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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
SISTEMA DE EDUCACIÓN
ESCUELA DE LENGUAS Y LINGUÍSTICA
EDUCATIONAL PROJECT
TOPIC:
INFLUENCE OF THE SONGS IN THE LISTENING COMPREHENSION
PROPOSAL:
DESIGN A SONG BOOK AND A CD WITH INTERACTIVE
ACTIVITIES
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE
LICENSING IN SCIENCES OF EDUCATION, MAJOR IN LANGUAGE AND
ENGLISH LINGUISTIC
RESEARCHERS: PETER
LLERENA COOKE ANDREA PÁSTOR MUÑOZ
CONSULTOR: LORNA CRUZ RIZO PhD
GUAYAQUIL, 2016
ii
UNIVERSIDAD DE GUAYAQUIL
Facultad de Filosofía, Letras y Ciencias de la Educación
Escuela de Lenguas y Lingüística
DIRECTIVE
MSc. Silvia Moy-Sang Castro MSc. Wilson Romero Dávila
DEAN UNDER DEAN
MSc. Alfonso Sánchez Ávila Ab.Sebastián Cadena Alvarado
DIRECTOR SECRETARY
iii
iv
v
UNIVERSIDAD DE GUAYAQUIL
Facultad de Filosofía, Letras y Ciencias de la Educación
Escuela de Lenguas y Lingüística
PROYECTO
TEMA: INFLUENCIA DE LAS CANCIONES EN LA COMPRENSIÓN AUDITIVA.
PROPUESTA: DISEÑO DE UN CANCIONERO CON UN CD CON ACTIVIDADES INTERACTIVAS.
APROBADO
……………………………............ Tribunal No 1
......................................... ........................................... Tribunal No 2 Tribunal No 3
Peter Abraham Llerena Cooke Andrea Verónica Pástor Muñoz 090767007-9 09359752-37
vi
EL TRIBUNAL EXAMINADOR OTORGA
AL PRESENTE TRABAJO
LA CALIFICACIÓN DE:
EQUIVALENTE A:
TRIBUNAL
vii
DEDICATION
I dedicate my thesis to the Grace, Beauty and the Majesty of this existence.
Peter Abraham Llerena Cooke.
viii
DEDICATION
I dedicate this thesis to my Lord who with His infinite help and His daily
blessing became my main motivation to achieve my goals. Also, my infinite
gratitude to my dear family, especially to my beloved father who is living in
the heaven.
Andrea Verónica Pástor Muñoz.
ix
ACKNOWLEDGMENT
I am grateful with my mother who gave me words of cheer when I wanted
give up.
Thanks a lot to my tutor PhD Lorna Cruz Rizo for her meticulousness, guide
and valuable suggestions throughout the development of this project.
My gratefulness to my companion Andrea Pástor for her sacrifice and hard
work in the development of this thesis.
I want to express my gratitude to all the teachers who shared not just their
academic knowledge but also their life`s experiences.
My special gratitude to Miss Susana Di Lorenzo for her words of faith and
optimism.
Peter Abraham Llerena Cooke.
x
ACKNOWLEDGMENT
To my God who has guided my ways, to my dear professors from the
University of Guayaquil, who helped by giving me the necessary knowledge
in this long educative process. And my gratitude to my dear companion of
thesis who with his valuable support, wisdom, dedication and perseverance
made possible the happy finalization of this thesis .To my tutor Lorna Cruz
Rizo for her patience, guide and constant dedication in the revision of this
project.
Andrea Verónica Pástor Muñoz.
x
REPOSITORIO NACIONAL CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO: Influencia de las canciones en la comprensión auditiva. Diseño de un cancionero con actividades interactivas
AUTOR/ES:
Peter Abraham Llerena Cooke
Andrea Verónica Pástor Muñoz
TUTOR: Dra. C. Lorna Cruz Rizo
REVISORES: -
INSTITUCIÓN: Universidad de
Guayaquil
FACULTAD: Facultad de Filosofía, Letras y Ciencias de la Educación.
CARRERA: Lenguas y Lingüística
FECHA DE PUBLICACIÓN: No. DE PÁGS: 184
TÍTULO OBTENIDO: Licenciatura en Ciencias de la Educación, mención en Lengua
Inglesa y Lingüística
ÁREAS TEMÁTICAS: Lengua Inglesa
PALABRAS CLAVE: Didáctico, metodología, teórico.
RESUMEN: La presente tesis fue llevada a cabo en el Colegio José Joaquín Pino Icaza, con
la participación de los estudiantes de noveno grado, a través de un diagnóstico realizado.
Ellos mostraron deficiencias en la comprensión auditiva, lo cual les impide obtener un mejor
entendimiento acerca de lo que están escuchando. Respecto a la metodología, esta
investigación ejecutó un enfoque combinado, a través del uso de una variedad de métodos
empíricos y teóricos, técnicas e instrumentos, aplicados a una muestra seleccionada de 35
estudiantes de la población de 1300 estudiantes del Colegio José Joaquín Pino Icaza. Este
problema fue sustentado teóricamente a través de diferentes ciencias. Finalmente, como
solución al problema diagnosticado se elaboró una propuesta basada en el uso de la música.
No. DE REGISTRO No. DE CLASIFICACIÓN:
DIRECCIÓN URL
ADJUNTO PDF: x SI NO
CONTACTO CON AUTOR/ES Teléfono: E-mail:
CONTACTO EN LA INSTITUCIÓN: Nombre: Secretaría de la Escuela de Lenguas y
Lingüística
Teléfono: (04)2294888 Ext. 123
E-mail: [email protected]
I
REPOSITORY NATIONAL SCIENCE AND TECHNOLOGY REGISTRATION FORM OF THESIS
TÍTLE AND SUBTÍTLE: Influence of the songs in the listening comprehension. Design a songbook and a cd with interactive activities.
AUTHORS:
Peter Abraham Llerena Cooke
Andrea Verónica Pástor Muñoz
TUTOR: Dra. Lorna Cruz Rizo
REVISORES: -
INSTITUTIÓN: Universidad de
Guayaquil
FACULTY: Facultad de Filosofía, Letras y Ciencias de la Educación
CAREER: Lenguas y Lingüística
DATE OF PUBLISHING: NUMBER OF PAGES: 184
OBTAINED TITLE: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa y
Lingüística.
THEMATIC AREAS:
KEY WORDS: didactic, methodology, theoretical.
ABSTRACT The present thesis was carried out in José Joaquín Pino Icaza high school, with
the participation of the students of ninth grade, through a diagnostic made, they showed
deficiencies in the listening comprehension, which prevent them from obtaining a better
understanding about what they are listening. As for the methodology, this research
implemented a mixed approach, through the use of a variety of theoretical and empiric
methods, techniques and instruments, applied to a sample selected of 35 students from the
population of 1300 students from José Joaquín Pino Icaza highschool. This problem was
theoretically supported through different sciences frameworks. Finally, a proposal based on
the use of music was elaborated as a solution to the problem diagnosed.
NUMBER OF THE REGISTER: NUMBER OF CLASSIFICATION:
URL ADRESS:
PDF ATTACHED: X SI NO
CONTACT WITH AUTHORS: TELEPHONE: E-MAIL:
CONTACT IN THE INSTiTUTIONS: Name: Secretaría de la Escuela de Lenguas y
Lingüística
Telephone: (04)2294888 Ext. 123
E-mail: [email protected]
xiii
ABSTRACT
The present thesis was carried out in José Joaquín Pino Icaza highschool
with the participation of the students of ninth grade, through a diagnostic
made, they showed deficiencies in the listening comprehension, which
prevent them from obtaining a better understanding about what they are
listening. As for the methodology, this research implemented a mixed
approach, through the use of a variety of theoretical and empiric methods,
techniques and instruments, applied to a sample selected of 35 students
from the population of 1300 students from José Joaquín Pino Icaza high
school. This problem was theoretically supported through different sciences
frameworks. Finally, a proposal based on the use of music was elaborated
as a solution to the problem diagnosed.
KEY WORDS: didactic, methodology, theoretical.
xiv
RESUMEN
La presente tesis se realizó en el liceo José Joaquín Pino Icaza con
la participación de los alumnos de noveno grado, a través de un
diagnóstico realizado, mostraron deficiencias en la comprensión
auditiva, lo que les impide obtener una mejor comprensión de lo
que están escuchando. En cuanto a la metodología, esta
investigación implementó un enfoque mixto, mediante el uso de una
variedad de métodos teóricos y empíricos, técnicas e instrumentos,
aplicados a una muestra seleccionada de 35 estudiantes de la
población de 1300 estudiantes de la escuela secundaria José
Joaquín Pino Icaza. Este problema fue apoyado teóricamente a
través de diferentes marcos de ciencias. Finalmente, se elaboró
una propuesta basada en el uso de la música como solución al
problema diagnosticado.
PALABRAS CLAVE: didáctica, metodología, teórica.
GENERAL INDEX
Registration signature authorities ...............................................................ii
Tutor certificate .......................................................................................... iii
Authoring ...................................................................................................iv
Approval......................................................................................................v
Qualification ...............................................................................................vi
Dedication ................................................................................................. vii
Dedication ................................................................................................ viii
Acknowledgment .......................................................................................ix
Acknowledgment ........................................................................................x
Repositorio nacional ciencia y tecnología ..................................................xi
Repository national science and technology ............................................. xii
Abstract.................................................................................................... xiii
Index table ............................................................................................. xviii
Index graphic ........................................................................................... xix
Introduction ................................................................................................ 1
CHAPTER I
THE PROBLEM
1.1 CONTEXT SITUATION........................................................................ 3
1.2 PROBLEM OF THE INVESTIGATION................................................. 4
1.2.1 CONFLICT SITUATION................................................................. 4
1.2.2 SCIENTIFIC FACT ........................................................................ 5
1.2.3 CAUSES OF THE CONFLICT SITUATION ................................... 5
1.2.4 FORMULATION OF THE PROBLEM ............................................ 5
1.3 OBJECTIVES....................................................................................... 5
1.3.1 GENERAL OBJECTIVE................................................................. 5
1.3.2 SPECIFIC OBJECTIVES ............................................................... 6
1.4 QUESTIONS OF THE INVESTIGATION ............................................. 6
1.5 JUSTIFICATION AND IMPORTANCE ................................................. 6
CHAPTER II
THEORETICAL FOUNDATION
2.1 BACKGROUND OF THE RESEARCH ................................................ 9
xv
2.1.1 AUDIO- LINGUAL METHOD ....................................................... 10
2.2 THEORETICAL FOUNDATIONS....................................................... 11
2.2.1 LINGUISTIC FOUNDATIONS...................................................... 11
2.2.1.1 THE RHYTHM FROM THE LINGUISTIC PERSPECTIVE .... 14
2.2.1.2 DEFINITION OF MELODY .................................................... 14
2.2.1.3 WHAT IS THE PITCH?.......................................................... 16
2.2.1.4 DEFINITION OF INTONATION ............................................. 16
2.2.1.4.1 WHAT IS INTONATION?.................................................. 17
2.2.1.4.2 WHY TEACH INTONATION? ........................................... 18
2.2.1.5 DEFINITION OF STRESS ..................................................... 19
2.2.1.6 DEFINITION OF VOCALIZATION ......................................... 19
2.2.1.6.1 EFFECTS OF VOCALIZATION ........................................ 20
2.2.1.7 THE LINGUISTIC KNOWLEDGE FOR LISTENING
COMPREHENSION .......................................................................... 21
2.2.2 PHILOSOPHICAL FOUNDATIONS ............................................. 22
2.2.3 PSYCHOLOGICAL FOUNDATIONS ........................................... 25
2.2.3.1 VIGOTSKY´S THEORY OF COGNITIVE DEVELOPMENT .. 25
2.2.3.2 GARDNER´S THEORY: THE MULTIPLE INTELLIGENCES 25
2.2.3.3 AUSUBEL´S THEORY OF MEANINGFUL LEARNING......... 26
2.2.3.4 LISTENING PROCESSES: BOTTOM UP- TOP DOWN ....... 30
2.2.4 SOCIOLOGICAL FOUNDATIONS............................................... 31
2.2.5 PEDAGOGICAL FOUNDATIONS................................................ 32
2.2.5.1 A LEARNING THEORY FOR THE DIGITAL AGE:
CONNECTIVISM ............................................................................... 33
2.2.6 MUSICAL- DIDACTIC FOUNDATION ......................................... 37
2.2.6.1 DEFINITION OF MUSIC........................................................ 37
2.2.6.2 DEFINITION OF SONG......................................................... 37
2.2.6.2.1 HOW DO SONGS INFLUENCE IN THE STUDENTS? .... 38
2.2.6.3 LEARNING THROUGH LISTENING COMPREHENSION .... 39
2.2.6.3.1 DEFINITION OF LISTENING COMPREHENSION .......... 39
2.2.6.4 DEFINITION OF MOTIVATION ............................................. 40
2.2.6.5 THE INFLUENCE OF MUSIC IN MEMORY .......................... 41
2.2.7 TECHNOLOGICAL FOUNDATIONS ........................................... 42
2.2.8 LEGAL FOUNDATIONS .............................................................. 43
xvi
CHAPTER III
METHODOLOGY AND ANALYSIS OF RESULTS
3.1 DESIGN OF THE INVESTIGATION .................................................. 45
3.2 TYPES OF INVESTIGATION............................................................. 46
3.3 POPULATION AND SAMPLE............................................................ 47
3.3.1 POPULATION.............................................................................. 47
3.3.2 SAMPLING .................................................................................. 47
3.4 VARIABLE MATRIX CHART ............................................................. 48
3.5 METHODS OF INVESTIGATION ...................................................... 49
3.5.1 ANALYSIS- SYNTHESIS............................................................. 49
3.5.2 DEDUCTIVE METHOD ............................................................... 49
3.5.3 HISTORICAL-LOGICAL METHOD .............................................. 49
3.5.4 THE SYSTEMIC, FUNCTIONAL STRUCTURAL METHOD ........ 50
3.6 TECHNIQUES AND INSTRUMENTS OF THE INVESTIGATION ..... 50
3.6.1 OBSERVATION ........................................................................... 50
3.6.1.1 ANALYSIS OF THE OBSERVATION .................................... 50
3.6.2 INTERVIEW ................................................................................. 51
3.6.2.1 ANALYSIS OF THE INTERVIEW .......................................... 52
3.6.3 SURVEY ...................................................................................... 52
3.7 ANALYSIS AND DATA INTERPRETATION ...................................... 53
RECOMENDATIONS............................................................................... 70
CHAPTER IV
PROPOSAL ............................................................................................. 71
4.1 TITTLE: Song book and cd with interactive activities. ........................ 71
4.2. JUSTIFICATION ............................................................................... 71
4.3 OBJECTIVES..................................................................................... 72
4.3.1 GENERAL OBJECTIVES ............................................................ 72
4.3.2 SPECIFIC OBJECTIVES ............................................................. 72
4.4 THEORETICAL FOUNDATIONS....................................................... 73
4.4.1 LINGUISTIC ASPECT ................................................................. 73
4.4.2 PHILOSOPHICAL ASPECT ........................................................ 73
4.4.3 PSYCHOLOGICAL ASPECT....................................................... 74
4.4.4 SOCIOLOGICAL ASPECT .......................................................... 75
xvii
4.4.5 PEDAGOGICAL ASPECT ........................................................... 75
4.4.6 MUSICAL- DIDACTIC ASPECT .................................................. 76
4.4.7 TECHNOLOGICAL ASPECT....................................................... 76
4.4.8 LEGAL ASPECT.......................................................................... 76
4.5 FEASIBILITY OF THE APPLICATION ............................................... 77
4.5.1 FINANCIAL RESOURCES .......................................................... 77
4.5.2 TECHNICAL RESOURCES......................................................... 77
4.5.3 HUMAN RESOURCES ................................................................ 77
4.5.4 LEGAL RESOURCES ................................................................. 78
4.5.5 POLITICAL RESOURCES........................................................... 78
4.6 DESCRIPTION OF THE PROPOSAL................................................ 78
4.6.1 EXPLANATORY INTRODUCTION .............................................. 78
4.6.2 STRUCTURES OR CONSTITUENTS ......................................... 79
4.7 METHODOLOGY FOR ITS USE ....................................................... 79
4.7.1 BEFORE LISTENING .................................................................. 79
4.7.2 WHILE LISTENING ..................................................................... 80
4.7.3 AFTER LISTENING ..................................................................... 80
OTHERS CONCLUSIONS....................................................................... 81
REFERENCES ........................................................................................ 82
BIBLIOGRAPHY ...................................................................................... 91
APPENDIX N#1 ..................................................................................... 103
APPENDIX N#2 ..................................................................................... 116
APPENDIX N#3 ..................................................................................... 122
APPENDIX N#4 ..................................................................................... 129
SONGBOOK .......................................................................................... 130
PROLOGUE .......................................................................................... 132
CULTURAL REVIEW OF THE SONGS ................................................. 133
ORIENTATION FOR TEACHER ........................................................... 144
ACTIVITIES FOR THE STUDENTS ...................................................... 157
xviii
INDEX TABLE
Table Nº 1 POPULATION ........................................................................ 48
Table Nº 2 VARIABLE MATRIX CHART.................................................. 48
Table Nº 3 ENGLISH IS NECESSARY .................................................... 53
Table Nº 4 THE ACTIVITIES OF LISTENING ARE DIFFICULT TO ME .. 54
Table Nº 5 YOU LISTEN TO MUSIC IN ENGLISH IN THE CLASSROOM 55
Table Nº 6 YOU LISTEN OLD OR NEW SONGS IN ENGLISH ............... 56
Table Nº 7 YOU LEARN ENGLISH THROUGH VIDEOS OR KARAOKE 57
Table Nº 8 YOU ARE MOTIVATED DURING THE ENGLISH CLASS ..... 58
Table Nº 9 YOU WRITE CORRECTLY THE WORDS PRONOUNCED BY
YOUR TEACHER .................................................................................... 59
Table Nº 10 YOU LEARN VOCABULARY THROUGH SONGS .............. 60
TABLE Nº 11THE COMPREHENSION OF WHAT YOU LISTEN, IT WILL
IMPROVE WITH THE USE OF SONGS .................................................. 61
Table Nº 12 THE USE OF A LABORATORY OF LANGUAGES WILL
IMPROVE YOUR UNDERSTANDING OF WHAT YOU LISTEN ............. 62
Table Nº 13 YOU UNDERSTAND THE TEXT OF A SONG IN ENGLISH
WHEN YOU LISTEN IT ........................................................................... 63
Table Nº 14 THE TEACHER USES SONGS, VIDEOS OR KARAOKE IN
THE ENGLISH CLASS............................................................................. 64
Table Nº 15 YOU HAVE DIFFICULTY TO UNDERSTAND THE SONGS
IN ENGLISH............................................................................................. 65
Table Nº 16 I CAN NOT ACHIEVE TO UNDERSTAND TOTALLY WHEN I
LISTEN .................................................................................................... 66
Table Nº 17 YOU PRACTICE CONSTANTLY ENGLISH WATCHING
VIDEOS ................................................................................................... 67
Table Nº 18 DURING THE CLASS OF ENGLISH I CAN NOT
UNDERSTAND QUICKLY THE TEACHERS´ EXPLANATION................ 68
Table Nº 19 PRUEBAS DE CHI CUADRADO .......................................... 69
xix
INDEX GRAPHIC
GRAPHIC N° 1......................................................................................... 47
GRAPHIC N° 2......................................................................................... 53
GRAPHIC N° 3......................................................................................... 54
GRAPHIC N° 4......................................................................................... 55
GRAPHIC N° 5......................................................................................... 56
GRAPHIC N° 6......................................................................................... 57
GRAPHIC N° 7......................................................................................... 58
GRAPHIC N° 8......................................................................................... 59
GRAPHIC N° 9......................................................................................... 60
GRAPHIC N° 10....................................................................................... 61
GRAPHIC N° 11....................................................................................... 62
GRAPHIC N° 12....................................................................................... 63
GRAPHIC N° 13....................................................................................... 64
GRAPHIC N° 14....................................................................................... 65
GRAPHIC N° 15....................................................................................... 66
GRAPHIC N° 16....................................................................................... 67
GRAPHIC N° 17....................................................................................... 68
GRAPHIC N° 18....................................................................................... 69
1 1
INTRODUCTION
Listening is one of the most relevant skills that students must develop
in the learning of English language, which would improve their
understanding of what they listen; therefore this project will be performed to
enhance students´ general culture as it is stated in the National Plan for
Good Living (2013).
The present thesis was carried out in José Joaquín Pino Icaza high
school ESL, with the participation of the students of ninth grade, through an
observation, they showed deficiencies in the listening comprehension.
Thus, the objective of this research is to evaluate the influence of
songs in the listening comprehension through a field research, statistical
analysis and a bibliographic study to design a song book and interactive
activities in a cd. For this purpose, different theoretical foundations were
elaborated and a mixed methodology was applied.
This project is pertinent because it helps to fulfill the goals of the Plan
Nacional del Buen Vivir (2013) y la Ley Orgánica de Educación LOEI (2006).
The first chapter introduces the problem into the context of the high
school, it´s environment, its history and also the foundations that allow the
thesis being considered feasible, clear, relevant and original.
The second chapter contains the theoretical background, in which
the authors based their investigations through sciences such as philosophy,
psychology, linguistic, music, sociology and pedagogy.
2 2
The third chapter is about the methodologies, and the statistics
used in this project, the instruments and techniques and the analysis of the
results obtained.
The fourth chapter refers to the thesis´ proposal, which is the design
of a songbook and the recording of a cd with songs which will be employed
in interactive activities.
3 3
CHAPTER I
THE PROBLEM
1.1 CONTEXT SITUATION
The educative institution José Joaquín Pino Icaza is located at the
northwest in the city of Guayaquil, in the neighborhood Atarazana mz. 55.
L-3 V.1, in the Zone 8, District 5, in the province of Guayas, with a population
of 1300 students, divided in two sections: morning and vespertine. The
institution has 60 teachers, leaded by a chairwoman.
The José Joaquín Pino Icaza highschool was founded in April 29
1970 during the government of Dr José María Velasco Ibarra, and in the
administration of Dr. Augusto Solórzano as Education Minister, who creates
the high school in order to work in the night shift.
The name of the institution was established in honor of the poet and
educator José Joaquín Pino Icaza who was a scholar teacher and a man of
extraordinary human quality.
The institution started in the public school República de Venezuela,
then it moved to the public school República de Costa Rica. Later the high
school was recolated to the private high school Julián Coronel settled in the
neighborhood la Fae. Finally, the José Jaoquín Pino Icaza was moved to
the school Mercedes Gómez Arosemena, in the neighborhood La
Atarazana where nowadays it develops their activities.
4 4
1.2 PROBLEM OF THE INVESTIGATION
1.2.1 CONFLICT SITUATION
During the observation which was made in the educative institution,
it was evident the few interest in the students of ninth Basic Year at José
Joaquín Pino Icaza High School for learning English language, this maybe
because the lack of motivation in the teaching methodology.
Most of students do not understand some words because their
listening comprehension is not efficient, because the teachers use didactic
resources which do not capture the attention and interest in the students.
This fact was a stimulus for facing this problem; so, the decision was
to find the solution to improve the listening comprehension. The researchers
talked to the chairwoman about the proposal which consists in applying the
use of songs to improve the listening comprehension.
It is important to mention the valuable collaboration of the teacher of
English who helped the researchers in order to carry on the present thesis.
Throughout the observation made in the classroom, a brief survey
was made among the students to diagnose them. The result of the survey
showed that the pupils do not develop their listening comprehension
because of some reasons.
For example: there is not a modern didactic resource such as a
laboratory or at least a cd player, which would be used efficiently in the
5 5
classroom. Another reason is the incorrect use of teaching methodologies.
Thus this project will be centered in improving the methodological treatment
of the listening comprehension.
1.2.2 SCIENTIFIC FACT
Deficiency in listening comprehension in the students of ninth Year of
General Basic Education from Joaquín Pino Icaza highschool of Guayaquil,
Zone 8, District 5, Province Guayas, Guayaquil City, school year 2015-
2016.
1.2.3 CAUSES OF THE CONFLICT SITUATION
Incorrect use of didactic resources based on music.
Inadequate use of songs in active learning.
Lack of methodological resources for teaching listening
comprehension.
1.2.4 FORMULATION OF THE PROBLEM
How does the use of songs influence in the listening comprehension
of the students of ninth year of General Basic Education at Joaquin Pino
Icaza highschool of Guayaquil, Zone 8, District 5, Guayas Province,
Guayaquil City, 2015-2016 school year?
1.3 OBJECTIVES
1.3.1 GENERAL OBJECTIVE
To evaluate the influence of songs in the listening comprehension
through a field research, statistical analysis and a bibliographic study to
design a song book and interactive activities in a cd.
6 6
1.3.2 SPECIFIC OBJECTIVES
To establish the influence of the songs through a bibliographic study,
statistical analysis and field research.
To value listening comprehension through a bibliographic study,
statistical analysis and field research.
To design a song book and interactive activities in a cd through the
use of the most relevant data compiled in this research.
1.4 QUESTIONS OF THE INVESTIGATION
Which is the real situation in respect to the listening comprehension
at ninth Basic year of Joaquín Pino Icaza high school?
How would be influenced the listening comprehension in relation to
songs?
Which are the theoretical foundations of listening comprehension in
relation to songs?
How to create a proposal to transform the listening comprehension
in relation to songs?
1.5 JUSTIFICATION AND IMPORTANCE
This project is based on the insufficiencies which were identified
through an initial survey. This project is appropriate because it coincides
with the goals of the Plan Nacional del Buen Vivir (2013) and the Ley
Orgánica de Educación Intercultural LOEI (2006).
According to the objective (4) of the Plan Nacional del Buen Vivir
(2013),”It is necessary strength the knowledge with the formal and informal
education.” (p.1) (Translated by the authors of this thesis Andrea Pástor and
Peter Llerena) which coincides with the goals of the project to nourish the
knowledge already existent.
7 7
Quoting the article (26) of the Constitución del Ecuador (2008) which
refers to: “form in an academic and professional way, the persons under a
scientific and humanistic vision.”(p. 27) (Translated by the authors of this
thesis Andrea Pástor and Peter Llerena) which coincides with the project.
Quoting the article (29) of the Constitution of Ecuador (2008) which
states that the state will guarantee “The freedom of teaching, freedom of the
professorship in the superior education and the right of the persons of
learning in their own language and cultural field.”(p.28) (Translated by the
authors of this thesis Andrea Pástor and Peter Llerena).
According to article (13) literal B must:
To promote the creation, development, conveying and diffusion of
the science, technique, technology and the culture.
This research revealed that the students of the ninth grade of
General Basic Education present deficiencies in the listening
comprehension and since the moment of the diagnostic made in the José
Joaquín Pino Icaza high school, it has been determined to develop an
investigation as statistic as bibliographic and of field, focused in the
improvement of listening comprehension based on the scientific and
technological progress.
This project will be beneficial to the students, teachers and to the
community because it will contribute to solve a listening problem, having as
result the evolution of the teaching in the high school.
This project is feasible because there are the economic resources
and bibliographic supports. Besides, the project counts with the support of
the authorities of the educative institution.
8 8
This project is clear because the information that it contents is easy
to understand and it is written in a precise language. It is evident because
the problem shows an existent reality.
It is relevant because it tries to improve the process of teaching and
learning of English in a motivating way that is appealing to students. It is
original because the research is not common and it is planted in a singular
way.
9 9
CHAPTER II
THEORETICAL FOUNDATION
2.1 BACKGROUND OF THE RESEARCH
Often, in the world of teaching it has been heard that the traditional
methodology used by the teachers has been one of the causes that
produces a few interest in the students during the classes.
Perhaps this could occur because of the insufficient training in this
area. For this reason, the teachers need to design new strategies which
catch the attention of the learners and the students´ interest accomplishing
in this way a more efficient learning.
According to Murphy (2013) all type of inputs can be reminded
through songs and rhymes because in a study that he did, he found adults
learn a foreign language more easily when they sing a song instead of
simply speaking it.
The statement above mentioned is supported by Rosová (2007) in
her thesis´ opinion, who says that music as well as teaching of English are
important components in the history and the present of humanity, which
have evolved throughout centuries and are still evolving and it is a source
of information and knowledge.
Claudia Tobar in her article Beneficios de la Música en el
Aprendizaje, quotes to Helen Neville and colleagues (2008) who made and
intervention with children from three to five years age to see the effects of
music as a program of academic support.
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They used three variants: a) musical intervention as a support; b)
personalized help; c) and regular class.
The results showed that music as tool of academic support is equal
of powerful that the personalized support, being the fundamental difference
the playful effect provided by music front to the personalized support.
2.1.1 AUDIO- LINGUAL METHOD
During the history of the methodological evolution of the teaching of
listening, there has been an outstanding method: the audio-lingual.
The Audio-Lingual Method is based on the behaviorist psychology
and it was developed in the sixties, in the United States, during the World
War II.
This methodology in the teaching of foreign language uses the
memorization and repetition of drills and dialogues that describes the simple
facts and situations of the real life.
These dialogues content specific patterns of the linguistic subjects
studied, and the students make their practices through the exercises that
have been designed to memorize the structures.
The idea is that students form a habit, practicing again and again, in
such a way, they develop the ability of speaking the language when they
consider necessary.
The researchers who created this method discovered that the
students, who participated in this methodology, after several years, they
could not speak what they had learnt. Therefore, the conclusion was that
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the method did not achieve the main objective of this methodology of
teaching. (Zainuddin et al., 2011)
That´s why nowadays this method is interrelated with some other
from the communicative approach to develop a communicative competence
focused in listening comprehension.
2.2 THEORETICAL FOUNDATIONS
2.2.1 LINGUISTIC FOUNDATIONS
In the linguistic field there are three levels: phonetic-phonological,
grammatical and semantic and these levels can be developed through
songs.
According to Holland (2014) rhythm, in music, (From Greek rhytmos,
derived from rhein, "to flow") is a steady flowing of contrasting elements
arranged sequentially.
As Kraemer (2016) wrote: "Rhythm is the result of a pattern of sounds
that follows a steady beat. While rhythm can be comprised of beats and/or
notes – or more specifically, a series of different note lengths – the term
rhythm is often synonymous with tempo." (p. 1)
The definition of the musical term rhythm has caused a lot of
disconformity, in a great part due the term rhythm has been classified with
one or more of its elements, but not totally divided; elements such as tempo,
accent, and meter. (Holland., 2014)
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According to Hasty (1997):
Everything the word ´rhythm´ implies can be found in music.
Among the attributes of rhythm we might include continuity or
flow, articulation, regularity, proportion, repetition, pattern,
alluring form or shape, expressive gesture, animation and
motion.(or at least the semblance of motion) Indeed, so
intimate is the connection of the rhythmic and the musical, we
could perhaps most concisely and ecumenically define music
as the rhythmization of sounds. (Thus, the ´musicality´ of
speech or verse). Nevertheless, rhythm is often regarded as
one of the most problematic and least understood aspects of
music. (p.1)
Usually, the most common idea of rhythm is the sense of periodicity
or repetition, and this fact is present practically in all of the aspects of human
activity and, of course, in the nature: the rhythm of the seasons, the rhythm
of the tides, the rhythm of the rivers and others.
According to Hasty (1997) in human beings, when they walk, there
is a rhythm produced by the steps against the paving. There is rhythm also
when people talk to each other: their voices have a certain rhythmic pattern.
The same happens in the rhythm of breathing and some other natural and
spontaneous sounds. However, to many, rhythm in music is above all else
the repetition of pulse or beat (what the schooled musician is inclined to call
´meter´).
And, as Petersen (2013) claims, the rhythm consists of consecutive
duration of sounds at a determined period of time. This could be one of the
easiest definitions on the topic.
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Music is something dynamic, living and full of energy. Rhythm is like
the beats of the hearth of music. Therefore, music is, in a certain sense, a
living organism; it has pulses or beats.
As Didjshop (2014) says: “Rhythm is omnipresent throughout a
musical piece. Into a song melodies come and go, but rhythm is always
there. Rhythm is the result of combining notes which have different times of
duration.”(p.1)
According to the utterance of O´Donnell (1999), rhythm is a relevant
aspect of music and language. There are two explanations about the
rhythm, and these explanations are intimately related, because they depend
on each other.
The first explanation is the real hearing of the rhythm. The second
response is the physical reaction to the rhythm. The human body is related
with rhythm, and the physical movements are organized by rhythm.
The heartbeats in the body of any living being have rhythm; when
those living beings walk, there is rhythm; when breathing, there is also
rhythm.
If everything in this universe is interlinked, in such a way that all
elements, even the smallest bacterium, are forming a whole, so it is easy to
deduce that the nature´s rhythm is analogous and probably intimately
related with the body´s rhythms.
This fact could explain why music is considered as the most useful
tool for capturing the brain´s attention. Therefore, the potential of music as
an effective and funny didactic resources is enormous.
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2.2.1.1 THE RHYTHM FROM THE LINGUISTIC PERSPECTIVE
According to Roach (1998), often the idea of rhythm is alternation of
regular intervals during a certain period of time. Researchers of the linguistic
science have mentioned that English speech is rhythmical, and the
presence of such rhythm is evident in a recurring happening of stressed
syllables. Obviously, this fact is not so precise like a clock.
There is a theory which proposes that English is a language with
stress-timed rhythm. But the sense of rhythm will be real only if the stressed
syllables are separated by unstressed syllables.
This theory, the stress-timed rhythm, suggests that the trend in the
times, from every stressed syllable to the next, will be the same. Some
theories about English rhythm have been developed by writers, who have
created a unit, the foot, in order to measure the meter of the verses.
But, there are other theories which state that some feet in the meter
are stronger than others, resulting, therefore, strong-weak patterns or
models. It is known the fact that English has the tendency towards a periodic
sequence of stronger and weaker syllables.
2.2.1.2 DEFINITION OF MELODY
According to Gudrun Aldridge and David Alridge (2008) the
etymology of the word ´melody´ has its origin in a Greek term: melodia. This
ancient word was used to mean ´tune´. Also it was used to refer to the
singing or song. Translated to our nowadays English language it means
´singing tune´. It is pertinent to reinforce the fact that the root of the word
´melos´ has been kept and known with a similar meaning.
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Music, and its elements, sometimes cannot be defined in objective
terms because a listener´s perception might be completely different from
another.
As Sorce (1995) quotes:
An objective definition of melody, then, is virtually impossible
simply because a melody is not an objectively perceived
phenomenon. Its definition, identification and perception are
always contingent upon the observer´s cultural influences. For
this reason, what may be considered melodic and appealing
by some may be distasteful to others. Therefore, a qualitative
assessment of melody is not the purpose of this discussion.
However, the components of melody, for example, harmonic
and non-harmonic tones, cells, motives, phrases and so on,
are the proper subjects of a music theory book. (p. 225)
A common definition of melody is the sequence of notes played one
by one. But, the question is: what is the required amount of notes?
There are certain Buddhist chants and lullabies of Greenland
composed by just two notes. The overture melody of Beethoven´s Fifth
Symphony has only four notes.
Another definition of melody could be the performing of isolated
sounds or pitches played one after other, forming an ordered entity.
Generally, the melody is performed by a soloist, who plays on a background,
which is called ´harmony´. This organized entity has an important factor:
The repetition of the pitches, which are not played in a random way, but are
performed according to a pre-established order.
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When the persons listen a song they pay attention mainly to the
melody, which remains in the aural memory of the listeners. It could be
possible that they can not remember the song in its totality that is, the lyrics,
the choirs, etc. but the melody remains into the listeners like an omnipresent
element.
2.2.1.3 WHAT IS THE PITCH?
Pitch is a sound, often musical, which can be classified as high or
low. The waves or vibrations produced by the sounds are determined by the
frequency. Frequency is a term scientific and a unit of measurement.
Therefore, the pitch is a musical sound which possesses a certain frequency
that can be classified in a hertz number.
2.2.1.4 DEFINITION OF INTONATION
According to Encyclopedia Britannica official web page (2005)
Intonation, in phonetic, is the melodic pattern of an utterance.
Intonation is primarily a matter of variation in the pitch level of
the voice (see also tone), but in such languages as English,
stress and rhythm are also involved. Intonation conveys
differences of expressive meaning (e.g., surprise, anger,
wariness). In many languages, including English, intonation
serves a grammatical function, distinguishing one type of
phrase or sentence from another. (p.1)
According to the same source mentioned above, phonetically, in an
idiomatic expression the melodic pattern is called intonation. Basically,
intonation is a subject of changing in the voice and its pitch level, in which
are implied other elements such as stress and rhythm. In English, as in the
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several idioms, intonation has a grammar function, which differs a kind of
sentence or phrase from another.
2.2.1.4.1 WHAT IS INTONATION?
People when speak they convey feelings, thoughts and emotions.
The way how they express their emotions is called intonation. When two
persons talk there is certain background music in the tonality of their voices:
this is intonation.
According to Council British official web page (n/d):
People tend to express their emotions through intonation that is the
way in which oscillates their level or range of voice, either when a high pitch
or low pitch is used. And depending on what the persons want to say, the
tonal level of the voice, will indicate the grade of certainty, uncertain or of
agreement towards people hear.
Each person has her or his own tonal range, which alters from high
to low. The languages differ in its tonal scale and English language is not
the exception well possess a wide tonal range or scale.
The range in which the tone moves vary from high, low or a
combination of both, it is located on the most relevant syllable; this is called
tonic syllable and it is placed often near the end of the word. The meaning
can change totally when the intonation is modified, according to Council
British web page (n/d).
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2.2.1.4.2 WHY TEACH INTONATION?
Intonation is very important to express correctly the thoughts and
feelings. As the British Council official web page (n/d) states:
Intonation exists in every language, so the concept we're
introducing is new. However, learners are often so busy
finding their words that intonation suffers. Yet intonation can
be as important as word choice - we don't always realize how
much difference intonation makes. (p.1)
Harmer Jeremy (n/d) in his book The Practice of English Language
Teaching, states:
On its own, pitch is not very subtle, conveying, as we have
seen, only the most basic information about mood and
emotion. But once we start altering the pitch as we speak,
changing the ´tune´ we are using, we are able to convey a
much subtler range of meanings.The music of speech, that is
the intonation we use, is a crucial factor in speaking. (p.28)
Since human beings learnt to articulate words, they speak hundred
or maybe thousands of utterances full of a blend of thoughts and feelings
day after day, and the inflections when they speak, reflect what they want
to express (happiness, pain, sadness, angry, etc.) through what the
scholars have called intonation.
It does not matter what people say but how they say it when they
communicate with other persons. A good example of this statement is the
way how singers perform the songs; sometimes the audience does not pay
attention to the lyrics of the pieces, but to the singers´ interpretation.
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There was a singer, Joe Cocker, whose voice was not really
pleasant, but the feeling that he conveyed during his performance was
appreciated by the audience.
2.2.1.5 DEFINITION OF STRESS
According to Beckand (n/d):
Stress means a phonologically delimitable type of accent in
which the pitch shape of the accentual pattern cannot be
specified in the lexicon but rather is chosen for a specific
utterance from an inventory of shapes provided by the
intonation system. (p.1)
Harmer Jeremy (n/d) in his book The Practice of English Language
Teaching, states that it is more complex when there is more than one
syllable in a word. Otherwise, to stress a word it depends on its grammar
function: If the word ex-PORT, for example, is used as a verb, the stress will
fall on the second syllable; whereas the same word, EX-port, when is used
as a noun, the stress will fall on the first syllable. Therefore, for conveying
meaning in sentences and phrases, the stress is very important.
2.2.1.6 DEFINITION OF VOCALIZATION
According to Ferrari´s definition (2003): "Voice is produced by a
complex neuro-muscular system. Voice depends on the state of tension and
relaxation of a person because in its formation are involved the nose, the
mouth, the lungs, the thorax, the diaphragm and the abdominal muscles.”
(Translated by Peter Llerena) (p. 1)
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According to the above mentioned by the same author: "Vocalizing
is the process of emitting sounds created by forcing air through the vocal
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folds causing vibrations that are then altered and amplified by the
resonators." (p. 1) (Translated by Peter Llerena)
In the process of vocalization participates the next organs: the
diaphragm, the lungs, the vocal folds, the head, the nose, the mouth,
tongue, and pharynx. The diaphragm is characterized for contracting and
expanding; it works like a vacuum, which takes the air and then push it.
Previously, the lungs take in and store the air, which pass through the
trachea.
The air flows and pushes the vocal cords, placed in the head. In the
head are the resonators which are like the speakers of a stereo. The
resonators are composed of mouth, throat and nasal cavities. Finally the
voice is emitted through the mouth.
2.2.1.6.1 EFFECTS OF VOCALIZATION
As Sutzs and Weverka (2016) claimed that, commonly, the persons
speak about 150 to 200 words per minute. When the speakers vocalize all
words when they read, it is possible that they cannot read faster, because
the speed with which are read the sentences decreases due to speech´s
rate. Otherwise, advanced readers have the ability of reading 200 to 400
words per minute; even there are readers whose reading´s speed can
exceeds 400 words per minute.
Comprehension can be affected by the vocalization, because when
the speakers move their lips or when they make mimic while they read, their
minds are not entirely focused in grasping the ideas of what they are
reading.
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Vocalization may cause regression when the readers are not sure of
what he or she is reading, and when they move their eyes backward over
words and sentences that they have read already to verify the meaning.
Regression is caused also because the readers´ eyes are ahead of
their mouths when they are reading. Therefore, their mouths read one place
whereas their eyes read another. This interval produced into what the mouth
speaks and what the eyes see, creates regression and confusion in readers.
2.2.1.7 THE LINGUISTIC KNOWLEDGE FOR LISTENING
COMPREHENSION
In listening comprehension different factors participate, which have
been classified by Flowerdew and Miller (2005), according to Leralta (n/d),
among them:
The semantic, which is related to the meaning of the words
and its relationships; the phonology (resounding system); the
pragmatics, the meaning of statements in particular situation;
and the kinetic factor which is related to the facial and corporal
expression of the speaker. (p.12) (Translated by Peter
Llerena)
As Leralta (2012) demarcates, the term recognize implies to know
what the persons have learnt previously, since convene that the learner,
before the previous activities of the listening, could be provided with the
linguistic knowledge necessary in order to decode and interpret
appropriately what he or she is going to hear. (Translated by the authors of
this thesis)
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2.2.2 PHILOSOPHICAL FOUNDATIONS
Since antiquity, philosophers like Plato and Aristotle already
associated the philosophy with education. It is important to consider
pedagogy as a science, since the work of Herbart, General Pedagogic
Derivative of Aims of the Education.
As Ortega (1952) wrote:
If the teacher has to be a pedagogue, he or her has to be a
teacher philosopher. This is the sense that the Herbatian
Conversion has of the pedagogy in formal science. Since
then, the teacher is obligated to narrow his relationships with
the Philosophy. (p1) (Translated by the authors of this thesis
Andrea Pástor and Peter Llerena)
According to Encarta (2000) mentioned by Piña (2004), it is
considered that the Axiology as a branch of Philosophy that studies
important aspects of education. The term Axiology comes from the Greek
´Axios´, which means “valuable“; and ´logos´, science. Therefore, according
to its etymologic roots, Axiology is the science of the values or of what is
considered values.
Refering to the Encarta´s (2000) affirmation: “The Axiology not only
studies the positive values, but also the negative values, analyzing the
principles that allow consider if something is or not valuable and considering
the foundations of such judgment.“ (p.1) (Translated by the authors of this
thesis)
24 24
According to Ramos (n/d) mentioned by Piña (2004) the values are
practical aspects; in his judgment, the men´s actions stemming from their
will. These actions determine the values of the human beings. But these
25 25
values are not permanent: they are changing and relative. Therefore, by
each value there is an opposite. Example: selfishness/altruism. (Translated
by the authors of this thesis)
Axiology is also called as the philosophy of the values; it studies the
essence or the nature of the values, which are intimately related to human
beings´ actions. Axiology and Deontology are the most important branches
of Philosophy. Both, Axiology and Deontology are the parents of the Ethics.
In this research, Axiology is quite relevant because by means of songs,
human values are taken into the classroom to contribute to student´s
education as human beings.
The term Axiology was used firstly by Paul Lapie in the first years of
the twenty century, and then Von Hartman later took the concept of Lapie
for building his investigation, and he establishes the Axiology as an
autonomous science of the Philosophy.
Mentioning the investigation of Garfías (2004) there are proofs that
music is a fact as ancient as humanity. Primitive musical instruments, such
as flutes, were built by Neanderthal man 53,000 years ago using animals´
bones. These flutes had a clear and delicate sound, which demonstrates
that primitive humans expressed their feelings through these rudimentaries
instruments.
The richness of the culture of a nation resides in its art. Popular
expression takes place mainly through songs in which the customs,
traditions, religion, culture and folklore are reflected. Also, in the songs
converge the historical influences, the political facts, the religious beliefs,
forming a whole result.
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At the same time music has a place, a role, a function, in each
culture. That is to say that in addition to being an outgrowth of the culture
as well as a reflection of it, music has a status, a function in each culture.
There is ways that people use, practice, continues, and think about, which
is unique to each culture.
Through music, a culture, a nation, can be identified and defined by
just listening to its folk music, which is the particular and most representative
musical genre of a certain region on Earth.
Among all the arts, music is the most inherent to human beings. A
painter needs a paintbrush, a canvas and paints; a writer needs a pencil,
pieces of paper and a language; a singer does not need anything, he or she
has the most perfect musical instrument: the human voice.
When a musician plays an instrument, he or she displays his or her
inner world through the performing of songs. For this reason, songs are
regarded as the resounding register of the historical periods of a society.
The best example of this statement are the immortal Beatles. Their
beautiful songs are considered standards which are known by everybody,
elders and youngsters. This British musical group appeared in the sixties,
transforming not just the musical patterns of that time, but also the fashion,
the customs and even the way of thinking in people around the world.
Through the proposal of this thesis, students will get familiar to this
musical group and others, so they will spiritually enjoy, that is why aesthetics
is also developed as another branch of philosophy that is closely related to
ethics.
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2.2.3 PSYCHOLOGICAL FOUNDATIONS
2.2.3.1 VIGOTSKY´S THEORY OF COGNITIVE DEVELOPMENT
According to this theory, Vigotsky (1962) stated that the social
environment of a community affects or influences the children´s thinking, by
the comprehension of that community. And the children use both, technical
or psychological cultural instruments to learn.
Vigotsky (1978) believed that to obtain their social knowledge,
children have the most important instrument: the language. Through
language children learn from other persons.
According to James´s (2010) theory, the capacity to learn from
instruction is what he defined as intelligence. In this process of learning,
parents, teachers, coaches and professionals are involved in the active
teaching.
2.2.3.2 GARDNER´S THEORY: THE MULTIPLE INTELLIGENCES
As Cherry (2016) affirms the potential that a person has,
intellectually, might be called ´intelligence´. Despite it is something
undefined it is possible to be measured. The Harvard psychologist Howard
Gardner maintains that conventional tests of psychometry to measure the
persons´ intelligence is too restricted.
Gardner (2009) suggests that human intelligence is not concentrated
just in one aspect of the intellectual activity, because the intelligence can be
expressed in a huge variety of ways. For example, an individual gifted with
the musical talent probably could not be clever in the scientific field. In his
book, published in 1983, Frames of Mind: the Theory of Multiple
28 28
Intelligences, he suggests that all individuals posse different types of
Intelligences.
29 29
According to Howard Gardner‟s Theory of Multiple Intelligences
(2009) a list of these eight intelligences was made:
1. Verbal-linguistic intelligence
2. Logical-mathematical intelligence
3. Spatial-visual intelligence
4. Bodily-kinesthetic intelligence
5. Musical intelligences
6. Interpersonal intelligence
7. Intrapersonal
8. Naturalist intelligence
Gardner (2009) subsequently added a ninth intelligence: The
Existential Intelligence to illustrate that some individuals learn better into the
parameters of a particular intelligence. He puts like examples some artists´
life, like the Spanish painter Pablo Picasso and the composer Stravinsky.
2.2.3.3 AUSUBEL´S THEORY OF MEANINGFUL LEARNING
Dr. David Ausubel was a psychologist whose works in the field of
education were relevant for educators. His research was based on verbal
learning; however, he recognized other systems of learning.
He believed that the environment that surrounds the learners have
meaning only when they transform that environment into their
consciousness as a content. This new knowledge integrated to their
consciousness is possible due to the background that they already have
learned. In his theory, Ausubel (1967) maintains that the meaning is created
27 27
through new inputs, and the relations among them, besides the concepts
and principles that regulate them.
In this process, there is an interaction between the language and
mental context. Ausubel determined that there are two processes in the
meaningful verbal learning:
1. Reception
2. Discovery
According to learning theory fundamentals web page, for Ausubel,
the learning´s meaning is to include new information into the cognitive
structures of individuals, and this information is ordered in hierarchies. In
his view, Ausubel maintains that is necessary that exists a stable cognitive
structure in order to the new input being incorporated.
According to the research of Indian Psychiatric Society (2014)
pleasant and unpleasant music produce different neuronal reactions, such
as:
1) The frontal lobes of the persons reacts when pleasant music is played;
whereas the unpleasant music produces a predominant brain activity
focused on the temporal lobes.
2) The unpleasant music activates the hippocampus, the amygdale and
temporal lobes.
3) The dual nature of music –happy/sad-and the subjective perception are
complexly related.
4) Both left frontal asymmetry and right frontal asymmetry are influenced by
the musical stimuli.
5) In men pleasant emotions are produced in the left hemisphere.
Conservely, the unpleasant emotions are located in the right hemisphere.
28 28
In women unpleasant emotions are processed in both hemispheres, where
as pleasant emotions are focused in the left hemisphere.
29 29
To any person that is in front of a little child, do not pass unperceived
the interest the sound the music and the singing produce. In this sense the
same author Gardner emphasizes: “Among all talents with the individuals
can be gifted none stemming from so early than the musical talent”, quoted
by Navarra (2013., p.1). (Translated by the authors of this thesis).
According to Abbot (2002) cited by Silva (2006): “Many educators
have suggested that the pop and the rock are highly effective as tools of
teaching that can be extremely useful in the class of language (…).” (p.8)
(Translated by the authors of this thesis).
Tobar (2013) mentioning to Levitan (2006) indicates that thanks to
technology, it is possible to see the effects of music in human brain.
Nowadays, through the images obtained by this modern technology it is
possible to observe the different parts of the brain, which play an important
role in the processing of music into professional musicians.
Responses to music are easy to be detected in human body.
Classical music from the baroque period causes the heart
beat and pulse rate to relax to the beat of the music. As the
body becomes relaxed and alert, the mind is able to
concentrate more easily. Furthermore, baroque music
decreases blood pressure and enhances the ability to learn.
Music affects the amplitude and frequency of brain waves,
which can be measured by an electro-encephalogram. Music
also affects breathing rate and electrical resistance of the skin.
It has been observed to cause the pupils to dilate, increase
blood pressure and increase the heart rate. (O´Donnell
L.1999, p.1)
30 30
According to Levitin (2006), quoted by Tobar (2013), music “enters
by the aural cortex, passes by the frontal lobe, the nucleus, the cerebellum,
31 31
the occipital lobe and the limbic system.” (p1) (Translated by the authors of
this thesis)
This process is useful to understand the effect of music in one
person or in other, and the reactions produced in them. When individuals
listen to melodies, memories and images come to their minds, through the
visual cortex.
According to Kazan (2008), mentioned by Tobar (2013), it has been
proved that the musical therapy is used in Alzheimer´s patients. This kind of
therapy helps them to remember other persons or events that happened in
their lives. Music is most powerful than images.
According to Amstrong (2008) quoted by Tobar (2013) “Music also
activates the automatic memory, which causes us to remember lyrics of
songs, even without to be aware that we know them; they leave from our
mouth like a reflection.” (p.1) (Translated by the authors of this thesis).
According to O´Donnell (1999):
In general, responses to music are able to be observed. It has
been proven that music influences humans both in good and
bad ways. These effects are instant and long lasting. Music is
thought to link all of the emotional, spiritual, and physical
elements of the universe. Music can also be used to change
a person mood, and it has been found to cause like physical
responses in many people simultaneously. Music also has the
ability to strengthen or weaken emotions from a particular
event such as a funeral. (p.1)
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2.2.3.4 LISTENING PROCESSES: BOTTOM UP- TOP DOWN
Top- down. When a person reads a text, in a quick way, usually she
or he looks at the sentences widely and in a general glance. This process
is called top- down, and it helps the listeners or readers to predict what will
be the details of the adequate expectations that they will face.
According to Harmer (2007), when the listener or reader uses the
process of bottom-up, they focus their attention in certain words, devices of
phrases, putting all these elements together to shape a whole. These
processes are useful to strengthen the four skills (reading, listening,
speaking and writing).
In listening comprehension are involved two different procedures:
top- down and bottom- up. The first, top- down, is used by listeners to
understand the meaning of a message, through the previous knowledge that
they have. Previous knowledge refers to the listener´s background about a
specific theme, the context, the kind of the text, the culture or the inputs
which lie in the memory of the listeners, shaped as schemata (conventional
situations that occur in sequenced way); the world of knowledge is ordered
around those situations.
According to Vandergrift (2016), listeners form hypotheses using
content words and contextual keys, as in an inquired way. Otherwise, in the
process of bottom- up, the listeners employ their linguistic background to
understand the meaning of a message.
They structure the meaning from the beginning until the final
message; they need to establish the relationships that exist between the
words, according to the syntax.
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In other words, in the process of listening comprehension, these two
processes participate: bottom- up and top- down, which are interactive in
order to interpret the message given to listeners, who use as well as the
previous knowledge and the linguistic background.
2.2.4 SOCIOLOGICAL FOUNDATIONS
As Silva (2006) states, that one foreign language is not learned only
knowing its linguistic component but also, its sociolinguistic field, in which
the link between language and society, it is settled, all this into the context
of music and songs. Due the culture of a language, through this resource
(songs) can be conveyed as adequate tools to focus the sociocultural
competences to students. (Translated by the authors of this thesis)
According to Nattiez (1990):
The border between music and noise is always culturally
defined, which implies that, even within a single society, this
border does not always pass through the same place; in short,
there is rarely a consensus (…). By all accounts there is
no single and intercultural universal concept defining what
music might be. (p.48 -55)
Confucius, quoted by Rosová (2007) said: "Music produces a kind
of pleasure which human nature cannot do without.” (p.1) .Music is, in
certain cultures, related to religion; and it was used in ceremonies and rituals
in the antiquity. For instance, in Japan an important religious ceremony
called Kagura is celebrated annually, whose meaning is ́ music of the gods´.
In this religious ceremony, the dances and songs are considered as the
gods´ entertainment. Garfías (2004).
34 34
Otherwise, in Islam, music is totally forbidden during the celebrations
of religious ceremonies. When the verses of Koran are recited –which in
West world would be regarded as a singing- by muslims, they do not
consider their performance as a singing, but a special kind of recitation.
The birds intonate beautiful melodies that get lost in the immensity of
the sky. Human beings learnt to sing and to play their instruments imitating
the sounds of the earth.
2.2.5 PEDAGOGICAL FOUNDATIONS
Smith (2002) in her essay The Effects of Songs, believes in foreign
language classes as a reminder and a mental rehearsal, that through a cd
which is provided for learning of languages, the pupil has access to lessons
of languages which contain different themes such as the days of the week,
animals, colors, etc. and it includes the instructions to the teacher. This
author also emphasizes the teaching of the grammar and vocabulary
through these musical compact disks.
Nowadays, it is practically unthinkable to separate any human
activity, from technology, because its influence in sciences, art and culture
is important. Which students do not use computers, tablet or internet to do
their homework? Because knowledge is closely related to technology, the
internet is a tool widely used, certainly, by most of the students, which
constitutes a valuable help for the teaching and learning process.
Currently, there is a great variety of electronic devices such as cd
players, cellphones, computers, tablets, mp3 and digital cameras. All these
technological devices can be used to keep valuable information which is
useful in the process of learning.
35 35
These gadgets of the digital age are also used to support the
teaching-learning process from the educational technology perspective that
nowadays is being expanded by Connectivism as a new pedagogical trend.
2.2.5.1 A LEARNING THEORY FOR THE DIGITAL AGE:
CONNECTIVISM
Often, the educators and psychologists have tried to explain the
processes of learning through theories such as behaviorism, cognitivist and
constructivism; but these theories were enunciated when the learning was
not influenced by technology. Nowadays, technology influences everything,
not only the way how the persons live, the communications, but even the
processes of learning.
The lasting of knowledge was, traditionally, measured in decades;
but nowadays this paradigm is not the same anymore. Knowledge is
increasing exponentially. Today, months and years are employed to
measure knowledge. There are some important trends in learning.
Learning is not always a formal fact, because the informal learning
is part of the process of human learning. Today learning is obtained
through different sources: networks, communities of practices, the
media, like radio and television.
Persons´ brain is modified by the technology. The thinking of
persons have been defined by the tools used in the technological
processes
A lot of knowledge can be loaded or supported by technology and it
can be kept in cellphones, tablets etc.
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Connectivism is conceived under the concept that the decisions are
made on foundations which are altered rapidly. Continually, new information
is obtained, and to see the line which separates important and unimportant
information is crucial.
The ability to learn what the persons will need tomorrow is more
relevant that what they know today. A true challenge for a learning theory is
to apply the knowledge in a pragmatic way.
Knowledge is continually evolving and to access to that knowledge is
more important that what the persons already have in the present.
Connectivism is an open window to see the learning skills and tasks
from the perspective that the learners need to work efficiently in the digital
era. (Siemens. 2005).
No doubt technology has invaded practically all the aspects of human
life: art, science, culture, sports, and even the relationship between the
persons have not escaped from the influence of technology. Indeed, the
processes of learning and teaching have received the omnipresent
influence of technology.
In the past, the learners and teachers did not have the advantages
of the present generations: the devices such as cameras, cell phones,
computers, through which they can obtain the valuable information that is
available in internet.
But, how positive or negative can the technology be? Today the
persons have access to any issue of their interest, which is positive. No
doubt the technology´s influence on the processes of learning and teaching
is very significant.
37 37
The human knowledge could fit in the internet: mankind is living a
digital age, where the individuals can obtain the most varied information
about all the possible themes, since a simple recipe of a gourmet dish until
the score of musical piece.
But, a person could be considered educated just for the fact of being
well informed? Which is the difference between education and information?
Often they say that this is the age of communications: somebody in South
America can communicate with another person in Australia, through the
social networks.
However, paradoxically, the technological gadgets that serve to
individuals communicate each other are making the opposite effect.
Individuals are isolated islands in the middle of a whats app‟s text. The most
sophisticated technology will not replace the warm interactions and the
personal contact between human beings.
According to Sharma and Barret. (2007) the role of the technology is
very useful to distinguish between the skills of the language (reading,
listening, writing and speaking) which have been classified in productive and
receptive skills. Evidently, each one gets developed in different ways.
The objectives of education are formulated in Piaget´s work. Both
processes: development and learning are two concepts diametrically
opposed, despite they are intimately related. Thus, development is linked to
general processes of action and of thinking: it concerns to the field of
intelligence in its widest meaning.
From the processes of development comes what is called features of
human intelligence, which is different from the processes of learning. On
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another hand, learning is about the memorizing of specific input and the
acquisition of skills which are specific.
According to Piaget, in his theory of cognitive constructivism the
specific learning is preceded by the development of intelligence. In order to
develop the learning of the child, this process takes place in his or her mind,
the information must be assimilated through certain mechanisms.
Learning´s tool is the intelligence.
As Furth and Wachs (1975) said, Piaget maintained that children
must have a previous background to learn a new input. For example, if a
child does not have a general understanding of the number system, it would
be unlikely that he can learn mathematical formulas. The capacity of the
child´s learning contingents on his ability to connect the facts each other in
a coherent way.
Jean Piaget proposed a method which is useful to a person in order
to his or her adaption to the environment. The cognitive patterns are
transformed in function of the environment´s requirements. Accommodation
implies the addition of new external elements into the already concepts that
are present in the schematic background.
As Reynolds and Janzzen (2007) state in relation to the difference
between accommodation and assimilation, it can be illustrated with an
example: when a baby is playing with a rattle in the crib and the toy begins
to shake, whose movement is produced by the baby´s hand, then the infant
looks and listens the shaking toy, assimilating that fact in his or her patterns
of listening and looking, whereas that in the process of accommodation the
baby has to make the movement of the toy moving her or his arms and
hands, accommodating these movements to the requirements of the
situation.
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2.2.6 MUSICAL- DIDACTIC FOUNDATION
2.2.6.1 DEFINITION OF MUSIC
According to Clifton (1983), music is "an ordered arrangement of
sounds and silences whose meaning is presentative rather than denotative.
This definition distinguishes music, as an end in itself, from compositional
technique, and from sounds as purely physical objects." (p.1)
Music is an art through which human beings express their feelings
and emotions using the songs in whose melodic, rhythmical, harmonica
structure converge a combination of audible and not audible synchronized
elements in such a way that be pleasant to ear. (Clifton, 2015)
Rosová (2007) states that there are two facts, music teaching and
English, which represent relevant aspects in the human activity. On the
other hand, Clifton (1983) asserts:
Music is not a factor, a thing in the world, but a meaning
constituted by human beings. . . . To talk about such
experience in a meaningful way demands several things. First,
we have to be willing to let the composition speak to us, to let
it reveal its own order and significance. . . . Second, we have
to be willing to question our assumptions about the nature and
role of musical materials. . . . Last, and perhaps most
important, we have to be ready to admit that describing a
meaningful experience is itself meaningful. (p. 5–6)
2.2.6.2 DEFINITION OF SONG
According to the concept of Aguilera (2005) the songs are:
The articulated sounds of the voice, as expression of feelings,
desires, experiences, memories, thoughts, reflections and
projections, join together harmoniously to the magic vibes of
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music to become in everlasting creation and irreplaceable of
human spirit. It is the olympic and immortal union of Poetry
and Music. ¡That is a song! (p. 2) (translated by the authors of
this thesis).
2.2.6.2.1 HOW DO SONGS INFLUENCE IN THE STUDENTS?
Campos mentioned by Aguilera (n/d) states that the song is a
resource that can be used in any moment; well it is a playful tool which is
available to be applied in the classroom. The author mentioned above states
that music has several positive aspects:
Development of musical ear: songs teach to identify the sounds produced
not just by instruments but also the sounds which are part of the everyday
life.
Stimulates the imagination and creativity: songs have the power of
´transporting´ to other dimension to who listens them.
Help to the corporal mobility of students: to clap or dancing harmoniously
with song´s rhythm, stimulates psychomotor activity of persons.
Wake up the artistic expression: the pupils can make draws starting from
the songs which are listened in the classroom.
Strengthen the memory: some chorus, by its idiomatic nature
(onomatopoeia, alliteration) are easier of setting in the memory when they
are accompanied by music.
Promote the externalization of emotions: when people unconsciously
choose a song, they display their mood. In this sense, the music therapy
can serve to the teacher to understand their students´ mood and establish
a diagnosis through the songs.
41 41
Socialization with the others: above all when is about of choral groups,
songs can be the agglutinative element which make possible the interaction
between the students.
Cultural integration: the typical songs of an ethnic group, geographic region
or of a particular culture, allow to the persons integrate each other in a better
way to the environment where they live. For example, there are some folk
songs which synthesize and describe the idiosyncrasy of a community.
2.2.6.3 LEARNING THROUGH LISTENING COMPREHENSION
2.2.6.3.1 DEFINITION OF LISTENING COMPREHENSION
According to Centro Virtual Cervantes web page (n.d):
Listening comprehension is one of the linguistic skills, which
refers to the interpretation of the oral speech. In that
participate, besides of the component strictly linguistic,
cognitive factors, perceptive, attitude and sociological. It is a
communicative skill which covers the complete process of the
interpretation of the speech, since the mere decoding and
linguistic comprehension of the phonic chain (phoneme
syllable, words, etc) until the interpretation and personal
valuation; in such a way, despite of its receptive character,
requires an active participation of the listening. The mental
image that the speaker has in the moment of conveying
certain information and that which is taking shape in the
listener, according to the processing of the message, they
could appear a lot, but hardly they coincide totally. The
listening comprehension is related to the reading
comprehension; however, it is about two skills so different, as
different are the oral language and the written language. (p 1)
40 40
According to Wolvin and Coakley cited by Mario Cal, Francisco
Javier Fernández, Lidia Gómez, (2010) listening comprehension is “the
process of receiving, attending to an assigning meaning to aural stimuli.”
(p.162)
Listening comprehension is a complex skill which works in several
levels, is an ability that involves a series of different strategies and micro
skills that are used in different times for different intentions. Rost (2005)
believes that: “the progress in the listening comprehension provides a base
for the development of other linguistic skills.” (p.1)
It has been proven that the time employed in listening by adults,
oscillates between 40-50% of the communication time: Gilman and Moody
(1984). However, only recently the relevance of listening in language
learning has been appreciated.
As Vandergrift (n/d) claims that despite in the Audio Lingual Method
listening involved a valuable role, students only listened to repeat and
display a better pronunciation. Works made by Asher, Postovsky, Winitz
and after Krashen in the earlier of 70´s, emphasized the importance of
listening. They regarded this factor as a tool for the understanding and a
crucial factor for facilitating language learning.
In the acquisition of a second language, listening has arisen as an
important element. In the first stages of language learning, this investigation
has been a support for distinguishing the listening comprehension in
teaching methods.
2.2.6.4 DEFINITION OF MOTIVATION
According to Weiner (1986), Dei (1975) and Maslow (1970) cited by
Brown (2007), many researches and experiments made in the field of
41 41
education have demonstrated that the motivation is a crucial factor to
learning in general.
As the work made by Friedricks, Blumenfeld and Paris (2004); Maehr
and Meyer (2004); Reeve (2006), cited by Ormrod (2004), motivation is an
element in the process of learning which leads, sustains and keens the
behavior of a person in order to achieve a goal. Usually, the motivation is
reflected in the students´ attitude in their "personal investment and in
cognitive, emotional and behavioral engagement in school activities."(p 1)
There are several effects produced in students´ learning and behavior
by motivation: Ormrod and Allyn (2014):
Particular goals are focused by motivation.
Motivation leads to increase energy and effort.
The persistence in activities is increased by motivation.
The cognitive processes are affected by motivation.
Students‟ performance usually is enhanced.
2.2.6.5 THE INFLUENCE OF MUSIC IN MEMORY
As Smith (2002) wrote in her thesis- mentioning to Falioni (1993)- the
classroom music can be used for strengthening the memory. This is due to
that ”many people often remember rhyme, rhythm or melody better than
ordinary speech." (p.46).
The previous paragraph coincides with the statement of Leith (1979)
who is quoted by Suryadi (2011): “There is probably not a better nor quicker
way to teach phonetics than with songs." (p.1)
Smith (2002), mentioning to Wallace (1994) who compared memory
abilities, concluded that the melodic texts are the easiest to recall, continued
42 42
by rhyming text, remaining the spoken text as the least in being
memorized. Wallace contrasted spoken texts with texts learned by the
support of music. He discovered that the sung condition was importantly
significant to memorize a text, versus the spoken condition.
The research determined that single songs can transform an
ordinary text in an input which is retained in an effective way. Music is
powerful to affect memory, in a positive way. In this sense, there are some
musical genres, like classical and baroque, that activate the left and right
hemispheres in human brain. When these hemispheres are activated
simultaneously, the processes of learning and retention of information are
improved.
In some hospitals, surgeons when they operate their patients, usually
have background music in the operating room, generally Mozart´s music.
This particular composer has been studied and it has been proven that his
music has relaxing effects in human beings
2.2.7 TECHNOLOGICAL FOUNDATIONS
The four language skills, reading, listening, writing and speaking are
usually divided into receptive and productive skills, and to distinguish them
is very useful when the role of technology is considered. Obviously, in the
way to develop each of the four skills there are differences, which must be
regarded.
According to Barret (2007) for example, it is important to mention the
relevance of the environment based on web pages to obtain information,
when it is about reading and listening. When learners listen to digital audio,
they have the choice of pausing at will, apart from the capacity of listening
to an audio track. Learners can obtain the input about the meaning of a word
just through clicking on a hyperlink.
43 43
As Barret (2007) maintains, the productive skills of speaking and
writing are evidently different, in whose activities participate the human
interpretation about the final result of the assessments. The activity of
writing is often related with the keyboard; however, is preferable a free
composition which will be evaluated by the teacher.
A few years ago, it was so familiar in the classroom the use of the
cassette recorder and video camera. Nowadays, the technology provides to
the individuals with different portable devices such as mp3s, mobile phones,
laptops, tablets, digital audio recorders, cameras and camcorders. These
devices, when used correctly, can be useful to learners in their practices
outside the classroom, nowadays there is a new pedagogical trend focused
in the use of technology for teaching-learning aims, which is the
connectivism, as it was stated in the pedagogical foundation.
It is based on the relevance of the environment based on web pages
to obtain information, for the acquisition of new knowledge. This is
especially relevant when it is about receptive skills as reading and listening,
because the web is a great source to obtain original English spoken or
written texts that provide a valuable input for learners to reproduce them
later on their oral or written practice.
2.2.8 LEGAL FOUNDATIONS
The project is based on the article (1) literal n of Ley Orgánica de
Educación Intercultural LOEI (2006) because it promotes the research,
experimentation and the educative innovation. According to the objective
(4) of the Plan Nacional del Buen Vivir, (2013):”It is necessary to strengthen
the knowledge with the formal and informal education.” (p.1) (Translated by
the authors of this thesis Andrea Pástor and Peter Llerena.) which coincides
with the goals of the project to nourish the knowledge already existent.
44 44
Quoting the article (26) of the Constitución del Ecuador (2008) which
refers to: “To form in an academic and professional way to the persons
under a scientific and humanistic vision.” (p.27), which coincides with this
project. (Translated by the authors of this thesis Andrea Pástor and Peter
Llerena)
Quoting the article (29) of the Constitution of Ecuador (2008) which
states that the state will guarantee “The freedom of teaching, freedom of the
professorship in the superior education.
And the right of the persons of learning in their own language and
cultural field.” (p.28) (Translated by the authors of this thesis Andrea Pástor
and Peter Llerena).
45 45
CHAPTER III
METHODOLOGY AND ANALYSIS OF RESULTS
3.1 DESIGN OF THE INVESTIGATION
In the development of the present project have been considered
some aspects:
The approach: Due to the projects´ purpose, the research is applied,
because it is about to solve a problem: the listening comprehension in the
students of the ninth grade of Basic Education of the Public High School
José Joaquín Pino Icaza, Zone 8, Distric 5 Province of Guayas, cantón
Guayaquil.
Due to the descriptive nature of the present project, its objective
belongs to the field of the gnosiological science, which is a branch of
Philosophy in charge of studying the knowledge in a wide and general way
and that treats of determining its origin, its range and its nature.
During the observation made in the classroom, a problem was
detected and the proposal suggested in the present project finding to solve
a solution to such problem.Through instruments of investigation such as
surveys and diagnosis test directed to the students, the researchers try to
detect the deficiencies and strengths of them during their learning process.
In the present project it have been established as theoretical foundations
linguistic, philosophic, psychological, axiological, sociological, pedagogical
and technological, and the different interactions which are produced
between them.
46 46
Therefore it is explanatory because tries to explain the established
link between all of those disciplines, which are derivatived from the
Epistemology.
This thesis is also propositional because it proposes a cd and a song-
book with interactive activities which will help to improve the listening
comprehension of learners. It is relevant to underline that the present project
is exclusively descriptive and explicative; therefore it is not an experimental
investigation.
According to Cherry K. (2015) “applied research refers to scientific
study and research that seeks to solve practical problems. Applied research
is used to find solutions to everyday problems, cure illness and develop
innovative technologies (…)”.The main aim of this educative project
therefore is to solve a problem.
The research was carried out in a specific place (the Public High
School José Joaquín Pino Icaza).Therefore is a field research. This kind of
research collects a lot of information outside of a laboratory, or outside the
workplace location.
3.2 TYPES OF INVESTIGATION
This is research is exploratory, descriptive and purposeful. In the
field research are implied the direct observation, interviews, etc. teachers,
parents, students, and even the principle of the institution will be interviewed
and asked through a survey, whose answers will serve to obtain the statistic
values, that will depict in a better way the magnitude of the problem.
47 47
3.3 POPULATION AND SAMPLE
3.3.1 POPULATION
The population is a group of persons or objects that have defined
common characteristics each other and that are used for statistic studies. In
the present case of this thesis, the population of the High School José
Joaquín Pino Icaza is 587 people, one directive, 20 teachers and 560
students.
3.3.2 SAMPLING
It is a little part or fraction which is representative from the total
population, and it will be used for the researchers for their statistical
analysis. In this project the sampling used was of 35 students who
participated in the researching.
GRAPHIC N° 1
48 48
Table Nº 1
Population
Population Sample Percentage
35 students of ninth A teacher
35 students of ninth A teacher
99% 1%
Total 100%
Source: José Joaquín Pino Icaza highschool Authors: Andrea Pástor and Peter Llerena
3.4 VARIABLE MATRIX CHART
TABLE Nº 2
“Influence of the songs in the listening comprehension.”
VARIABLES DIMENSIONS INDICATORS
V.I: Songs
Technologic Didactic
Resources
Radio, recorder, stereo,
CD player, song book,
Karaoke.
Definition of songs Rhythm, Melody,
Harmony, Pitch
Methodologic steps to be
used in the classroom.
Introduction
Previous
activities(warming)
Activities with the song
(listen, read and sing).
Basic Advice to
pronounce English
Pitch, Intonation, Stress
Vocalization,
V.D: Listening
Comprehension
Technology Conectivism,
Basic aspects of the
listening comprehension
Motivation, Memory
Strategies to develop the
listening comprehension
Top down/ analytic
process.Bottom up/
sintetic process.
Source: José Joaquín Pino Icaza highschool
49 49
Authors: Andrea Pástor and Peter Llerena
50 50
3.5 METHODS OF INVESTIGATION
In the present research mainly have been used diverse methods of
scientific investigation, among them there are important methods of
theoretical character such as:
3.5.1 ANALYSIS- SYNTHESIS
Analysis- Synthesis which is used to interpret objective and deeply
the object of study of the present thesis. The analysis obtained is made
firstly in an individual way and after in an integral way. This method will be
applied throughout all the investigation.
3.5.2 DEDUCTIVE METHOD
The most known definition of the deductive method is that when a
fact observed in a general way can be explained in a specific way. In other
words, the deductive method emerges from the general to the particular
facts.
3.5.3 HISTORICAL-LOGICAL METHOD
In the present project was used the historical- logical method
because it is necessary to study and to understand the scientific background
that was made in the past for researchers in a determined period of the
history.
This statement is evident above all in the chapter two, where have
been written the theories, postulates and conclusions that are related with
the theme of the present investigation.
51 51
On the other hand, in the present study also were analyzed the
historical progressions through of which have passed both, dependent
variable and independent variable.
3.5.4 THE SYSTEMIC, FUNCTIONAL STRUCTURAL METHOD
This method is very useful in this project. It was incorporated into the
project´s proposal for the elaboration of a songbook with interactive
activities, which will serve of support in order to improve the deficiency in
that language`s skill.
3.5.5 BIBLIOGRAPHIC RESEARCH
In order to achieve the goals established in an investigation, the
researchers find the postulates or theories through the reading of books, e-
books, magazines, journals, newspapers, etc, which have treated
previously the subject that the investigators are seeking.
3.6 TECHNIQUES AND INSTRUMENTS OF THE INVESTIGATION
3.6.1 OBSERVATION
The first step to face an investigation is the observation, which allows
to detect problems in a certain context, and to suggest solutions to that
problem. The present project is designed according to the observation made
in the public High School José Joaquín Pino Icaza. The instrument used in
this technique is the observation guide.
3.6.1.1 ANALYSIS OF THE OBSERVATION
52 52
Through the observation made in José Joaquín Pino high school
were determined some aspects into the classroom during an average
53 53
English class, in which both teacher and students were involved. This
observation was made in order to detect a problem and solve it.
Students:
The students do not understand completely what they listen.
The students do not recognize certain words.
The students do not pronounce correctly.
The students do not answer correctly when they are asked by the
teacher.
The students feel bored most part of the class.
Teacher:
The employment of playful didactic resources was limited.
Lack of warm activities before the teacher´s class.
Lack of activities as pre, during and after.
It is necessary more motivation by the teacher.
It was observed that there are difficulties in the listening
comprehension caused mainly by two factors: a didactic methodology
developed often in a traditional way; and a lack of interest in the students,
which is a consequence of the first factor. Then arose the necessity of
designing a songbook and a cd with interactive activities provided by the
proposal of this thesis intended to improve the listening of the students.
3.6.2 INTERVIEW
The teacher of English was interviewed because her experience as
a teacher is valuable, which will allow to the researchers to focus their
investigation to the dependent and independent variables of the present
project. The instrument used in this technique is the questionnaire.
54 54
3.6.2.1 ANALYSIS OF THE INTERVIEW
The teacher, in the exercise of her career in the educative field, she
realized that the students enjoy the english class and, evidently, they feel
motivated when the teacher uses the didactic resource of the songs in
english into the classroom and in the laboratory.
3.6.3 SURVEY
The survey encompasses a wide range of issues and it is designed
in such a way that provides valuable information about the strengths and
deficiencies of students, who will respond the assessment planted in the
questionnaire, as the instrument used which is made according the Liker´s
Scale.
Survey to the students of ninth grade of “José Joaquín Pino Icaza” High School
Objective: To evaluate the listening comprehension through of didactic resource of songs
in the students of ninth grade of General Basic education of High School “José Joaquín Pino Icaza”. Information: The research broached in the present project will use the survey below considered to solve the deficiencies in the skill of listening comprehension
Nº´ ITEMS A F N R N
1 English is necessary. 2 The activities of listening are difficult to me. 3 You listen to music in English in the classroom. 4 You use listening old or new songs in English. 5 You learn English through videos or karaoke. 6 You are motivated during the English class. 7 You write correctly the words pronounced by your teacher. 8 You learn vocabulary through songs. 9 The comprehension of what you listen will improve with the use of songs.
10 The use of a laboratory of languages will improve your understanding of what you listen. 11 You understand the text of a song in English when you listen to it.
12 The teacher uses songs videos, or karaoke in the English class
13 You have difficulty to understand songs in English 14 I can not achieve to understand totally when I listen 15 You practice constantly English watching videos. 16 During the class of English I can not understand quickly the teachers´ explanation.
A: Always F: Frequently S: Sometimes R: Rarely
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N: Never
56 56
3.7 ANALYSIS AND DATA INTERPRETATION
SURVEY TO THE STUDENTS OF NINTH GRADE OF
JOSÉ JOAQUÍN PINO ICAZA HIGH SCHOOL
TABLE Nº 3
ENGLISH IS NECESSARY
Items Frequency Percent
Always 22 63%
Frequently 6 17%
Sometimes 7 20%
Rarely 0 0%
Never 0 0%
Total 35 100%
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena
GRAPHIC N° 2
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena.
Most students (63 %) believe that English is necessary. Analyzing the data
gathered in percentages of table nº 3 the researchers deduced that most
students consider that English is necessary.
57 57
TABLE Nº 4
THE ACTIVITIES OF
LISTENING ARE DIFFICULT TO ME
Items Frequency Percent
Always 12 34%
Frequently 6 17%
Sometimes 3 9%
Rarely 8 23%
Never 6 17%
Total 35 100%
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena
GRAPHIC N° 3
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena
According to the data gathered in the table nº 4 it showed that they have
difficulties in the listening comprehension, therefore they need to practice
the listening activities in order to catch new techniques of auditions.
58 58
TABLE Nº 5
YOU LISTEN TO MUSIC IN ENGLISH IN THE CLASSROOM
Items Frequency Percent
Always 0 0%
Frequently 2 6%
Sometimes 5 14%
Rarely 15 43%
Never 13 37%
Total 35 100%
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena
GRAPHIC N° 4
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena
This chart shows that a great percentage (43%) of the students rarely listen
to music in English in classroom, which should be strengthened with playing
in the classes lovely songs that foster in the students the English learning.
59 59
TABLE Nº 6
YOU LISTEN OLD OR NEW SONGS IN ENGLISH
Items Frequency Percent
Always 2 6%
Frequently 3 9%
Sometimes 4 11%
Rarely 18 51%
Never 8 23%
Total 35 100%
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena
GRAPHIC N° 5
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena
In this graphic half of the students (51%) claim that they listen to old or new
songs in English, which must be considered by the teacher who could take
advantage from this circumstance to implement new strategies of teaching
using songs, no matter if they are up-dated or old-fashioned.
60 60
TABLE Nº 7
YOU LEARN ENGLISH THROUGH VIDEOS OR KARAOKE
Items Frequency Percent
Always 4 11%
Frequently 7 20%
Sometimes 6 17%
Rarely 17 49%
Never 1 3%
Total 35 100%
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena
GRAPHIC N° 6
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena
In this chart almost half of the students agreed that they learn English
through videos o karaokes which means that the students felt fostered when
they are learning something with pleasure.
61 61
TABLE Nº 8
YOU ARE MOTIVATED DURING THE ENGLISH CLASS
Items Frequency Percent
Always 7 20%
Frequently 19 54%
Sometimes 6 17%
Rarely 2 6%
Never 1 3%
Total 35 100%
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena
GRAPHIC N° 7
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena
Observing the data showed in the chart table nº 8, it is evident that a high
percentage of the students felt motivated frequently during English class,
which is important because they will be willing to learn something.
62 62
TABLE Nº 9
YOU WRITE CORRECTLY THE
WORDS PRONOUNCED BY YOUR TEACHER
Items Frequency Percent
Always 8 23%
Frequently 10 29%
Sometimes 15 43%
Rarely 1 3%
Never 1 2%
Total 35 100%
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena
GRAPHIC N° 8
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena
Through the observation of this chart a high percentage of the students think
that they only sometimes can write correctly the words pronounced by the
teacher, which reveals certainly that they have deficiencies in their listening.
Therefore the teacher should create methodologies that strengthen them.
63 63
TABLE Nº 10
YOU LEARN VOCABULARY THROUGH SONGS
Items Frequency Percent
Always 3 9%
Frequently 7 20%
Sometimes 10 29%
Rarely 15 42%
Never 0 0%
Total 35 100%
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena
GRAPHIC N° 9
Evidently, most students do not learn new vocabulary through songs, which
means there are not enough didactic methodologies to encourage them to
learn and increase their vocabulary.
64 64
TABLE Nº 11
THE COMPREHENSION OF
WHAT YOU LISTEN, IT WILL IMPROVE WITH THE USE OF SONGS
Items Frequency Percent
Always 12 34%
Frequently 14 40%
Sometimes 6 17%
Rarely 2 6%
Never 1 3%
Total 35 100%
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena
GRAPHIC N° 10
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena
In this chart was observed that the students believe that the use of songs
will improve their comprehension of what they listen, therefore the teacher
should create new ways of conveying knowledge through the use of songs.
65 65
TABLE Nº 12
THE USE OF A LABORATORY OF LANGUAGES WILL IMPROVE YOUR UNDERSTANDING OF WHAT YOU LISTEN
Items Frequency Percent
Always 23 66%
Frequently 9 25%
Sometimes 3 9%
Rarely 0 0%
Never 0 0%
Total 35 100%
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena.
GRAPHIC N° 11
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena
An important percentage of the students agree that the use of a laboratory
of language will improve their understanding of what they listen, therefore
their learning will become more efficient through the modern technology that
a laboratory has.
66 66
TABLE Nº 13
YOU UNDERSTAND THE
TEXT OF A SONG IN ENGLISH WHEN YOU LISTEN IT
Items Frequency Percent
Always 11 31%
Frequently 7 20%
Sometimes 9 26%
Rarely 2 6%
Never 6 17%
Total 35 100%
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena.
GRAPHIC N° 12
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena
Through the simple observation of the data in the chart 11 it is evident that
the students have serious difficulties in the interpretation of the lyric of a
song, probably due to the absence of new methodologies of teaching.
67 67
TABLE Nº 14
THE TEACHER USES SONGS, VIDEOS OR KARAOKE IN THE ENGLISH
CLASS
Items Frequency Percent
Always 1 3%
Frequently 0 0%
Sometimes 5 14%
Rarely 23 66%
Never 6 17%
Total 35 100%
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena
GRAPHIC N° 13
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena
Most students think that the use of videos, karaokes or songs rarely is
implemented by the teacher, who should take advantage of these didactic
resources that would improve the process of learning.
68 68
TABLE Nº 15
YOU HAVE DIFFICULTY TO UNDERSTAND THE SONGS IN ENGLISH
Items Frequency Percent
Always 4 11%
Frequently 14 40%
Sometimes 4 11%
Rarely 10 29%
Never 0 0%
Total 35 100%
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena
GRAPHIC N° 14
It is evident that a high percentage of the students have troubles in getting
the message which is into the lyric of a song, weakness that must be
investigated by the teacher in order to correct it.
69 69
TABLE Nº 16
I CAN NOT ACHIEVE TO UNDERSTAND TOTALLY WHEN I LISTEN
Items Frequency Percent
Always 9 26%
Frequently 5 14%
Sometimes 12 34%
Rarely 3 9%
Never 6 17%
Total 35 100%
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena
GRAPHIC N° 15
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena
It can be observed through this chart that the majority of the students have
a great weakness in understanding what they listen, therefore the teacher
should strengthen it through the development of innovative techniques of
teaching.
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TABLE Nº 17
YOU PRACTICE
CONSTANTLY ENGLISH WATCHING VIDEOS
Items Frequency Percent
Always 2 6 %
Frequently 7 20%
Sometimes 6 17%
Rarely 9 26 %
Never 11 31 %
Total 35 100 %
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena.
GRAPHIC N° 16
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena.
A general view of this chart reveals that the students do not practice English
by watching videos, maybe because this didactic resource it is not used
enough in the classroom.
71 71
TABLE Nº 18
DURING THE CLASS OF ENGLISH I CAN NOT UNDERSTAND
QUICKLY THE TEACHERS´ EXPLANATION
Items Frequency Percent
Always 7 20%
Frequently 24 69%
Sometimes 4 11%
Rarely 0 0%
Never 0 0%
Total 35 100%
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena.
GRAPHIC N° 17
Source: José Joaquín Pino Icaza highschool
Researchers: Andrea Pástor & Peter Llerena.
According to these results a great percentage of the students have
difficulties to understand the teacher´s explanation. This fact could be
explained from several perspectives, one reason might be the lack of
motivation, maybe due to the fact that the teacher is not using the
appropriate methodology, which could be improved with a funny didactic
resource like songs.
72 72
3.8 CHI SQUARE
According to this value (0.17) it was determined that the variables are
related. This fact demonstrates that the use of songs has the potential of
improving the listening skill. Using the methods and tools raised in the
proposal, the feasibility of this project is possible.
TABLE Nº 19 PRUEBAS DE CHI CUADRADO
3.9 CONCLUSIONS AND RECOMMENDATIONS
GRAPHIC N° 18
70 70
CONCLUSIONS
Listening comprehension is an important skill in the communicative
process of students and it is the first link in the learning.
Students are lacking motivation during English class, because the
teacher does not use a more dynamic and funny teaching technique
that encourages the students´ interest.
The words pronounced by the teacher during the class are not
understood by a great percentage of learners, likely by deficiencies
in the listening comprehension of them.
Teachers do not count on the didactic resources necessary to grant
an efficient English class.
Through the analysis of the techniques the authors of this thesis
concluded that the traditional pedagogic methodologies are keep
remaining.
RECOMENDATIONS
This research should be deepened, perhaps in a new investigation
with students from different academic levels.
Students should get used to a playful didactic resource like songs in
order to improve their listening comprehension.
The skill of listening comprehension should be emphasized, because
it will produce, as a result, a better understanding about what
students listen to. It is important to remind that the whole process of
learning begins with listening.
The teachers should update and use new didactic strategies which
improve the academic yield of theirs students.
The authors of this research suggest to develop in the students the
habit of listening music in English in order to expose the students´s ear to a
new language input.
71 71
CHAPTER IV
PROPOSAL
4.1 TITTLE: Song book and cd with interactive activities.
This proposal is based on the diagnosis applied at José Joaquín Pino
Icaza highschool by means of empirical techniques such as survey to
students, interview to the teachers and the chairwoman and class
observation. As a result of the analysis of these instruments, some
difficulties were detected in the listening skill of the students.
The students were not able to recognize the auditions, the main ideas
of the listening tracks, they did not understand the activities of listening,
feeling bored, so they were not interested in the tasks, and the songs are
not used. All these limitations led the authors of this thesis to research and
find a pertinent proposal to contribute to the solution of this problem.
4.2. JUSTIFICATION
The proposal is pointed at improving the listening comprehension of
students through songs which strengthen their knowledge of English to
achieve a positive change in their learning.
This proposal is justified by the fact of finding constantly new
strategies of teaching that should be as effective as funny in order to
improve the intellectual level of students, and songs are a didactic resource
whose teaching-learning potential have not been applied widely in the
educative field.
72 72
Applying this didactic resource, there is the expectation that students
improve their pronunciation and besides they can acquire a new vocabulary.
One of the aims of this project is the improvement of the educative level of
the institution and therefore of the social environment where the high school
is settled.
According to the objective (4) of Plan del Buen Vivir (2013), quoting
the article (4.4 j): „„Create and strengthen the infrastructure, equipment and
technologies that, join the trained human talent, promote the development
of the creative, cognitive capacities, and innovation throughout of education,
in all levels, with opinion of inclusion and cultural ownership‟‟ (Translated by
the authors of this thesis, Andrea Pástor and Peter Llerena) (p.1)
4.3 OBJECTIVES
4.3.1 GENERAL OBJECTIVES
Increase the listening comprehension through interactive activities
based on songs contained in a cd in order to improve students‟
communicative level.
4.3.2 SPECIFIC OBJECTIVES
Implement songs in the English learning of students to increase their
motivation.
Practice vocabulary, pronunciation, intonation and stress through
interactive activities contained in a cd.
Evaluate the level of development of the listening comprehension in
the students.
73 73
4.4 THEORETICAL FOUNDATIONS
The proposal of this thesis is supported by the investigations made
by philosophers, psychologists, linguists and others, whose works have
helped the authors of this project to understand in a better way the different
aspects related to the proposal.
4.4.1 LINGUISTIC ASPECT
In the linguistic science it is included the study of Phonetics,
Phonology and Semantics which are related to the sounds produced to
convey meaning and the very meaning of the words and their relationships,
according to Flowerdew and Miller (2005), cited by Leralta (n/d).
This utterance is framed into the project´s proposal, which is pointed
to the design of a songbook and the recording of a cd with songs that
contains funny and didactic drills conducted to the improvement of the
listening comprehension of the learners.
4.4.2 PHILOSOPHICAL ASPECT
This proposal has relation with the Axiology, because through the
lyrics of the selected songs and the activities done with the students, human
values will be improved. That is why it is important to include its study in the
present project.
Piña (2004), mentioned by Ramos (n/d), states that human`s deeds
are the result of the men´s will. These actions define the values in the human
behavior. These values shape the whole education of learners.
74 74
4.4.3 PSYCHOLOGICAL ASPECT
Vigotsky believed that children have the most powerful instrument:
the language, and he also claimed that the environment that surrounds the
learners affects their thinking through the understanding of a community. In
this sense, the songs used in this project will help students understand the
different cultures from the original contexts in which the songs were created.
The work made by Gardner (2009) it is important because it allows
to have a wide vision about what is called intelligence, because the
intelligence is something abstract, it is impossible to try to measure it. He
underestimated the tests of psychometry to evaluate the different levels of
intelligence of individuals.
Gardner maintained that the intelligence has a huge range of
expressions and that all of individuals have different and varied kinds of
intelligence, which was explained in his book Frames of Mind: the Theory of
Multiple Intelligences .He established a group of eight abilities or
intelligences.
On the other hand, Ausubel D. (1967) claimed that the environment
that surrounds the learners is important only in the moment when that
environment is transformed into their minds as a content.
But the new knowledge is possible due the previous background that
they have learnt to give rise to a new meaning .He highlights the crucial
connection between language and the intellectual context, which coincides
with the proposal of this project.
75 75
4.4.4 SOCIOLOGICAL ASPECT
In the process of learning, not only the linguistic concepts are
considered, but also the sociological environment, according to Silva M.
(2006). She believes that the interaction between society and language is
relevant in that process. In the proposal of this project, the songs are an
excellent mean to convey the social and cultural context of a particular
country. Thus, students will understand in a wide way the culture and the
idiosyncrasy of a nation.
4.4.5 PEDAGOGICAL ASPECT
This proposal is supported by the theory of Constructivism which was
formulated by Vigotsky (1962) and also by the Conectivism´s theory written
by Siemens G. (2005) who maintains that students will build new knowledge
through materials which are downloaded from internet. In this case, the
materials taken from the web are the songs which are included in the
proposal.
In this technological age where everything is interrelated, the
conventional parameters in which were founded the principles of the
teaching and its processes have been replaced somehow to give rise to a
new trend in the field of education: the Conectivism.
This theory was formulated by Siemens G. (2005). He sustains that
the knowledge can be obtained nowadays through the downloading of an
enormous amount of information from internet, which coincides with the
proposal of this project, in which it has been designed a songbook and a cd,
as well, to improve the listening comprehension of the students using the
resources offered by the web.
76 76
4.4.6 MUSICAL- DIDACTIC ASPECT
This proposal is supported by Clifton´s theory (2015) because it will
be used to improve the listening comprehension of learners, using as a
didactic resource ten songs with an interactive content that will help them to
acquire new words which will increase their vocabulary.
Aguilera B. (n/d) mentioning to Campos A. (n/d) claims that in the
classroom can be applied songs as a funny and effective resource to teach
different issues to the learners, which coincides with this project´s proposal.
4.4.7 TECHNOLOGICAL ASPECT
No doubt that the process and means by which the modern learning
is working today it depends mostly on the technology, which is widely
available for everybody.
This statement is confirmed by Barret P.(2007) who mentions the
importance of the digital sources of information, such as the social networks,
where the students can obtain easily new inputs just clicking on a hyperlink
, which coincides with the project proposal.
4.4.8 LEGAL ASPECT
This proposal is supported in the legal aspects like Ley Orgánica de
Educación LOE (2006), Plan Nacional del Buen Vivir, (2013), Constitución
del Ecuador (2008), because these legal documents promote the educative
development of country.
77 77
4.5 FEASIBILITY OF THE APPLICATION
4.5.1 FINANCIAL RESOURCES
The financial resources that will be used to develop the project
have a low cost and it adjusts to the budget established of hand before.
4.5.1.1 ELECTRONICS AND MULTIMEDIA
Internet, computer, printer, pen drive, digital, camera, speakers,
scanner, cd player.
This project does not represent an enormous investment for the
educative institution, therefore it is feasible.
4.5.2 TECHNICAL RESOURCES
Among the materials that will be used there are: photocopier, office
supplies, cd player.
4.5.3 HUMAN RESOURCES
The development of the present project has the support of the
authorities and the teachers, the parents and students of the José Joaquín
Pino Icaza highschool.
This proposal is also based on the human talent of its authors, as
well as teachers´ and tutor´s experience, in order to achieve a better
professional competence.
78 78
4.5.4 LEGAL RESOURCES
This thesis is achievable because it is based on Organic Law of
Intercultural Education LOE (2006), National Plan for Good Living (2013).
Besides it is based in the Ecuador´s Constitution (2008). This valuable
contribution was useful for the development of this research.
4.5.5 POLITICAL RESOURCES
This thesis has been written according to the article 29 of the
Constitution of Ecuador (2008) which declares that the Ecuadorian state will
guarantee the human and educative rights of the population.
4.6 DESCRIPTION OF THE PROPOSAL
4.6.1 EXPLANATORY INTRODUCTION
Nowadays we are living in a modern and global world, where
technology plays an important role in the human beings´ life, and the use of
that technology must be linked to the field of teaching.
Therefore, the teachers must be creative to convey their knowledge
to their learners in an effective and funny way, and music is one of the most
appealing tools for its universality, features that have not been used widely
for teachers in their classrooms.
The present project tries to improve the strategies of teaching using
songs as useful and funny didactic resources that strengthen the listening
comprehension of learners.
79 79
4.6.2 STRUCTURES OR CONSTITUENTS
The proposal consists in the creation of a song book and a cd, whose
musical material contained, it has ten songs, previously selected not just for
its musical appeal but also for its content focused in the cultivation of values
which tend to the integral development of students.
The project will be carried throughout the school year 2015-2016 in
the highschool José Joaquín Pino Icaza, with students of ninth grade of
Basic Education.
The application of the proposal will be developed with the support of
the audio contained in the cd and also the song book. The activities in the
cd will consist in different motivating activities, among which can be
mentioned to separate each one of the lyrics‟ verses, which will be delivered
randomly to students.
4.7 METHODOLOGY FOR ITS USE
4.7.1 BEFORE LISTENING
The teacher may develop different kinds of activities, for example,
show pictures of the singers, talk about the authors, talk about the content
of the songs. These activities will help the students to be prepared for the
listening.
Give to the students a picture which describes the subjects of the
song, and make them guess about it. Start with a focusing activity: anything
that will get students thinking about the subject of the song. Have them think
about the title of the song, in groups of pairs. Find a picture that relates to
the subject of the song and have students make guesses about it.
80 80
Again, write a selection of words on the board. Students must tell to
stop any time they hear one of the new words. You could also stop the song
before a word you want them to guess.
4.7.2 WHILE LISTENING
The teacher will play the song in the cd player, will pause it at the end
of each verse and students will put their verses in the correct order,
according to the listening of songs.
Another activity "while" could be:
Get students to circle, underline or highlight specific word or word
categories.
You could split the class in two teams, and make them interact
through questions about `true or false` statement or other type of listening
comprehension activities.
Idol
Have students lip sync the song before a team of judges in a Class
show. This allows them to become familiar with the words, rhythm, stress
and intonation before actually singing the words out loud.
4.7.3 AFTER LISTENING
Groups will be made and students will discuss about the theme of
the songs and its characters. The teacher could also, put a selection of
important words from the song on your board. Have students ask each other
what the words mean. Then, have students in groups write or tell a quick
story that uses the words.
81 81
OTHERS CONCLUSIONS
One of the benefits that the project is looking for is the improvement
of the students´ academic yield, and the progress of the individuals of a
community will be reflected in the evolution of the society.
This project will be beneficial as well as for students and teachers
and the community where the institution is settled. Moreover, this project is
considered an alternative in the implementation of new pedagogic strategies
in the teaching of English language.
82 82
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APPENDIX N#1
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113
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APPENDIX N#2
117117117
117117117
FORMULARIO DE OBSERVACIÓN
Establecimiento: José Joaquín Pino Icaza Localización: Atarazana Mz.L3 V.1 Institución: Fiscal Región: costa Distrito: 5 Zona: 8 Sección: matutino Tipo: mixto Materia: Inglés Año: 9no grado de Educación Básica. Tema: ……………… Día: Lunes Hora: 10: am Datos adicionales: Evaluar la influencia de las canciones en la comprensión auditiva de los estudiantes del colegio José Joaquín Pino Icaza.
Aspecto a investigar EXC VG G R
Profesor
Actividades lúdicas en el salón de clase.
Motivación durante la clase
Hacer una actividad antes, durante y después de la clase.
Mantener el interés de los estudiantes
Usar las etapas de la comprensión auditiva
Usar recursos didácticos divertidos
A F R N
S: SIEMPRE EXC: EXCELENTE
F: FREQUENTEMENTE MB: MUY BUENO
R:
N:
RARA VEZ
NUNCA
B: R:
BUENO REGULAR
118118118
118118118
FORMULARIO DE OBSERVACIÓN
Establecimiento: José Joaquín Pino Icaza Localización: Atarazana Mz.L3 V.1 Institución: Fiscal Región: costa Distrito: 5 Zona: 8 Sección: matutino Tipo: mixto Materia: Inglés Año: 9no grado de Educación Básica. Tema: ……………… Día: Lunes Hora: 10: am Datos adicionales: Evaluar la influencia de las canciones en la comprensión auditiva de los estudiantes del colegio José Joaquín Pino Icaza.
Aspectos a investigar EXC MB B R
Estudiantes
Acerca de la participación de los
estudiantes en clase
Si ellos ponen atención a la explicación
del profesor.
Si los estudiantes entienden las letras
de las canciones.
Preguntas acerca del significado de las
canciones.
Si ellos reconocen la idea general de lo
que escuchan.
Ejecutar actividades de comprensión
auditiva que el profesor indique.
A F R N
Practicar la recomendación relacionada
a la comprensión auditiva del profesor.
S: SIEMPRE EXC: EXCELENTE F: FREQUENTEMENTE MB: MUY BUENO
R: N:
RARA VEZ NUNCA
B: R:
BUENO REGULAR
119119119
119119119
Encuesta a los estudiantes de 9no grado del colegio “José Joaquín Pino Icaza”
Objetivo: Evaluar la comprensión auditiva mediante el recurso didáctico de
las canciones en los estudiantes 9no grado del Educación Básica General
del colegio “José Joaquín Pino Icaza”.
Información: La investigación abordada en el presente proyecto se servirá
de la encuesta abajo planteada para solucionar las deficiencias en la
habilidad de la comprensión auditiva, le solicitamos su colaboración.
Nº ITEMS S F AV RV N
1 El inglés es necesario
2 Las actividades del escuchar son dificultosas para mí
3 Escuchas música en inglés en el salón de clase
4 Sueles escuchar canciones en inglés actuales o antiguas
5 Aprendes inglés a través de videos o karaokes
6 Te motiva estar en clase de inglés
7 Escribes correctamente las palabras pronunciadas por tu profesor/a
8 Aprendes vocabulario a través de las canciones
9 La comprensión de lo que escuchas mejorará con el uso de canciones
10 El uso de laboratorio de idiomas mejorará tu entendimiento de lo que escuchas
11 Entiendes el texto de una canción en inglés cuando la escuchas
El profesor/a utiliza canciones , videos o karaoke en la clase de inglés
12
13 Tienes dificultad para entender las canciones en inglés
14 Una canción en inglés es fuente de motivación para que el profesor/a dé una clase
15 Practicas constantemente inglés viendo videos, películas, canciones vistas a través de karaokes
,etc.
16 Durante la clase de inglés yo no entiendo rápidamente la explicación de el profesor
S: SIEMPRE F : FREQUENTEMENTE R: RARA VEZ
N: NUNCA
120120120
120120120
ENTREVISTA A DOCENTE
Objetivo: Diagnosticar la situación actual sobre la insuficiencia en la
comprensión auditiva que presentan los estudiantes de 9no grado de
Educación Básica General del Colegio “José Joaquín Pino Icaza” mediante
una entrevista a la docente del área de inglés.
Datos del Profesor:
1.- Años de experiencia en la enseñanza de lengua extranjera
2.- Categoría del Docente
3.- Grado científico
1.- ¿Qué dinámicas utiliza en las clases para motivar el interés por el idioma
inglés?
2.- ¿Los estudiantes presentan insuficiencia en la comprensión auditiva?
3.- ¿Considera que la comprensión auditiva es importante? ¿Por qué?
4.-¿Cree usted que el uso de canciones como un recurso didáctico
mejorará la comprensión auditiva en sus estudiantes?
5.-¿Alguna vez usó canciones en sus clases?¿Podría recordar cuáles?
6.- De acuerdo a su experiencia, ¿Cuál es la reacción de sus estudiantes
cuando se utilizan canciones durante la clase?
121121121
121121121
7.-¿Nota usted si sus estudiantes están motivados cuando usted explica la
clase a través de canciones?
8.-¿Alguna vez usó karaoke en su clase?¿Puede describir la reacción de
los estudiantes?
9.- ¿Hace usted ejercicios para la comprensión auditiva?
10.- ¿Qué tipo de actividades utiliza antes, durante y después de la clase
de inglés?
11.- ¿Cree usted importante incluir un cancionero en el aula de clases?
12.-¿Considera usted que se desarrolla la comprensión auditiva de los
estudiantes mediante canciones o audios?
APPENDIX N#3
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123123123
Public Educative Institution where the project was applied
Source: José Joaquín Pino Icaza highschool
Authors: Andrea Pástor and Peter Llerena
Date: 13 July th, 2015
124124124
124124124
OBSERVATION CLASS
Observation of students of ninth grade of José Joaquín Pino Icaza
Source: José Joaquín Pino Icaza highschool
Authors: Andrea Pástor and Peter Llerena
Date: 13 July th, 2015
125125125
125125125
INTERVIEW WITH TEACHER
Source: José Joaquín Pino Icaza highschool
Authors: Andrea Pástor and Peter Llerena
Date: 13 July th, 2015
126126126
126126126
SURVEY PHOTOS
Students of ninth grade answering the survey
Source: José Joaquín Pino Icaza highschool
Authors: Andrea Pástor and Peter Llerena
Date: 13 July th, 2015
127127127
127127127
PHOTOS WITH CHAIRWOMAN
Source: José Joaquín Pino Icaza highschool
Authors: Andrea Pástor and Peter Llerena
Date: 13 July th, 2015
128128128
128128128
TUTORING PHOTOS
Source: José Joaquín Pino Icaza highschool
Authors: Andrea Pástor and Peter Llerena
Date: 13 July th, 2015
APPENDIX N#4
130130130
131
Songbook
Learning from
Music
Authors:
Peter Llerena
Andrea Pástor
131131131
131
INDEX SONG BOOK Prologue ................................................................................................ 132
Cultural Review of the Songs................................................................. 133
Louis Armstrong..................................................................................... 134
John Lennon .......................................................................................... 135
Paul Simon and Art Garfunkel ............................................................... 136
Carole King ............................................................................................ 137
Cats Stevens ......................................................................................... 138
Kansas................................................................................................... 139
James Blunt ........................................................................................... 140
Adele...................................................................................................... 141
Bruno Mars ............................................................................................ 142
America.................................................................................................. 143
Orientation for teacher .......................................................................... 144
Unit 1 ..................................................................................................... 145
Unit 2 ..................................................................................................... 146
Unit 3 ..................................................................................................... 147
Unit 4 ..................................................................................................... 148
Unit 5 ..................................................................................................... 149
Unit 6 ..................................................................................................... 151
Unit 7 ..................................................................................................... 152
Unit 8 ..................................................................................................... 153
Unit 9 ..................................................................................................... 155
Unit 10 ................................................................................................... 156
Activities for the students ....................................................................... 157
What a wonderful world ......................................................................... 158
Imagine .................................................................................................. 159
You've Got a Friend ............................................................................... 160
The sounds of silence ............................................................................ 161
Dust in the wind ..................................................................................... 162
Beautiful ................................................................................................. 164
Rolling in the Deep................................................................................. 165
Father and son....................................................................................... 167
Count on me .......................................................................................... 169
Lonely people ........................................................................................ 170
132132132
131
Prologue
Songs have been present since the daybreaks of human civilization.
The first hominids already developed 300.000 years ago, primitive ways of
vocal and instrumental expression, through rudimentary instruments made
with stones, wood, shell and bones.
The songs are attractive for youngsters as well as for elders, and
they reflect the social, political and spiritual contexts of the nations; and the
circumstances in which they were written are a chronicle that allows to know
the customs and idiosyncrasy of individuals.
The songs contained in this songbook have been selected not just
regarding its musical appealing, but also its historical and literary relevance.
Besides some songs were selected because they are considered classical,
and others due they are contemporary and also because of its popularity.
Each song contains specific activities which will be developed by the
students in the classroom, and also the respective teacher´s orientations.
The authors aspire this songbook will be useful for teachers and students.
Enjoy it!
Cultural Review
of the Songs
134134134
134134134
Louis Armstrong
Birth date: August 4,1901
Death date: July 6,1971
Place of birth:New Orleans, Louisina, USA
Nicknames: Pops, Satchmo, Ambassador Satch
Synopsis
Louis Armstrong was one of the greatest American musicians in the world
of Jazz; he was one of the most famous musicians whose virtuosity playing
the trumpet became him in a musical model. He was a trumpeter and a
singer as well who recorded hits like Star dust, La Vie en Rose, What a
Wonderful World, among others.
Hi had a hard childhood, because his father deserted his family when Louis
was born. When he was in fifth grade was obligated to leave school and the
little boy started to work delivering coal on the streets of New Orleans. They
say that the little Louis made a kind of rustic and primitive cornet to
announce the coal which he sold.
Armstrong recorded What a Wonderful World in 1969 which was a balad,
different of Armstrong‟s jazzy style. He sang that song with his characteristic
deep voice. The song became number one hit around the world, and in 1986
it was the soundtrack of the film Good Morning, Vietnam
135135135
135135135
John Lennon
Birth date: October 9, 1940
Death date: December 8, 1980
Place of birth: Liverpool, Merseyside,
England.
Synopsis:
Paul Mc Cartney was invited by J. Lennon in 1957 to join his music group.
They were the couple of most successful composers in the history of music.
After his release in 1969 from the Beatles, he started a career as a soloist
with his wife Yoko Ono. On December 8, 1980, a crazed fan, Mark David
Chapman, killed John Lennon in New York.
Initially, John Lennon was a student of art, and he drew grotesque figures,
with an evident talent. But he was destined to be a great composer of
famous songs like Imagine, Give Peace a Chance, Peace and Love, among
others.
136136136
136136136
Paul Simon and Art Garfunkel
Birth date: October 13,1941
Place of birth: Newark,
New Jersey
Synopsis:
Paul Simon and Art Garfunkel were classmates when they realized that they
could be a musical duo. Their melodies and lyrics were full of beauty, but,
above all, their beautiful harmonies which shaped songs folk or pop. They
formed a duo called ”Tom and Jerry” at Forest Hill High School.
Paul Simon and Art Garfunkel decided to go in different ways, but a few
years later decided to join again in 1964, when their first album, Wednesday
Morning, 3 am, was released.
Their most popular song: The sounds of silence, was included in this Album
in an acoustic version.
Birth date of Art Garfunkel: November 5, 1941
Place of birth: Forest Hills New York.
137137137
137137137
Carole King
Birth date: February 9, 1942
Place of birth: New York City, New York
Synopsis:
Carole King is a songwriter, pianist and an environmental activist, as well.
Her musical production is important: she has written over 400 songs, which
have been performed and recorded by more than 1000 artists.
With her first husband, Gerry Goffin, she has composed popular songs like
Will you Love me Tomorrow, Take Good Care of my Body, and You Make
Me Feel, this last one performed by the Famous Aretha Franklin.
In the Queens College in New York she met Gerry Goffin, Paul Anka and
Paul Simon, who will became famous songwriters of songs like Carole. In
1968, she and Goffin divorced. She married in1970 with Charley Jackey
from whom she divorced in 1976.
In 1977, she moved to Idaho with her husband; kick Evers where they lived
in a mountain town which inspired in Carole her love for nature, becoming
in an environment activist for the rest of her life.
One of the most known songs of her production is, no doubt, You´re got a
friend, which was performed and recorded by her friend James Taylor, who
would foster the song as the number one hit of that time.
138138138
138138138
Cats Stevens
Birth date: July 21, 1948
Place of birth: London, England
Synopsis:
Cats Stevens learnt to play the piano in the restaurant the Moulin Rouge
where his parents were the owners, when he was a child: His first album
was released when he was 18 years old, under the label Decca Records.
When he was 15 years old, convinced his father to buy him a guitar. The
Beatles were in their peak and the young Cat felt smitten with the British
group, which inspired him to compose and writing his own compositions.
In 1970. The hit Wild World became him in a true star in true star in the USA.
139139139
139139139
Kansas
Synopsis:
Kansas
One of the most popular bands in the 1970 ´s was Kansas, an American
rock group, which produced songs like Carry on Wayward son and Dust in
the Wind, this last remained for 200 weeks on the Billboard chart of that
time.
The band was formed in Topeka, Kansas, initially it was called The Reasons
Why, and their members were Lynn Meredith, Don Montre, Dan Wright and
Kerry Livgren who played in their town. Later, The band´s name changed to
Saratoga, then they started playing original compositions of Kerry Livgren.
Then Scott Kessler (bass player) and Zeke Lowe (drummer) joined to the
group. In 1970, the musicians decided to change the name of the band,
calling it Kansas, merging then with the members of the band of progressive
rock White Clover.
140140140
140140140
James Blunt
Birth date: February 22,1974
Birth place: Tidworth, Wiltshire,
England
Synopsis
James Hiller Blunt had a conventional education at the exclusive Harrow
School, finishing at University of Bristol studying engineering and sociology.
He attended the Royal Military Academy Sandhurst, continuing the military
tradition of his family, obtaining the rank of captain, being part of the
peacekeeping forces in Kosovo. He left the army in 2002.
To reach his dream to be a singer, he traveled to Los Angeles in 2003, using
the stage name ´´Blunt´´ (His original surname is ´´Blount´´). He received
Linda Percy´s support; recording for her label Custard Records.
You´re Beautiful was in the peak of the ranking of United Kingdom, and it
was played a lot on British Radio. In the U.S was the number one, being the
first Briton, after Elton John with his song Candle in the Wind, in reaching
that place.
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141141141
Adele
Birth date: May 5,1988
Birth place: North London, England
Synopsis
Adele was the only daughter of Penny Ad Kins. His father, the Welsh Mark
Evans deserted the family when Adele was only 4 years old.
His father was in contact with Adele until her teenage. The relationship
father-daughter got deteriorated because to his alcoholism and his deep
estrangement from his daughter. So, Adele grew up with her mother, who
fostered her young daughter ´´to explore, and not to stick with one thing´´
Her mother knew that her daughter was not a conventional girl, and she
enrolled her in the Brit School for Performing Arts & Technology, where Amy
Winehouse attended as a student.
142142142
142142142
Bruno Mars
Birth date: October 8,1985
Birth place: Honolulu, Hawaii.
Synopsis
Bruno Mars was successful writing songs for other artists in the 2000´s, until
he decided to sing his own compositions, in 2010, with his song Nothing on
you. There are other tracks like Just the Way You Are, Locked out of Heaven
and Uptown Funk, Uptown Funk which made him to win a Grammy in 2015.
His real name is Peter Gene Hernandez. He grew up in a musical family.
His mother was a singer, and his father was a Latin percussion player from
New York.
His beginning as soloist was difficult. When he graduates, he decided to
leave Hawaii and he moves to L.A where he begins his career.
143143143
143143143
America
Synopsis
America is one of the most famous rock bands of the decade of the
seventies formed by Dewey Bunnell,Gerry Beckley and Dan Peek, who
belonged to the U.S. Air Force.They were transferred to England, where
they performed their first songs.
The folks´s influences of this trio marked its style, featured by vocal
harmonies and acoustic guitars. The lyrics are about the simplicity of
quotidian events: love, loneliness, nature…
Their debut was in 1971 with the album America, with songs like A horse
with no name, I need you, among others. In 1974 they recorded hits like Tin
man and Lonely people. Despite Dan Peek left the band in 1977 , the rest
of the group continued performing in tours in U.S.A. and other countries, as
well.
144
145145145
145145145
Unit 1
1.-In the first activity try the students to guess the correct order of verses of
song.
Then deliver a sheet with the verses of the song and put in the
parenthesis the number corresponding to the order of the song.
Answer Keys:
What a wonderful world ( 6 )
I see trees of green ( 1 )
red roses too ( 2 )
I see them bloom ( 3 )
for me and you ( 4 )
And I think to myself ( 5 )
2.- In the second activity the teacher will make groups of five students and
then the students talk about the song played in the first activity.
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146146146
Unit 2
1.-Play the cd in order to have the students listen to the song. In this activity
the students will try to identify the words which they listened, circle them,
with the objective to promote and improve their listening comprehension.
imagine
dark cloudy work
heaven
world
city sky religion
2.- In the second activity the students must answer with true or false to the
questions.
a) ( F )
b) ( F )
c) ( V )
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147147147
Unit 3
1.-In this activity the students will listen to the song and they will comment
about it.
It is suggested to make a warming up about the topic, motivate the students,
in order to have them answer aloud when the teacher makes the questions.
You can make questions about it. Example:
What do you consider friendship is?
Who is your best friend? Why?
2.-In the second activity students will describe their best friends, they will
make a collage using the words identified in the song, to increase their
vocabulary.
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148148148
Unit 4
1.- In this first activity a debate will be established. The students will interact
each other and they will try to describe the meaning of the song.
2.-In this activity, the students will match with lines the corresponding words,
in order to have them find the words related to the song.
Hello light
narrow of silence
neon darkness
sound people
ten thousand streets
3.- In this activity the teacher will make a dictation in order to have them
acquire a better vocabulary.
a) My old friend is my cat Lola.
b) Walking in the wood I had a mystic vision.
c) Human brain is a wonderful machine of infinities
possibilities.
d) I walked alone on the streets of the City for relaxing me.
e) I am a raindrop in the middle of this ocean.
f) The silence of the night is so beautiful.
149149149
149149149
Unit 5
1.-In this activity the teacher will make that the students listen to the song
and they will put the verses in the correct order.
Only for a moment, ( 2 )
then the momen´t gone ( 3 )
All my dreams ( 4 )
I close my eyes ( 1 )
Pass before my eyes, a curiosity ( 5 )
All we are is dust in the wind, ohh (13)
All they are is dust in the wind ( 7 )
Same old song ( 8 )
Just a drop of water in an endless sea ( 9 )
Crumbles to the ground, though we refuse to see ( 11)
Dust in the wind ( 6 )
All we do (10 )
Dust in the wind (12 )
Everything is dust in the wind ( 22)
Now, don´t hang on (14 )
And all your money won´t another minute buy (17 )
Dust in the wind (18 )
All we are is dust in the wind (19 )
Nothing lasts forever but the earth and sky ( 15)
All we are is dust in the wind ( 20)
The wind ( 23)
Everything is dust in the wind ( 21)
150150150
150150150
It slips away (16)
2.-The teacher will have the students relate the picture with a particular
phrase extracted from the song.
The images related to the song are:
a) Just a drop of water in an endless sea
b) All my dreams
A B C
c) Dust in the wind
3.-The teacher will make students fill in the blanks of the statements
according to the correct words contained in the box.
moment eyes dreams water song
wind dust sea ground wind pass
Answers Key
Close my eyes
Only for a moment,
then the momen´t gone
All my dreams
Pass before my eyes, a curiosity
Dust in the wind
All they are is dust in the wind
Same old song
Just a drop of water in an endless sea
All we do
Crumbles to the ground, though we refuse to see
Dust in the wind
All we are is dust in the wind, ohh
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151151151
b c r o w D e d
a r p u r E o s
s t i x l T a m
p u a l x Z e i
a s n o l S t l
n t g v f a c e
v z e e r g n k
m ñ l y o p c t
Unit 6
1.-In this activity the teacher will make the students fill a
crossword developing their memory, finding the words
hidden, which were learnt in
class.
1.-brillant 4.- smile
2.-crowded 5.-face
3.- angel 6.-pure
2.- In the second activity the teacher will make the students match with a x
the corresponding picture into the song´s contexts.
The answer is picture a ( x )
3.- In the third activity the teacher will ask the students listen carefully to the
song and circle the words that they have heard in it.
brillant angel eye face
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Unit 7
1.-In the first activity the students will listen the song in the
classroom. It suggested the teacher makes a brief warming
up in order to motivate the students .This activity consists in to guess
through of draws.
Then the teacher plays the song repeated times as necessary.
2.-In the second activity the teacher will ask the students create a
composition with the words contained in the box.
fire heart love fever
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tomorrow want take happy still talk
Unit 8
1.-In the first activity the teacher delivers a sheet with activities which will be
made by the students.
It is suggested that the teacher put the audio, before beginning the activities
in order to create a motivating atmosphere.
The task is:
Fill the blanks using the correct words in the box.
change old young choice easy single marry
moment fault tomorrow want take happy still talk
It´s not time,
to make a change
Just relax, take it
easy You´re still
young, that´s your
fault
There´s so much you have to know
Find a girl,
settle down
If you want
you can marry
Look at me,
I am old,
but I´m happy
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2.- In the second activity the students will listen the song and they will order
the verses through a number on the line.
When you´ve found 5
But take yout time 7
I was once like you are now 1
To be a calm 3
And I know that i´s not easy 2
Something going on 6
Think a lot 8
For you will still be here tomorrow 10
Think of everything you´ve got 9
But your dreams may not 11
3.-In the third activity the teacher will make questions about the song.
a) What is the song´s issue?
b) Do you think that the song has a positive message?
c) What does the song want to convey?
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Unit 9
1.-In this task the teacher will make the students order the words about the
song.
a) tucsk stuck d) niedsfr friends
b) lowrd world e) mernid reminds
c) solt lost f) ontuc count
2.-The teacher will make the students guess the words below the pictures
related with the song.
shoulder friends cry
3. - In the third activity the teacher will make the students write a brief
composition about their best friend, in which the students emphasize their
values and strengths.
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Unit 10
1.- In the first activity the teacher will make the students sing the song
several times and then the he or she will moderate the debate.
2.- Finally the students will cross out the mistakes and put the statements
in the correct order.
a).- Thinking that life has passed them by
b).- And ride that highway in the sky
c) Yes. I´m back to stay
d).- This is for all the lonely people
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Activities for the students
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Unit 1
What a wonderful world
1.-Listen to the song and put in order the verses through a number in the
parenthesis ( ).
What a wonderful world ( )
I see trees of green ( )
red roses too ( )
I see them bloom ( )
for me and you ( )
And I think to myself ( )
2.- Make groups of five students and talk about the song played in the first
activity.
Questions:
a) According to your opinion, what did the composer of the song wanted to
express?
b) Do you agree with the message the song wants to express?
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Unit 2
Imagine
1.- Listen to the song, identify and circle the words that you listened in the
song:
imagine dark heaven religion work
world city sky cloudy
2.- Answer true or false as corresponds.
a) Mark Anthony is the author of this song. ( )
b) This is a romantic song. ( )
c) This song deals about world peace. ( )
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Unit 3
You've Got a Friend
1.-Listen to the song and establish a debate about
it.
2.-Describe a friend or a best friend using 25 words as a minimum, using
the words listened in the song and make a collage of ideas.
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Unit 4
The sounds of silence
1.-Make a debate about the song, interact with other students and express
an opinion as a result of an agreement.
2.-Match with lines the corresponding words.
Hello light
narrow of silence
neon darkness
sounds people
ten thousand streets
3.-Dictation
a)……………………………………………………….......
b)………………………………………………………......
c)……………………………………………………………
d)………………………………………………………......
e)………………………………………………………......
f)…………………………………………………………….
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Unit 5
Dust in the wind
1.-Listen to the song and put in the correct order, with a number into the
parenthesis, the verses removed from the lyrics.
Only for a moment, ( )
then the momen´t gone ( )
All my dreams ( )
I close my eyes ( )
Pass before my eyes, a curiosity ( )
All we are is dust in the wind, ohh ( )
All they are is dust in the wind ( )
Same old song ( )
Just a drop of water in an endless sea ( )
Crumbles to the ground, though we refuse to see ( )
Dust in the wind ( )
All we do ( )
Dust in the wind ( )
Everything is dust in the wind ( )
Now, don´t hang on ( )
And all your money won´t another minute buy ( )
Dust in the wind ( )
All we are is dust in the wind ( )
Dust in the wind ( )
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Nothing lasts forever but the earth and sky ( )
All we are is dust in the wind ( )
The wind ( )
Everything is dust in the wind ( )
It slips away ( )
2.- Relate the pictures with a phrase removed from the song using the
previous text.
A B C
3.-Complete the statements with the correct word from the box.
moment eyes dreams water song
wind dust sea ground wind pass
Close my
Only for a moment,
then the gone
All my
before my eyes, a curiosity
Dust in the
All they are is in the wind
Same old
Just a drop of in an endless
All we do
Crumbles to the , though we refuse to see
Dust in the wind
All we are is dust in the , ohh
Beautiful
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Unit 6
1.-Crossword
Beautiful
Can you find all the hidden words in this crossword?
b c r o w d e d
a r p l b n o s
s t i x l t a m
p u a l x z e i
a s n o l s t l
n t g v f a c e
v z e e r g n k
m ñ l y o p c t
1.-…………………….. 4.-……………………..
2.-……………………. 5.-……………………..
3.-……………………. 6.-……………………..
2.- Match with a x in the parenthesis the correct picture according to the
audio of the song.
a) ( ) b) ( ) c) (
)
3.- Circle the words listened in the song.
brilliant angel world eyes
sky tree face watch
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Unit 7
Rolling in the Deep
1.- Make a previous warming up (guessing through draws). Sing the song with your teacher.
There's a fire starting in my heart
Reaching a fever pitch and it's bringing me out the dark
Finally, I can see you crystal clear Go head and sell me out and I'll lay your
ship bare See how I'll leave with every piece of you
Don't underestimate the things that I will do
There's a fire
starting in my heart Reaching a fever pitch and its bringing me
out the dark Remind me of us
they keep me thinking that we almost had it all
The scars of your love, they leave me breathless
I can't help feeling
We could have had it all (You're gonna wish you never had met
me) Rolling in the deep
(Tears are gonna fall, rolling in the deep)
You had my heart inside of your hand
(You're gonna wish you never had met me)
And you played it to the beat (Tears are gonna fall, rolling in the
deep)
Baby, I have no story to be told But I've heard one of you and
I'm gonna make your head burn Think of me
in the depths of your despair Making a home down there,
as mine sure won't be shared
(You're gonna wish you never had met me)
The scars of your love remind me of us
(Tears are gonna fall, rolling in the deep)
They keep me thinking that we almost had it all
(You're gonna wish you never had met me)
The scars of your love,
they leave me breathless (Tears
are gonna fall, rolling in the deep)
to beat (Tears are gonna fall,
rolling in the deep)
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.
Could have had it all
Rolling in the deep
You had my heart inside of your
hand
But you played it with a beating
Throw your soulthrough every open
door Count your blessings
to find what you look for
Turn my sorrow
into treasured gold
You pay me
back in kind and reap just what you
sow
(You're gonna wish you never had
met me)
We could have had it all (Tears
are gonna fall, rolling in the deep) We could have had it all
(You're gonna wish you never had
met me) It all, it all, it all
(Tears are gonna fall, rolling in the
deep)
We could have had it all (You're gonna wish you never had met
me) Rolling in the deep
(Tears are gonna fall, rolling in the deep)
You had my heart inside of your hand
(You're gonna wish you never had met
me)
And you played it to the beat
(Tears are gonna fall, rolling in the
deep)
Could have had it all
(You're gonna wish you never had
me Rolling in the deep (Tears are gonna fall, rolling in the deep)
You had my heart inside of your
hand
But you played it (3)
2.- Using the words contained in the box, create a composition of one paragraph
minimum four lines about the topic of the song
fire heart love fever
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take happy still talk
Unit 8
Father and son
1.- Fill the blanks using the correct words in the box.
change old young choice easy single marry
moment fault tomorrow want take happy still talk
It´s not time, to make a Just relax, it easy You´re still young, that´s your There´s so much you have to know Find a girl, settle down If you you can Look at me, I am old, but I´m happy
2.-Listen the song and put the lyrics in order.
When you´ve found
But take your time
I was once like you are now
To be a calm
And I know that it`s not easy
Something going on
Think a lot
For you will still be here tomorrow
Think of everything you´ve got
But your dreams may not
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3.-Answer the questions about the song and compare the answers.
a) What is the song´s issue?
b) Do you think that the song has a positive message?
c) What does the song want to convey?
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___ ___ ___
Unit 9
Count on me
1.- Unscramble and write in correct form the following words about the
songs.
a) tucsk d) niedsfr
b) lowrd e) mernid
c) solt f) ontuc
2.- Guess and write the words selected with the corresponding song.
2.-Write a brief composition about your best friend, describing his or her
values, virtues and strengths.
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Unit 10
Lonely people
1.-Listen to the song a few times and after that, sing it. Then make groups
of five people and write ideas about of topic and finally the students will
debate in class about the song.
This is for all the lonely people
Thinking that life has passed them by Don´t
give up until you drink from the silver cup And
ride that highway in the sky
This is for all the single people
Thinking that love has left them dry Don´t
give until you drink from the silver cup You
never know until you try
Well, I´m on my way
Yes. I´m back to stay
Well, I´m on my way back home. This
is for all the lonely people Thinking
that life has passed them by Don´t
2.- Cross out the mistakes and put the statements in the correct order.
a).-them live passed has by them that Thinking
b).- write that highway in sky the And
c).-No. bag I´m stay to
d).- This for old is the people lovely
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What A Wonderful World ,by Louis Armstrong
I see trees of green, red roses too I see them bloom for me and you And I think to myself what a wonderful world.
I see skies of blue and clouds of white The bright blessed day, the dark sacred night And I think to myself what a wonderful world.
The colors of the rainbow so pretty in the sky Are also on the faces of people going by I see friends shaking hands saying how do you do They're really saying I love you.
I hear babies crying, I watch them grow They'll learn much more than I'll never know And I think to myself what a wonderful world Yes I think to myself What a wonderful world.
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Imagine -, by John Lennon
Imagine there's no Heaven It's easy if you try And no Hell below us Above us only sky
Imagine all the people Living for today Imagine there's no country It isn't hard to do
Nothing to kill or die for And no religion too Imagine all the people Living life in peace.
You may say I'm a dreamer But I'm not the only one I hope someday you will join us And the world will be as one
Imagine no possessions I wonder if you can No need for greed or hunger Or Brotherhood of Man
Imagine all the people Sharing all the world You may say that I'm a dreamer But I'm not the only one
I hope someday you will join us And the world will be as one
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You've Got A Friend , by Carole King & James Taylor When you're down and troubled and you need a helping hand And nothing, whoa, nothing is going right. Close your eyes and think of me and soon I will be there To brighten up even your darkest nights.
You just call out my name, and you know where ever I am I'll come running to see you again. Winter, spring, summer, or fall, all you have to do is call and I'll be there, yeah, yeah, You've got a friend.
If the sky above you should turn dark and full of clouds And that old north wind should begin to blow, Keep your head together and call my name out loud. Soon I will be knocking upon your door.
You just call out my name, and you know where ever I am I'll come running oh ,Yes I will to see you again. Winter, spring, summer, or fall, all you have to do is call and I'll be there. Hey, ain't it good to know that you've got a friend?
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People can be so cold. They'll hurt you
and desert you. Well, they'll take your soul if you let them, oh yeah, but don't you let them.
You just call out my name, and you know where ever I am I'll come running to see you again.
Winter, spring, summer, or fall, all you have to do is call,
Lord, I'll be there, yeah, yeah, you've got a friend. You've got a friend.
Ain't it good to know you've got a friend. Ain't it good to know you've got a friend. Oh, yeah, yeah, you've got a friend.
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The sounds of silence, by Paul Simon and Garfunkel
Hello darkness, my old friend, I´ve come to talk with you again, Because a vision softly creeping left its seeds while I was sleeping,
And the vision that was planted in my brain
Still remains within the sound of silence
In restless dreams I walked alone Narrow streets of cobblestone, Neath the halo of a street lamp, I turned my collar to the cold and damp
When my eyes were stabbed by the flash of a neon light That split the night and touched the sound of silence
And in the naked light I saw Ten thousand people, maybe more People talking without speaking, People hearing without listening,
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People writing songs that voices never share And no one dared Disturb the sound of silence.
Fools, said I, You do not know Silence like a cancer grows., Hear my words that I might teach you. Take my arms that I might reach you.´´
But my words like silent raindrops fell
And echoed in the wells of silence And the people bowed and prayed To the neon god they made. And the sign flashed out its warning In the words that it was forming And the sign said,´´The words of the prophets are written on the subway walls And tenements halls And whispered in the sounds
of silence.´´
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Father and son, by Cat Stevens
It's not time to make a change
Just relax, take it easy
You're still young, that's your fault There's so much you have to know Find a girl, settle down If you want you can marry
Look at me, I am old, but I'm happy
I was once like you are now And I know that it's not easy To be calm when you've found Something going on But take your time, think a lot Think of everything you've got For you will still be here tomorrow But your dreams may not
How can I try to explain? When I do he turns away again It's always been the same, same old story From the moment I could talk I was ordered to listen Now there's a way And I know that I have to go away
I know I have to go
It's not time
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to make a change Just sit down, take it slowly You're still young, that's your fault There's so much you have to go through
Find a girl, settle down If you want you can marry
Look at me, I am old, but I'm happy All the times that i've cried Keeping all the things i knew inside It's hard, but it's harder to ignore it If they were right i'd agree
But it's them they know not me Now there's a way and i know
That i have to go away I know i have to go...
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Dust in the wind, by Kansas
I close my eyes Only for a moment, then the momen't gone
All my dreams Pass before my eyes, a curiosity
Dust in the wind All they are is dust in the wind Same old song Just a drop of water in an endless sea All we do Crumbles to the ground, though we refuse to see Dust in the wind All we are is dust in the wind, ohh
Now, don't hang on Nothing lasts forever but the earth and sky It slips away And all your money won't another minute buy Dust in the wind All we are is dust in the wind All we are is dust in the wind Everything is dust in the wind Everything is dust in the wind The wind
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Beautiful, by James Blunt
My life is brilliant. My love is pure. I saw an angel. Of that I'm sure. She smiled at me on the subway. She was with another man. But I won't lose no sleep on that, 'Cause I've got a plan.
You're beautiful. You're beautiful. You're beautiful, it's true. I saw you face in a crowded place, And I don't know what to do, 'Cause I'll never be with you.
Yeah, she caught my eye, As we walked on by. She could see from my face that I was, Fucking high, And I don't think that I'll see her again, But we shared a moment that will last till the end.
You're beautiful. You're beautiful. You're beautiful, it's true. I saw you face in a crowded place, And I don't know what to do, 'Cause I'll never be with you. You're beautiful. You're beautiful. You're beautiful, it's true. There must be an angel with a smile on her face, When she thought up that I should be with you. But it's time to face the truth, I will never be with you
.
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Rolling in Deep, by Adele
There's a fire starting in my heart
Reaching a fever pitch and it's bringing me out the dark
Finally, I can see you crystal clear
Go head and sell me out and I'll lay your ship bare See how I'll leave with every piece of you
Don't underestimate the things that I will do
There's a fire starting in my heart
Reaching a fever pitch and its bringing me out the dark The scars of your love
Remind me of us they keep me thinking that we almost had it all
The scars of your love, they leave me breathless
I can't help feeling
We could have had it all (You're gonna wish you never had met me)
Rolling in the deep (Tears are gonna fall, rolling in the deep)
You had my heart inside of your hand (You're gonna wish you never had met me)
And you played it to the beat (Tears are gonna fall, rolling in the deep)
Baby, I have no story to be told But I've heard one of you and
I'm gonna make your head burn Think of me
in the depths of your despair Making a home down there,
as mine sure won't be shared (You're gonna wish you never had met me)
The scars of your love remind me of us (Tears are gonna fall, rolling in the deep)
They keep me thinking that we almost had it all
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(You're gonna wish you never had met me) The scars of your love,
they leave me breathless
(Tears are gonna fall, rolling in the deep)
to the beat (Tears are gonna fall, rolling in the deep)
Could have had it all Rolling in the deep
You had my heart inside of your hand But you played it with a beating
Throw your soul through
every open door Count your blessings
to find what you look for Turn my sorrow
into treasured gold
You pay me
back in kind and reap just what you sow (You're gonna wish you never had met me)
We could have had it all (Tears are gonna fall, rolling in the deep)
We could have had it all (You're gonna wish you never had met me)
It all, it all, it all (Tears are gonna fall, rolling in the deep)
We could have had it all
(You're gonna wish you never had met me) Rolling in the deep
(Tears are gonna fall, rolling in the deep) You had my heart inside of your hand
(You're gonna wish you never had met me) And you played it to the beat
(Tears are gonna fall, rolling in the deep) Could have had it all
(You're gonna wish you never had met me) Rolling in the deep
(Tears are gonna fall, rolling in the deep) You had my heart inside of your hand
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Count On Me, by Bruno Mars
If you ever find yourself stuck in the middle of the sea I'll sail the world to find you If you ever find yourself lost in the dark and you can't see I'll be the light to guide you
Find out what we're made of When we are called to help our friends in need
You can count on me like 1, 2, 3 I'll be there And I know when I need it I can count on you like 4, 3, 2 And you'll be there Cause that's what friends are supposed to do oh yeah Ooooooh, oooohhh yeah yeah
If you're tossin' and you're turn in And you just can't fall asleep I'll sing a song beside you And if you ever forget how much you really mean to me
Every day I will remind you
Find out what we're made of When we are called to help our friends in need
You can count on me like 1, 2, 3 I'll be there And I know when I need it I can count on you like 4, 3, 2 And you'll be there Cause that's what friends are supposed to do oh yeah Ooooooh, oooohhh yeah yeah
You'll always have my shoulder when you cry I'll never let go Never say goodbye
Oh, You can count on me like 1, 2, 3 I'll be there And I know when I need it I can count on you like 4, 3, 2 Ooooooh, oooohhh And you'll be there You can count on me cause I can count on you
Cause that's what friends are supposed to do oh yeah Pop Rock
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Lonely People by America
This is for all the lonely people Thinking that life has passed them by
Don‟t give up until you drink from the silver cup And ride that highway in the sky
This is for all the single people Thinking that love has left them dry
Don‟t give up until you drink from the silver cup You never know until you try
Well, Im on my way Yes,Im back to stay
Well, Im on my way back home. This is for all the lonely people
Thinking that life has passed them by Don‟t
