“Benefits in English language learning through music”

(Proposal to adolescents between 11 and 12 years old)

Name: Juana Fernanda Olazábal Gómez

Tutor: Maria Esther Linares

Camelot – Language Center - Integral Program for Teachers of English

April, 2010

Table of Contents

PREFACE

INTRODUCTION

Chapter 1 : Definitions inside English language teaching theory

1.1. Approach

1.1.1. The Grammar Translation Method

1.1.2. The Direct Approach

1.1.3. The Reading Approach

1.1.4. The Audio-lingual Approach

1.2. Teaching

1.2.1. Teaching English as a foreign language

1.2.2. Teaching English as a second language

1.3. Music

1.3.1. Music in teaching process

1.3.1.1. The Audio-lingual method

Chapter 2: Difficulties with English

2.1. Difficulties for teachers

2.1.1. Speaking too quickly

2.1.2. Speaking too naturally

2.1.3. Asking your students if they understood

2.1.4. Impatience

2.1.5. No acknowledgment

2.1.6. Do not adapt materials to the learning style and characteristics

of the students

2.1.7. Follow the course book

2.1.8. Do not encourage and promote language practice outside

classroom

2.2. Difficulties for students

2.3. Difficulties for students in specific topics

2.3.1. Pronunciation

2.3.1.1. Consonant Phonemes

2.3.1.2. Vowel Phonemes

2.3.1.3. Syllable structure

2.3.1.4. Unstressed vowels

2.3.1.5. Stress timing

2.3.1.6. Connected speech

2.3.2. Grammar

2.3.2.1. Tenses

2.3.2.2. Functions and auxiliaries

2.3.2.3. Modal verbs

2.3.2.4. Idiomatic usage

2.3.2.5. Articles

2.3.3. Vocabulary

2.3.3.1. Phrasal verbs

2.3.3.2. Word derivation

2.3.3.3. Size of lexicon

2.3.3.4. Collocations

2.4. Handling mistakes

Chapter 3: Samples and techniques used in classroom

3.1. Group

3.1.1. Location

3.1.2. Trilce School

3.1.3. Obstacles between English and students from this school

3.1.3.1. “We live in Peru, we do not speak English therefore we do

not need it”

3.1.3.2. “I cannot listen to English music because I do not

understand it”

3.1.3.3. “English language is useless outside school”

3.1.3.4. “I am never going to travel outside our country that is why

I am never going to use English”

3.1.3.5. “English is just a meaningless subject inside school syllabus”

3.1.3.6. “I do not speak English, therefore I should not have any

contact with it”

3.1.4. Schools of precedence from current students

3.2. The use of music with this current group

3.2.1. Weak points

3.2.1.1. Grammar knowledge

3.2.1.2. Phonetics

3.2.1.3. Pronunciation

3.3. Things to be aware of when we use songs to teach English

3.3.1. Rules to follow to choose a song for classes

3.3.1.1. The level of students

3.3.1.2. Age and gender of students

3.3.1.3. Relationship with the class

3.3.1.3.1. Recommended exercises to practice past tense

3.3.1.4. Content of the lyrics

3.3.1.5. Slang

3.4. Techniques to teach English though music

3.4.1. Recommended program to use songs in English class

3.4.1.1. Pre teach the vocabulary

3.4.1.2. And Action!

3.4.1.3. Picture and cards for each word or phrase

3.4.1.4. A capella – Without the music

3.4.1.5. Big Finish – Play the CD

3.5. Lesson Plans used in classroom

3.5.1. I got a feeling

3.5.2. Smile

3.5.3. Smells like teen spirit

3.5.4. This love

CONCLUSIONS

BIBLIOGRAPHY

APPENDICES

PREFACE

“Education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you

know and what you don't.” 

Anatole France

(French Novelist and teacher at the Académie française, 1844 – 1924)

INTRODUCTION

English language in our country is many times considered as an extra subject inside the curricula of national and private schools. English is usually placed under subjects as mathematics or Spanish grammar, because it does not belong to our everyday reality.

Through the years, private schools in our country have developed a certain interest in English as a service that is given to students by including special English programs inside the annual teaching program or helping the students to improve their English with the support of language institutes. Nowadays English has become quite popular, we can consider that invasion that gets the students (as many other things) through the media.

Most of student’s exposure to English language came from media, such as television, music and movies. Adolescents and teenagers are more exposed to English language, even more than adults and children.

This is because (According to what Walter Isaacson* wrote on TIME magazine´s “100 most influential people” 2009 issue) “Teenagers look for role models and stars that can catch their attention by using the well-known equation: rich + famous”

In our country, the same as the rest of the countries around the world; these stars and role models are easily found in international TV, music and movies. The biggest exposure to English for adolescents can be placed on TV and music.

Being these two items the most popular between teenagers; they become easy access inside their houses. This constant and easy access to English language cannot be supervised all the time by the parents, this is why it can create wrong ideas or grammatical mistakes that are usually carried to school, where English teachers have to deal with mistakes or questions originated by this indiscriminate exposure.

It would be a mistake to censor this kind of approach to the language, because if sometimes this makes mistakes and wrong ideas it also arouse curiosity for the language.

Curiosity helps in the learning process of English because it creates an interest that teachers can use to involve their students in the class. Involving the students in the class we need also the correct resources, such as videos, audios, flashcards, etc.

Having a large group of students I have realized that they do not have a good predisposition to practice English or speak in English during classes. Their refusal to practice English is caused by many reasons, between cultural, educational and familiar.

I have decided to use audio to increase the practice of English inside and outside the classroom, using popular songs to create in the students an interest for English in order to make them aware of the native pronunciation and the use of real English.

So this project as a goal to create a conscience about the proper use of music as a tool that can help teacher to impart knowledge and accessible resources to students between the age range that I present.

(*Walter Isaacson: American writer and biographer, CEO of CNN and managing editor of TIME magazine.)

Chapter I

Definitions inside English language teaching theory

“The best way to know if students of English language had a real success in this learning process is that Students can communicate properly in English having a good performance in the 4 skills: Reading, writing, speaking and listening.”

Of the four skills, the listening is consider one of the most difficult skill to develop because of the variety of sounds that we can find in the English language. The learning of the language depends on how good and consistent is the approach to English language.

1.1. Approach:

Cambridge´s Advanced Learners Dictionary gives approach the following definition: “To come near”* by using this definition we can say that approach is the action to come near to something, in this case we are going to talk about the approach from adolescents between the ages of 11 (eleven) and 12 (twelve) years old to English language. Approach in the teaching field is also use to name the methods used in the teaching process:

1.1.1. The Grammar-Translation Approach

“This approach was historically used in teaching Greek and Latin. The approach was generalized to teaching modern languages.”**

Classes are taught in the students' mother tongue, with little active use of the target language. Vocabulary is taught in the form of isolated word lists. Elaborate explanations of grammar are always provided. Grammar instruction provides the rules for putting words together; instruction often focuses on the form and inflection of words. Reading of difficult texts is begun early in the course of study. Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis. Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue, and vice versa. Little or no attention is given to pronunciation.

(Source: Camelot Language Center – Handout – Teaching Methodoly – Methods and approaches)

1.1.2. The Direct Approach

“This approach was developed initially as a reaction to the grammar-translation approach in an attempt to integrate more use of the target language in instruction.”**

*Cambridge Advanced Learners – 2010 Edition - Cambridge University Press 2010

Lessons begin with a dialogue using a modern conversational style in the target language. Material is first presented orally with actions or pictures. The mother tongue is NEVER, NEVER used. There is no translation. The preferred type of exercise is a series of questions in the target language based on the dialogue or an anecdotal narrative. Questions are answered in the target language. Grammar is taught inductively--rules are generalized from the practice and experience with the target language. Verbs are used first and systematically conjugated only much later after some oral mastery of the target language. Advanced students read literature for comprehension and pleasure. Literary texts are not analyzed grammatically. The culture associated with the target language is also taught inductively. Culture is considered an important aspect of learning the language.

1.1.3. The Reading Approach

“This approach is selected for practical and academic reasons. For specific uses of the language in graduate or scientific studies. The approach is for people who do not travel abroad for whom reading is the one usable skill in a foreign language.” **

The priority in studying the target language is first, reading ability and second, current and/or historical knowledge of the country where the target language is spoken. Only the grammar necessary for reading comprehension and fluency is taught. Minimal attention is paid to pronunciation or gaining conversational skills in the target language. From the beginning, a great amount of reading is done in L2, both in and out of class. The vocabulary of the early reading passages and texts is strictly controlled for difficulty. Vocabulary is expanded as quickly as possible, since the acquisition of vocabulary is considered more important that grammatical skill. Translation reappears in this approach as a respectable classroom procedure related to comprehension of the written text.

1.1.4. The Audiolingual Method

“This method is based on the principles of behavior psychology. It adapted many of the principles and procedures of the Direct Method, in part as a reaction to the lack of speaking skills of the Reading Approach.” **

New material is presented in the form of a dialogue. Based on the principle that language learning is habit formation, the method fosters dependence on mimicry, memorization of set phrases and over-learning. Structures are sequenced and taught one at a time. Structural patterns are taught using repetitive drills. 

**Curran, Charles A. Counseling-Learning in Second Languages. Apple River, Illinois: Apple River Press, 1976.

Little or no grammatical explanations are provided; grammar is taught inductively. Skills are sequenced: Listening, speaking, reading and writing are developed in order. Vocabulary is strictly limited and learned in context. 

Teaching points are determined by contrastive analysis between L1 and L2. There is abundant use of language laboratories, tapes and visual aids. There is an extended pre-reading period at the beginning of the course. 

Great importance is given to precise native-like pronunciation. Use of the mother tongue by the teacher is permitted, but discouraged among and by the students. Successful responses are reinforced; great care is taken to prevent learner errors. There is a tendency to focus on manipulation of the target language and to disregard content and meaning.

1.2. Teaching:

Is the process of giving information and imparting knowledge, so we are going to focus on the English language teaching and it´s orientation to be taught by using music.

In English teaching we can find two ways of teaching English:

1.2.1. TEFL: Teaching English as a foreign language: refers to teaching English to students whose first language is not English. TEFL usually occurs in the student's own country, either within the state school system, or privately, e.g., in an after-hours language school or with a tutor. TEFL teachers may be native or non-native speakers of English.*

TEFL mixes L1 with L2, being able to give explanations and aswers based on the L1, in this case; L1 is Spanish.

1.2.2. TESL: Teaching English as a second language:  (also called "Teaching English for Speakers of other Languages," to note the fact that some people may be acquiring English as a third language, fourth language, etc.) refers to teaching English to students whose first language is not English and usually in a region where English is the dominant language.*

This project is going to be focused on TESL, the school chosen to do the investigation works with the TESL to get bilingual Student at the end of the school program.

(*Source: Sievert, Jessica. "Evaluation of Structured English Immersion and Bilingual Education on Reading Skills of Limited English Proficient Students in California and

Texas". Applied Research Project. Texas State University. 2007)

1.3. Music:

Is the art of arranging sounds in time so as to produce a continuous, unified, and evocative composition, as through melody, harmony and rhythm. Music is considered also a universal way of communication, we can transmit feeling and ideas with the help of music. That is why we have different genders of music and different topics in their lyrics that give the listener a message previously given by the composer or writer.

(Source: Owen, Harold (2000). Music Theory Resource Book. Oxford University Press.)

The music does not transmit the composer´s idea but this rarely is understood entirely for the listener as it was thought by the creator.

The artificiality of the musical stimulus (in listening drills) may give rise to a kind of "structured speech"; which is marked by lack of interaction in a real sense.The content presented by "meaningless drills" may teach learners that listening is a waste of time. Only hearing is required to complete meaningless drills. Language learning may be presented as a tedious process.

When using "meaningless drills" e.g. minimal pairs for pronunciation, teachers should remember to convince learners of the importance of phonology, stress and intonation or any other features of language systems which might be isolated from meaning for the purpose of practice. Students should be given the reason behind the repetition and focusing on the words on some feature of paragraph, sentence or word.

e.g.

Watching vs. Washing the TV.

Awkward consonant clusters or diphthongs. Communication often fails at motor skill level (e.g. poor pronunciation of certain phonemes).

(Source: Lalas, J. & Lee, S. (2002).  Language, Literacy, and Academic Development for English language Learners. Pearson Educational Publishing.) 

1.3.1. Music in teaching progress:

Music is frequently used by teachers to help second language learners acquire a second language. This is not surprising since the literature abounds with the positive statements regarding the efficacy of music as a vehicle for first and second language acquisition.   It has been reported to help second language learners acquire vocabulary and grammar, improve spelling and develop the linguistic skills of reading, writing, speaking and listening.

According to educators of second language learners, music is advantageous for still other reasons.   First, for most students, singing songs and listening to music are enjoyable experiences. The experience is so pleasurable that it is not uncommon for students to “pester” their teacher so that they can sing again and again. Also, as students repeatedly sing songs, their confidence level rises.   Furthermore,  by engaging in a pleasurable experience,  learners are relaxed and their inhibitions about acquiring a second language are lessened.   Yet, while they are more relaxed, they are also more attentive than usual, and therefore, more receptive to learning.  Through songs, students are exposed to “authentic” examples of the second language.  Furthermore,  target vocabulary, grammar, routines and patterns are modeled in context. 

(Source: Jalongo and Bromley, 1984, McCarthey, 1985;  Martin, 1983, Mitchell, 1983, Jolly, 1975)

The idea of using musical resources to teach English relies in the fact that music is a reachable resource of English, it is an easy and universal way to be exposed to the language in an informal way and even outside the classroom giving some independence to the students when studying English by themselves.

If we want to label the use of music inside the teaching process or identify it with a specific method, we could locate it inside the audio-lingual method.

1.3.1.1.The Audiolingual Method

This method is based on the principles of behavior psychology. It adapted many of the principles and procedures of the Direct Method, in part as a reaction to the lack of speaking skills of the Reading Approach. 

New material is presented in the form of a dialogue. Based on the principle that language learning is habit formation, the method fosters dependence on mimicry, memorization of set phrases and over-learning. Structures are sequenced and taught one at a time. Structural patterns are taught using repetitive drills. Little or no grammatical explanations are provided; grammar is taught inductively. Skills are sequenced: Listening, speaking, reading and writing are developed in order. Vocabulary is strictly limited and learned in context. Teaching points are determined by contrastive analysis between L1 and L2. There is abundant use of language laboratories, tapes and visual aids. There is an extended pre-reading period at the beginning of the course. Great importance is given to precise native-like pronunciation. Use of the mother tongue by the teacher is permitted, but discouraged among and by the students. Successful responses are reinforced; great care is taken to prevent learner errors. There is a tendency to focus on manipulation of the target language and to disregard content and meaning.

In the case of using music to learn English we have to be aware of the vocabulary, needed to permit individual control over the meaning of the information conveyed. When not permitted there is a danger that all that is being practiced is pronunciation. Drills which lean heavily on automatic responses without reference to appropriate contexts may give rise to little or no naturalistic speech.

Vocabulary needs to be revised or checked over and over again, the main goal of students is to be able to communicate that is why they need to have at hand the proper and enough vocabulary resource in order to express their ideas in the way that they are created inside their minds.

Sometimes, the repetition drills, the classic ones, are just a way to improve the pronunciation in a mechanical way, what happens with the songs is that these are a nice, active and interesting way to learn new words, and it is also quite attractive for students that are not so enthusiastic about the learning of a new language.

One opinion about learning English through music from the Cameroonian English teacher Kisito Futonge, owner of a web page of teaching articles:

“English songs can be used for a wide variety of ESL learning and teaching activities. They can start discussions on a topic or even become the centre of debate. Songs are also great for teaching listening. One of my favorite exercises with music is completing the blanks as students listen or listening and choosing the correct words from two words than rhyme, for example cry and try. Most English songs sometimes sacrifice grammar for smooth rhyme. This makes them very good grammar teaching tools. You can teach new

vocabulary with songs and students would understand them better within the context of the song. These are just a few of many ideas for using songs in ESL/EFL teaching.”

ESL Magazine : Read & Publish ESL Articles

Using English Videos And Music In EFL,ESL ClassroomsBy Kisito Futonge

Chapter II

Difficulties with English

2.1. Difficulties for teachers:

Teaching is a learning process for both students and teachers. While teachers may make progress in the first years of their career, learning should never stop. Learning stopping is a dangerous sign indicating that the teacher needs to do something new to continue being a better teacher. Here are some mistakes that are common found in classrooms.

2.1.1. Speaking too quickly

When someone is just beginning to teach, speaks too quickly. The students cannot understand the teacher. When the teacher thinks that he/she is talking in a natural pace, for the students it was too quick, as the teacher is used to speak in a fluent way, the students have trouble following the rhythm of the teacher.

(Source: Adolph Paul - Difficulties and challenges in teaching English as the second language – Articlebase.com)

In a classroom, if we speak fluently as it was a native English speakers classroom we are going to find a few number of students that are going to understand us with no further problems.

2.1.2. Speaking too naturally

If the goal of learning English is to be able to communicate in a fluent and clear way as you were a native speaker, the teacher, when teach has to be careful with the pronunciation and the naturally when speaking.

Sometimes, because we English in a regular way, we tend to run words together. If some students are going to be able to understand you even though you speak in a fluent regular way, it is not recommendable to exceed your students’ abilities. A way to correct this mistake would be to decrease your enunciation in tandem with your students' increasing ability.

(Source: Adolph Paul - Difficulties and challenges in teaching English as the second language – Articlebase.com)

2.1.3. Asking your students if they understand

A classic way to check is students understood the class given, is to ask them if they understood. The common answer is yes, many times this “yes” only means that they heard you. Sometimes students say no, and you can explain the topic again. Far more often, however, students will reply affirmatively without having understood. When teachers first started teaching ask this question very often. As the time goes by you will understand that is only one possible meaning when they reply. To confirm my students have understood, check the information given with drills and questions referred to main and specific point about the class.

(Source: Jin, L., & Cortazzi, M. (1998). "The culture the learner brings: A bridge or a barrier? In M. Byram & M. Fleming (Eds.), Language learning in intercultural perspective:

Approaches through drama and ethnography. Cambridge, England: Cambridge University Press.)

2.1.4. Impatience

Many times, we do not wait for students to speak. The result is obvious- improper communication. Communication consists of three important aspects- speaking, listening and assimilating. If we keep on speaking without giving out students a chance to speak, we would never be able to address the weak points of the students.

2.1.5. No Acknowledgement

How often do you acknowledge the answer given by your students? Everyone loves being noticed. Teachers, therefore, should acknowledge the questions, answers and even doubts of their students.

 Any one of them can easily derail the students' efforts in language acquisition and learning or cause them serious problems. So, review these areas, make any needed adjustments to your teaching practice. Do not be a block to your learners' progress. 

2.1.6. Do not adapt materials to the learning style and characteristics of the students. 

Unfortunately, the learning style most reflected in the classroom is that of the teacher. It is paramount that concepts and material be presented in a way most suitable for the learners.

"Student learning styles may be an important factor in the success of teaching and may not necessarily reflect those that teachers recommend."

(Source: Jack C. Richards Longman Dictionary of Language Teaching and Applied Linguistics (3rd edition 2002, with Richard Schmidt)

Why? Because teachers use their own preferences in the class room, not necessarily those of the students. Do an analysis of your class group’s learning characteristics, then apply the results to your teaching. 

2.1.7.Follow the course book. 

A course book is usually not intended to be a "bible", but all too often teachers follow it "religiously". They do nothing else, nor include outside materials in their teaching. If you read the teacher's notes that typically accompany an English or language text, you will most likely note that the course book is intended to be a guide for teaching with supplementary materials widely used to expand, deepen or reinforce presented materials and themes. Use the course book sequence as a guide. Freely supplement its exercises and course materials with your own creations or at the very least with materials adapted from other sources. Plan your lessons and materials to meet the needs, learning styles and characteristics of your learners. 

2.1.8. Do not encourage and promote language practice outside the classroom. 

With an alarming number of schools and institutes decreasing student to teacher classroom contact hours per week it is essential for learners to receive additional practice and input. There are requirements of as little as four hours per week or even less in many publicly or government-funded educational centers. Can a student really learn a language in only 45 hours? Or put it this way, is it reasonable to expect mastery of any sort in a language after six or seven days in a foreign country where that language is spoken? Spread that contact intensity over a six-month period; does that make language learning

and acquisition better or worse? Now, throw in the learners using their first language half of each day of language learning and you have a situation degraded to a nearly impossible state. 

So teachers must avoid being a block to your learners' progress..

As educators, it becomes imperative for us to impart quality education to pupils. The purpose of education can only be achieved when we understand our moral responsibilities and strive to make education simpler for students. Psychology is an important tool for better teaching.

Many of our students do not speak that well. They come to us to learn. Learning to speak a foreign language is a challenge, especially in a country where the target language is not part of the daily life.

(Source: Prof. Larry M. Lynch Teaching English as a Foreign or Second Language: A Teacher Self-development and Methodology Guide)

Our job as teachers is to help them to communicate as well as they can.

2.2. Difficulties for students:

Language teaching practice often assumes that most of the difficulties that learners face in

the study of English are a consequence of the degree to which their native language is

different from English. Spanish native speakers have some words in common with English

language. Despite of students´ native language there is always interference between L1

and L2 in basic languages of English learning.

Spanish native speakers students, for example think in Spanish and the main goal of

English learning is to be able to communicate in L2; in this case English.

Even when they are learning grammatical rules, it is hard for the students to express or

create ideas in English.

The famous phrase “To learn English you must think in english” becomes an obstacle in

this basic level of learning.

Eg.

In Spanish the adjective goes after the noun.

La blusa verde

In English the adjective goes before the blouse

The green blouse

Many students confuse the rules and use the grammatical order as if they were

speaking English:

“The blouse green”

Other mistakes are pronouncing certain sounds incorrectly or with difficulty, and confusing

items of vocabulary known. This is known as L1 transfer or "language interference".

However, these transfer effects are typically stronger for beginners' .

It is important to remember that learning a second language involves much more than

learning the words and the sounds of a language. Communication breakdowns occur not

only due to the more commonly understood syntax and pronunciation difficulties but

because when we learn a new language we also learn a new culture. What is perceived as

right, normal and correct in one language and culture does not always "translate" into a

second language...even when the vocabulary is understood. Communication breakdowns

may occur as a result of cultural assumptions regarding age, forms of

address, authority and respect, touching, eye contact and other body language, greetings,

invitations, and punctuality to name just a few.

(Source: La Perla, Joann, "Order, Chaos and Gentle Revolutions: A Brief and Personal

History of ESL Instruction for Immigrants", 1986-10-25, paper presented at Union County

College's conference, "Literature and the Immigrant Experience" (Cranford, NJ, October

25, 1986).)

2.3. Difficulties for students in specific topics:

2.3.1. Pronunciation:

2.3.1.1. Consonant phonemes

English does not have more individual consonants sounds than most languages. However,

the interdentals, /θ/ and /ð/ (the sounds written with th), which are common in English

(thin, thing, etc.; and the, this, that, etc.) are relatively rare in other languanges and these

sounds are missing even in some English dialects. Some learners substitute

a [t] or [d] sound, while others shift to [s] or [z], [f] or [v] and even [ts] or [dz]).

2.3.1.2. Vowel phonemes

The precise number of distinct vowel sounds depends on the variety of English. Many

learners, such as speakers of Spanish, Japanese or Arabic, have fewer vowels, or only

pure ones, in their mother tongue and so may have problems both with hearing and with

pronouncing these distinctions.

2.3.1.3. Syllable structure

“In its syllable structure, English allows for a cluster of up to three consonants before the

vowel and four after it (e.g., straw, desks,glimpsed). The syllable structure causes

problems for speakers of many other languages. Japanese, for example, broadly

alternates consonant and vowel sounds so learners from Japan often try to force vowels in

between the consonants (e.g., desks /desks/ becomes "desukusu" or milk shake /mɪlk

ʃeɪk/ becomes "mirukushēku").

(Source: Ogden, Charles K. (1934), The System of Basic English, New York:

Harcourt, Brace & Co., and Templer, Bill (2005), “Towards a People’s English:

Back to BASIC in EIL”, Humanising Language Teaching September 2005.)

2.3.1.4. Unstressed vowels

Native English speakers frequently replace almost any vowel in an unstressed syllable

with an unstressed vowel, often schwa. For example, from has a distinctly pronounced

short 'o' sound when it is stressed (e.g., Where are you from?), but when it is unstressed,

the short 'o' reduces to a schwa (e.g., I'm from London.). In some cases, unstressed

vowels may disappear altogether, in words such as chocolate (which has four syllables in

Spanish, but only two as pronounced by Americans: "choc-lit".)

Stress in English more strongly determines vowel quality than it does in most other world

languages (although there are notable exceptions such as Russian). For example, in some

varieties the syllables an, en, in, on and un are pronounced as homophones, that is,

exactly alike. Native speakers can usually distinguish an able, enable, and unable because

of their position in a sentence, but this is more difficult for inexperienced English speakers.

Moreover, learners tend to overpronounce these unstressed vowels, giving their speech

an unnatural rhythm.

2.3.1.5. Stress timing 

English tends to be a stress-timed language, this means that stressed syllables are

roughly equidistant in time, no matter how many syllables come in between. Although

some other languages, e.g., German and Russian, are also stress-timed, most of the

world's other major languages are syllablle, with each syllable coming at an equal time

after the previous one.

2.3.1.6. Connected speech

Phonological processes together with indistinct word boundaries can confuse learners

when listening to natural spoken English, as well as making their speech sound too formal

if they do not use them.

2.3.2. Grammar

2.3.2.1. Tenses 

English has a relatively large number of tenses with some quite subtle differences,

such as the difference between the simple past "I ate" and the present perfect "I have

eaten." Progressive and perfect progressive forms add complexity.

(Source: Jeremy Harmer - The Practice of English Language Teaching – Pearson Publications)

2.3.2.2. Functions of auxiliaries 

Learners of English tend to find it difficult to manipulate the various ways in which

English uses the first auxiliary verb of a tense. These include negation (e.g. He hasn't

been drinking.), inversion with the subject to form a question (e.g. Has he been

drinking?), short answers (e.g. Yes, he has.) and tag questions (has he?). A further

complication is that the dummy auxiliary verb do /does/did is added to fulfil these

functions in the simple present and simple past, but not for the verb to be.

(Source: Jeremy Harmer - The Practice of English Language Teaching – Pearson Publications)

2.3.2.3. Modal verbs

English also has a significant number of modal auxiliary verbs which each have a

number of uses. For example, the opposite of "You must be here at 8" (obligation) is

usually "You don't have to be here at 8" (lack of obligation, choice), while "must" in

"You must not drink the water" (prohibition) has a different meaning from "must" in

"You must not be a native speaker" (deduction). This complexity takes considerable

work for most English language learners to master.

(Source: Jeremy Harmer - The Practice of English Language Teaching – Pearson Publications)

2.3.2.4. Idiomatic usage 

English is known to have a relatively high degree of idiomatic usage. For example, the

use of different main verb forms in such apparently parallel constructions as "try to

learn", "help learn", and "avoid learning" pose difficulty for learners. Another example is

the idiomatic distinction between "make" and "do": "make a mistake", not "do a

mistake"; and "do a favor", not "make a favor".

2.3.2.4. Articles 

English has an appreciable number of articles , including the definite article the and the

indefinite article a, an. At times English nouns can or indeed must be used without an

article.

2.3.3. Vocabulary

2.3.3.1. Phrasal verbs 

Phrasal verbs in English can cause difficulties for many learners because they have

several meanings and different syntactic patterns. There are also a number of phrasal verb

differences between American and British English.

2.3.3.2. Word derivation 

Word derivation in English requires a lot of rote learning. For example, an adjective can be

negated by using the prefix un- (e.g. unable), in- (e.g. inappropriate), dis- (e.g. dishonest),

or a- (e.g. amoral), or through the use of one of a myriad of related but rarer prefixes, all

modified versions of the first four.

2.3.3.3. Size of lexicon

The history of English has resulted in a very large vocabulary, essentially one stream

from Old English and one from the Norman infusion of Latin-derived terms. (Schmitt &

Marsden claim that English has one of the largest vocabularies of any known language.)

This inevitably requires more work for a learner to master the language.

2.3.3.4. Collocations 

Collocations in English refer to the tendency for words to occur regularly with others. For

example, nouns and verbs that go together (ride a bike/ drive a car). Native speakers tend

to use chunks of collocations and the ESL learners make mistakes with collocations in

their writing/speaking which sometimes results in awkwardness.

2.4. Handling mistakesMost lessons consist of two different kinds of phases:

Teacher-centred phases, in which the students are listening and talking to the teacher

Student-centred phases, in which the students are listening and talking to each other.

Chapter III

Samples and techniques used in the classroom

3.1. Group:

The group of adolescents chosen to be analyzed and follow to proof the approach that you can get though music consist in 4 classroom.

“A problem with any culture in the world is that people will always seek out their own kind. In any major city of the world there are enclaves where people of similar ethnic backgrounds set up home and businesses. There have been numerous cases of

immigrants living in Australia or the United States for more than twenty years who still do not speak any English. In these insular societies there is no pressure to learn ESL when there is no need to. Admittedly, many immigrants come to the West seeking work or a better life, and the need to earn a living will preclude any formal study. Therefore they pick up English on the job. Children of immigrants, however, often speak their parents' tongue fluently and sometimes allow themselves to pick up their parents' accents as well. This is not a problem, but acquiring their parents' linguistic errors in English is.”

(Source:  Enzo Silvestri, eHow Contributing Writer)

3.1.1. Location:

Villa Maria del Triunfo has a total land area of 70.57 km². Before the district was created in 1939 in that area we could find two human settlements known as Tablada de Lurin and Villa Poeta José Gálvez Barrenechea. Created by construction workers came from outside Lima and their families.

In 1961 was officially created as a District, having a large population (over twenty thousand families registered in the city hall).

3.1.2. Trilce School

Villa María del Triunfo

Address: 2222, Pachacútec Avenue – Villa María del Triunfo – Lima

This is my first years an English teacher in Trilce Institution. I have been assigned the high school level, 1st year A, B, C and 2nd year B.

Being this a large group students and due to the location of their school and the place where they lived, they are not exposed to English regularly. The closest foreign language institute is in another district and most of the student´s parents are not able to cover the fee of these institutes.

3.1.3. Obstacles between English and students from school:

From a group of 120 students only two have a access to English language institutes after school classes, they are not use to listen music in English or even like tv shows or movies in English spoken language.

If they have the chance to watch an American or European movie, they prefer to watch it with the subtitles on, or change the spoken language to Spanish (their mother tongue).

In previous occasions I have recommend them several options to have access to native English, but they refuse to speak, practice or even listen English outside the school.

I also have to deal with wrong ideas about English brought many times from house because of parents that think that English is nothing but an “extra” subject:

3.1.3.1. “We live in Peru, we do not speak English therefore we do not need English”:

The students´ idea about their realities is always an obstacle in English class. Based on the fact that English is not our official mother tongue they do not pay enough attention or importance to it. They do not even consider English a part of their reality in a future.

3.1.3.2. “I cannot listen English music because I do not understand it”:

Many times, I have found that students’ arguments do not have a solid background or defense beyond their own words, usually based on their personal thoughts. An example of this is the fact that students refuse to watch movies or TV shows in native English because they cannot understand the language. Huge contradiction, if you do not know or there is an obstacle between you and the information the correct reaction would be of investigation or curiosity to know new words.

3.1.3.3. “English language is useless outside school”

Students hardly ever practice English outside the school, many times this is because the embarrassment they feel about their mistakes in pronunciation, most students feel shy when it’s their turn to speak in the classroom, their friends are watching and between the adolescence the opinions of our friends is the most important opinion. If students make a mistake and friends make fun of it students are going to feel ashamed and are going to refuse to speak English inside or outside the classroom.

3.1.3.4. “I am never going to travel outside our country that is why I will never use English”

Students who refuse the idea of English language as a part of their reality, consider that this is just part of a foreign reality, that only belongs to English speaking countries. And the only way to get in touch with English is by travelling outside the country.

Despite of the Stock Market Crash that USA had to face on 2008, the migration from our country to USA never changed or decreased their numbers. People still want to chase the “American Dream” and they continue travelling, so by statistics Peru is still tie to USA as a target country for emigration.

( Source: © OIM - IOM 2008 Organización Internacional para las Migraciones - OIM Lima)

3.1.3.5. “English is just a meaningless subject inside the school syllabus”

We often listen about peruvian students winning mathematic or science contest, but when have we listened about a Peruvian winning an English related contest? Never; in our country national education is oriented to put English language is a second level, under mathematics, Spanish and grammar.

In 2008, the education minister José Antonio Chang decided to modify the National Curricula Design of Regular Basic Education* in order to improve the national school´s students level school when graduating. But he included this modification only in High School level, letting primary school lost in the same old fashion curricula where English is just an “extra”.

We cannot correct entirely the fact that English has been relegated in our national schools, but privates school do what they can (or what students demand) by giving high levels of English programs as a way to offer a better service that national schools.

(Gloria Medina, Mejorarán enseñanza y aprendizaje de idioma inglés en colegios de secundaria,PerúEnVideos.com, December, 2008)

3.3.1.6. “I do not speak English, therefore I should not have any contact with it”

The ultimate excuse to refuse to participate in English class is the personal one, when students lack of real reasons to create obstacles between English language and them, they tend to give personal reason such as “I do not like English” or “I am not good at English”, many times this are just other ways to create a wall between the second language, here there is not much that the teacher can do, taking the classroom as a group. It is much better to deal with this in a personal way, knowing each students worries about the language would be ideal, but in this case a large group as the one that I handle I have to deal with these in small groups of students.

3.1.4. Schools of procedure from current students:

Here I see cultural and educational problems, students come from schools where the English subject was just teach once a week in a very basic level, even with that low level of knowledge they have not develop any like or interest in acquire the language as a second language or practice it outside.

Villa María del Triunfo is considered by the local police as a place where violence and gangs have settled being considered as a big problem for adolescent´s education.

The local police created a program last year “Safe Schools” where members of the police went to the national and private institutes giving speeches about security and against gangs.

( Jose Carlos Jhon Erazo - Escuelas seguras villa maria del triunfo- emagister.com Copyright © 1999/2000 - Grupo Intercom - 27/04/2009)

Actually in Trilce´s 1st year High school classrooms I can fin 3 groups of students:

Students who have been in Trilce since Primary and are still studying here, so they have a basic background in English. This group is formed by the 30 or 35 % of students.

New Students, In the change from primary school to high school there is a raise in the number of students, many students from other schools change to Trilce looking for demanding classes usually in mathematics and science area. This group is formed by the 60% or 65% of students.

Students that have access to English language institutes such as ICPNA or Britanico, in this group we can find only 5 or 10% of the students.

3.2. The use of music with this current group

As the days were passing I had the opportunity to know students a little better and could indentify their weak points.

3.2.1. Weak points:

3.2.1.1. Grammar knowledge: By not giving English language the proper importance it needs they do not remember the rules of grammar beyond the basic ones taught in primary level. As the classes move on, students need to learn new rules and it is an obstacle.

3.2.1.2. Phonetics: Phonetics has become a very important part in English learning, but it is not teach in most of schools, students do not know what the concept of phonetic and the different sound in English phonetics.

3.2.1.3. Pronunciation: With constant repetition drills they learn and listen the correct pronunciation of the words over and over again and even with this constant repetition they have mistakes in pronunciation such as:

Eg.

Friday is supposed to be pronunciate:  /ˈfraɪdeɪ/

But students keep saying: /ˈfrɪdaɪ/

Because they pronounce the English words thinking in Spanish and relating the Spanish sounds to their reading in English.

3.3. Things to be aware of when we use songs to teach english

3.3.1. Rules to follow to chose a song for classes:

The process of choosing a song to work with adolescents has to be done days before the class is given and it must be done following some rules:

3.3.1.1. The level of the students: According to their level we have to be careful if the song has words that the students recognize or use at their level of knowledge. Don´t choose songs with words that are unknown to our students or use them but prepare a previous vocabulary explanation about the new words.

Eg.

“But then they send me away to teach me how to be sensible,logical, responsible, practical.

And they showed me a world where I could be so dependable,clinical, intellectual, cynical.”

(Source: The Logical Song – SuperTramp -1970)

The song has a slow rhythm easy to follow for the students but the words are not so known for a group of adolescents between 11 and 12 in a lower-intermediate like the group in observation, it would be better if we do a vocabulary explanation before the listening if we want to include this song in class, in order to avoid sudden questions in the middle of the drill or students chatting and asking their classmates about the new words.

3.3.1.2. Age and Gender of students: If well as a drill, every student should participate in the listening activity, it would be much better if students feel motivated about the song they are going to work with, so to get a better result it would help to locate the music preferences of the students based mostly in their age and gender and the last trends according to bands and singers.

Eg.

“And now, the end is near, And so I face the final curtain. 

My friends, I'll say it clear; I'll state my case of which I'm certain. 

I've lived a life that's full - I've travelled each and every highway. 

And more, much more than this, I did it my way.”

(Source: My Way – Paul Anka – 1969)

Even though for adult people who know the meaning of the song My Way it represent a huge moment in the music culture, for students between 11 and 12 years it does not mean the same that it does for melomaniac people, because of the difference in ages.

3.3.1.3. Relationship with the class: Even though the listening activities are usually independent drills it would be very useful to check the lyrics first to look for words that match with the vocabulary previously done in class, at least a couple of words to establish a relationship between this drill and the rest of the class.

Eg.

“When I woke up, the rain was pouring down There were people standing all around

Something warm rolling through my eyes But somehow I found my baby that night

I lifted her head, she looked at me and said "Hold me darling just a little while."

I held her close, I kissed her our last kiss I found the love that I knew I would miss

But now she's gone, even though I hold her tight I lost my love, my life that night.”

( Source: Last Kiss - Composed by: Wayne Cochran / Version by: Pearl Jam / Year: 1999)

If we are having a class about verbs in past, we can link the material used for teaching grammar with the song presented here, or we can use them as a practice for the topic of verbs in past tense.

3.3.1.3.1. Recommended exercise to practice past tense verbs using Pearl Jam´s Last Kiss:

1.-Complete the spaces with the verbs in past in brackets in past tense:

Last Kiss – Pearl Jam

“When I ___________ (wake up), the rain _________ (is) pouring down There ___________ (are) people standing all around

Something warm rolling through my eyes But somehow I _____________ (find) my baby that night

I ________________ (lift) her head, she _____________ (look) at me and _______________ (say)

"Hold me darling just a little while." I _____________ (hold) her close, I ______________ (kiss) her our last kiss

I found the love that I ______________ (know) I would miss But now she's _____________ (go), even though I hold her tight

I _______________ (loose) my love, my life that night.”

(Source:)

Composed by: Wayne Cochran

Version by: Pearl Jam

Year: 1999

3.3.1.4. Content of the lyrics:

The students must be exposed to the language; but not all English language musical material is appropriate for students between 11 and 12 years. Most are adult topics or ideas that the students do not consider yet.

Eg.

You've got a body like the devil and you smell like sex 

I can tell your trouble, but I'm still obsessed Because you know you're so hot! I want to get you alone...so hot 

I want to get you stoned...so hot I don't want to be your friend 

I want to fuck you like I'm never going to see you again

( Source: So Hot! - Kid Rock )

We often see that the parents have trouble controlling and checking the type of music that their children listen to the differences between languages. This makes very difficult for the

parents to realize about which song has a proper topic for adolescents. In the case of the song: So Hot! By Kid Rock, it is a very famous song and it was n°1 in many American billboards. Therefore, we can establish that being a famous song that has been listened to in the whole world, it should have a proper content.

3.3.1.5. Slang:

Is defined by the Cambridge Advanced Learner's Dictionary on its 2010 Edition as “A kind of language occurring chiefly in casual and playful speech, made up typically of short-lived coinages and figures of speech that are deliberately used in place of standard terms for added raciness, humor, irreverence, or other effect.”

Usually in rap or hip hop songs the composers and singers use and abuse slang and offensive language in order to capture the massive attention to their records.

Eg.

“Back by popular demand Now pop a little Zantac or ant'-acid if you can You're ready to tackle any task that is at hand 

How does it feel, is it fantastic, is it grand? Well look at all the massive masses in the stands 

Shady man… no don’t massacre the fans Damn, I think Kim Kardashian's a man 

She stomped him just cause he asked to put his hands On her massive Gluteus maximus again 

Squeeze it, then Squish it, then pass it to her friend Can he come back as nasty as he can 

Yes he can, can, don’t ask me this again”

(Source: We made you – Eminem)

If the lyrics are not so fast to follow, which is common with rap and hip-hop songs, slang makes it difficult to complete the task or understand the lyrics, because of the changes in the word meanings.

3.4. Techniques to teach English through music:

3.4.1. Recommended program to use song in English class:

3.4.1.1. Pre teach the Vocabulary

If you are using traditional songs such as lullabies (children songs), try and pre-teach as much of the language in previous lessons as you can. Do not teach it as a prelude to a song, just let the few of the words fall in naturally during the previous couple of lessons.

(This idea also works well with drama plays or picture books). If you are teaching a song specially written for teaching ESL or EFL, you can probably introduce all the language at the beginning of the day´s lesson.

3.4.1.2. And Action!

The main reason songs work so well is that many kids are what is called "Musically Intelligent". It simply means that new phrases stick in their memory if it is accompanied by a melody. It is the same thing that happens when you hear a brand new catchy song on the radio and you cannot get it out of your head. 

But although musical intelligence is very common, some kids are also intelligent in different ways and we have to try and incorporate as many types as we can into the class. So for kids who are more physical we add in gestures and actions for each line of the song or we can include changes in the voice tone and play with the sounds, maybe emphasize some words or try to do the gesture of each word from the lyric. It is very often a good idea to let the kids choose the gesture, that way it becomes their own. As they own it they remember it much more easily.

3.4.1.3. Picture Cards for Each Word or Phrase

This recommendation is just an optional one. Just as some kids are more physical, some learn more visually. More effective than simply writing the lyrics on the board, a colourful picture card to illustrate each lyric is recommended. Now we have actions, melody and pictures for each new word or phrase.

3.4.1.4. A Cappella - Without the Music

This is the key stage and the one that most teachers miss out. Even if the kids already know the English, and have all the gestures and can see all the pictures, if you simply play the CD and say "Hey, let's sing!" they are all going to give you some very strange looks.

The key is to go through the song phrase by phrase without any backing music. Do the actions and point to the picture cards and make sure everyone can get a basic grasp of the melody. Do not worry if you cannot sing well, in most countries it is the effort that the kids see and appreciate. In fact the will often appreciate bad singing more than good singing.

If you have a particularly tricky song, start off slow and slowly build up the speed. The point here is that by the time you have finished you should be up to or just a little bit faster

than the recording on the CD. You will be astounded at how fast the kids can get with this method. 

Being my group of students a large teenagers group I must deal with the fact of shyness, embarrassment and the friends’ opinion, they are more interested in what are the friends are going to think if they sing that in if they are doing it right or wrong.

What I do with my students is make them all sing together first with music and then without music in a slower rhythm, mixing their singing with their thoughts about the lyrics content and message.

3.4.1.5. Big Finish: Play the CD

In the cappella section you will hear the kids getting better at the English but also sloping off in their concentration. That is when you kick in the music, make sure the arrangement is energetic and the kids will found it quite interesting and catchy. Do not exaggerate with the volume, because students tend to low the voice volume when they can only listen to the CD. Keep the gestures and actions in there and usually after just one run through the song they will have all the new language permanently imprinted in their brains. They will probably ask to sing it again, which is fine, but no more than twice, you want to keep them wanting more for next time. 

3.4. Lesson Plans used in classroom:

3.4.1. I got a feeling

FOCUS: Vocabulary Grammar – Future tenseAGE: All

LEVEL: Basic

SONG TO WORK: I got a feelingBY: Black Eyed PeasYEAR: 2009

MATERIALS1. Handout with the lyrics2. CD/Mp3 with the song 3. Flashcards or markers to write the words vocabulary on the board.

STEPS1. Give the students lyrics. Go over the meaning of each song lyric. As you say each target vocabulary word, point to the corresponding illustration card or word written on the board.

Before listening:

Do you like going to parties?

What do you do before you go to a party?

What are you going to do this weekend?

Full lyrics:

* gotta = have got a; *gonna= going to; *wanna= Want to

I gotta* feeling that tonight's gonna be a good nightThat tonight's gonna* be a good nightThat tonight's gonna be a good good night (x3)Tonight's the night nightLet's live it upI got my moneyLet's spend it upGo out and smash itLike Oh My GodJump off that sofaLet's get get OFFI know that we'll have a ballIf we get downAnd go outAnd just loose it allI feel stressed outI wanna let it goLet's go way out spaced out

And loosing all controlFill up my cupMozoltovLook at her dancingJust take it offLet's paint the townWe'll shut it downLet's burn the roofAnd then we'll do it again

Let's Do it (x3)And live it upI gotta feeling that tonight's gonna be a good nightThat tonight's gonna be a good nightThat tonight's gonna be a good good night (x2)Tonight's the nightLet's live it upI got my money

Let's spend it upGo out and smash itLike Oh My GodJump off that sofaLet's get get OFFFill up my cup (Drink)Mozolotov (Lahyme)Look at her dancing (Move it Move it)Just take it offLet's paint the townWe'll shut it downLet's burn the roofAnd then we'll do it againLet's do it (x3)Let's live it upHere we comeHere we goWe gotta rockEasy comeEasy goNow we on top

Feel the shotBody rockRock it don't stopRound and roundUp and downAround the clockMonday, Tuesday,Wednesday, Thursday,Friday, Saturday,Saturday and SundayGet get get get getWith us you know what we sayParty everyday p-p-p-partyParty everyday

I gotta feeling that tonight gonna be a good nightThat tonight's gonna be a good nightThat tonight's gonna be a good good night(x2)

Recommended exercises to practice future going to and new vocabulary.

Questions after listening:

Where is he going to?

What is he going to spend up?

What is he going to paint?

Complete the Listen to this part of the song and fill in the spaces with the prepositions in the box

up, out, off, down

I gotta* feeling that tonight's gonna be a good night

That tonight's gonna* be a good nightThat tonight's gonna be a good good

night (x3)Tonight's the night nightLet's live it _______I got my moneyLet's spend it _______Go _______and smash itLike Oh My GodJump _______that sofaLet's get get _______I know that we'll have a ballIf we get _______And go _______And just loose it all

I feel stressed _______I wanna let it goLet's go way _______spaced _______And loosing all controlFill _______ my cupMozoltovLook at her dancingJust take it _______Let's paint the townWe'll shut it _______Let's burn the roofAnd then we'll do it again

3.4.2. Smile

FOCUS: Speaking AGE: 11 - 12

LEVEL: Basic

SONG TO WORK: SmileBY: Charles Chaplin

MATERIALS

1. CD of song, preferably a story song or a song which provokes mental images.

2. Song lyrics on projector or handout.

STEPS

1. Teach key vocabulary words that are found in the song. Use flashcards or worksheets to allow for additional vocabulary practice.

Before listening:

What do you do if a friend feels sad?What do you do when you feel sad?Do you believe that “Smile is the cure for all diseases”?Have you ever heard about Charles Chaplin?

2. Show lyrics on the overhead projector. Then play the CD. As students listen to the song, they can quietly read the song lyrics on the overhead or projector.

After listening:

How do you think the singer feels?Is it a happy or sad song?Why do you think the song title is “Smile”?

3. To make certain students fully comprehend the song’s lyrics, go through the lyrics without the benefit of music. Occasionally pause, and then ask comprehension questions. Play the song a second time.4. Divide students into small groups of three or four.

Full lyrics

Smile, though your heart is achingSmile, even though it's breakingWhen there are clouds in the skyYou'll get by...

If you smileWith your fear and sorrowSmile and maybe tomorrowYou'll find that life is still worthwhile If you just...

Light up your face with gladnessHide every trace of sadnessAlthough a tear may be ever so nearThat's the time you must keep on tryingSmile, what's the use of cryingYou'll find that life is still worthwhileIf you just...

Smile, though your heart is achingSmile, even though it's breaking

When there are clouds in the skyYou'll get by...

If you smileThrough your fear and sorrowSmile and maybe tomorrow

You'll find that life is still worthwhileIf you just smile...

That's the time you must keep on tryingSmile, what's the use of cryingYou'll find that life is still worthwhileIf you just smile

Other option of exercise is to practice beside the speaking are these to improve abstract vocabulary focused on happy and sad feelings.

1. Listen to the first part of the song and fill in the gaps with the words in the box:

clouds, face, fear, heart, life, sorrow, tomorrow, worthwhile,

Smile, though your _______is achingSmile, even though it's breakingWhen there are ______in the skyYou'll get by...

If you smileWith your ________and ________Smile and maybe ___________You'll find that _________is still ____________If you just...

2. Listen to the 2nd part and choose the right word. 

Light up your face/trace with sadness/gladness Hide every face/trace of sadness/gladnessAlthough a near/tear may be ever so near/tearThat's the time you must keep on crying/tryingSmile, what's the use of crying/tryingYou'll find that life is still worthwhileIf you just...

3. Find all the words you can relate to good or bad feelings. Write them in separate columns. Use the dictionary when necessary.

 

 

 

 

 

3.4.3. Smells like teen spirit

FOCUS: Writing AGE: 11 - 12LEVEL: Basic

SONG TO WORK: Smells like teen spiritBY: Nirvana

MATERIALS

1. Projector.2. Power Point Presentation with the lyrics.3. CD/Mp3 with the song.

Full lyrics:

Load up on gunsBring your friendsIt’s fun to loseAnd to pretendShe’s overboardMyself assuredI know I knowA dirty word

Hello (x 16)

With the lights out it’s less dangerousHere we are nowEntertain usI feel stupid and contagiousHere we are nowEntertain usA mulattoAn albinoA mosquitoMy libido

I’m worse at what I do bestAnd for this gift I feel blessedOur little group has always beenAnd always will until the end

Hello (x 16)

With the lights out it’s less dangerousHere we are now

Entertain usI feel stupid and contagiousHere we are nowEntertain usA mulattoAn albinoA mosquitoMy libidoYea

And I forgetJust what it takesAnd yet I guess it makes me smileI found it hardIts hard to findOh well, whatever, nevermind

Hello (x 16)

With the lights out it’s less dangerousHere we are nowEntertain usI feel stupid and contagiousHere we are nowEntertain usA mulattoAn albinoA mosquitoMy libidoYeah

Recommended exercises to develop writing and vocabulary focus in “opposites” topic:

1. Fill in the blanks with these words:

Dirty, Guns, Bored, Pretend

Load up on ________, bring your friendsIt's fun to lose and to ___________.She's over bored and self assured.Oh no, I know a _________ word

Hello Hello Hello how low? (repeat)

2. Write the opposites of the words in backets:

Ref.: With the lights out it's less ______________ (safe)Here we are now, ___________ us (bore)I feel __________ and contagious (intelligent)Here we are now, ___________ us (bore)A mulatto, an albino,a mosquito, my libido, yeah

3. Unjumble the letters and form the missing words:

I'm worst at what I do ________, (estb)and for this _______ I feel blessed (tifg)our _________ group has always been (tiletl)and always will until the _________ (ned)

Hello Hello Hello how low? (repeat)

3.4.4. This Love

PRACTICE: Mixed Tenses

SKILLS:  Reading, Writing, Speaking, Listening

SONG: This Love

BY: Maroon 5

INSTRUCTIONS:  

Replace the infinitives with one of the following tenses:-

Simple Future Simple Present

Present Continuous

Present Perfect

Simple Past

Discuss your choice of answers with another student

Listen to the song to check your answers. 

THIS LOVE

(sung by Maroon 5)

I ....................(be) so high I ....................(not recognize)

The fire burning in her eyes,

(Nor) The chaos that ....................(control) my mind.

(She) ....................(whisper) 'goodbye' and she ....................(get) on a plane;

Never to return again,

But always in my heart

This love ....................(has taken) its toll on me;

She ....................(say) 'goodbye' too many times before

And her heart ....................(break) in front of me.

I ....................(have) no choice 'cause I 

....................(say) 'goodbye' anymore.

I ....................(try) my best to feed her appetite,

Keep her coming every night.

(It was) So hard to keep her satisfied;

(She) Kept playing love like it ....................(be) just a game,

Pretending to feel the same,

Then turn around and leave again.

This love ....................(take) its toll on me;

She ....................(say) 'goodbye' too many times before

And her heart ....................(break) in front of me.

I ....................(have) no choice, 'cause 

I ....................(say) 'goodbye' anymore.

I....................(fix) these broken things;

(I'll) Repair your broken wings

And make sure everything....................(be) alright.

My pressure on your hips,

Sinking my fingertips

Into every inch of you,

'Cause I ....................(be) that....................(be) what you ....................(be) me to do.

Conclusions

Conclusions:

After two months using the music as a resource to teach English to my basic level high school students. I got the following conclusions:

Music catches the attention of students:

Despite of the rhythm, lyric contents and genre, music is always going to create expectations between the students. It is something unusual for them. They are used to classes limited to the use of book and notebook, and listening to popular songs that makes them feel like that is a memorable situation, therefore they remember more details that when they are just been taught in the classic regular way.

Music drills are not always recommendable:

For specific topics, where the students can follow the class easily it is good to use music as a enforcement resource, but when the topic contains a lot of grammar knowledge and rules this probably is going to create an obstacle. Music is a resource that cannot be used everyday in the classroom. As it is something uncommon, it must be preserved as this. We can use music drills as a way to reinforce good advance and good behavior of our students. If they have good progress during the week or month, we can use the music drills as a prize, letting them choose the song from our song bank.

Music drills have to more supervise when they are done in large groups:

I handle a large group of students, who are easily distracted by any kind of comments outside the lesson plan. If they found a word that they consider funny or interesting, they were going to express it without thinking that this might be a reason of distraction for the rest.

I also had to deal with group work in the classrooms during listening, which sometimes became an occasion to chat while working.

Music is motivational:

Students found the act of singing happy and energetic, I have seen that this is not a common action for them, most of my students felt ashamed of singing because they do not consider themselves good singers, after a couple of drills where the main goal was getting them relaxed enough to sing without worrying for teachers’ or friends’ opinion I got at least 90 % of students singing aloud.

Indentifying with the songs

Before the investigation I thought that to identify with music was an exclusive thing for people who can understand English language fully. My students proved me wrong and they told me that

some of the song that were used during classes make them remember about personal situations where they were involved with the feeling represented in the song.

Busting the myths:

I have been able to erase or correct some of the myths that students create about the use of English:

“We live in Peru, we do not speak English therefore we do not need English”

By mixing lyrics related to journeys with cultural background students got interested in the culture from countries. When they listen to the Beatles they point out that they are from Liverpool, England. Just as when they listen to an American singer they mention the city or the state where he or she is from. This creates an interest and curiosity for the culture of different countries.

“I cannot listen English music because I do not understand it”:

At the beginning of the music drills, students explain what the song was about by translating the title. After many drills they found out that translation is not the same as meaning. They do not have a vast vocabulary but with some words they try to show their ideas and thoughts about the song worked.

Eg.

Teacher: What is the song “Smile” By Charles Chaplin about?

Student: Sad, man… very sad

They cannot express complete sentences yet, but they have the idea of what vocabulary to use. They also have learnt that they do not need to translate every single word that they read, it is more important to understand the content of the song than translate it all.

“English language is useless outside school”

By giving students homework based on the song, they started to ask each other questions about the song outside classroom, a couple of my students told me they were practicing the song “I got a feeling” by Black Eyed Peas for a future school performance. Not all the students have the same predisposition to practice the language outside the class. But the number has increased in the last months.

“English is just a meaningless subject inside the school syllabus”

With the use of music as a resource in class I also raise up the level of the classes and homework, at the beginning the students were shocked because they thought they could

never catch the rhythm with the class. As they were pushed to improve, they did it, in different ways, in different areas but they are improving different skills.

“I do not speak English, therefore I should not have any contact with it”

One of the homework given after the listening drills was to investigate about the writer of the song and the story behind it. In many cases there were only a couple of students who brought the biography, I encourage them to go to the front and read it to their classmates. They started to look for more songs from the same artist and his or her biography, if there was something interesting or unusual in the life of a singer they asked me about it.

Eg.

Student: What is the meaning of “pedophile” I read that Michael Jackson was accused of being that.

Student: Is it true that Elton John is gay?

Student: Is it true that Madonna adopts children from Africa?

Appendices

Appendix n° 1Lists of students

Trilce – 1st Year High School2010

GRADE: 1ST SECONDARYCOURSE: ENGLISHTEACHER: JUANA OLAZABAL

N° LAST NAMES NAMES1 AGUILAR CCANTO Jesus Alonso2 ARENALES AQUINO Andrea Rosa3 AVILES VALDIVIA Alex Bolfredo4 BRAVO ALANYA Cristopher5 CALDERON RINCON Solange Belén6 CASTILLO QUISPE Martín Leonardo7 CCORAHUA BRINGAS Bruno Abel8 CHOQUE CERDÁN Kelly Paola9 CURASI ANCHAYHUA Valeria Naomi

10 FERRO BELLO Piero Giovanni11 GAMERO PALACIOS Diego Armando12 HUAMAN BEJARANO Rodrigo Alonso13 HUANCA SALDARRIAGA France Bryan14 LIVIA BERMUDEZ Sergio Fernando15 MACHUCA MEOÑO Diego Nicolás 16 MALLQUI GUTIERREZ Rolly Anderson17 MENDOZA MALASQUEZ Alexandra Madeley18 MILLA SANDOVAL Henry Mauricio19 MUÑOZ ROMERO José Brayan20 OCEDA HINOSTROZA Vanessa Elizabeth21 ORELLANA ROJAS Araat Alexander22 PAIVA SALAZAR Leonardo José23 PALOMINO NAVARRO Angelo Michael24 PARDO JUAREZ Johan Eibelton

25PORTOCARRERO PADILLA Marjory

26 QUIROZ HERRERA Stacy Lilanely27 RAMOS SALAZAR Karoline Dayane28 RIVERA CHIARA Melany Magaly Natalia29 RUIZ FIGUEROA Diego Antonio30 SANCHEZ VALDEZ Juan Eduardo

31SANTIESTEBAN GAMERO Gezer Alonso

32 SIERRA ROJAS Rosa Massiel33 TRILLO VELIZ Madai Anel34 VASQUEZ PURI Cristabel35 VERA PEREZ Mauricio Alejandro36 VIVAS LOPEZ Anette Lucía

37 ZUTA CCAHUANA Karen Zinedine38 FACHIN MELENDEZ Luis Enrique

GRADE: 1ST SECONDARY – BCOURSE: ENGLISHTEACHER: FERNANDA OLAZABAL

N° LAST NAMES NAMES1 ARONES MONCADA Alberto David2 BELTRAN RAMIREZ Camila Rosario3 BERRIOS BEJAR Eleazar Felipe

4CARRANZA CARHUAPOMA Sheyla Milagros

5 CAYCHO GAMARRA Freddy Martín6 CERNA DE LA CRUZ Frank Alex

7CONTRERAS HUARCAYA Rodrigo Franco

8 COTARMA CIEZA Ronald Darío9 CRUZ SANTILLAN Valeria

10 DIAZ YAMUNAQUÉ Karina Vanessa11 FLORES ALVINES Bruno Eduardo12 GALVAN VILCHEZ Pamela Graciela13 GUTIERREZ PNO Ana Gabriela14 MARCA PARDO Bruno Valentín15 MARTEL QUISPE José Luis16 MEZA SAENZ Martin Esteban17 MOSCOSO RAMOS Israel18 ÑAUPARI REYES Alessandra Antuane19 ORÉ QUISPE Carla Alondra20 PACSI HUAMÁN Johnny Ronaldo21 PALOMINO CHÁVEZ Kelly Lesly22 PALOMINO SANTILLAN Luis Angel23 PATIÑO MANTILLA Sandra Mirella24 PINTO CAMERO Adriana Romina25 PISCO BULLÓN Daniela Gisel26 PLASCENCIA VIGO Diego Sebastián27 PONCE MORALES Guilianna Isamar28 PUMA FLORES Antonella29 QUISPE MERINO Eliana Dianeli

30RAMOS HUAMANCHUMO Javier Aramis

31 RAMOS VILLAR Aaron Xamir32 RIOS QUEVEDO Karina Del Rosario33 SALGADO QUISPE Gianella34 TEJEDA ESTEBAN Franklin Wilfredo

35 VALLETA CANO Axel Giunaycker36 VERA LÁZARO Piero Stefano37 ZÚÑIGA QUIROZ Guilianna Andrea

GRADE: 1ST SECONDARY – CCOURSE: ENGLISHTEACHER: FERNANDA OLAZABAL

N° LAST NAMES NAMES1 ALIAGA ENRIQUEZ Fabiola Angela2 ALMIRON DÍAZ Paolo Giovanni3 CABELLOS OJEDA Guiliana Carolina4 CAJAHUARINGA ANAYA Sergio Enrique5 CAYCHO YUMANAQUÉ Alexandra Verónica6 CAYOTOPA ROSALES Fiorella7 DIAZ MALCA Paul Eduardo8 ESTRADA QUIROZ Birjoó André

9FALCÓN ASTUHUAYHUA Enzo Enrique

10 FLORES ALVINES Jeanpiere11 HUAMÁN QUISPE Alicia Milagros12 LARICO LARICO Bryan Enzo13 LEIVA QUIROZ Yorschua14 MALDONADO VALERIO Giafar Ali Abdul15 MARÍN TAICO Elizabeth Rocío16 MARTINEZ LUDEÑA Camila Margot17 MATEO AYALA Karen Fiorella18 ORTEGA SERBAN Poldi Pablo

19PACHECHO PARIMANGO Diego

20 PEDRAZA LOPEZ Carlos Enrique21 PERTUZ VILLEGAS Marcelo22 PINTO RAMIREZ María Fernanda23 PIZARRO YUZZELLI Bruno24 RAMOS CUADROS Alexander Augusto25 RIOS CRESPO Patrick Josue26 RODRIGUEZ BUITRON Sharon Dallana27 SAGASTEGUI FOUSCAS Yahaira Andrea28 SANABRIA MACHUCA Andrea Alexandra29 SANCHEZ RAMIREZ Stefano Rodrigo30 SARAVIA NARVAEZ María Angela

31SUVIZARRETA CASTAÑEDA Ariany Glagys

32 TIMANA MARCA Jacqueline Jannet33 TITO BARTOLO Alfredo Jesús

34 VILCA PÉREZRey Eduardo Alexander

35 VIZCARDO ROJAS Angel Fernando36 YLLA YNGOL Victor Anderson37 YUPANQUI MIRANDA Alvaro Braulio Anselmo

Appendix n°2:

Map of Villa Maria del Triunfo District

Empresa Municipal Administradora del Peaje de Lima

Km. 1.7. Via Evitamiento

Ate, Lima

Appendix n°3

List of school of procedure of my current students:

Jorge Bernal Salas Nº 7080 (Av. Independencia, San Gabriel, V.M.T., Lima) Villa María (Av. El Triunfo 634, Villa María del Triunfo, Lima, Lima) 7054   (Villa María del Triunfo, Lima, LM) Colegio Nacional 6011   (Nueva Esperanza, Villa María del Triunfo, Lima) Eloy G. Ureta   (Villa María del Triunfo, Lima, LM) Fe y Alegría # 23   (Vallecito Bajo, Villa María del Triunfo, Lima) Fe y Alegría # 24   (San Grabriel Alto, Villa María del Triunfo, Lima) Héroes de la Breña   (Villa María del Triunfo, Lima, LM) Jorge Basadre Grohmann 6073   (Tablada de Lurín, Villa María del Triunfo, Lima,

LM) José Carlos Mariátegui   (San Gabriel, Villa María del Triunfo, Lima) José María Arguedas   (José Carlos Mariátegui, San Gabriel, Villa María del

Triunfo, Lima, LM) José María Arguedas 6024 (Tablada de Lurín, Villa María del Triunfo, Lima, LM) Juan Guerrero Quimper (Urb. José Gálvez, Villa Maria del Triunfo, Lima) Juan Valer Sandoval 6093 (Villa María del Triunfo, Lima) Julio C. Tello 6060 (César Vallejo, Villa María del Triunfo, Lima, LM) La Inmaculada 6022 (Villa María del Triunfo, Lima) Manuel Scorza Torres 6081 (Villa María del Triunfo, Lima) María Milagrosa (Nueva Esperanza, Villa María del Triunfo, Lima, LM) Mariano Melgar Nº 6019 (Villa María del Triunfo, Lima) Nuestro Salvador ( Villa Maria del Triunfo, Lima) Orden Soberana y Militar de Malta (Villa María del Triunfo, Lima) Prolog - Colegio Pre Universitario (Villa María del Triunfo, Lima, LM) República del Ecuador (Nueva Esperanza, Villa Maria del Triunfo, Lima) Salamanca (Villa María del Triunfo, Lima, LM) Santa Rosa 7073 V.M.T. (Villa Maria del Triunfo, Lima) Stella Maris (Tablada de Lurín, Villa María del Triunfo, Lima, LM) Túpac Amaru II Nº 7055 de VMT (Villa Maria del Triunfo, Lima)

(Source: Municipalidad de Villa Maria del Triunfo | Jr. José Galvez # 895 Todos los Derechos Reservados M.V.M.T. 2009)

Appendix N°4:

Structural and educational situation of schools procedure of my current students:

Zona 1 : JOSE CARLOS MARIÁTEGUI  (05)______________________________________________________________________

I.E. N° 6059 “SAGRADO CORAZON DE JESUS”DIRECTOR: Lic. Camilo  Raya  Vega Ubicación: Jr. Cotahuasi 120Zona: José Carlos Mariátegui Disposición y actitud del Director: Muy buena Accesibilidad de la Zona: llano Niveles Educativos         : Primaria – SecundariaCentro de Cómputo        : Cuenta con un centro de cómputo_______________________________________________________________________

I.E.  “JOSE CARLOS MARIATEGUI DIRECTOR: Lic Aldo Javier Avalos Ríos Ubicación: Av.  José Carlos Mariátegui Zona: José Carlos Disposición y actitud del Director: Muy buena Accesibilidad de la Zona: abrupto Niveles Educativos         : Primaria – SecundariaCentro de Cómputo        : No cuenta con un centro de cómputo por implementar _____________________________________________________________________

I.E. N° 7106 “VILLA LIMATAMBO” DIRECTOR: Lic. Dionisio Picho  Cancho Ubicación: Av.  José Carlos Mariátegui 3467Zona: José Carlos Mariátegui Disposición y actitud del Director: Muy buena Accesibilidad de la Zona: Llano Niveles Educativos         : Primaria – SecundariaCentro de Cómputo        : Cuenta con un centro de cómputo _______________________________________________________________________

I.E. N° 6081 “MANUEL SCORZA TORRES”DIRECTOR: Lic. Francisco Romero MontesUbicación: Av.  Ramón Castilla N° 351 – San Gabriel AltoZona: José Carlos Mariátegui Disposición y actitud del Director: Muy buena Accesibilidad de la Zona: Buena Niveles Educativos         : Primaria – SecundariaCentro de Cómputo        : Cuenta con un centro de cómputo _______________________________________________________________________

I.E. N° 7080 “JORGE BERNAL SALAS”DIRECTOR: Lic. Teófilo Rojas RiveraUbicación: Calle Independencia N° 196Zona: José Carlos Mariátegui Disposición y actitud del Director: Muy buena Accesibilidad de la Zona: Buena Niveles Educativos         : Primaria – SecundariaCentro de Cómputo        : Cuenta con un centro de cómputo 

______________________________________________________________________

•        Zona 2 : CERCADO (02)________________________________________________________________

I.E.  N° 7055 “TÚPAC AMARU II”DIRECTOR: Lic. Lorenzo Mendoza MichuyUbicación: Av. El Triunfo Cda. 8Zona: CercadoDisposición y actitud del Director: Muy buena Accesibilidad de la Zona: Óptima Niveles Educativos         : Inicial - Primaria – SecundariaCentro de Cómputo        : Cuenta con un centro de cómputo ________________________________________________________________

I.E. N° 6022 “LA INMACULADA”DIRECTOR: Lic. José Luis NeyraUbicación: Av. Salvador Allende N° 975Zona: CercadoDisposición y actitud del Director: Muy buena Accesibilidad de la Zona: Óptima Niveles Educativos         : PrimariaCentro de Cómputo        : Cuenta con un centro de cómputo _______________________________________________________________________

•        Zona 3 : INCA PACHACÚTEC  (02)

I.E. N° 6019 “MARIANO MELGAR”DIRECTOR: Lic. Ela Alva OcrospumaUbicación: Av. La Unión s/nZona: Inca PachacútecDisposición y actitud del Director: Muy buena Accesibilidad de la Zona: Óptima Niveles Educativos         : Primaria - SecundariaCentro de Cómputo        : Cuenta con un centro de cómputo _______________________________________________________________________

I.E. N° 6020 “MICAELA BASTIDAS”DIRECTOR: Lic. Olga Cruz CollantesUbicación: Zona: Inca PachacútecDisposición y actitud del Director: Muy buena Accesibilidad de la Zona: Óptima Niveles Educativos         : Primaria - SecundariaCentro de Cómputo        : Cuenta con un centro de cómputo ________________________________________________________________

•        Zona 4 : NUEVA ESPERANZA   (03)________________________________________________________________

I.E. “REPÚBLICA DE ECUADOR”

DIRECTOR: Jesús Israel Malpica SolórzanoUbicación: Av. 26 de NoviembreZona: Nueva Esperanza Disposición y actitud del Director: BuenaAccesibilidad de la Zona: OptimaNiveles Educativos         : SecundariaCentro de Cómputo        : Cuenta con un centro de cómputo.________________________________________________________________

I.E. N° 6014 “VIRGEN DEL CARMEN”DIRECTOR: Lic. Blanca Neyra NavarroUbicación: Jr Mateo PumacahuaZona: Nueva Esperanza Disposición y actitud del Director: BuenaAccesibilidad de la Zona: OptimaNiveles Educativos         :  Primaria - SecundariaCentro de Cómputo        : Cuenta con un centro de cómputo._______________________________________________________________________

I.E. “MARISCAL ELOY GASPAR URETA”DIRECTOR: Lic. David JeremiasUbicación: Av. 26 de NoviembreZona: Nueva Esperanza Disposición y actitud del Director: BuenaAccesibilidad de la Zona: OptimaNiveles Educativos         : SecundariaCentro de Cómputo        : Cuenta con un centro de cómputo_______________________________________________________________________

•        Zona 5 : SAN FRANCISCO DE LA TABLADA DE LURÍN   (04)________________________________________________________________

I.E: 7088  “GERONIMO CAFFERATA MARAZZI”DIRECTOR: Lic Dante Díaz RiveraUbicación: Av. Flora Tristan Nº 1050 Zona: Tablada de Lurín Disposición y actitud del Director: Muy buenaAccesibilidad de la Zona: OptimaNiveles Educativos         : Primaria – SecundariaCentro de Cómputo        : Cuenta con un centro de cómputo.

_____________________________________________________________________

I.E: 6152 “STELLA MARIS”DIRECTOR: Lic  Oscar Raúl León Delgado Ubicación: Av. Atahualpa Nº 150  Tablada de  Lurín Zona: Tablada de Lurín Disposición y actitud del Director: Muy buenaAccesibilidad de la Zona: OptimaNiveles Educativos         : Primaria - SecundariaCentro de Cómputo        : Cuenta con un centro de cómputo.

______________________________________________________________________

I.E: 6073 “JORGE BASADRE”DIRECTOR: Lic Elmer Arnaldo Chumacero LópezUbicación: Av. Billingrust s/n Zona: Tablada de Lurín Disposición y actitud del Director: Muy buenaAccesibilidad de la Zona: OptimaNiveles Educativos         : Primaria – SecundariaCentro de Cómputo        : Cuenta con un centro de cómputo.______________________________________________________________________

I.E: 6024 “JOSE MARIA ARGUEDAS”DIRECTOR: Lic Alejandro Arotinco Huaylla Ubicación: Calle Los Incas 3 Sector Zona: Tablada de Lurín Disposición y actitud del Director: Muy buenaAccesibilidad de la Zona: OptimaNiveles Educativos         : Primaria – SecundariaCentro de Cómputo        : Cuenta computo insuficiente desean implementar _____________________________________________________________________

•        Zona 6 : VILLA POETA JOSÉ GÁLVEZ BARRENECHEA    (04)____________________________________________________________________

I.E: 6029 “BARTOLOME MITRE”DIRECTOR: Lic Armanda Baldarrago Alvarado Ubicación: Jr.  Angamos 252 Zona: José Gálvez Disposición y actitud del Director: Buena Accesibilidad de la Zona: Accesible Niveles Educativos         : Primaria Centro de Cómputo        : Cuenta con centro de cómputo_______________________________________________________________________

I.E. N° 6015 “SANTÍSIMO SAGRADO CORAZÓN DE JESÚS”DIRECTOR: Lic. Alicia Rojas CahuaUbicación: Av. Lima 1005Zona: José Gálvez Disposición y actitud del Director: Muy Buena Accesibilidad de la Zona: Óptima Niveles Educativos         : Primaria Centro de Cómputo        : Cuenta con centro de cómputo_______________________________________________________________________

I.E. N° 6093 “JUAN VALER SANDOVAL”DIRECTOR: Lic Aura Irene Damaris AdrianzenUbicación: Av. Miguel Grau Zona: José Gálvez Disposición y actitud del Director: Buena Accesibilidad de la Zona: Óptima 

Niveles Educativos         : Primaria - SecundariaCentro de Cómputo        : Cuenta con centro de cómputo_______________________________________________________________________

I.E. “JUAN GUERRERO QUIMPER”DIRECTOR: Lic Adelina Peña HurtadoUbicación: Av.  Zona: José Gálvez Disposición y actitud del Director: Buena Accesibilidad de la Zona: Accesible Niveles Educativos         : Secundaria Centro de Cómputo        : Cuenta con centro de cómputo

•        Zona 7 : NUEVO MILENIO (03)DIRECTOR: Lic. Lili Mariluz Santivañez Ubicación: AA.HH. Primero de Mayo Zona: Nuevo Milenio Disposición y actitud del Director: Muy Buena Accesibilidad de la Zona: Abrupto Niveles Educativos         : Primaria – SecundariaCentro de Cómputo        : No cuenta con un centro de cómputo _______________________________________________________________________

I.E: 7231 “NUEVO PROGRESO”DIRECTOR: Lic  Isabel Timaná Delgado Ubicación: AHH. Nuevo Progreso Zona: Nuevo Milenio Disposición y actitud del Director: Muy buena Accesibilidad de la Zona: Abrupto Niveles Educativos         : Primaria – SecundariaCentro de Cómputo        : No cuenta con un centro de cómputo  ____________________________________________________________________

I.E: 7233 “MATSU UTSUMI”DIRECTOR: Lic Marcos Escalante Carrión Ubicación: AA.HH. PuyuscaZona: Nuevo Milenio Disposición y actitud del Director: Muy buena Accesibilidad de la Zona: Abrupto Niveles Educativos         : Primaria – SecundariaCentro de Cómputo        : No cuenta con un centro de cómputo  

(Source: REDEM, Red Mundial Educativa, Av. Sucre 365 - Oficina Nº 301 Magdalena del Mar - Lima17 -  LIMA - PERU )

Appendix n°5:

Estructural and educational situation of my current stundents procedure prívate schools

INSTITUCIONES EDUCATIVAS PARTICULARES 

•        Zona 1 : JOSE CARLOS MARIÁTEGUI  (01)    ____________________________________________________________

    I.E.P. “MAGÍSTER”    DIRECTORA: Lic. Rita Rojas Pumacayo    Ubicación: Av. José Carlos Mariátegui Zona: José Carlos Mariátegui Disposición y actitud del Director: Muy buena  Accesibilidad de la Zona:  Óptima Niveles Educativos : Inicial - Primaria – Secundaria Centro de Cómputo: Cuenta con un centro de cómputo  _____________________________________________________________________    •        Zona 2 : CERCADO (02)_____________________________________________________________

I.E.P. “MARIANISTA”    DIRECTOR: Lic. Lidia Oré    Ubicación: Av. El Triunfo N° 436 Zona: Cercado Disposición y actitud del Director: Muy buena  Accesibilidad de la Zona:  Óptima Niveles Educativos : Inicial - Primaria – Secundaria Centro de Cómputo: Cuenta con un centro de cómputo  _____________________________________________________________________

I.E.P. “MARÍA DE LOS ÁNGELES”    DIRECTOR: Mercedes Ibáñez de Quiroz    Ubicación: Jr. Santa Cruz Zona: Cercado Disposición y actitud del Director: Muy buena  Accesibilidad de la Zona:  Óptima Niveles Educativos : Inicial - Primaria – Secundaria Centro de Cómputo: Cuenta con un centro de cómputo  ___________________________________________________________

•        Zona 3 : INCA PACHACÚTEC (01)_____________________________________________________________

I.E.P. “ MARÍA EXALTACIÓN”_____________________________________________________________    DIRECTORA: Lic. Irma Gutiérrez Suyo    Ubicación: Villa Jardín 1ra. Zona Zona: Inca Pachacútec Disposición y actitud del Director: Muy buena  Accesibilidad de la Zona:  Buena Niveles Educativos : Inicial - Primaria – Secundaria Centro de Cómputo: Cuenta con un centro de cómputo_____________________________________________________________________

•        Zona 5 : SAN FRANCISCO DE LA TABLADA DE LURÍN  (02)_____________________________________________________________

I.E.P. “SANTA MARÍA DEL ROSARIO”    DIRECTOR: Hna. Maria Isabel Mercado Chávez    Ubicación:  Zona: Tablada de Lurín Disposición y actitud del Director: Muy buena  Accesibilidad de la Zona:  Buena Niveles Educativos : Inicial - Primaria – Secundaria Centro de Cómputo: Cuenta con un centro de cómputo  _____________________________________________________________

I.E.P. “LA ALBORADA”    DIRECTOR: Lic. Betty Alvarado    Ubicación:  Zona: Tablada de Lurín Disposición y actitud del Director: Muy buena  Accesibilidad de la Zona:  Buena Niveles Educativos : Inicial - Primaria – Secundaria Centro de Cómputo: Cuenta con un centro de cómput

(Source: REDEM, Red Mundial Educativa, Av. Sucre 365 - Oficina Nº 301 Magdalena del Mar - Lima17 -  LIMA - PERU )

Appendix n° 6:

List of songs:

1. I Gotta feeling – Black Eyed Peas

2. Smile by Charles Chaplin (Michael Jackson, Nat King Cole versions) 

3.   Human, by   The Killers  

4.   If I were a Boy, by   Beyoncé  

5.   Welcome to my life, by   Simple Plan  

6.  Dancing Queen, by   Abba  

7.  In this life, by   Delta Goodrem   

8.  Beautiful Girls, by   Sean Kinston   

9.  You've got a friend, by   Carole King   (sung by James Taylor)

10.  Cancer, by   The Chemical Romance   

11.  Monsoon, by   Tokio Hotel   

12.    Thanks for the memories, by   Fall Out Boy    

13.   Relax, Take it easy by   Mika   

14.  Umbrella by   Rihanna   

15.   Jingle Bell Rock by   A lot of singers

16.   Happy New Year, by   Abba

17.   Complicated, by   Avril Lavigne

18.      Barbie Girl, by   Aqua

19.  Independent Women (Charlie's Angels) by   Destiny's Child

20.  Where is the love by   Black Eyed Peas

21.  As long as you love me, by   Backstreet Boys

22.    Baby One More Time, by   Britney Spears

23.  Overprotected by   Britney Spears

24.  With arms wide open, by   Creed

25.   Thankyou, by   Dido

26.  Cleaning Out my Closet, by   Eminem

27.   It's raining men by   Geri Halliwell

28.    I Will Survive, by   Gloria Gaynor

29.   Lemon Tree, by   Fool's Garden

30.   You're Beautiful by   James Blunt

31.  Señorita by   Justin Timberlake

32. Can't get out my head, by   Kylie Minogue

33.    Smell like teen spirit by   Nirvana

34.   Don't look back in anger, by   Oasis

35.    All I Want for Christmas by   Olivia Olson

36.   Every breath you take by   Police

37.  Angels, by   Robbie Willians

38.  Whenever, wherever by   Shakira

Appendix n° 7

Teaching Large Groups

Kevin NieldFaculty LTA Co-ordinator

Sheffield Hallam University

Aims of the Session

•What is a large group?•What is good learning?•Issues for staff when teaching large groups.•Issues for students when taught as part of a large group.•Possible techniques to be used for large group teaching.•To produce a help list.

What is a large group?

•The answer could be the number at which students become anonymous.•20 –480 (UCLAN, 2003)•30 –120 (400)•What are the numbers that you deal with?

Why have large groups?

•Efficient –get information over to a lot of students at one sitting.•Financially effective -on current fees we could teach one student for approximately 9 hours per annum. (with pay mod probably less and declining each year)

•Inefficient –learn 20% of what we hear (chalk and talk).•Inefficient –60 minutes?•Can be a false economy.•High re-registration/fail rates.

What does good learning involve?

•Involvement•Problem-solving•Activity•Motivation –“deep”rather than “surface”or “achieving”.•Application and transfer•Knowing why•Purposeful•Learning styles accounted for.

Principles of “Good”Teaching

Biggs and Moore (1993)

1.Are intrinsically motivated

2.Are active not passive

3.Interact with each other

4.Knowledge base is structured and integrated

Nield (2004, 2007) “Excellent”teacher

1.Knows/understands the subject matter

2.Is well-prepared

3.Understands the needs of the students.

(Source: Kevin Nield, Faculty LTA Co-ordinator, Sheffield Hallam University – Class management)