TOPIC 17
SONGS AS A POETIC VEHICLE AND LITERARY CREATION IN ENGLISH LESSSONS. SONGS TYPOLOGY.
TECHNIQUES FOR USING SONGS TO TEACH PHONETIC, LEXICAL AND CULATURAL ASPECTS
1. INTRODUCTION
“When words fail, music speaks” (Hans Christian Anderson).
This quote is a great way to introduce this topic which deals with the importance…..
-NECESSITY/HISTORY: Nowadays, songs play an important role in the teaching of a FL. New methodologies, such as Task-based, Communicative
Approach even Flipped Classroom, support its use since they provide a real language.
-AUTHOR: Besides, Brewster and Ellis (2002) state that grammatical structures and lexical aspects can be learnt in an integrated way through songs,
making pupil´s learning more functional and meaningful.
Moreover, songs favour pupils ´s emotional education (Goleman) creating a positive atmosphere (Jesus Gillén, 2018) and reducing the affective filter
(Krashen, 1982).
-LAWS: Furthermore, songs help to develop key competences, ruled by the article 2.2 of RD 126/2014, such as LC which is necessary to achieve
Communicative Competence (the ability to use language properly, CEFRL, 2018), successfully. In addition, article 4 of the Order of January 15th 2021,
supports teachers should use entertainment activities in their teaching daily practice such as songs.
Moreover, in relation to the FL AREA, songs contribute to the acquisition of communicative competence, working on phonetic, lexical and cultural
contents.
-PROSPECTIVA: Throughout this topic, we ……
2. SONGS AS A POETIC VEHICLE AND LITERARY CREATION IN THE ENGLISH LESSON
-Poetry is language made of art.
-Following Roman Jakobson (1960): THE POETIC FUNSTION OF A LANGUAGE: We use language to create beauty.
-Both, poetry and songs are very similar (COMPARISON):
 Rhythm and rhyme.
 They are written in Verse.
 They use Repetitions, which are essential to memorise vocabulary and grammatical structures easily.
 They use literary devices, such as Metaphors (you are the sunshine of my life by Steve Wonder)
 They include suprasegmental elements: STRESS, RHYTHM AND INTONATION, contributing to the Area Aim 9.
-Then, Songs provide pupils to value the beauty of musical language since songs are considered literary creations like poetry. So, Songs have the same
benefits as poetry.
-Moreover, songs are attractive, motivating, culturally rich resources that can be part of our daily teaching practice.
-Finally, songs highlight features of language: STRESS, RHYTHM AND INTONATION.
2.1 METHODOLOGICAL PROCEDURES TO USE SONG
In general terms, Songs can be used for MANY REASONS in the FL Teaching:
1. To Facilitate memory and learning:
 Through repetitions, songs help to memorise vocabulary and grammatical structures unconsciously, then learning happens.
 Songs increase pupils´ ATTENTION AND INTEREST, activating the information mentally, physically and emotionally.
 Songs create a state of deep CONCENTRATION and focus on some specific vocabulary. Then, reading material is processed and learnt efficiency.
 F.E: “THIS IS THE WAY” (This the way , you brush your teeth on a Sunday morning….) Through repetitions, pupils will learn Affirmative
present simple and vocabulary related to daily routines and body parts.
2. To create a positive and productive learning environment.
 Songs provide a positive atmosphere increasing pupils ‘motivation to do tasks (Jesus Guillen, 2018) and decreasing the affective filter (Krashen,
1982)
 Songs are useful to energize and calm down pupils.
 F.E: Songs can be used as a WARMING-UP activity to activate pupils ‘knowledge.
3. To arouse pupils ‘creativity.
 COLMAN (2001). CREATIVITY: it is the production of ideas which is original and new.
 Then, background music makes possible Flourish Internal Process, facilitating creativity and encouraging personal reflection, as it is ruled by
the article 17 of LOMLOE.
 How ca we encourage pupil´s creativity through songs?
-Create songs.
-Change lyrics.
- Perform the song with movements.
 Now, we are going to see SOME DIDACTIC USES OF SONGS in the FLC:
 Stimulus for writing. F.E: Creation of new lines or alternative ending.
 Repetitive structures in Chorus through cooperative groups to work on Stress, rhythm and intonation, contributing to AREA AIM 9.
 Perform songs with physical movements, related to TPR (James Asher, 1977): Pupils use a physical movement in response to a verbal action/input. It
is ideal for 1st and 2nd Grades because Non-Verbal Communication is encouraged and The Silent Period is taken into account.
 Integration of a song as a part of project or Final Task. F.E: Lapbook of festivity songs, posters to commemorate special days, such as Peace´s Day
using “Imagine” by John Lennon or “Zombie” by The Cranberries (5TH and 6TH Grades) .
 Warm-up or Closing-Up activities, such as greeting songs!
 Introduction or Reinforcement: Vocabulary and Grammar. F.E: Winnie the witch song is useful to reinforce parts of body.
 Then, songs are practical to IMPROVE: cultural, linguistic, social and cognitive aspects (Brewster and Ellis, 2002)
 In addition, when teachers use songs, they should bear in mind LISTENING PHASES AND WHAT TO DO:
1. Pre-Listening: Introduce the topic song, key vocabulary even linguistic features to exploit the text. F.E:
 Brainstorming.
 Video with music to deduce the topic.
 The magic Box
 Phonetic chart to work on pronunciation.
2. While-Listening: Pupils will do both, Intensive listening (listening for perception) to get specific details and Extensive Listening (listening for
comprehension) to get general ideas. F.E:
 T/F sentences.
-EDPUZZLE: a digital tool to write questions.
 Match pictures.
-STORYLINE ONLINE: a digital web where famous people reads famous books.
 Complete the gaps with a word.
 Order/Join lines.
 Sing/Act songs in group or individual.
 Perform the song with movements (TPR).
 Underline sounds.
 Choose a title.
 Draw.
3. Post listening: To check pupils ‘comprehension. F.E:
 Correct false sentences.
 Change the end of the song / create new lines.
 Multiple choices with KAHOOT.
 Create sentences with the vocabulary/grammar of the song.
 Spot the differences.
 “Thanksgiving Feast” song is useful to work on Food. Pupils can also change these food items for food from Huelva (strawberry, beans,
cuttlefish…): article 40 LEA.
 Finally, Harmer´s words (2007): “the best teachers are those who think carefully about what they are going to do and how they are going to
organise their teaching practice” when they use songs.
2.2 CRITERIA FOR THE SELECTION OF SONGS
 The most IMPORTANT FACTORS to bear in mind when choosing a song are:
1. AGE:
 Appropriate in its musicality and lyrics. F.E: Counting songs are useful for 1st and 2nd grades.
2. LEVEL OF LANGUAGE:
 They should be suitable in grammatical structures and lexical aspects.
 The ideal level is A1 (CEFRL, 2018)
 Songs should be introduced with visual materials to facilitate pupil´s comprehension.
3. ADAPTED OR AUTHENTIC:
 Harmer (2007): Adapted materials are those materials whose language is graded.
 Adapted songs are commonly found in textbooks. They fit the topics, vocabulary and the language elements of the Teaching Unit. However, they lack
of authenticity.
 Authentic songs are difficult due to their language and their topics are not sometimes suitable for our Teaching Units.. However, they are motivating.
4. PUPILS´INTEREST:
 Related to the Learner-Centred Approach in which pupils are the centre of the learning process.
 Need to bear in mind a popular song does not always have an educational potentiality.
5. DIDACTIC POTENTIAL:
 Songs should have: lexical, grammatical, phonetic, cultural and artistic values to work on them.
 They should be motivating, attractive and arouse Pupils ‘creativity.
 F.E: I am little leprechaun.
3. SONGS TYPOLOGY
 There are many ways to classify songs, such as Authentic or Adapted songs.
 In this part of the topic, we are going to ESTABLISH 8 GROUPS with their OWN FEATURES to classify songs.
 These 8 GROUPS which we have established as SONGS TYPOLOGY are:
 Daily routines songs.
 Songs for festivities.
 Jazz chants.
 Nursery rhymes and other rhymes.
 Counting songs.
 Actions songs (TPR)
 Trending songs.
 Traditional songs.
 -Useful to work on daily routines.
3.1. DAILY  -Hep pupils feel safer because they know what it comes next and the know how to act.
ROUTINES  -Greeting songs as Warm-up activities or Goodbye songs as Closing-up activities.
SONGS
 F.E: Weather songs, months songs…”How many Fingers!” ideal for 1st and 2nd grades.
3.2 SONGS  Hill (1999) proposed this typology of songs.
 -Ideal to celebrate or commemorate festivities: Halloween, Birthdays, Christmas…
FOR
 F.E: “I´M a little leprechaun” is useful to commemorate St. Patrick´s Day on 17th March (Irish culture: leprechaun,
FESTIVITIES
shamrocks…)
3.3 JAZZ  -Graham (1993) conveys rhythm and intonation in English.
CHANTS  -The Jazz Chant techniques consist of reciting rhythmic poems with funny intonation (teacher and pupils).
 F.E: WHAT DO YOU WEAR ON YOUR HEAD”
 -Short songs marked with rhythm and rhyme
 -Authentic material: difficult in language and pronunciation.
3.4
NURSERY  -We should mention other rhymes:
RHYMES
Lullabies (nanas), action rhymes (Head, shoulders, knees and toes) counting rhymes, traditional rhymes, riddles, limericks, tongue
AND OTHER
twisters (useful to work on stress, rhythm and intonation: AREA AIM 9)
 Possible activities: Drawing or miming. F.E The London Bridge is falling down.
 -Related to TPR (James Asher, 1977): pupils respond physically to a verbal action. Then, pupils perform the song acquiring better the
3.5 ACTION target language.
SONGS
 F.E: “Head, shoulders, knees and toes” useful to learn vocabulary related to body parts.
 -Ideal to count and practice numbers.
3.6
COUNTING -1st and 2nd grades.
SONGS
 F.E: “The Elephant” or “How many fingers”
 -modern songs: tv advertisements, cartoons, films which pupils know their lyrics and musicality
3.7
TRENDING -Authentic songs
SONGS  -Frank Diago´s versions where he mixes trending songs with flamenco: Ideal to work on Andalusian Culture, ruled by the article 40 of
LEA.
 -Come from oral tradition, from generation to generation.
3.8
TRADITIONAL -Repetitive.
 F.E: “Old Macdonald” is useful to learn farm animal, sounds of animals, have got…; “Grand Old Duke of York” to review
SONGS
past simple form; Molly Malone´s song to work on jobs (fishmonger: cockles and mussels) and past simple.
-After having classified songs in these 8 groups, we will conclude this part of the topic stating that we will use these types of songs
taking into account:
 Pupils´ age.
 Pupils ‘level of English.
 Pupils, Interests.
 Didactic potentiality.
Finally, these songs will be used to arouse pupils ‘creativity, decreasing their affective filter.
4. TECHNIQUES FOR USING SONGS TO TEACH PHONETIC, LEXICAL AND CULATURAL ASPECTS
 In this part of the topic, we are going to show SOME TECHNIQUES TO USE SONGS AS A DIDACTIC RESOURCE
 These techniques are oriented to teach phonetic, lexical and cultural aspects.
 Besides, we are going to establish the relation of this topic with the use of ICTS.
 Additionally, a list of songs will be shown to be applied in the FLC.
 Finally, A LESSON BASED ON “TRICK OR TREAT SONG” will be designed to teach phonetic, lexical and cultural contents.
RHYMES
4.1.1 phonetic
aspects
4.1.2 lexical
aspects
4.1.3 Cultural
aspects
4.1 TECHNIQUES WITH SONGS BASED TO TEACH
 Songs provide aspects of oral language (stress, rhythm and intonation).
 Include repetitions. Useful to memorise vocabulary and grammar.
 Krashen (1982): THE AFFECTIVE FILTER: should be weak to create an optimal learning. If the affective filter is strong,
learners will not seek language input. Then, they are not open for language acquisition.
 The Practical Application of the Affective Filter Hypothesis supports that teachers must provide a positive atmosphere to help
pupils acquire language learning.
 Then, songs are good way to achieve a weak affective filter and promoting language learning.
 Besides, songs are helpful to :
 Develop the 4 major skills, mainly listening.
 Practice an accurate pronunciation.
 In order to PRACTICE PHONETIC ASPECTS, PUPILS CAN:
 Listen and Repeat
 Listen and song
 Listen and Match.
 Distinguish vowel sounds /i: / and /I/ in “trick or treat song”.
 Underline vowel sounds.
 Fill in the gaps
 Practice in small groups.
 Do a karaoke or a Talent Show
 JOLLY PHONICS (SUE LLOYD): A gesture is associated to a phoneme. F.E: /S/ when pupils listen to it, they move their
hand in “s” shape like a snake and say “SSSSS”
 Lexical aspects are important features when we teach a language.
 Songs are ideal to teach the meaning of the words.
 In order to PRACTICE LEXICAL ASPECTS, PUPILS CAN:
 Match pictures with words
 Draw vocabulary words
 Correct spelling mistakes
 Complete lyrics with words
 Mime vocabulary words
 Look for synonyms, such as: I´m a little leprechaun (leprechaun-elf, clover-shamrock…)
 Create a song with Song lyric generator online (DC)
 Eken (1993) states that cultural aspects, such as festivities and customs, can be learnt with songs.
 Songs contribute to develop + attitudes towards the target language and its culture, contributing to the AREA AIM 7
 In order to PRACTICE CULTURAL ASPECTS, PUPILS CAN:
 Lapbook of festivities songs (Halloween…)
1)

2)


 Posters
 Watch videos about cultural aspects, F.E: “Everybody” by Backstreet Boys.
 Finally, the Order of March 15th 2021 establishes the 4 block of contents which have sub-contents related to the socio-cultural
aspects. In this way, using songs, such as “Molly Malone” we are introducing the culture of the English speaking countries.
4.2 LIST OF SONGS TO TEACH ENGLISH LANGUAGE
We are going to propose a short LIST OF SONGS to be applied in the FLC:
FOR EARLIER PUPILS:
 Clean up
 Daddy Finger
 This is the way
 I can see a rainbow
All these songs work on aspects related to our Teaching Units, such as colours, daily routines, body parts….
FOR OLDER PUPILS:
To learn grammar and vocabulary:
 All my loving (The Beatles): Imperatives and will
 Don´t stop me Now (Queen): Imperative negative form.
 Wannabe (Spice Girls): 2nd conditional
 Because I´m Happpy (Pharrel Williams): O conditional.
To learn values and cultural aspects:
 I´m shipping up to Boston (Dropkick murphys): Celtic culture-instruments
 Touch the Sky (Brave film)
 English man in New York (Sting): Distiction between English and American culture (Why do American people drink coffee instead of tea?)
 Black and White or Erath (Michael Jackson) to work on peace values and environmental issues.
 Pitingo´s songs to works on Flamenco (article 40, LEA)
4.3 USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTS)
 Easy to find songs on the web related to Teaching Units
 Additionally, lyrics and videos provide pupils a contextual support helping them to understand the song better.
 Teachers can create an ONLINE REPOSITORY (Dropbox, Google Drive or Classroom blog) to improve pupils ‘pronunciation at home, contributing
to the development of the STAGE AIM I: Develop Technological competence (RD 126/2014).
 Teachers can also create a channel or list on youtube.
 “Your Spotify Music Jar” CABRERO (2007): teachers should domain technological and pedagogical aspects to integrate both in their daily teaching
practice.
4.4 A LESSON BASED ON “TRICK OR TREAT SONG” TO TEACH PHONETIC, LEXICAL AND CULTURAL ASPECTS
 In this section, we are going to propose a lesson based on “TRICK OR TREAT SONG” to teach phonetic, lexical and cultural aspects in the FLC.
 In relation to :
 Phonetic aspects: Distinguish vowel sounds: short /I/ in trick and long /i:/ in treat.
 Cultural aspects: The origins of Halloween; “Trick or treat” expression.
1)

2)



3)


 Lexical aspects: vocabulary related to food (candies, sweet…) and Halloween words (witch…)
 Now, we are going to show our session taking into account the 3 stages below:
1. Preparatory Stage: Halloween Magic Box!
Pre-listening: The Magic Box (flashcards, items…)/The phonetic chart (to activate pupil´s previous knowledge)
2. Main Stage: Trick or treat Song
While-Listening: Pupils will do both Intensive and Extensive listenings.
Activity 1: Draw vocabulary words (general ideas)
Activity 2: Underline long /i: / in green and short /I/ in red (Intensive listening-specific details)
3. Final Stage: Halloween chart
Post listening: to check pupil´s comprehension
Activity 3: Classification of words (trick, treat, Halloween, witch….) taking into account their sound /I/ and /i:/ in a chart. Additionally, they can complete
more words looking for the dictionary online.
5. CONCLUSION
“Music gives a soul to the universe, wings to the mind, flight to the imagination and life to everything”
This quote is a great way to finish this topic……
Besides, Quintanilla and Cofre (2015) state that the use of songs is practical to teach not only suprasegmental features, but also grammar and vocabulary.
Finally, their use allows pupils to feel more motivated and relaxed towards the target language.
6. REFERENCES
6.1 Bibliography:
-Ellis and Brewster (2002). The Primary English Teacher´s Guide. Penguin: London.
-Colman, A (2001). A dictionary of Psychology. Longman
-Eken. D.K (1996). Ideas for using songs in the English Language classroom. English Forum Teaching
-Graham, C (1993). Grammar Chants. Oxford
-Hill, D.A (1999). Traditional Folk Songs in class. Met
-Harmer, J (2007). The Practice of English Language Teaching. Longman: Cambridge.
-Krashen (1982). Principles and Practice in 2nd Language Acquisition. Pergamon: Oxford.
6.2 Legal References:
-CEFRL (2018)
-Royal Decree 126/2014, February 28th, Curriculum for Primary Education.
-Decree 97/2015, March 3rd, Curriculum for Primary Education in Andalusia.
-The Order of January 15th, 2015.
-Law 17/ 2007, 10th December, article 40, LEA