1. We wanna sing it out loud ! …and… …We gonna be proud! Dott.ssa Anna Rullo

2. Wh words WH WHy music? WH WHat’s special about songs? WH WHich songs to use? WH WHere to get the songs from? HOW HOW to use the songs?

3. “I TRY TO USE MUSIC TO MOVE THESE PEOPLE TO ACT ” THESE PEOPLE TO ACT ” (Jimi Hendrix)

4. WHICH “MUSIC EXPRESSES THAT WHICH CANNOT BE SAID CANNOT BE SAID AND ON WHICH IT IS IMPOSSIBLE TO BE SILENT IS IMPOSSIBLE TO BE SILENT ” (Victor Hugo)

5. …WHY?... GRAB THEIR ATTENTION!!! 1/3 love Teenagers love listening to music! It’s everywhere: radio, tv, shops, restaurants, supermarkets radio, tv, shops, restaurants, supermarkets They can’t live without it. Rap, Pop, Hip-Pop, Rock!

6. …WHY?... GRAB THEIR ATTENTION!!! 1/2 So, WHY not using their favourite songs, singers/bands in class? Or for the youngest the FAMILIAR NURSERY RHYMES’ TUNES? FAMILIAR NURSERY RHYMES’ TUNES?

7. …WHY?... GRAB THEIR ATTENTION!!! 2/2 BRAIN LEARNING The use of music in the classroom can make the entire learning process more enjoyable and can stimulate BRAIN LEARNING There are tons of things you can do to get students involved providing preliminary material to the listening it self

8. …WHAT’S … special about songs TEACHING PURPOSES 1/4 FUN FUN…and often, as a result, they learn more KNOWLEDGE KNOWLEDGE they already know the songs but may not understand all of the lyrics…

9. …WHAT’S … special about songs TEACHING PURPOSES 2/4 OPPORTUNITY TO USE THE COMPUTER OPPORTUNITY TO USE THE COMPUTER to look for the lyrics at home! Good excuse… anything anything to come off to come off their books! their books!

10. …WHAT’S… special about songs TEACHING PURPOSES 3/4 LISTENING COMPREHENSION pronunciation, accent LISTENING COMPREHENSION pronunciation, accent VOCABULARY adjectives, adverbs, names, places, feelings, verbs-phrasal verbs, slang words (their favourite) idiomatic expressions VOCABULARY adjectives, adverbs, names, places, feelings, verbs-phrasal verbs, slang words (their favourite) idiomatic expressions GRAMMAR CONCEPTS GRAMMAR CONCEPTS

11. …WHAT’S… special about songs TEACHING PURPOSES 4/4 STARTING POINT STARTING POINT for discussion CULTURAL EXPRESSION CULTURAL EXPRESSION Scottish song Stars and stripes BACKGROUND TOOL BACKGROUND TOOL during lessons and tests

12. …WHICH… SONGS TO USE? 1/3 The main difficulty in using songs as teaching aids lies in choosing THE MOST SUITABLE ONES THE MOST SUITABLE ONES! FRIENDSHIP, GROWING UP: FRIENDSHIP, GROWING UP: NURSERY RHYMES, TRAVELLING, HOLIDAYS LIFE, LOVE… SO MANY TOPICS!

13. …WHICH… SONGS TO USE? 2/3 …WHICH… SONGS TO USE? 2/3 You choose: Listen Listen to the songs Look Look at the lyrics pronounced Clearly pronounced words vocabulary Rich and varied vocabulary message Some sort of message drum work loud guitars Not a lot of drum work and loud guitars

14. …WHICH… SONGS TO USE? 3/3 fast-paced Not too fast-paced obscene elements Not obscene elements! “Kill” Not too hard or too long or you may “Kill” the song!

15. …WHICH… SONGS TO USE? THEY CHOOSE 1/2 own Top Ten or Top Five Ask the students to make their own Top Ten or Top Five chart Make a chart bring CDS AND LYRICS Have the students bring the songs to school (CDS AND LYRICS)

16. …WHICH… SONGS TO USE? THEY CHOOSE …WHICH… SONGS TO USE? THEY CHOOSE 2/2 “ Nothing separates the generations more than music. By the time a child is eigh or nine, he has developed a passion for his own music that is for his own music that is even stronger than his passion for weird clothers” (Bill Cosby)

17. …YOU MUST: 1/2 Choose songs that your class will want to sing and that you will have to sing! Choose songs that your class will want to sing and that you will have to sing! “upbeat” lively songs better that sad and melancholy ones “upbeat” lively songs better that sad and melancholy ones Well known and popular, current favourites Well known and popular, current favourites Help them with a “glossary” to reduce the load of new words Help them with a “glossary” to reduce the load of new words

18. …YOU MUST: 2/2 Help them with a “glossary” to reduce the load of new words Help them with a “glossary” to reduce the load of new words Explain SONG SLANG (wanna, gonna, ain’t, ya…) worksheets Create worksheets

19. …WHERE… to get songs from your own CDs Use your own CDs Download the song from the internet Download the song from the internet and copy onto a CD Google for the lyrics Google for the lyrics (be careful – check on more than one site or use singer’s official websites) Check EFL song Check EFL song websites which have recommended songs and tasks (e.g. www.esl-lounge.com)

20. …HOW … to use the songs 1/3 Hand out the lyrics Hand out the lyrics Go through the VOCABULARY with them (only key words) Go through the VOCABULARY with them (only key words) Have them to write on each word the PRONUNCIATION (in this phase you SING slowly) Have them to write on each word the PRONUNCIATION (in this phase you SING slowly) DON’T PANIC, THEY ARE ONLY KIDS!!!! THEY ARE ONLY KIDS!!!!

21. …HOW… to use the songs 2/3 Have them to sing it with you Have them to sing it with you Play the song many times and everybody sing together Play the song many times and everybody sing together Go through the translation and have them to write it down Go through the translation and have them to write it down

22. …HOW… to use the songs 3/3 Play the song again and add the actions (they “gonna” love it) Play the song again and add the actions (they “gonna” love it) Have them sing aloud Have them sing aloud to practice pronunciation

23. motivate Songs motivate stds to listen and read in English provide Songs provide challeging authentic texts Songs are great for intesive listening Song song song 1/2 Song song song 1/2

24. Songs provide a great opportunity to work on and copy pronunciation grammar or vocabolary Songs are a great way of presenting grammar or vocabolary Song song song 2/2 Song song song 2/2

25. Gap…but… Gap…but… Don’t just gap Don’t just gap (give some other help too) (give some other help too) How take advantage from the song create worksheets 1/8

26. How take advantage from the song create worksheets 2/8 How take advantage from the song create worksheets 2/8 Find out anything interesting about the song which Find out anything interesting about the song which YOU COULD TELL YOUR STDS OR ADD TO THE WORKSHEET (www.songfacts.com)www.songfacts.com

27. Give the gapped words in a box Give the gapped words in a box (either put all the missing words together, or at a low level a box with each verse) Give two similar sounding words next to each gap Give two similar sounding words next to each gap This is the way I wash my pants/hands How take advantage from the song create worksheets 3/8

28. Give the first letter of the missing word Give the first letter of the missing word (two letters to make it easier) How take advantage t from the song create worksheets 4/8

29. Right or wrong word? Right or wrong word? a) Choose one word in every other line that you want to swap b) Stds decide if the words are R or W on the first listen c) Stds correct the W words on the second listen How take advantage t from the song create worksheets 5/8

30. How take advantage from the song create worksheets 6/8 Gap rhyming words Make it clear which word the gapped word rhymes with Make it clear which word the gapped word rhymes with (ex: I had my change, I wanted to D ) You could leave the first letter in to make it easier You could leave the first letter in to make it easier

31. How take advantage from the song create worksheets 7/8 Give clues Give clues Gap chosen words but give a category so they know more or less what kind of word they are listening for You’ll see them wearing their baggies You’ll see them wearing their baggies hurachi too hurachi too (a summer clothing item)

32. How take advantage from the song create worksheets 8/8 There are TONS of things you can do to get students involved providing preliminary material to the listening it self

33. How take advantage from the song create worksheets There are Many pros Many pros Just one cons: Just one cons: You will have to SING IT FIRST! ….BUT….

34. … ONE GOOD THINGS ABOUT MUSIC, WHEN IT HITS YOU, WHEN IT HITS YOU, YOU FEEL NO PAIN. YOU FEEL NO PAIN. (Bob Marley)