocabulary level of the dimension Parts of speech Source: Pre-test applied to elementary students from the “Language Centre” of the National University of


Analysis and Interpretation: As shown in figure 18, the 46.15 % of the students have a low level

because they do not how categorise a word, only 7.69% of them are in process, 30.77% have a

satisfactory level and the other 15.38% have an outstanding level identifying the use of a word in

a sentence. The results states that a wide number of students do not have knowledge of the

definition of a word in a sentence and some of them can manage it satisfactorily.

15.38%

30.77%

7.69%

46.15%


Parts of speech


85

Figure 19. Vocabulary level of the dimension Word identification and spelling Source: Pre-test applied to elementary students from the “Language Centre” of the National University of


Analysis and Interpretation: According to the figure 19, 46.15% of them have a starting level

identifying words and how they are written appropriately in a sentence, 46.15% are in process and

7.69% have a satisfactory level with respect of word identification and spelling. Therefore, this

chart shows that a lot of the students do not have a wide vocabulary and less of them have some

problems with it.

0.00%

7.69%

46.15% 46.15%


Word identification and spelling



86

3.1.2. Analysis of the post-test. To find out if the didactic proposal based on the use of songs

to improve the level of the students a post-test was applied. and the following vocabulary

dimensions were considered (Table 7).

Table 7

Vocabulary dimensions

Source. Own Production

Below we present the results of the vocabulary diagnostic test and using a Vocabulary

Dimension Assessment Matrix.

DIMENSIONS


the context

D Do the students identify the words through the context?

Synonyms D Do the students recognize synonyms?

Category of words Do the students structure sentences with the correct category

words?

Collocation Do the students understand how words go together or form

fixed relationships?

Functions Do students use words that express a grammatical or

structural relationship with other words?


words

Do students imitate motions of nursery rhymes/songs with

accompanying vocalization?

Parts of speech Do the students identify verbs, nouns, adjectives, etc?


spelling

It identifies students who are struggling with spelling.

87

Table 8

Post-test results table

Source. Own production based on post-test results

Student

Word identification

through the

context

Synonyms Category of words

Collocation Functions Auditory identification

of words

Parts of

speech

Word identification

and spelling

Overall

0 - 2 0 – 2 0 – 3 0 - 3 0 – 2 0 - 2.5 - 2.5 0 - 3 20

1.Bazán Gutiérrez, Esthefani 2 1.5 3 3 1 2.5 2 3 18

2.Campos Bautista, Yolanda 2 2 3 3 2 2.5 2 2 18.5

3.Castillo Culqui, Claudia 2 2 3 3 2 1.5 2 2.5 18

4.Castillo Novoa, Carlos 1.5 2 3 2 2 2.5 2.5 3 18.5

5.Chavarry Grados, Diana 1.5 1.5 3 3 1.5 2.5 1.5 3 17.5

6.Galindo Mera, Yahaira 2 2 2.5 2 1.5 2.5 2 3 17.5

7.Gavidia Pérez, Lesli Yosel 2 1 2.5 3 2 2.5 2 3 18

8.Huaripata Quito, Roxana 1 1.5 2.5 3 1 2.5 2.5 2.5 16.5

9.Junchaya Goicochea, Martin 2 1.5 2 2 1.5 2.5 2.5 2.5 16.5

10.León Quiroz, Gabriela 2 2 3 2 2 2.5 2.5 3 19

11.Marín Bazán, Mariel 2 2 3 3 2 2.5 2.5 3 20

12.Martos Briceño, Mara Yesi 2 1.5 3 3 2 2.5 2 3 19

13.Osorio Tello, Geilit Angela 1.5 2 3 2.5 2 2.5 1.5 3 18

Overall 1.81 1.73 2.81 2.65 1.73 2.42 2.12 2.81 18.08

Vigesimal Overall 18.08 17.31 18.72 17.69 17.31 19.38 16.92 18.72 18.02

88

Table 9

Values table

Source. Own production

Results of each item in the post-test applied to measure the amount of vocabulary learning that

the students of elementary level of the National University of Cajamarca have acquired through

the use of songs.

The average score helped to demonstrate the level of vocabulary that students had in each

dimension. In that opportunity shows the result of the 13 students that were evaluated:

Outstanding AD 18 – 20

Satisfactory A 15 - 17.9

In process B 10.6 - 14.9

Starting C 0 - 10.5

89

Table 10

Average score of each item

Source: Post-Test applied to the students at “The Language Centre of the National University of Cajamarca"– to know their vocabulary Level in the English Language,

November 14th, 2017

Analysis and Interpretation: As it can be seen in the table 10, for each vocabulary dimensions the students got outstanding level results

at the end of the application of songs to improve their level, therefore we can say that the strategies were helpful and successful for the

students. They really helped them to get improve those vocabulary dimensions then they now can be understood by their peers and feel

more confident with their English vocabulary level.

Vocabulary Level

Dimensions

Outstanding Percentage Satisfactory Percentage In process Percentage Starting Percentage

Word identification through the

context

9 69.23% 3 23.08% 0 0.00% 1 7.69%

Synonyms 7 53.85% 5 38.46% 0 0.00% 1 7.69%

Category of words 9 69.23% 3 23.08% 1 7.69% 0 0.00%

Collocation 8 61.54% 1 7.69% 4 30.77% 0 0.00%

Functions 9 69.23% 3 23.08% 0 0.00% 1 7.69%

Auditory identification of words 12 92.31% 0 0.00% 1 7.69% 0 0.00%

Parts of speech 5 38.46% 6 46.15% 2 15.38% 0 0.00%

Word identification and spelling 9 69.23% 3 23.08% 1 7.69% 0 0.00%

90

Figure 20. Vocabulary level of the dimension Word identification through the context Source: Post-test applied to elementary students from the “Language Centre” of the National University of


Analysis and Interpretation: According to the figure 20, the 7.69 % of the students have a poor

level identifying words into a context, a 23.08% of them are in satisfactory level and 69.23%% of

them have an outstanding level. This shows us that some students may not know how to identify

some words into a context and the majority of the group of students have knowledge about what

words can fix appropriately into a sentence than others.

69.23%

23.08%

0.00%

7.69%




91

Figure 21. Vocabulary level of the dimension Synonyms Source: Post-test applied to elementary students from the “Language Centre” of the National University of


Analysis and Interpretation: As shown in figure 21, the minimum of the students, 7.69 % of

them have a starting level using synonyms, 23,46% have a satisfactory level and most of the

students, 53,85%, have an outstanding level using synonyms. This shows us that the majority of

students have a wide knowledge in synonyms used and a little bit of the students do not have

certain knowledge about it.

53.85%

38.46%

0.00%

7.69%


Synonyms


92

Figure 22. Vocabulary level of the dimension Category of words Source: Post-test applied to elementary students from the “Language Centre” of the National University of


Analysis and Interpretation: In accordance with the figure 22, the 7.69% of them are in process

level categorising words, 23,08% have satisfactory level and 69,23% are in outstanding level with

respect to it. The results states that most of the students manage what part the words play in a

sentence.

69.23%

23.08%

7.69%

0.00%


Category of words


93

Figure 23. Vocabulary level of the dimension Collocation Source: Post-test applied to elementary students from the “Language Centre” of the National University of


Analysis and Interpretation: The figure 23 shows that 30,77 % of the learners have a process

level putting a particular word with another word or words with a frequency greater than chance,

only 7,69% of them are in satisfactory level and the other 61,54% have an outstanding level with

respect to collocation. It is necessary to mention that it is extremely important to know what words

pair with each other. Learners who are not aware of collocation will not bother to learn what words

go well with each other.

61.54%

7.69%

30.77%

0.00%


Collocation


94

Figure 24. Vocabulary level of the dimension Functions Source: Post-test applied to elementary students from the “Language Centre” of the National University of


Analysis and Interpretation: According to the figure 24, the 7,69 % of the students have a poor

level using words that express a grammatical or structural relationship with other words in

a sentence while the other 23,08% have a satisfactory level and 69,23% have an outstanding level

with respect of functions. This chart shows that the majority of the students may know how to

identify the functions of some statements and some of them do not know how functions work into

a context.

69.23%

23.08%

0.00%

7.69%


Functions


https://www.thoughtco.com/what-is-grammar-1690909


95

Figure 25. Vocabulary level of the dimension Auditory identification of words Source: Post-test applied to elementary students from the “Language Centre” of the National University of


Analysis and Interpretation: According to figure 25, the 7.69% of the learners are in process

level identifying words sounds through a song while 92,31% have an outstanding level processing

sounds seamlessly and almost instantly. This shows us that many of the students can quickly

interpret what they hear, but other minimum group of students do not have certain ability to

identify words when the listen a song.

92.31%

0.00%7.69%

0.00%


Auditory identification of words


96

Figure 26. Vocabulary level of the dimension Parts of speech Source: Post-test applied to elementary students from the “Language Centre” of the National University of


Analysis and Interpretation: As shown in figure 26, only 15,38 % of the students have a process

level because they do not how categorise a word, 46,15% of them are in satisfactory level and the

other 38,46% have an outstanding level identifying the use of a word in a sentence. The results

states that a wide number of students have a wide knowledge of the definition of a word in a

sentence and some of them cannot manage it satisfactorily.

38.46%

46.15%

15.38%

0.00%


Parts of speech


97

Figure 27. Vocabulary level of the dimension Word identification and spelling Source: Post-test applied to elementary students from the “Language Centre” of the National University of


Analysis and Interpretation: According to the figure 7,69% of them have a process level

identifying words and how they are written appropriately in a sentence, 23,08% are in satisfactory

and 69,23% have an outstanding level with respect of word identification and spelling. Therefore,

this chart shows that a lot of the students have a wide vocabulary and less of them have some

problems with it.

69.23%

23.08%

7.69%

0.00%


Word identification and spelling



98

3.1.3. Comparative analysis of the pre-test and the post-test results.

The average score helped to demonstrate the level of vocabulary that students had in each item. In that opportunity shows the result

of the 13 students that were evaluated:

Table 11

Comparative analysis of the pre-test and the post-test results

DIMENSION

Outstanding

Satisfactory

In process

Starting

PRETEST POST TEST PRETEST POST TEST PRETEST POST TEST PRETEST POST TEST

Word identification through the

context

0% 69% 8% 23% 0% 0% 92% 8%

Synonyms 8% 54% 23% 38% 0% 0% 69% 8%

Category of words 0% 69% 0% 23% 31% 8% 69% 0%

Collocation 0% 62% 8% 8% 23% 31% 69% 0%

Functions 8% 69% 15% 23% 0% 0% 77% 8%

Auditory identification of words 0% 92% 54% 0% 0% 8% 46% 0%

Parts of speech 15% 38% 31% 46% 8% 15% 46% 0%

Word identification and spelling 0% 69% 8% 23% 46% 8% 46% 0%

Overall 4% 65% 18% 23% 14% 9% 64% 3% Source: Pre-Test applied to the students at the Language Centre of the National University of Cajamarca" to know their vocabulary Level by dimensions in the English Language, August 1st, 2017 as well as a post-test applied to the same students to know their vocabulary Level by dimensions

in the English Language got improved, November 14, 2017.

Analysis and Interpretation: According to the table 11 and figure 28, about the results of the pre-test and post-test of the control

99

group respectively. We can observe that in the pre-test 64% of the students of the control group were at the beginning level in the

acquisition of vocabulary. When applying the post-test 65% were in the outstanding level.

Table12

Average comparison test

Source: Data bank. Prepared by the author with Excel 2019. T cal.8.5

Analysis and Interpretation: According to table 12 in the comparison of average scores on academic performance, there was a

significant increase in the group average in the post-test (3.57) points compared to the average in the pretest difference validated by the

T-Student Test, when obtaining sufficient evidence of the data to generate probability of experimental significance (p = 0.0001) less

than the level of significance set (= 0.05), rejecting and accepting.

The results found consider the following panorama: in general terms, with the total set of students, the proposed hypothesis is

accepted. Indeed, the value of p = 0.0001, less than 0.05, is low enough that leads us to accept the research hypothesis. This implies that

the problem-based learning program of experimental intervention significantly influenced the academic performance of the students in

Average comparison test

Test T – Student

Level of significance

Decision

Significance Observed probability value

p <

= 2.06 p = 0,0001 = 0,05 Se rechaza

ceH :0ot 0H

ceaH :

100

the study population.

Tc = 8.5; Tc is greater than To, so the null hypothesis is rejected, there being significant differences at 95% confidence; a t the

vocabulary level before and after applying the strategies based on the use of songs to improve the level of vocabulary among elementary

students of the Language Centre of the National University of Cajamarca.

Tc= T calculated

To= T observed

101

Figure 28. Comparative analysis of the pre-test and the post-test results of the control group Source: Pre-Test applied to the students at the Language Centre of the National University of Cajamarca" to know their vocabulary Level by dimensions in the English Language, August 1st, 2017 as well as a post-test applied to the same students to know their vocabulary Level by dimensions

in the English Language got improved, November 14, 2017.

102

3.2 Proposal presentation

The following didactic strategies proposal are based on the use of songs to improve the level

of vocabulary among elementary students of "The Language Centre of the National University

of Cajamarca". It consists of 10 sessions, which took from Monday to Friday during the months

in August, September, October and November; each of the sessions had a time of duration of 45

minutes and three sessions per week were carried out, giving continuity in the learning process

in a sequential and gradual manner and each session was oriented to the development of a

capacity with their respective instruments of work and evaluation.

At the Language Centre of the National University of Cajamarca the manage of songs to

improve the vocabulary has been overlooked or in most cases it has not been effectively applied.

That is why students avoid the learning of words and grammatical structures and they do not

use the language correctly giving place to the memorization and most of the time they do not

want to participate because they are affair to make mistakes and the lack of a background in

their vocabulary also play an important role when they want to express by themselves. Now,

they prefer to pass the exams in spite of learning meaningfully.

Even though they are preparing to become teachers of English, they have not managed the

correct vocabulary strategies tasks using songs. It has been also observed that they were unable

to tackle situations such as; how to respond when they did not know the meaning of some

words in a certain context.

Another first-hand knowledge is that students lack in fluency and confidence. We know that

personality traits might be one cause of not engaging in communication successfully. However,

103

the primary obstacle for students is the lack of knowledge of strategies and techniques when

undertaking a song task or activity that hinders vocabulary.

Therefore, the correct application of songs in the Vocabulary Strategies is a compelling need

to meet our purposes of improving the level of it in our students.

104

3.2.1 Theoretical model.

DIDACTIC PROPOSAL BASED ON THE USED OF SONGS TO IMPROVE THE LEVEL AMONG ELEMENTARY STUDENTS OF THE

NATIONAL UNIVERSITY OF CAJAMARCA- 2017.

105

3.2.2 Description of the didactic Proposal.

I. Duration. 4 weeks (start: 01 of August - end: 14 of November).

II. Description. The Didactic Proposal based on the use of songs is oriented to improve the level

of vocabulary among students of the elementary students of the Language Centre of the

National University of Cajamarca.

III. Foundation. The application of the lesson plans are fundamentally based on three

foundational grounds:

Lozanov (1970), according to the Suggestopedia method assumes that the linguistic

problems most important in the language classroom are memorization of the words and

patterns of the language so the learners need a relaxed state and focused in an optimum state

for learning, using soothing and rhythmic music in a comfortable and relaxing environment

where the students’ feelings have an important place. They need to feel confident and relaxed

to achieve a memorization rate of 1000 words an hour.

The research shows that the learning based in songs got a high vocabulary level in our

students, they passed from an average level of 14.3 to 16.3 points over 20 points is due to the

used of songs influenced in this learning process such as Lozanov mentions. This learning is

evidenced in the final marks.

The lexical approach elaborated by Michael Lewis consists of grammaticalized lexis. in

second language acquisition, this approach consists of the capacity of understanding and

producing lexical phrases as non-analyzed entities (chunks).

106

With repeated auditory exposure, their ears will become familiar with the rhythm, rhyme

and the right pronunciation of the target language. Through a lot of reading, the naturally

manage and acquisition of a wide range of vocabulary will occur because of the authentic

material brought. The students will be able to get and recognized the different elements in a

sentence such as verbs, adjectives and so on and how to collocate them into a context.

Christopher Brumfit proposed an alternative to the then present systems-oriented

approaches, such as the Audiolingual method. That means that, instead of focusing on the

acquisition of grammar and vocabulary (grammatical/linguistic competence), the

Communicative Approach aimed at developing the learner’s competence to communicate in

the target language (communicative competence), with an enhanced focus on real-life

situations.

IV. Objectives of the proposal.

- General. Improve the level of the vocabulary of the students of elementary level of The

Language Centre of the National University of Cajamarca applying a program based on the

use of songs.

- Specific objectives.

1 Improve the ability of word identification through the context.

2 Develop the use of synonyms and antonyms as a strategy to learn vocabulary.

3 Promote the ability of categorizing words to increase their vocabulary.

4 Improve the ability of learning collocations to manage in a right way the

107

vocabulary learning.

5 Develop the ability of learning vocabulary connected to functions.

6 Promote the ability of auditory identification of words.

7 Improve the identification of the parts of speech as a strategy to learn vocabulary.

8 Improve word identification and spelling.

V. Structure of the didactic proposal. To develop the lexical structures, the following strategies

have been used:

Labelling: It consists of placing a word or name to something to identify it.

Completion: It allows the teacher to set completion criteria in a specific activity's settings. A

check (tick) appears against the activity when the student meets this criterion. The criterion

might be viewing, receiving a certain score or a student marking it as complete

Spelling: It is a fundamental skill that every child needs to learn in order to successfully write

the English language. Students will develop phonemic awareness, and be able to accurately

represent their written language. Examples: play word sort, put up a Boggle board, go on a word

hunt and create an analogy book.

The goal of spelling is for students to be able to recognize and spell words accurately so they

can focus their attention on the meaning of the words.

Matching: This activity involves first recognizing the words, then relating them -for

example- with a visual representation, a translation, a synonym, an antonym, etc.

108

Writing: It is important for the students to truly think of themselves as writers.

There are numerous motives as to why someone would want to express a thought,

opinion, or fact to other individuals through words. Creative writing can be used for

entertainment, informative, or persuasive purposes. This type of writing can also be used to

convey an emotion.

Gap filling: Usually they are writing activities that are often used in tests since they are

easy to design and mark. There are different formats but a basic distinction can be made

between open and close gap-fills. The open gap-fill type is the one in which the apprentice

fills spaces by resorting to his mental lexicon. In a close-gap-fill the words are given in the

form of a list at the beginning of the exercise.

Choosing: Cognitive activities are more complex than identification, since they involve the

recognition of words and the choice that is made between them, an example of this is the

"odd one out"

Unscramble: Unscramble Games are fun ways to expand the student's knowledge of the

English language, all while having fun. Students learning ESL just trying to expand their

vocabulary can benefit from playing word games.

Combining: Combining sentences encourages a writer to take two or more short, choppy

sentences and combine them into one effective sentence. By learning this skill, students

enhance their writing style. Sentence combining skill is something that will develop over

several short practice sessions and should be considered as one component of an overall

writing program.

109

Categorizing: Consisting of grouping things or people with the same characteristics.

110

VI. Organization of the learning sessions.

Table 13

Proposal structure

LESSON

N° /

DATE

DENOMINATION

RESOURSES

AND

MATERIAL

CONTENT PROPOSAL

STRATEGIES

EVALUATION

INSTRUMENTS

LANGUAGE

FOCUS GOALS TIME

1

Parts of the body

-flip charts -markers

-board

-worksheet

-projector

Parts of the body:

-feet

-knees

-heart

-eyes

-lips

-arms

-face

-Spelling

-Gap filling

-Unscramble

Worksheet

-Parts of speech

(verbs and nouns).

Regular and

irregular verbs

in past simple and parts of the

body.

Students will

be able to increase their

English

vocabulary

identifying the regular and

irregular verbs

in past simple

as well as (nouns) parts

of the body

through the

song “Set fire to the rain” by

Adele

60”

01/08/2017

2

I`ll be movie/move

in/moving on


-board

-worksheet

-projector

-I didn t́ wanna

right/write/rate a song.

-Cause I didn t́ want anyone

digging/sinking/thinking I still care.

-I don´t but, you

still/steal/steel hit my phone

up. -And baby I`ll be movie/move

in/moving on.

-I think you

sure/should/shunt be something.

-I don´t wanna

called/told/hold back.

-Maybe you should no/now/know that

-Writing

-Fill out

-Spelling

Worksheet

-Spelling e.g

right/write/rate shood/should/sh

uld

called/told/hold

Antonyms

Students will

be able to

improve their vocabulary

recognizing

the correct spelling of

some words

and the

antonyms of them through

the song

“Love

yourself” by Justin Bieber

60”

18/08/17

111

3

Comparing and

describing

-flip charts

-markers

-board -worksheet

-projector

Adjectives, comparatives

and nouns:

-baby, problem, love, time,

longer, cure, face, little,

faster, snowball, skies, spring, closer, shimmering, ice

cream, lightning, higher

lighter, tighter, brighter,

-Writing

-Gap filling

-Matching -Writing

Worksheet

-Adjectives

-Nouns (collocations)

Students will be able to

raise their

vocabulary

recognizing

the adjectives

and nouns to

make sentences

through the

song

“Accidentally in love” by

Counting

Crows.

60”

01/09/17

4

Christmas day

-flip charts

-markers

-board

-worksheet -projector

Synonyms:

-Clatter=laugh -run = dash

-Shiny = bright

-giggle =jingle

-lateral= side -grassland =field

-sledge =sleigh

-slim=lean

- Discussion

-Matching

-Writing

-Completion -Labelling

Worksheet -Synonyms

Students will

be able to

enhance their vocabulary

identifying the

synonyms of

the words presented in

the song

“Jingle bells”

by James Pierpont.

60”

15/09/17

5

Describing

-flip charts

-markers -board

-worksheet

-projector

Nouns:

-night

-chapel

-girl -juice

-eyes

-ring

-bridge

-Matching

-Gap filling

-Unscramble -Choosing

-Writing

Worksheet

-Word identification

through the

context -Auditory

identification of

words.

-Category of words.

Students will increase their

vocabulary

identifying

nouns and verbs through

the song

“Marry you”

by Bruno Mars.

60”

29/09/17

112

6

I found a love


-board

-worksheet

-projector

Regular and irregular past

verbs:

-found

-gave up -fell in love

-danced

-saw

-dived

-Matching -Choosing

-Unscramble

-Association.

-Writing

Worksheet

-Spelling

-Parts of speech -Auditory

identification of

words.

-Functions.

Students will raise their

vocabulary

identifying the

regular and

irregular verbs

in past simple

as well as conjunctions,

adjectives,

Wh-words,

nouns, prepositions,

possessive

adjectives

through the song “Perfect”

by Ed-

Sheerman.

60”

13/10/17

7

I’m kidding I’m joking

-flip charts

-markers

-board -worksheet

-projector

Synonyms: -joke/kidding

-kicking/boot

-mislay/lose

-spinning/rotate - weep/crying

-grant/give

-Writing

-Fill out

-Matching

-Choosing -Gap filling

-Choosing

Worksheet

-Verbs

-Nouns -Word

identification

and Spelling -Auditory

identification of

words

-Synonyms.

Students will

improve their

vocabulary recognizing

the correct

spelling of

some words (nouns) and

the synonyms.

Students

could produce sentences with

the

vocabulary

learnt by themselves

through the

song “All of

me” by John Legend.

60”

20/10/17

8


-board

-worksheet

Synonyms: -osculation/kiss

-breath/inhalation

-get up/ get out of bed

-Answering

-Fill out

-Matching.

Worksheet


and Spelling

-Synonyms

Students will increase their

vocabulary

identifying

60”

113

27/10/17

I run out/give up

-projector -regret/guilty -stay at/stay in

-run out/ give up

-Auditory identification of

words.

-Parts of speech

adjectives, auxiliary,

verbs,

comparatives,

time

expressions.

They will

identify the synonyms of

some verbs

and the

correct spelling.

They will

make

sentences with them through

the song “I’m

gonna love

you” by

Megan

Trainor.

9

Actions -flip charts -markers

-board

-worksheet

-projector

Verbs:

-get up -fall down

-mess up

-give in

-beat up

-Selection

-Fill out -Writing

-Matching

Worksheet

-Auditory identification of

words

-Collocation

-Spelling.

Students will

improve their vocabulary

recognizing

phrasal verbs

and the spelling of

some verbs

producing

sentences with the words

learnt through

the song “ Try

everything” by Shakira.

60”

10/11/17

10

-flip charts

-markers -board

-worksheet

Synonyms:

-bones/skull -sunshine/sunlight

-soul/spirit

-Fill out

-Writing -Matching

-Identifying

Worksheet

-Synonyms


and Spelling

Students will

be able to recognize

some

60”

114

14/11/17

I got this feeling inside my

skulsl/bones

-projector -blood/gore -hide/conceal

-imagine/dream

-dance/boogie

-Gap filling -Parts of speech synonyms of some nouns

and identify

the category

words in each

sentence.

Students could make

sentences with

the words

learnt through the song

“Can’t stop

the feeling”

by Justin Timberlake

115

VII. Methodological strategies. The development of the educational proposal, use songs as

teaching-learning strategies to improve the level of vocabulary in the English classes, has its

theoretical foundation on the one hand in the approach of the Suggestopedia developed by the

Bulgarian educator and psychologist Georgi Lozanov , who talks about the memorization of

words and language patterns as a problem in the language classroom and the lexical approach

elaborated by Michael Lewis in the 90s identifies lexis as the basis of language and focuses

on the principle that language consists of grammaticalized lexis; so before these situations

mentioned by the authors Lozanov and Lewis, the use of active methodologies for the

learning of a new language is proposed. Thus we have the most recent research in the field of

lexical structures focusing on the use of songs to teach English as a foreign language (EFL);

English classes have been successful and have improved the four English language skills,

causing less stress for teachers and students; the use of instrumental music and song helps in

the linguistic disciplines (phonetics, phonology, grammar, semantics and suprasegmental),

psycholinguistic areas (reduction of anxiety, improvement of motivation) and in

sociolinguistics (variety and registration of language) ; therefore the use of music will help the

acquisition of the language to speak English in different situations. This educational proposal

is also based on The Communicative approach which was supported by the English professor

Christopher Brumfit; it is based on the idea that learning language successfully comes through

having to communicate real meaning. When learners are involved in real communication,

their natural strategies for language acquisition will be used, and this will allow them to learn

to use the language. In the Communicative Approach, real communication and interaction is

not only the objective in learning, but also the means through which it takes place. This

approach started in the 70s and became prominent as it proposed an alternative to the then

116

ubiquitous systems-oriented approaches, such as the Audiolingual method. That means that,

instead of focusing on the acquisition of grammar and vocabulary (grammatical/linguistic

competence), the Communicative Approach aimed at developing the learner’s competence to

communicate in the target language (communicative competence), with an enhanced focus on

real-life situations.

In the development of the class session, using the songs as teaching-learning strategies, all the

cognitive processes are interrelated: motivation, recovery of previous knowledge, cognitive

conflict, construction of learning, transference, evaluation and metacognition; in addition to all

the pedagogical processes; in such a way that learning is meaningful.

VIII. Materials, techniques and instrumentation of data collection.

Table 14

Materials, techniques and instrumentation of data collection.

Description Humans Amount Economic Amount

Teacher of

foreign

languages

1

Sound system 1

Acrylic blackboard 1

Markers for board 2

CD 3

Bond paper 1 percent

Students 13

Posters 1/4 percent

Markers for flipchart

4

Copies 1/4 thousand

117

IX. Evaluation. The evaluation of the student learning processes will be continuous and

global and will take into account their progress. The evaluation will be carried out taking into

account the different elements of the curriculum word identification through the context,

synonyms, category of words, collocation, functions, auditory identification of words, parts of

speech and word identification and spelling. The evaluation criteria will be a fundamental

reference to assess the degree of acquisition of the basic skills.

In the context of the continuous assessment process, when a student's progress is not

adequate, educational reinforcement measures will be established. These measures will be

adopted at any moment of the cycle, as soon as the difficulties are detected and will be aimed

at guaranteeing the acquisition of the essential learning to continue the educational process.

X. Budget of the proposal.

Table 15

Budget of the proposal.

ÍTEMS SUB TOTAL

GOODS AMOUNT

1. Biography. (books) 4 S/ 150.00

2. D e s k m a t e r i a l :

Posters

Markers for board

Bond paper

Markers for flipchart

10

2

100

4

S/ 50.00

3. Photocopies. 130 S/ 50.00 4. Types and prints 100 S/ 50.00

5. Internet. 35 S/ 100.00

6. Transport. 96 S/ 100.00

TOTAL S/ 500.00

118

CONCLUSIONS

1. In order to find out the level of vocabulary of elementary students of the Language Centre of

the National University of Cajamarca, a pre-test was conducted, and the evaluated dimensions

were: Word identification through the context, Synonyms, Category of words, Collocation,

Functions, Auditory identification of words, Parts of speech, Word identification and spelling.

2. After applying the pre-test, the results showed that vocabulary level of most of the students was

in the border between starting and in process, because the average of this level was 10.6 and

that score is the limit between starting and in Process.

3. The didactic proposal based on songs to improve the vocabulary level of elementary students

at the Language Centre of the National university of Cajamarca was designed based on the

theoretical basis of Suggestopedia, which says that major linguistic problems in the language

classroom are memorization of the words and patterns of the language and it uses music to

create a comfortable and relaxing environment, so the result is a huge increase of

memorization power; The lexical approach is a way of analysing and teaching language

based on the idea that it is made up of lexical units rather than grammatical structures. The

units are words, chunks formed by collocations, it identifies lexis as the basis of language

and focuses on the principle that language consists of grammaticalized lexis. in second

language acquisition, over the past few years, this approach has generated great interest as an

alternative to traditional grammar-based teaching methods. From a psycholinguistic point of

view, the lexical approach consists of the capacity of understanding and producing lexical

phrases as non-analysed entities (chunks). A growing body of literature concerning spoken

fluency is in favour of integrating automaticity and formulaic language units into classroom

practice and In the Communicative Approach, learners are at the centre of instruction. That

119

means that the teacher’s role has changed when compared to previous methodologies such as

Audiolingualism and the Direct Method. The teacher is now seen as a facilitator in the

learning process, skills are seldom employed in isolation, and an integrated-skills approach

simulates what happens in real life. The source of the texts in skills lessons is also important.

In the Communicative Approach, authentic texts are usually favoured, as they might provide

learners with exposure to a more genuine use of language.

4. The proposal was designed and applied and together with the use of songs to improve the level

of English language vocabulary, which was developed in 10 learning sessions in a period of 10

weeks. The proposal developed the following strategies: order phrases, unscramble, gap filling,

writing, choosing, spelling, labelling, completion, matching, creating, unscramble, association,

fill out and answering.

5. After applying the proposal, the post test was conducted. The results validated the proposal,

which showed that the vocabulary level of most of the students got the satisfactory.

120

RECOMMENDATIONS

1. The didactic proposal based on songs has been of great motivation and influenced significantly

in the teaching of the English language, so we recommend to teaches who are dedicated to

teaching languages use this proposal as a strategy in their pedagogical practice due to it is a

resource of great interest in the students to learn the language, improving the level of vocabulary

in a fun way as well as their communicative ability in a second language.

2. Due to the results in the pre-test, we recommend to the teachers to carry out this evaluation to

measure the vocabulary level of the students as well as prevent possible errors that may appear

in the research to include improvements and modifications.

3. The songs must be selected according to the teaching purpose of a specific topic and the training

of the skill that wants to train. This is because the study has determined that through the songs

you can develop many intelligences such as: listening, singing, making music, dancing,

interpreting the lyrics, doing choirs, watching videos, talking about musical preferences or

singers and develop multiple intelligences as well.

4. Based on the results in the post test final diagnosis, we recommend that teachers motivate

students to design their own book of songs with different activities and songs that they like

putting it into practice not only in class also at home, thus improving language skills.

121

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APPENDIXES

126

Appendix 1: Database

CO

DE

PRETEST POSTEST

DIMENSIONES

SCORE

DIMENSIONES

SCORE

Wo

rd

iden

tifi

cati

on

thro

ug

h t

he

con

tex

t

Sy

no

nym

s

Ca

teg

ory

of

wo

rds

Co

lloca

tio

n

Fu

nct

ion

s

Au

dit

ory

iden

tifi

cati

on

of

wo

rds

Pa

rts

of

spee

ch

Wo

rd

iden

tifi

cati

on

an

d s

pel

lin

g

Wo

rd

iden

tifi

cati

on

thro

ug

h t

he

con

tex

t

Sy

no

nym

s

Ca

teg

ory

of

wo

rds

Co

lloca

tio

n

Fu

nct

ion

s

Au

dit

ory

iden

tifi

cati

on

of

wo

rds

Pa

rts

of

spee

ch

Wo

rd

iden

tifi

cati

on

an

d s

pel

lin

g

1 0.5 1 1 1.5 1 2 2 2 11.0 2 1.5 3 3 1 2.5 2 3 18

2 1 1 0.5 1 0.5 0.5 5 2 11.5 2 2 3 3 2 2.5 2 2 18.5

3 1 1 1.5 2.5 1.5 2 2 1.5 13.0 2 2 3 3 2 1.5 2 2.5 18

4 0.5 1 2 1 0.5 1 2.5 2 10.5 1.5 2 3 2 2 2.5 2.5 3 18.5

5 1.5 1 1.5 0.5 1.5 2 2 2 12.0 1.5 1.5 3 3 1.5 2.5 1.5 3 17.5

6 0.5 1.5 1 1 0.5 1 0.5 2 8.0 2 2 2.5 2 1.5 2.5 2 3 17.5

7 1 1 2 2 0 2 0.5 2.5 11.0 2 1 2.5 3 2 2.5 2 3 18

8 0.5 1 1.5 1 0.5 1 1 1.5 8.0 1 1.5 2.5 3 1 2.5 2.5 2.5 16.5

9 1 1.5 1 1.5 0.5 2 1.5 1.5 10.5 2 1.5 2 2 1.5 2.5 2.5 2.5 16.5

10 0.5 0.5 2 2 1 2 2.5 2 12.5 2 2 3 2 2 2.5 2.5 3 19

11 1 1.5 1 0.5 0.5 1 0.5 1.5 7.5 2 2 3 3 2 2.5 2.5 3 20

12 1 1 1.5 2 1 1 2 1.5 11.0 2 1.5 3 3 2 2.5 2 3 19

13 1 2 2 1.5 2 2 1 1 12.5 1.5 2 3 2.5 2 2.5 1.5 3 18

Score: Own production

UNIVERSIDAD NACIONAL DE CAJAMARCA

“Norte de la Universidad Peruana”

Centro de Idiomas y Sistemas de Comunicación Jr. Dos de Mayo 334 – Telf. O76-340478

127

Appendix 2: Pre-test and Post-test

PRE-TEST

Name: ……………………………………………………………………. Level: ……………… Duration: 45 minutes

I. Complete the sentences with the most appropriate answer. Choose A, B,

C or D. (2 points)

1. Right now, James _______ 2. Some snakes are very ______, so

dinner. you should be careful if you see one.

A.is talking A. dangerous

B.is cooking B. slippery

C.is helping C. careful

D.is doing D. favorable

3. Billy cannot play the piano very well 4. Although the desert gets very hot during

the day, it is very ___at night.

A. sometimes A. dry

B. usually B. humid

C. always C. cold

D. never D. lonely

II. Choose the word that means the same as the underline word (2 points) a) The tiny mouse went into the little hole.

1. big 2. small 3. enormous

b) We had a feast of turkey, potatoes, carrots and pie.

1. dance 2.meal 3. lunch

c) They had to hurry to school because they woke up late.

1. rush 2.jump 3.race

d) The cruel girl stole her sister’s cookie.

1. slow 2. garden 3. mean

since he ________practices it.




128

III. Read the following words and choose the best category for each one.

(3 points)

IV. Fill in the phrases with the words from the box. Use each word only

once.

(3 points)

a. ______________ the laundry d) ______________ dinner.

b. ______________ up. e) ______________ TV.

c. ______________ to bed. f) ______________ a book

V. Match the statement in the left column with its function in the right

column. There is an extra function that you do not need to use. (2 points)

1. This is my friend Andres.

2. May I go to the bathroom, please?

3. What is your name?

4. How much is this T-shirt? It’s S/. 20

_____ A. Introducing someone.

_____ B. Asking for information.

_____ C. Ordering food.

_____ D. Buying and selling.

_____ E Asking for permission.

read - have - get - watch - go - do

lettuce - beef - jumper - football - lemonade - guitar

pork - tennis - coke - cabbage - violin - trousers




129

VI. Listen to the song and fill in the blanks with a word from the box.

(2.5 points)

Dancing Queen Lyrics

ABBA

You can dance, you can jive, having the time of your life

See that girl, watch that scene, digging' the Dancing Queen

Friday night and the lights are …………………………..

Looking out for the place to go

Where they play the right music, getting in the swing

You come in to look for a king

Anybody could be that guy

Night is………………………….. and the music's high

With a bit of rock music, everything is fine

You're in the………………………………. for a dance

And when you get the chance

You are the Dancing Queen, young and…………………………………., only seventeen

Dancing Queen, feel the beat from the tambourine


See that girl, watch that scene, dig in the Dancing Queen

You're a ……………………………….., you turn 'em on

Leave them burning and then you're gone

Looking out for another, anyone will do

You're in the mood for a dance


sweet

mood

low

teaser

young




130

VII. Read the sentences and write the best category for each underlined

words (2.5 points)

AUXILIARY VERB ADJECTIVE PREPOSITION NOUN

1. We left for the mountain just before six in the morning. ______________

2. We first went to the store to buy a few things. ______________

3. We had a breakfast at a café near the rail station. ______________

4. My friend wasn't strong enough to lift his heavy rucksack. ______________

5. We didn't spend the night there. __________________

VIII. Read and complete the words. (3 points)

a. b) c)

C__ur__h P__o__le S__p__rm__rk__t

d) e) f)

A__tr__n__u__ P__r__ot C__m__u__er




131

POST-TEST

Name: ……………………………………………………………………. Level: ………….…… Duration: 45 minutes.

I. Complete the sentences with the most appropriate answer. Choose A, B,

C or D. (2 points)

1. Right now, James _______ 2. Some snakes are very ______, so

dinner. you should be careful if you see one.

A.is talking A. dangerous

B.is cooking B. slippery

C.is helping C. careful

D.is doing D. favorable

3. Billy cannot play the piano very well 4. Although the desert gets very hot during

the day, it is very ___at night.

A. sometimes A. dry

B. usually B. humid

C. always C. cold

D. never D. lonely

II. Choose the word that means the same as the underline word (2 points) a) The tiny mouse went into the little hole.

1. big 2. small 3. enormous

b) We had a feast of turkey, potatoes, carrots and pie.

1. dance 2.meal 3. lunch

c) They had to hurry to school because they woke up late.

1. rush 2.jump 3.race

d) The cruel girl stole her sister’s cookie.

1. slow 2. garden 3. mean

since he ________practices it.




132

III. Read the following words and choose the best category for each one.

(3 points)

IV. Fill in the phrases with the words from the box. Use each word only

once.

(3 points)

a. ______________ the laundry d) ______________ dinner.

b. ______________ up. e) ______________ TV.

c. ______________ to bed. f) ______________ a book

V. Match the statement in the left column with its function in the right

column. There is an extra function that you do not need to use. (2 points)

1. This is my friend Andres.

2. May I go to the bathroom, please?

3. What is your name?

4. How much is this T-shirt? It’s S/. 20

read - have - get - watch - go - do

lettuce - beef - jumper - football - lemonade - guitar

pork tennis - coke - cabbage - violin - trousers

_____ A. Introducing someone.

_____ B. Asking for information.

_____ C. Ordering food.

_____ D. Buying and selling.

_____ E Asking for permission.




133

VI. Listen to the song and fill in the blanks with a word from the box.

(2.5 points)

Dancing Queen Lyrics

ABBA


See that girl, watch that scene, digging' the Dancing Queen

Friday night and the lights are …………………………..

Looking out for the place to go

Where they play the right music, getting in the swing

You come in to look for a king

Anybody could be that guy

Night is………….……………….. and the music's high

With a bit of rock music, everything is fine

You're in the………………………………. for a dance


You are the Dancing Queen, young and…………………………………., only seventeen

Dancing Queen, feel the beat from the tambourine


See that girl, watch that scene, dig in the Dancing Queen

You're a ……………………………….., you turn 'em on

Leave them burning and then you're gone

Looking out for another, anyone will do

You're in the mood for a dance


sweet

mood

low

teaser

young




134

VII. Read the sentences and write the best category for each underlined

words

(2.5 points)

AUXILIARY VERB ADJECTIVE PREPOSITION NOUN

1. We left for the mountain just before six in the morning. ______________

2. We first went to the store to buy a few things. ______________

3. We had a breakfast at a café near the rail station. ______________

4. My friend wasn't strong enough to lift his heavy rucksack. ______________

5. We didn't spend the night there. ______________

VIII. Read and complete the words. (3 points)

a. b) c)

C__ur__h P__o__le S__p__rm__rk__t

d) e) f)

A__tr__n__u__ P__r__ot C__m__u__er

139

Appendix 3:

Booklet of song worksheets

140

Activity 1. Put these phrases in the correct order.

a) I / the / night /crying/ heard /all / babies/ the

___________________________________________________

b) October /The/ leaves/ in/ fell

___________________________________________________

c) He /shoulder/ her /touched

___________________________________________________

d) saw/ beach /Tom / I /near / the

___________________________________________________

e) We /played / school /in /volleyball / the

___________________________________________________

Activity 2. Complete these nouns with the words from the box.

a) _______chair b) ________stick c) ________drop

d)________down e) __________break f) ________bag

g) _________pad

Lip

Arm

Eye

Face

Heart

Hand

Knee

141

Activity 3. Write the verbs in brackets into the past simple and then listen to

the first part of the song and complete it according to the figures. I let it fall, my heart

And as it ________ (fall) you ________ to claim it

It _____ (be) ______ and I _______ (be) over

Until you __________ (kiss) my __________ and you saved me

My hands, they're strong

But my______ ______ (be) far too weak

To stand in your arms

Without falling to your ______

(chorus)

But I ________ (set) fire to the ___________

__________ (Watch) it pour as I _________ (touch) your __________

Well, it __________ while I _________ (cry)

'Cause I heard it screaming out your name, your name!

Activity 4. Listen to the second part of the song and put it in the correct

order. ________I could stay there

________Close my eyes

________You and me together

________When I lay with you

________Feel you here forever

________Nothing is better

142

Activity 5. Unscramble the words. They are all parts of your body.

a) _____________(hrtea)

b) _____________(lpis)

c) _____________(rasm)

d) _____________(teef)

Activity 6. Listen to the song completely and sing it out.

e) _____________(hnasd)

f) _____________(fcae)

g) _____________(esye)

h) _____________ (ksnee)

143

Activity types: order phrases, gap filling, unscramble

Level: elementary

Vocabulary Component: Parts of speech (verbs and nouns)

Grammar: Past Simple

Notes: "Set fire to the rain" talks about a relationship coming to an end. Girl meets

guy, he is wonderful and she falls really quickly He tells her all of these amazing things,

but really they were all a lie and now she is left with a broken heart. He continually tries

to play games with her and no matter hard she fights, she will never win. Nothing she can

do will fix the relationship.

The title is an allusion to James Taylor’s “Fire and Rain”, but Adele approaches the same

themes with a thug-feminist perspective.

In the US, the song hit #1, becoming her third consecutive number one from the album.

She would not reach such heights again until her comeback single “Hello” debuted at

number one with a shocking 1.12 million copies sold in one week––the largest ever recorded

in the US.

________________________________________________________________

Pre-listening Activities

1. Give each student a copy of the folded worksheet and ask them to do Activity 1. They

have to put the phrases in the correct order.

Key:

a) I heard the babies crying all the night.

b) The leaves fell in October.

c) He touched her shoulder.

d) I saw Tom near the beach.

e) We played volleyball in the school.

2. Ask the students to complete these nouns with the words from the box.

Key: arms -lips – eyes – face -head-hands- knees

https://genius.com/James-taylor-fire-and-rain-lyrics

http://genius.com/Adele-hello-lyrics

144

While-Listening Activities

3. Write the verbs in brackets into the past simple, then play the song and ask the

students to listen to the song to the first part of the song and complete it according

to the figures.

Key: fell- was (x2) – kissed – were – set – watched – touched – cried

Key: rose - dark - knees - feet - rain - burned

4. Ask the students to listen to the second part of the song and put the lyrics in the

correct order

Key: 2 - 3 - 6 - 1 - 4 - 7

Post-listening Activities

5. Ask the students to unscramble the words. They are part of the body.

Key: heart- lips- arms -feet – hands – face - eyes – knees

6. Play the song and ask the students to listen to the song completely and sing it out.

145

I let it fall, my heart

And as it fell you rose to claim it

It was dark and I was over

Until you kissed my lips and you saved me

My hands, they're strong

But my knees were far too weak

To stand in your arms

Without falling to your feet

But there's a side to you

That I never knew, never knew

All the things you'd say

They were never true, never true

And the games you play

You would always win, always win

CHORUS

But I set fire to the rain

Watched it pour as I touched your face

Well, it burned while I cried

'Cause I heard it screaming out your name, your name!

When I lay with you

I could stay there

Close my eyes

Feel you here forever

You and me together

Nothing is better

'Cause there's a side to you

That I never knew, never knew

All the things you'd say

They were never true, never true

And the games you'd play

You would always win, always win

CHORUS

Sometimes I wake up by the door

That heart you caught must be waiting for you

Even now when we're already over

I can't help myself from looking for you

146

2 3 4 5

6 7 8 9 10

1

Activity 1. Would you like to do something dumb? What would you like to do? ………………………………………………………………………………………………………

……………………

………………………………………………………………………………………………………

…………………..

Activity 2. Choose. a) Do you like the weddings? Yes - No

b) What figures from activity 3 has a relation with the word “wedding”. Put a tick

next to them.

Activity 3. Look at the following figures and match.

Activity 4. Complete the sentences with the most appropriate answer. Choose

A, B, C or D.

1. we're looking for something dumb to ____ 2. I always ______ of you.

A. make A. talk

B. do B. speak

C. making C. careful

D. doing D. think

3. Do you want to ________ me? 4. The wind ______ a lot.

A. eat A. blow

B. smile B. windy

C. marry C. cold

D. write D. run

marry do think eyes blow

juice girl chapel night pocket

147

Activity 5. Listen and complete the gaps with the words from activity 1.

It's a beautiful 1) __________, we're looking for something dumb to 2) _________

Hey baby, I 3) ____________I wanna marry you

Is it the look in your 4) _______ or is it this dancing 5) ___________

Who cares baby, I think I wanna 6)_________ you

Well I know this little 7) ___________ on the boulevard

We can go

No one will know

Oh come on girl

Who cares if we're trashed

Got a 8) _________full of cash we can 9) _________Shots of Patron

And it's on 10) __________

Don't say no no no no no

Just say yeah yeah yeah yeah yeah

And we'll go go go go go

If you're ready, like I'm ready

Activity 6. Read the following words and choose the best category for each one.

Activity 7. Put these sentences in order.

a) night /'Cause / a beautiful /it's. something / looking for / dumb /we're /to do

…………………………………………………………………………………………………………………………………

b) marry / think / wanna / I /you / I

…………………………………………………………………………………………………………………………………

night - chapel - girl - juice - eyes - ring

148

c) is it this dancing juice /the look in your eyes / or / Is it

…………………………………………………………………………………………………………………………………

d) cares / baby marry / think / wanna / I /you / I / Who

…………………………………………………………………………………………………………………………………

Activity 8. What other things would a bride need for her wedding?

1. ______________________

2. ______________________

3. ______________________

149

Activity types: matching, fill in the gaps and unscramble

Level: elementary

Vocabulary component: word identification through the context, auditory identification of

words and category of words.

Notes: “Marry you” talks about a guy and a girl who have had drinking too much (ie., drunk)

and the guy suggests "something dumb to do. Hey, baby, I think I wanna marry you."So they

do a quickly wedding in "this chapel on the boulevard."

"Marry You" is a song by American singer and songwriter Bruno Mars from his debut studio

album, Doo-Wops & Hooligans (2010). Written and produced by The Smeezingtons, the

track serves as the record's sixth track and was released as a single outside of the United

States. "Marry You" is a pop song featuring strong influences of doo-wop and soul music.

The recording focuses on spontaneous marriage and therefore, since its release, has

frequently been used as a proposal song.

"Marry You" received generally positive reviews from music critics, with some

complimenting its production and its reminiscence of 60's pop style. Some criticized a

perceived lack of creativity. Despite not being released as a single in the US, the song

charted at number 85 on the Billboard Hot 100 and has since sold 2.2 million copies there.


1. Give each student a copy of the folded worksheet and ask them to do Activity 1.

Students answer whether they would like to do something dumb and what they would like

to do?

Key: Free answer.

2. Students say if they like weddings and put a tick next to the figure (from activity 3)

that has a relation with the word “wedding”

Key: Yes or No (free answer)

Key: 3. 6.

https://en.wikipedia.org/wiki/Bruno_Mars

https://en.wikipedia.org/wiki/Doo-Wops_%26_Hooligans

https://en.wikipedia.org/wiki/The_Smeezingtons

https://en.wikipedia.org/wiki/Pop_music

https://en.wikipedia.org/wiki/Doo-wop

https://en.wikipedia.org/wiki/Soul_music

https://en.wikipedia.org/wiki/Billboard_Hot_100

150

3. They have to look at the figures and match with the correct word.

Key: 1. think 2. blow 3. marry 4. do 5. eyes 6.chapel 7. pocket 8. juice

9. girl 10. Night

4. Students have to complete the sentences with the most appropriate answer. Choose A,

B, C or D.

Key: 1. b 2. d 3. c 4. A

While -listening Activities

5. Listen to the song and complete the gaps with the words from activity 1.

Key: 1. night 2. do 3. think 4. eyes 5. juice 6. marry 7. chapel 8. pocket

9. blow 10. girl

6. Read the following words and choose the best category for each one.

Key: girl - ring - juice - eyes - chapel - night

Post -listening Activities

7. Students listen the chorus of the song and put these sentences in order.

Key:

a) 'Cause it's a beautiful night, we're looking for something dumb to do.

b) I think I wanna marry you.

c) Is it the look in your eyes, or is it this dancing juice.

d) Who cares baby, I think I wanna marry you

8. They say what other things a bride would need for her wedding.

Key: Free answer.

151

It's a beautiful night, we're looking for something dumb to do

Hey baby, I think I wanna marry you

Is it the look in your eyes, or is it this dancing juice

Who cares baby, I think I wanna marry you

Well I know this little chapel on the boulevard

We can go

No one will know

Oh come on girl

Who cares if we're trashed

Got a pocket full of cash we can blow

Shots of Patron

And it's on girl




If you're ready, like I'm ready

CHORUS

'Cause it's a beautiful night, we're looking for something dumb to do

Hey baby, I think I wanna marry you

Is it the look in your eyes or is it this dancing juice

Who cares baby, I think I wanna marry you

Oh

I'll go get a ring

Let the choir bell sing like ooh

So whatya wanna do?

Let’s just run girl.

If we wake up and you wanna break up, that’s cool.

No, I won’t blame you.

It was fun girl.




If you're ready, like I'm ready (CHORUS)

152

Activity 1. Look at these figures and put a tick ( ) in which have

relationship with the name “Ed Sheeran”.

Activity 2. Look at these figures and match with the correct word.

f.

Activity 3. Listen to the song and write the past of these verbs. a) find …………………………… b) dive ……………………………

e) give up …………………………… d) dance ……………………………

f) fall in love …………………………… f) see ……………………………

Activity 4. Listen to the song and put the parts of the song in order then

identify which part of the speech is the underlined word. Use the categories

given in the box.

1. see 2. find 3. fall in love

4. give up 5. dive 6. dance

a

b

.

c

. d

.

e

.

f.

a

a

b

a

c

a

d

a

e

a

f

a

conjunction - adjective - Wh-word - noun - preposition - possessive adjective

Baby, I'm dancing in the dark, with you between my arms Barefoot on the grass, listening to our favorite song I have faith in what I see Now I know I have met an angel in person And she looks perfect I don't deserve this You look perfect tonight

I found a love for me

Darling just dive right in

And follow my lead

Well I found a girl beautiful and sweet

I never knew you were the someone

waiting for me

'Cause we were just kids when we fell in

love

Baby, I'm dancing in the dark with you between my arms Barefoot on the grass, listening to our favorite song When you said you looked a mess, I whispered underneath my breath But you heard it, darling, you look perfect tonight

Well I found a woman, stronger than anyone I know She shares my dreams, I hope that someday I'll share her home I found a love, to carry more than just my secrets To carry love, to carry children of our own We are still kids, but we're so in love Fighting against all odds I know we'll be alright this time Darling, just hold my hand Be my girl, I'll be your man I see my future in your eyes

Baby, I'm dancing in the dark, with you between my arms Barefoot on the grass, listening to our favorite song When I saw you in that dress, looking so beautiful I don't deserve this, darling, you look perfect tonight

Not knowing what it was I will not give you up this time But darling, just kiss me slow, your heart is all I own And in your eyes you're holding mine

153

1. baby ……………………………………… 5. our ………………………………………

2. barefoot ……………………………………… 6. when ………………………………………

3. in ………………………………………

4. but ………………………………………

Activity 5. Match the statement in the left column with its function in the

right column.

a) I found a woman, stronger than anyone. 1. expressing likes

b) Be my girl. 2. expressing wishes

c) I hope that someday I'll share her home. 3. comparing people

d) When I saw you in that dress, looking so beautiful. 4. Imperative

Activity 6. Write a sentence with the 4 underlined words from activity 5.

…………………………………………………………………………………………………………………………

Activity 7. Work in pairs and in three words say what a person need to be

perfect for you?

_______________________________

154

j

Activity types: match, unscramble and association.

Level: elementary

Vocabulary component: spelling, parts of speech, auditory identification of words, and

functions.

Notes: "Perfect" is a romantic ballad written about his girlfriend Cherry Seaborn, which

Sheeran said he hoped would become another one of his defining songs and, according to

the BBC, is 'guaranteed to soundtrack thousands of first dances before the year is out'.

In an interview with Zane Lowe, he said "I just wanted to beat "Thinking Out Loud"

because I know that song was going to define me...With "Perfect", it was like, I need to

write the best love song of my career".

Sheeran revealed that inspiration behind the song came after visiting James Blunt's

house, where the two singers had listened to the rapper Future's music. He said 'Barefoot

on the grass, listening to our favorite song' happened to be Future's "March Madness".

But I had that 'We were just kids when we fell in love, not knowing what it was, I will not

give you up.'... And I had that and I was like, right, let me just flesh that out. And the song

happened and was sort of finished that day. I knew it was special."

Perfect is a song by British singer-songwriter Ed Sheeran. It is part of her third studio

album ÷ (2017) .1 After the release of the album was placed in the fourth place of the UK

Singles Chart, even without being a n official single.2


1. Give each student a copy of the folded worksheet and ask them to do Activity 1

They Look at these figures and put a tick ( ) in which have relationship

with the name “Ed Sheeran”.

Key: b. d. f.

2. Students look at these figures and match with the correct word.

Key: a.2 b.4 c.5 d.6 e.1 f. 3

3. Listen to the song and write the past of these verbs.

Key: a.found b.gave up c.fell in love d.dived e.danced f. saw

While-listening Activities

https://en.wikipedia.org/wiki/BBC

https://en.wikipedia.org/wiki/Zane_Lowe

https://en.wikipedia.org/wiki/Thinking_Out_Loud

https://en.wikipedia.org/wiki/James_Blunt

https://en.wikipedia.org/wiki/Future_(rapper)

https://en.wikipedia.org/wiki/March_Madness_(song)

155

4. Ask the students to listen to the song again and put the parts of it in order then write

what the underlined words are with the words from the box.

Key: 5 – 3 - 4 – 2 - 6 – 1

Key: 1. noun 2. adjective 3. preposition 4. conjuction 5.possessive adjective

6. Wh- word

5. Match the statement in the left column with its function in the right column.

Key: a. 3 b. 4 c. 2 d. 1


6. Write a sentence with the 4 underlined words from activity 5.

Key: I found a beautiful girl at home.

7. Work in pairs and in three words say what a person need to be perfect for you? Key: Free answer

156

I found a love for me

Darling just dive right in

And follow my lead

Well I found a girl beautiful and sweet

I never knew you were the someone waiting for me

'Cause we were just kids when we fell in love

Not knowing what it was

I will not give you up this time

But darling, just kiss me slow, your heart is all I own

And in your eyes you're holding mine

Baby, I'm dancing in the dark with you between my arms

Barefoot on the grass, listening to our favorite song

When you said you looked a mess, I whispered underneath my breath

But you heard it, darling, you look perfect tonight

Well I found a woman, stronger than anyone I know

She shares my dreams, I hope that someday I'll share her home

I found a love, to carry more than just my secrets

To carry love, to carry children of our own

We are still kids, but we're so in love

Fighting against all odds

I know we'll be alright this time

Darling, just hold my hand

Be my girl, I'll be your man

I see my future in your eyes

Baby, I'm dancing in the dark, with you between my arms


When I saw you in that dress, looking so beautiful

I don't deserve this, darling, you look perfect tonight

Baby, I'm dancing in the dark, with you between my arms


I have faith in what I see

Now I know I have met an angel in person

And she looks perfect

I don't deserve this

You look perfect tonight

157

Activity 1. Answer this question. What is the name of this person?

___________________________________

Activity 2. Now, put a tick in the sentences that are true about him.

1. He is a famous model. ___

2. He is from the USA. ___

3. He is married. ___

Activity 3. What are you like? Write three things that we do not know about

you.

1. _______________________

2. _______________________

3. _______________________

Activity 4. Read and complete the words.

5. w __t __r 1. m__ut__ 2. d __aw__ng 3. w __rl __ 4. c __rv__s

__

6. m __st __ ry

158

Activity 5. Listen to the next song “All of me” by John Legend and complete

the blanks with the words from activity 4.

All of Me

(John Legend)

What would I do without your smart 1) ________?

2) _________ me in, and you kicking me out

You've got my head spinning, no kidding, I can't pin you down

What's going on in that beautiful mind

I'm on your magical 3) __________ ride

And I'm so dizzy, don't know what hit me, but I'll be alright

My head's under 4) ________

But I'm breathing fine

You're crazy and I'm out of my mind

'Cause all of me

Loves all of you

Love your 5) ___________ and all your edges

All your perfect imperfections

Give your all to me

I'll give my all to you

You're my end and my beginning

Even when I lose I'm winning

'Cause I give you all of me

And you give me all of you, oh oh

How many times do I have to tell you

Even when you're crying you're beautiful too

The 6) ___________…

Activity 6. Now, some sentences above in activity 5 has an underlined word.

Write the letter in the space of the word that means the same thing.

a. joke

b. mislay ____

_

1. kicking

2. spinning

____

_

https://www.google.com.pe/search?sa=X&biw=1600&bih=794&q=John+Legend&stick=H4sIAAAAAAAAAONgVuLSz9U3MCxPLohPBwDQkIHFDgAAAA&ved=0ahUKEwiJx97qtMDVAhWD7SYKHR_jBBIQMQgnMAA


159

Activity 7. Now, choose three words from activity 6, and make sentences with

them. a) ……………………………………………………………………………………………

b) ……………………………………………………………………………………………

c) ……………………………………………………………………………………………

3. kidding

4. crying

f. rotate

d. weep

6. give

e. grant

____

_

____

_

____

_ 5. lose

c. boot

____

_

160

Activity types: answering, fill out, matching and choosing.

Level: elementary

Vocabulary component: verbs, nouns, word identification and spelling, auditory

identification of words and synonyms.

Notes: "All of Me" is a song by American singer John Legend from his fourth studio

album Love in the Future (2013). It is dedicated to Legend's wife Chrissy Teigen "All of

Me" is a tender piano power ballad, The couple met in 2007 on the set of his video for

"Stereo". They were then married on September 14, 2013 The song was produced by Dave

Tozer and Legend himself. It is a simple, modest proposal set against delicate keys.]. "All

of Me" first aired on American mainstream urban radio as the album's third single on

August 12, 2013.

In June 2013, Legend premiered "All of Me" during a performance on Oprah

Winfrey's Oprah's Next Chapter On August 6, 2013, the full song was premiered as it was

released to iTunes along with the pre-order for Love in the Future."All of Me" impacted

American mainstream urban radio as the third single from Love in the Future on August 12,

2013

"All of Me" was met with generally positive reviews from music critics. Ken Capobianco

of The Boston Globe named the song the album's "essential track". Ryan Patrick

of Exclaim! said the song, shows "Legend's current commercially friendly, sentimental

sound. Jon Dolan of Rolling Stone called the song a "mountainous piano crusher". Julia

Leconte of now stated that Legend's voice shines in the song. Molloy Woodcraft of The

Guardian also praised Legend's vocal talents on the song. A live rendition of the song was

nominated for Grammy Award for Best Pop Solo Performance at the 57th Annual Grammy

Awards.


1. Give each student a copy of the folded worksheet and ask them to do Activity 1

Students have to answer who is the person from the figure.

Key: He is John Legend

2. Students put a tick in the sentences that they consider are true about John Legend.

Key: 2. 3.

3. They write three things that we do not know about them.

https://en.wikipedia.org/wiki/John_Legend

https://en.wikipedia.org/wiki/Studio_album

https://en.wikipedia.org/wiki/Studio_album

https://en.wikipedia.org/wiki/Love_in_the_Future

https://en.wikipedia.org/wiki/Chrissy_Teigen

https://en.wikipedia.org/wiki/Power_ballad

https://en.wikipedia.org/wiki/Stereo_(John_Legend_song)

https://en.wikipedia.org/wiki/Record_production

https://en.wikipedia.org/wiki/Dave_Tozer

https://en.wikipedia.org/wiki/Dave_Tozer

https://en.wikipedia.org/wiki/All_of_Me_(John_Legend_song)#cite_note-rollingstone1-8

https://en.wikipedia.org/wiki/Urban_contemporary

https://en.wikipedia.org/wiki/Oprah_Winfrey

https://en.wikipedia.org/wiki/Oprah_Winfrey

https://en.wikipedia.org/wiki/Oprah%27s_Next_Chapter

https://en.wikipedia.org/wiki/ITunes

https://en.wikipedia.org/wiki/Love_in_the_Future

https://en.wikipedia.org/wiki/Urban_contemporary

https://en.wikipedia.org/wiki/Music_critic

https://en.wikipedia.org/wiki/The_Boston_Globe

https://en.wikipedia.org/wiki/Exclaim!

https://en.wikipedia.org/wiki/Rolling_Stone

https://en.wikipedia.org/wiki/Now_(newspaper)

https://en.wikipedia.org/wiki/The_Guardian

https://en.wikipedia.org/wiki/The_Guardian

https://en.wikipedia.org/wiki/Grammy_Award_for_Best_Pop_Solo_Performance

https://en.wikipedia.org/wiki/57th_Annual_Grammy_Awards


161

Key: free answer

4. They read and complete the words.

Key: 1. mouth 2. drawing 3. World 4. curves 5. water 6. Mistery

While -listening Activities

5. Students listen to the song All of me by John Legend and complete the blanks with the

words from activity 4.

Key: 1. mouth 2. drawing 3. mistery 4. water 5. curves 6. world

6. They write the letter in the space of the word that means the same thing

Key: 1. c 2. f 3. a 4. d 5.b 6. E

Post -listening Activities

7. Students choose three words from activity 6, and make sentences with them.

Key: Free answer


162

What would I do without your smart mouth?

Drawing me in, and you kicking me out

You've got my head spinning, no kidding, I can't pin you down

What's going on in that beautiful mind

I'm on your magical mystery ride

And I'm so dizzy, don't know what hit me, but I'll be alright

My head's under water

But I'm breathing fine

You're crazy and I'm out of my mind

'Cause all of me

Loves all of you

Love your curves and all your edges

All your perfect imperfections

Give your all to me

I'll give my all to you

You're my end and my beginning

Even when I lose I'm winning

'Cause I give you all of me

And you give me all of you, oh oh

How many times do I have to tell you

Even when you're crying you're beautiful too

The world…

163

Activity 1. Read the title of the song and predict words and phrases that

they expect to hear.

Activity 2. Your teacher is going to dictate a list of words which appear in the

first part of the song in a random order and add two extra words.

Listen to her and write the words then listen to the song and tick the correct

words that you heard. a) ______________

b) ______________

c) ______________

d) ______________

Activity 3. Listen to the song and choose the right word.

And I didn´t wanna right/write/rate a song

Cause I didn´t want anyone digging/sinking/thinking I still care

I don´t but, you still/steal/steel hit my phone up

And baby I`ll be movie/move in/moving on

And I think you sure/should/shunt be something

I don´t wanna called/told/hold back.

Maybe you should no/now/know that

Activity 4. Choose the right spelling and cross out the extra words.

Cause baby if you laik/like/leik the way you luck/louk/look that much

Oh baby you shood/should/shuld go now and love yourself

And if you tinck/thinck/think that I´m still holding on to samething

/something/something else.

You shood/should/shuld go and go love yourself

Activity 5. Listen to the song again and complete it with the antonyms of the

words in brackets.

But when you told me that you hated my (enemies)……………………………

The only problem was with you and not them

LOVE YOURSELF

e) ______________

f) ______________

g) ______________

h) ______________

164

And every time you told me my opinion was wrong (right)……………………………

And tried to make me (remember)………………………where I came from

For all the times you made me feel (big)…………………

I fell in (hate)…………………, now I feel (everything) …………………………at all

I (always)………………………felt so (high)………………when I was (invulnerable)…………………………..

Was I a (genius)………………………to let you break (up)……………………my walls?

Activity 6. Answer this question. Do you think is important love yourself?

Why/Why not? ___________________________________________________________________

_____________________________________________________________

165

Activity types: writing, choose the right word, spelling.

Level: elementary

Vocabulary Component: spelling and antonyms

Notes: "Love yourself" -With the help of Benny Blanco, Justin Bieber and Ed Sheeran

wrote this parting song to a past lover—it’s both bitter and caring. “Love Yourself” is not

as up-tempo as Bieber’s recent singles “What Do You Mean?” and “Sorry,” but the song still

has a catchy, pop core. As with Justin’s recent singles “What Do You Mean? ”and “Sorry”,

many listeners can’t help but think of Selena Gomez when they hear the track. On a recent

interview on The Ellen Show though, Bieber named only three songs that are definitely

inspired by his ex-girlfriend: “Mark My Words,” “What Do You Mean” and “Sorry.”. This

doesn’t mean that the implied ex-lover is not Selena Gomez.

On December 6th, 2016, it was announced that Justin Bieber’s single “Love Yourself” was

nominated for two Grammy Awards: Song of The Year and Best Pop Solo Performance

__________________________________________________________



have to read the title of the song and predict words and phrases that they expect to

hear.

2. Teacher dictates a list of words which appear in the first part of the song in a random

order and add two extra words. Students write the words then listen to the song and

tick the correct words that they heard.

Key: Heart – goodness – name – rain - parade - safe - clubs - pearl

Listening Activities

3. The students work in pairs and choose the right spelling from the activity three.

Key: like - look – should – think - something – should

Key - extra words: baby – now – go

https://genius.com/artists/Benny-blanco

https://genius.com/Justin-bieber-what-do-you-mean-lyrics


https://genius.com/artists/Selena-gomez

https://genius.com/Justin-bieber-mark-my-words-lyrics


166

4. Play the song and ask the students to listen to the song complete it with the antonyms

of the words in brackets and sing it out.

Key: friends - wrong - forget - small - love – nothing – never – low- vulnerable-

fool - down


5. Students discuss or/and write about the following question:

Do you think is important love yourself? Why/Why not?

167

For all the times that you rained on my parade

And all the clubs you get in using my name

You think you broke my heart, oh girl for goodness sake

You think I'm crying on my own, well I ain't

And I didn't wanna write a song

'Cause I didn't want anyone thinking I still care

I don't but, you still hit my phone up

And baby I'll be movin' on

And I think you should be somethin'

I don't wanna hold back

Maybe you should know that

My mama doesn't like you and she likes everyone

And I never like to admit that I was wrong

And I've been so caught up in my job, didn't see what's going on

And now I know, I'm better sleeping on my own

CHORUS

'Cause if you like the way you look that much

Oh baby you should go and love yourself

And if you think that I'm still holdin' on to somethin'

You should go and love yourself

VERSE 2

But when you told me that you hated my friends

The only problem was with you and not them

And every time you told me my opinion was wrong

And tried to make me forget where I came from

And I didn't wanna write a song

'Cause I didn't want anyone thinking I still care

I don't but, you still hit my phone up

And baby I'll be movin' on

And I think you should be somethin'

https://genius.com/Justin-bieber-love-yourself-lyrics#note-8159975









168

I don't wanna hold back

Maybe you should know that

PRE-CHORUS

My mama doesn't like you and she likes everyone

And I never like to admit that I was wrong

And I've been so caught up in my job, didn't see what's going on

And now I know, I'm better sleeping on my own

CHORUS





For all the times that you made me feel small

I fell in love, now I feel nothin' at all

I never felt so low and I was vulnerable

Was I a fool to let you break down my walls?

CHORUS

















169

Activity 1. What do you know about Shrek? Is he a human being or an ogre?

Choose some adjectives to describe him.

e.g Shrek has green skin.

a) __________________________________________

b) __________________________________________

c) __________________________________________

d) __________________________________________

Activity 2. Listen to the song and write the adjectives that you hear.

a) ______________

b) ______________

c) ______________

d) ______________

Activity 3. Listen to the song again and complete it with the words from the

hearts.

So she said what's the ______ _______

What's the problem I don't know

Well maybe I'm in ________

Think about it every _______

I think about it

Can't stop thinking 'bout it

How much _______ will it take to _______ this

Just to _____ it cause I can't ignore it if it's ______

Makes me wanna turn around and ______ me but I don't know nothing 'bout _____

Come on, come on

Turn a ________ _________

Come on, come on

The world will follow after

Come on, come on

baby cure

lightning

faster little

shimmering

tighter

problem

love

snowball

time

e) ______________

f) ______________

g) ______________

h) ______________

longer

170

Cause everybody's after ________

So I said I'm a ___________ running

Running down into the spring that's coming all this _______

Melting under blue ___________

Belting out sunlight

__________ ___________

Well baby I surrender

To the strawberry __________

Never ever end of all this _________

Well I didn't mean to do it

But there's no escaping your ________

These lines of _________

Mean we're never alone,

Never alone, no, no

Come on, Come on

Move a little closer

Come on, Come on

I want to hear you whisper

Come on, Come on

Settle down it's time my love

Come on, come on

Jump a ______ ________

Come on, come on

If you feel a _________ ________

Come on, come on

We were once

Upon a ________ in _______

We're accidentally in _________

Accidentally in love [x7]

Accidentally

I'm In Love, I'm in Love,

I'm in Love, I'm in Love,

I'm in Love, I'm in Love, Accidentally [x2]

Come on, come on

Spin a little _________

closer

higher

lighter

face

skies

Ice cream brighter

spring

171

Come on, come on

And the world's a little ____________

Come on, come on

Just get yourself inside her

Activity 4. Classify the adjectives and the nouns from the activity 3.

Adjectives Nouns

Activity 5. Write sentences with adjectives and nouns.

e.g: The children make a higher snowball for Christmas.

a) ______________________________________________________________

172

b) ______________________________________________________________

c) ______________________________________________________________

d) ______________________________________________________________

e) ______________________________________________________________

f) ______________________________________________________________

g) ______________________________________________________________

Activity 6. Use the adjectives and the nouns to create a love poem.

173

Activity types: writing, complete, match, create.

Level: elementary

Vocabulary Component: Adjectives and nouns (collocations)

Notes: "Accidentally in Love" is a song performed by Counting Crows. It was featured in

the Shrek 2 movie soundtrack. The song was nominated for the Academy Award for Best

Original Song. This song is included in the music game Lego Rock Band.

It was nominated for the Academy Award for Best Original Song. Counting Crows also

performed the song at the ceremony but did not win the award. The song also received

nominations for the Golden Globe Award for Best Original Song and the Grammy Award

for Best Song Written for a Motion Figure, Television or Other Visual Media.

__________________________________________________________



have to describe the cartoon using adjectives.

2. Students listen to the song for the first time and write the adjectives that they hear.


3. The students listen to the song again and complete it and sing it out.

Key: baby - problem – love – time - longer – cure – face – little – faster –

snowball – skies – spring - closer - shimmering - ice cream – lightning – higher

- lighter - tighter - brighter

4. Students classify the adjectives and nouns.

Adjectives: longer - little - faster - closer - shimmering - lightning -

higher – lighter – tighter - brighter

Nouns: baby - problem - love - time - cure - face - snowball - skies

- ice cream - spring

5. Students make sentences using the words from the activity 4.


6. Students create a love poem using the adjectives and the nouns.

https://en.wikipedia.org/wiki/Counting_Crows

https://en.wikipedia.org/wiki/Shrek_2

https://en.wikipedia.org/wiki/Academy_Award_for_Best_Original_Song


https://en.wikipedia.org/wiki/Lego_Rock_Band


https://en.wikipedia.org/wiki/Golden_Globe_Award_for_Best_Original_Song

https://en.wikipedia.org/wiki/Grammy_Award_for_Best_Song_Written_for_a_Motion_Picture,_Television_or_Other_Visual_Media

https://en.wikipedia.org/wiki/Grammy_Award_for_Best_Song_Written_for_a_Motion_Picture,_Television_or_Other_Visual_Media

174

So she said what's the problem baby

What's the problem I don't know

Well maybe I'm in love

Think about it every time

I think about it

Can't stop thinking 'bout it

How much longer will it take to cure this

Just to cure it cause I can't ignore it if it's love (love)

Makes me wanna turn around and face me but I don't know nothing 'bout love

Come on, come on

Turn a little faster

Come on, come on

The world will follow after

Come on, come on

Cause everybody's after love

So I said I'm a snowball running

Running down into the spring that's coming all this love

Melting under blue skies

Belting out sunlight

Shimmering love

Well baby I surrender

To the strawberry ice cream

175

Never ever end of all this love

Well I didn't mean to do it

But there's no escaping your love

These lines of lightning

Mean we're never alone,

Never alone, no, no

Come on, Come on

Move a little closer

Come on, Come on

I want to hear you whisper

Come on, Come on

Settle down it's time my love

Come on, come on

Jump a little higher

Come on, come on

If you feel a little lighter

Come on, come on

We were once

Upon a time in love

We're accidentally in love

Accidentally in love [x7]

Accidentally

176

I'm In Love, I'm in Love,



Accidentally [x2]

Come on, come on

Spin a little tighter

Come on, come on

And the world's a little brighter

Come on, come on

Just get yourself inside her

177

Activity 1. Work in pairs and discuss. What is the meaning of Christmas to

those that celebrate this day? ………………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………

Activity 2. Write the song lyric next to the correct figure.

Laughing all the way Making spirits bright On a one-horse open sleigh

Over the fields we go Dashing through the snow

Bells on bob-tail ring

a) b) c)

______________ ___________ _______________

d) e) f)

_____________ ______________ _______________

Activity 3. Listen to the song and write the synonyms of the underline words.

Oh jingle bells jingle bells

jingle all the way! Oh what fun

it is to ride

In a one horse open sleigh, Hey! Jingle bells jingle bells

Jingle all the way! Oh what fun it is to ride

In a one horse open sleigh

A day or two ago I thought I’d took a ride

And soon Miss Fannie Bright seated by my side

The horse was lean and lank Miss fortuned seemed his lot

He got into a drifted bank And we all got upset

Dashing through the snow,


Over the fields we go

Laughing all the way.

bells on bob tail ring

making spirits bright

What fun it is to ride and sing

A sleighing song tonight.

178

a) Clatter= __________________ e) run =________________

b) Shiny = __________________ f) giggle =______________

c) lateral= ________________ g) grassland =____________

d) sledge =__________________ h) slim=________________

Activity 4. Complete the sentences with the words from the activity 3.

a) The gate ______________in the wind all night.

b) There is a hole in the __________ of the box.

c) The children have ______faces.

d) The children are out on the ___________ they got for Christmas.

e) The sheep spend their summer in the ____________.

f) She is tall and __________

g) He _________three miles every morning.

h) The boys ____________ and whispered to each other.

Activity 5. Write a Christmas poem. Use the letters in the word CHRISTMAS to

start each line.

C ___________________

H____________________

R____________________

I_____________________

S_____________________

T_____________________

M_____________________

A_____________________

S_____________________

179

Activity types: discuss, match, write, complete.

Level: elementary

Vocabulary Component: synonyms

Notes: "Jingle Bells" -One of the most popular songs heard during the Christmas season

began not for that holiday but as a song with this title, "The One Horse Open Sleigh"

(original sheet music cover shown above, first published in 1857 by Oliver Ditson in

Boston). It was apparently written as a comical song and used in minstrel shows at that

time.

"Jingle Bells" was written by Medford [Massachusetts] resident James Pierpont in 1850,

inspired by the annual one-horse open-sleigh races on Salem and Pleasant Streets between

Medford Square and Malden Square. Pierpont penned the racy little ditty in Simpson's

Tavern, a boardinghouse that had only one piano in town.

This is interesting about how the song might have been written but the date of origin is

not certain since the two authors (Bruce Gellerman and Erik Sherman) don't provide any

source for their information.

Two years later after it was first published, the title was changed to:

"Jingle Bells, or The One Horse Open Sleigh"

__________________________________________________________



work in pairs and discuss. What is the meaning of Christmas to those that celebrate

this day?

2. Students write the song lyric next to the correct figure.

Key: a) Bells on bob-tail ring

b) Making spirits bright

c) Dashing through the snow

d) On a one-horse open sleigh

e) Over the fields we go

f) Laughing all the way

180


3. Play the song and the students listen to it and write the synonyms of the underline

words.

Key:

a) Clatter=laugh e) run = dash

b) Shiny = bright f) giggle =jingle

c) lateral= side g) grassland =field

d) sledge =sleigh h) slim=lean

4. Students read the sentences and complete them with the words from the activity 3.

Key:

a) giggle

b) lateral

c) shiny

d) sledge

e) grassland

f) slim

g) runs.

h) clattered.


5. Students write a Christmas poem. They have to use the letters in the word

CHRISTMAS to start each line.

181

Dashing through the snow,


Over the fields we go

Laughing all the way.

bells on bob tail ring

making spirits bright

What fun it is to ride and sing

A sleighing song tonight.

CHORUS

Oh jingle bells jingle bells

jingle all the way!

Oh what fun

it is to ride

In a one horse open sleigh, Hey!

Jingle bells jingle bells

Jingle all the way!

Oh what fun it is to ride


A day or two ago

I thought I’d took a ride

And soon Miss Fannie Bright

seated by my side

The horse was lean and lank

Miss fortuned seemed his lot

He got into a drifted bank

And we all got upset

182

Activity 1. What makes you feel happy? Write some ideas on the mind map

below. Then, share your ideas with your classmate?

Activity 2. Look at the figures and complete the words.

a) b) c) d)

__on__s s__ns__i__e s__u__ b__o__d

e) f) g)

h__d__ __an__e i__ag__n__

Activity 3. Listen to the song and write the correct word from the activity 2

that means the same.

I got this feeling inside my skull/_________

It goes electric, wavy when I turn it on

All through my city, all through my home

We're flying up, no ceiling, when we in our zone

I got that sunlight/ _____________in my pocket

Got that good spirit/ ___________in my feet

Feel that hot gore/ ________ in my body when it drops

I can't take my eyes off of it, moving so phenomenally

Room on lock the way we rock it, so don't stop.

HAPPINESS

183

And under the lights when everything goes

Nowhere to conceal/__________when I'm getting you close

When we move, well, you already know

So just dream/_______, just dream/________, just dream/________

Nothing I can see but you when you boogie/______, boogie/___, boogie/__

Good, good, creeping up on you

So just boogie/______, boogie/___, boogie/__

, come on

All those things I shouldn't do

But you boogie/______, boogie/___, boogie/__

And ain't nobody leaving soon, so keep dancin’

Activity 4. Listen again. Read the sentences and write the best category for

each underlined words with the words from the box.

1.- Nowhere to hide when I'm getting you close. _____________

2.- Under the lights when everything goes. _____________

3.- When we move, well, you already know. _____________

4.- Nothing I can see but you when you dance. _____________

Activity 5. Write sentences with the words in the boxes.

pronoun - auxiliary - verb - adverb - noun

1. boogie

2. conceal

3. dream

4. gore

5. spirit

…………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………….

6. skull …………………………………………………………………………………………………………………….

184

Activity types: complete the map and the words, matching and writing.

Level: elementary

Vocabulary component: synonyms, word identification and spelling, parts of speech,

Notes: Justin Timberlake's "Can't Stop the Feeling!" tops Billboard's Adult

Contemporary chart (dated Feb. 25) for a 16th (nonconsecutive) week, becoming one of only

20 titles to have led for at least that long since the chart premiered in 1961.

The accolades continue to accumulate for "Feeling," which was released in May 2016 to

promote the DreamWorks feature film Trolls, which opened in theaters in November. The

track debuted at No. 1 on the Billboard Hot 100 dated May 28, becoming one of only 27

singles to date to launch at the summit.

On the latest Hot 100, the song spends its 40th week on the chart, at No. 25. Notably, with

all of its weeks logged in the top 40 so far, "Feeling" is one of only eight singles in the Hot

100's 58-year history to spend its first 40 weeks or more in the region (an elite group led

by Savage Garden's "Truly Madly Deeply": 52 weeks in 1997-98).


Activity types:

1. Give each student a copy of the folded worksheet and ask them to do activity 1. They

have to say what they think happy means and write ideas on the mind map.

2. Students will complete the words.

Key: a) bones b) sunshine c) soul d) blood e) hide f) dance g) imagine


3. Listen to the song and write the correct word from the activity two that means the

same.

Key: bones – sunshine – soul – blood – hide – imagine - dance

4. They Listen again. Read the sentences and write the best category for

each underlined word.

Key: 1. verb 2. noun 3. adverb 4. pronoun

https://www.billboard.com/artist/1490153/justin-timberlake

https://www.billboard.com/charts/adult-contemporary

https://www.billboard.com/charts/adult-contemporary

https://www.billboard.com/charts/hot-100

https://www.billboard.com/artist/278295/savage-garden/chart

185


5. Students will write sentences with the words in the boxes.

Possible answers: 1. I want to boggie with my friends.

2. Susan and Peter conceal their feelings .

3. I imagine what happened here yesterday.

4. The butcher's apron was covered in gore.

5. The spirit of revolution was in the air.

6. Edward hit his head when he fell and fractured his skull.

186

I got this feeling inside my bones

It goes electric, wavy when I turn it on

All through my city, all through my home

We're flying up, no ceiling, when we in our zone

I got that sunshine in my pocket

Got that good soul in my feet

Feel that hot blood in my body when it drops


Room on lock the way we rock it, so don't stop

And under the lights when everything goes

Nowhere to hide when I'm getting you close


So just imagine, just imagine, just imagine

Nothing I can see but you when you dance, dance, dance


So just dance, dance, dance, come on


But you dance, dance, dance


I can't stop the feeling

So just dance, dance, dance



Ooh, it's something magical

It's in the air, it's in my blood, it's rushing on

I don't need no reason, don't need control

I fly so high, no ceiling, when I'm in my zone

'Cause I got that sunshine in my pocket

Got that good soul in my feet

Feel that hot blood in my body when it drops, ooh


Room on lock the way we rock it, so don't stop

187

Under the lights when everything goes

Nowhere to hide when I'm getting you close


So just imagine, just imagine, just imagine

Nothing I can see but you when you dance, dance, dance




But you dance, dance, dance


[Chorus]








So keep dancin’, come on

I can't stop the, I can't stop the

I can't stop the, I can't stop the


188

Activity 1. What does love mean for you?

………………………………………………………………………………………………………………

………………………………………………………………………………………………………………

………………………

Activity 2. Read and complete the words.

a. _______ up b) ________out c) ________in

d) r__ gr__t e) k __s__ f) br__ a__h

Activity 3. Listen to the song and write the correct letter in the space of the word

that means the same.

1. breath

2. get up

3. regret

4. kiss

5. run out

6. stay in

a. osculation

b. give up

c. stay at

d. inhalation

e. guilty

f. get out of bed

……………

……………

……………

……………

……………

……………

189

Activity 4. Listen again. Read the sentences and write the best category for each

underlined words with the words from the box.

1.- We're not promised tomorrow. _________________

2.- The truth is you're never alone. _________________

3.- I'm gonna hold you like I'm saying goodbye. _________________

4.- Before it's all gone. _________________

5.- I'll make the most of the minutes. _________________

Activity 5. Write sentences with the words in the boxes.

adjective - auxiliary - verb - comparative - time expression

1. breath

2. get up

3. regret

4. kiss

5. stay in

…………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………….

190

Activity types: writing, matching, complete with the correct word.

Level: elementary

Vocabulary component: answering, word identification and spelling, synonyms, auditory

identification of words, parts of speech,

Notes: “I'm Gonna Lose You” has very emotional lyrics that take you to a real place. I

wrote it in Nashville about ... you know, when you have those nightmares that only your

brother, your brother or boyfriend dies? And you wake up sweating and crying, and then

you have to go check to make sure they're alive, and you say, "Oh my God, thank God." It's

how I'm going to love, how I'm going to lose you, because I know what that dream feels

like and I'm not going to let it happen.

In January 18, 2015, the song became the fourth most shared of the Spotify website

in the United States, while in the world, it was positioned as the fifth one. 13 Before

being released as a single, January 31, 2015, "Like I'm Gonna Lose You" debuted at number

sixty-three in Canada, 14 and in the United States, debuted on the Bubbling Under Hot

100 Singles chart at position eleven.15 For the list of 25 of July of 2015, the song

debuted in position ninety and five of Billboard Hot 100.


Activity types:


have to say What they think love means.

2. Students will complete the words.

Key: a) get up b) run out c) stay in d) regret e) kiss f) breath


3. Listen to the song and write the correct letter in the space of the word that means

the same.

Key: 1. d 2. f 3. e 4. a 5. b 6. c

4. They listen again. Read the sentences and write the best category for each

underlined word.

Key: 1. verb 2. adjective 3. comparative 4. time expression 5. auxiliary


191

5. Students will write sentences with the words in the boxes.

Possible answers:

1. Just take a deep breath.

2. Susana gets up early every day.

3. I regret what happened here yesterday.

4. Paul kissed her.

5. I stay in my aunt’s house when I travel to Lima.

192

I found myself dreaming in silver and gold

Like a scene from a movie that every broken heart knows

We were walking on moonlight, you pulled me close

Split second and you disappeared and then I was all alone

Woke up in tears with you by my side

Breath of relief and I realized,

No, we're not promised tomorrow

[Chorus]

So, I'm gonna love you like I'm gonna lose you,

I'm gonna hold you like I'm saying goodbye

Forever will stay in, I won't take you for granted

'Cause we'll never know when we'll run out of time


I'm gonna love you like I'm gonna lose you

[John Legend]

In a blink of an eye,

Just a whisper of smoke

You could lose everything

The truth is you're never alone

So, I'll kiss you longer baby

Any chance that I get

I'll make the most of the minutes

So long with no regret

Let's take our time to say what we want

Here's what we've got

Before it's all gone

'Cause no, we're not promised tomorrow

[Chorus]




193




[Chorus]

I'm gonna love you like I'm gonna lose you,






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Activity 1. Look at this figure and choose the information that has relation with it.

Activity 2. Answer.

a. Have you ever made anything wrong?

……………………………………………………………………………………………………………………………………

b. How did you feel?

……………………………………………………………………………………………………………………………………

c. What did you do to resolve it?

……………………………………………………………………………………………………………………………………

Activity 3. Look at these figures and write the numbers into the correct square.

Activity 4. Fill in the blanks with one of the words from activity 3.

1. Susana _________ at 6:30 a.m. everyday.

2. He is not very drunk. He won’t _____________________.

3. Someone __________________ my bedroom. There are things everywhere

4. The government cannot _________________ to terrorists' demands.

5. We know he liked to ___________ women.

1. Her name is Shaskira / Shakira.

2. She is from Colombia / Spain.

3. She is single / married / widow

4. She has two / three / four children.

1. get up

2. beat up

3. fall down

4. mess up 5. give in

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Activity 5. Listen to the next song “Try Everything” by Shakira and complete

the blanks with the correct word.

I 1)_______ed up tonight, I lost another fight

I still mess up but I'll just start again

I keep 2) ________ing down, I keep on hitting the ground

I always 3)____ up now to see what's next

[Pre-Chorus]

Birds don't just fly, they fall down and get up

Nobody learns without getting it wrong

[Chorus]

I won't give up, no I won't 4)______ in

Til I reach the end and then I'll start again

No I won't leave, I wanna try everything

I wanna try even though I could fail

I won't give up, no I won't give in




[Post-Chorus]

Oh oh oh oh oooh

Try everything

Oh oh oh oh oooh

Try everything

Oh oh oh oh oooh

Try everything

Oh oh oh oh oooh

[Verse 2]

Look at how far you've come, you filled your heart with love

Baby you've done enough, take a deep breath

Don't 5) _______yourself up, don't need to run so fast

Sometimes we come last, but we did our best


https://genius.com/Shakira-try-everything-lyrics#note-8760027

















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Activity 6. Listen again and unscramble the words in brackets.

a) I lost another ……………………… (ghtfi)

b) Birds don't just …………………… ( lyf)

c) Till I ……………… (achre) the end and then I'll start again.

d) No I won't ………………… (avele), I wanna try everything.

e) Sometimes we ……………… (meco) last, but we did our best.

Activity 7. Now, make your own sentences with these words.

1. beat up

2. give in

3. reach

4. fly

___________________________________________________________

__

___________________________________________________________

__

___________________________________________________________

__

___________________________________________________________

__


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Activity types: selection, answering, matching, completition, unscramble

Level: elementary

Vocabulary component: Auditory identification of words, collocation

Notes: “Try Everything” is a song recorded by Colombian singer Shakira for the 2016 Walt

Disney Animation Studios film Zootopia, and written by Sia Furler, Tor Hermansen,

and Mikkel Eriksen.

The song debuted and peaked at number 63 on the Billboard Hot 100, as well as number 26

on the Digital Songs chart with the help of 33,000 digital downloads and three million US

streams after the release of its official music video. The song was nominated for Best

Song Written For Visual Media at the 59th Grammy Awards.

Every film from Walt Disney Animation Studios has a message. A message that teaches a

lesson to everyone watching in a sometimes subtle way, sometimes “hits you in the face”

way. Zootopia is no different. Zootopia‘s message isn’t preachy. It isn’t slapping you in the

face every few seconds, but it’s there, loud and clear ~ You can be anything! You define

who you are. You aren’t defined by how the world sees you or thinks you should

be. Zootopia is a place where no matter what you are, from the biggest elephant to the

smallest shrew, you can be anything!

In the film, it is featured as a song recorded by a singer named Gazelle (voiced by

Shakira), and heard during the end credits. The song appears on the soundtrack album

to Zootopia, and was released as a single during February 2016.


1. Activity types:

Give each student a copy of the folded worksheet and ask them to do Activity 1.

Students Look at Shakira’s figure and choose the information that has relation with it.

Key: 1. Shakira 2. Colombia 3. married 4. two children

2. Students answer the questions.

Key: a. Yes, I have. / No, I haven’t.

b. Free answer

c. Free answer.

3. They look at the figures and write the numbers into the correct square.

Key: 2 , 3 , 4 , 5 , 1

4. Students fill in the blanks with one of the words from activity 3

Key: 1. get up 2. fall down 3. mess up 4. give in 5. beat up


https://en.wikipedia.org/wiki/Shakira

https://en.wikipedia.org/wiki/Walt_Disney_Animation_Studios

https://en.wikipedia.org/wiki/Walt_Disney_Animation_Studios

https://en.wikipedia.org/wiki/Zootopia

https://en.wikipedia.org/wiki/Sia_Furler

https://en.wikipedia.org/wiki/Stargate_(production_team)

https://en.wikipedia.org/wiki/Stargate_(production_team)

https://en.wikipedia.org/wiki/Billboard_(magazine)

https://en.wikipedia.org/wiki/Billboard_Hot_100

https://en.wikipedia.org/wiki/Grammy_Award_for_Best_Song_Written_for_Visual_Media

https://en.wikipedia.org/wiki/Grammy_Award_for_Best_Song_Written_for_Visual_Media


http://www.disneyanimation.com/

http://movies.disney.com/zootopia

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5. They listen to the song “Try Everything” by Shakira and complete the blanks with the

correct word.

Key: 1. messed up 2. falling down 3. get up 4. give in 5. beat up

6. Listen again and unscramble the words in brackets.

Key: a) fight b) fly c) reach d) leave e) come


7. They make their own sentences.

Key: Free answer.


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[Intro]

Oh oh oh oh oooh

Oh oh oh oh oooh

Oh oh oh oh oooh

Oh oh oh oh oooh

[Verse 1]

I messed up tonight, I lost another fight

I still mess up but I'll just start again

I keep falling down, I keep on hitting the ground

I always get up now to see what's next

[Pre-Chorus]

Birds don't just fly, they fall down and get up

Nobody learns without getting it wrong

[Chorus]









[Post-Chorus]

Oh oh oh oh oooh

Try everything

Oh oh oh oh oooh

Try everything

Oh oh oh oh oooh

Try everything

Oh oh oh oh oooh

[Verse 2]

Look at how far you've come, you filled your heart with love

Baby you've done enough, take a deep breath

Don't beat yourself up, don't need to run so fast

Sometimes we come last, but we did our best






















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[Chorus]









[Bridge]

I'll keep on making those new mistakes

I'll keep on making them every day

Those new mistakes

[Outro]

Oh oh oh oh oooh

Try everything

Oh oh oh oh oooh

Try everything

Oh oh oh oooh

Try everything

Oh oh oh oh oooh

Try everything





“A DIDACTIC PROPOSAL BASED ON THE USE OF SONGS ...

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