DIANA YORLEY SILVA VERA

CODE 27738219

ADRIANA MARCELA BUITRAGO ROZO

CODE 60265647

TEACHER
CLAUDIA MOSQUERA

UNIVERSITY OF PAMPLONA
FOREIGN LANGUAGES PROGRAM
PAMPLONA
2007
In this project, we want to use the music as a tool for improve some simple topics of grammar,
that we consider very important.

In this paper we work with six songs, in which the student can practice: phrasal verbs, verbal
forms, English expressions, prepositions, abbreviations and reporter speech. Each one of the
songs has a special activity for practice these topics.

We choose this topics, because sometimes, are so difficult to remember for some students,
and we consider that the music is a good way to practice this topics.

Using songs provides an ideal context for students to practice some topics. The enthusiasm
generated by songs making students learn the songs will ensure that they will remember not
only the lyric of the song and also how songs use the grammar in his lyrics.

THE ROLE OF MUSIC IN LEARNING

Halpern (1999, p1,) states that "of the many factors that influence learning, few are as far-
reaching - or little understood - as sound and music". When one thinks of music, the first thing
in mind is enjoyment. Its entertaining function is widespread in many human activities,
individually and collectively. The sound of music brings into the world its magic power to
activate the mind when it is dormant, to soothe the soul when it is in turmoil, and to heal the
body when it is hurt. Its magic power is the reason why children love to play with songs and
rhymes even at an early age in life. Babies, even inside their mothers, show some
appreciation to music when exposed to it. The sound of singing among villagers across a rice
field in Asian countries turns a hard-working day into a festive one. An image of a mother
singing her baby to sleep has a lasting impact on many individuals who have experienced
such tender human interaction. It is unthinkable to see human existence without music.
According to Neuenfeldt (1998), Aboriginal musicians in Australia use music in school
curricula in a unique way. Over the past decade, they have been introducing Aboriginal
knowledge and perspectives into schools at all levels by performing and teaching with the
Aboriginal musical instrument 'didjeridu'. The music incorporates an empowering social
context in an entertainment format to convey indigenous interpretation of Australian life.

Harwood (1998) argues that context affects both the musical content children learn (choice of
repertoire, stylistic conventions) and how they attempt to learn it (problem solving skills and
strategies). Through exposure to multiple contexts where music learning occurs, (formal and
informal, school, home, church, playground) children acquire different understandings about
what it means to be a music maker and learner. Smith (1998) carried out a study on trialing
the intercultural communication of Indigenous Australian music and dance, through a
specified series of teaching and learning strategies, to urban west-centric primary school
settings. Campbell (1998) studied children's engagement in music beyond school, including
the manner by which the various folkways, technologies, and institutional settings help them
to perpetuate and preserve particular musical expressions and experiences. According to
Campbell, discussion of music in children's play, the use and function of music in their lives,
and the means by which they are musically enculturated will lead to a consideration of
music's place in their schooling.

Music generally manifests in tune, melody, rhyme, and lyrics. The role of music can be divided
into two aspects: participant-orientated and performance-orientated. The former refers to the
joy that music brings to each individual as an active music experiencer. They are actually
involved in the performing act such as singing a song, whistling a tune, or playing a musical
instrument The latter focuses on the product such as a performance on stage, a record or
cassette of songs normally performed by well-known artists. The dichotomy of participant-
orientated process and performance-orientated process is also seen in sport activities in
which participants are either performers or viewers. This distinction will be taken into account
in discussing a Vietnam-based study on the role of music in second language learning to be
dealt with later in this paper.

Researchers have shown that personality factors play an important part in second language
learning (Heyde, 1979; Brown 1994). Some studies revealed that self-esteem appears to be
an important variable in second language learning (Gardner & Lambert, 1972; Brodkey &
Shore, 1976; Watkin et al., 1991). Personality, emotion and self-esteem are powerful affective
factors in human learning.

Human beings are emotional creatures. At the heart of all thought and meaning and action is
emotion. As "intellectual" as we would like to think we are, we are influenced by our emotions.
It is only logical, then, to look at the affective (emotional) domain for some of the most
answers to the problems of contrasting the differences between first and second language
acquisition. (Brown, 1994, p.61).

Suggestopedia was introduced by Lozano (1979) which stresses the significance of mental
calmness in learning. Suggestopedia is a method of second language teaching that
capitalises on relaxed states of mind for maximum retention of material. Music plays a vital
part in this teaching method. For example, Baroque music, with its 60 beats per minutes and
its specific rhythm creates a kind of "relaxed concentration" for active learning (Ostrand &
Schroeder, 1979, p. 65).

The role of music in learning can be described in terms of enhancement of social harmony,
motivation force, and tool for learning.
• Enhancement of social harmony: One of the most important factors for achieving
teaching and learning effectiveness is social harmony among learners. In a classroom,
children often sing together to celebrate birthday, to play games together, to appreciate
the feeling of togetherness.
• Motivation force: Music is used to soothe the mind, to relax the mind and body. Music
enables learners to be free from pressure and stress.
• Tool for learning: Music is deliberately used to teach language, society and culture.
Songs encode cultural meanings, inspiration, and worldviews. In other words, songs
tell thousands of human stories.

The meaning of music in education.

• Music is international: Music is a powerful international communication which could be

shared, and enjoyed by people of different linguistic and cultural backgrounds. Western
music was seen as a modern trend for EFL students. It is an indication of 'social
achievement' among young urban people.

I like music. Sometimes I don't understand exactly what a song is about, but
somehow I could feel the message. (Sample 1)

• Music enables learners to relax in a learning atmosphere: Music helps to create a

soothing and enjoyable environment for learning. It reduces pressure and tension in
the class. Students do not feel threatened.

I always enjoy singing and listening to others singing in class. It makes me relaxed and
the tension just disappears. When we all sing together, we somehow become very
close. We can talk and joke. (Sample 2)

• Music bridges the gap between teachers and students: In a Confucian society,
teachers are perceived as superior, occupying the rank above students' parents.
Teacher is the source of wisdom, which cannot be challenged by students. The
relationship between teachers and students is hierarchical. However, music helps to
bring teachers and students closer together. They share the same interest, which is
music. They participate in various academic and social activities together to pursue
and promote music. Teachers who can sing and like to sing with students are normally
very popular.
 Mr. X can play a guitar and he has a good voice. He is not like other
teachers who are very serious and make us feel uncomfortable. Mr. X is
different. He sings so well. I think he sings like a native singer of English.
We all like to be in his class. (Sample 3)

The magic of music is that it can bring people together. We get on so well
together. When we get together to rehearse a performance, we drink
coffee, listening to music, and talk about college life. This is what I'll miss
when we leave here. (Sample 4)

• Music makes language learning interesting: Vietnamese children are taught to sing
together from early grades in primary education. Songs are normally about games,
description of daily activities, and moral teaching. Therefore, Vietnamese students in
tertiary education are comfortable with singing in class, individually and in groups.
They enjoy songs in English classes.

When we were in primary schools, we sang many songs in class. Most songs were
about our duties to the family, friends and to our country. There were also songs about
the war. But I really enjoy love songs. It is good that we allow ourselves to enjoy music
in many activities, at college or outside the college. (Sample 5)

• Projects on English music: Several projects on the use of English songs for learning
were suggested by the interviewees. For instance, students should collect songs
according to themes such as songs about rivers and mountains, student life, travelling,
places, seasons of the year, war etc..For a writing-project, students can translate
English songs into spanish and vice versa. This provides students opportunities to
discuss different EFL issues such as cultural consideration in translation, linguistic
genres in music lyrics, and linguistic errors.

GENERAL PURPOSE
  Using songs for improve the knowledge about: phrasal verbs, verbal forms, English
expressions, prepositions, abbreviations and reporter speech.

SPECIFICS PURPOSES

 Use the song: “you can leave your hat on” by Joe cocker, in order to work with phrasal
verbs.

 Use the song: “complicated” by Avril Lavigne in order to work with abbreviations,
English expressions, and prepositions.

 Use the song: “drive my car” by the Beatles, in order to work with reporter speech.

 Use the song: “what can I do?” by the Corrs, in order to practice verbal forms.

 Use the song: “thank you” by Dido, in order to practice prepositions, and verbal forms.

 Use the song: “Lemon tree” by fool's garden, in order to practice the prepositions and
verbal forms.

The project will be realize with the students of 8th semester of foreign languages, where we
will use songs for practice phrasal verbs, verbal forms, English expressions, prepositions,
abbreviations , and reporter speech.

The types of materials will be first of all “the music”, and for each one of the songs will have a
special activity in which the students have the opportunity to practice these topics.

Using songs provides an ideal context for students to practice some topics. The enthusiasm
generated by songs making students learn the songs will ensure that they will remember not
only the lyric of the song and also how songs use the grammar in his lyrics.

The teacher can build up a collection of songs to use for different purposes, and prepare
simple fill-in-the-blank exercises based on the lyrics of the songs. Not only do the students
enjoy listening, but they also learn to listen.

1. INFORMANTS:

We work with 13 students of 8º semester of foreign language the University of Pamplona,

they are 6 women and 7 men of Colombian nationality of half socioeconomic- status.
2. MATERIALS:

In this project will use activities related to a songs, each one of the songs has an activity in
which the students can practice: phrasal verbs, verbal forms, English expressions,
prepositions, abbreviations and reporter speech.
3. PROCEDURES

The type of activities, are very funnies, because the students have to listen a song, and then
resolve an activity, in order to practice some topics, that are very important.
ACTIVITY Nº 1:

This activity consists in answer a series of questions related to the song, the principal topic of
this activity is phrasal verbs, and the listening skill.

SONG: You Can Leave Your Hat On- By Joe Cocker

Baby, take off your coat...real slow

Baby, take off your shoes...,
I'll take your shoes
Baby, take off your dress
Yes, yes, yes
CHORUS
You can leave your hat on
You can leave your hat on
You can leave your hat on
Go on over there and turn on the light...no, all the lights
Now come back here and stand on a chair... yes, that's right
Raise your arms up in to the air... and shake 'em
You give me a reason to live
You give me a reason to live
You give me a reason to live
You give me a reason to live
Sit down there
CHORUS
Suspicious minds are talking
They try to tear us apart
They say that my love is wrong
They don't know what love is
They don't know what love is
They don't know what love is
They don't know what love is
I know what love is
CHORUS

Listen to the song, do the exercises and pay attention to Phrasal Verbs. There are
many!
PRE-LISTENING QUESTIONS:
Do you know this song? What does the title mean?
__________________________________________________________________________
__________________________________________________________________________
WHILE-LISTENING ACTIVITIES:
Follow the instructions beside each paragraph:
Baby, ____________ your coat...real slow
Baby, take off your ____________,
I'll ____________ your shoes
1. COMPLETE THE GAPS AS YOU LISTEN
Baby, take off your ____________
TO THE SONG
Yes, yes, yes

You can leave your hat ____________

You can _________ your hat _______
You can _______________________ 2. WHAT DO YOU CALL THIS PART?

Go on over there, ____________the light, all

the lights
Now ____________here and ____________
on a chair...
yes, that's right
Raise your arms ____________in to the air ...
and shake 'em
3. COMPLETE THE GAPS
You give me a ____________to live
You give me a reason ____________
You give me a reason to live
You give me a reason to live

Sit down there

Suspicious minds are talking

They say that my love is wrong
4. PUT THE LINES IN THE RIGHT
Trying to tear us apart THEM
ORDER AS YOU LISTEN TO

AFTER-LISTENING ACTIVITIES:
1. How many phrasal verbs have you found? Make a list and match each verb with
its definition:
____________ * * to return
 ____________ * * to switch on
____________ * * to put up
____________ * * to remove your clothes
____________ * * to keep your clothes on
____________ * * to get up
2. Find some phrasal verbs which are the opposites of the following phrasal verbs
and make a sentence with each;
Turn on ==
_________________________________________________________________
Take off ==
_________________________________________________________________
Stand up ==
_________________________________________________________________
3. Write as many phrasal verbs as you know:
Compounds of TURN? =
_______________________________________________________
Compounds of PUT? =
_______________________________________________________
Compounds of GO? =
_______________________________________________________
Compounds of TAKE? =
_______________________________________________________
Compounds of LOOK? =
_______________________________________________________

ACTIVITY Nº 2
The main purpose of this activity is practice abbreviations, English expressions ,prepositions,
and listening.

"Complicated" by Avril Lavigne

Uh huh, life's like this
Uh huh, uh huh, that's the way it is
Cause life's like this
Uh huh, uh huh that's the way it is
Chill out whatcha yelling' for?
Lay back it's all been done before
And if you could only let it be
you will see
I like you the way you are
When we're drivin' in your car
and you're talking to me one on one but you've become
Somebody else round everyone else
You're watching your back like you can't relax
You're tryin' to be cool you look like a fool to me
Tell me
Why you have to go and make things so complicated?
I see the way you're acting like you're somebody else gets me
frustrated
Life's like this you
And you fall and you crawl and you break
and you take what you get and you turn it into honesty
and promise me I'm never gonna find you fake it
no no no
You come over unannounced
dressed up like you're somethin' else
where you are and where it's at you see
you're making me
laugh out when you strike your pose
take off all your preppy clothes
you know you're not fooling anyone
when you've become
Somebody else round everyone else
Watching your back, like you can't relax
Trying to be cool you look like a fool to me
Tell me
Why you have to go and make things so complicated?
I see the way you're acting like you're somebody else gets me
 frustrated
Life's like this you
and You fall and you crawl and you break
and you take what you get and you turn it into
honesty
promise me I'm never gonna find you fake it
no no no
Chill out whatcha yelling for?
Lay back, it's all been done before
And if you could only let it be
You will see
Somebody else round everyone else
You're watching your back, like you can't relax
You're trying to be cool, you look like a fool to me
Tell me
Why you have to go and make things so complicated?
I see the way you're acting like you're somebody else gets me
frustrated
Life's like this you
and you fall and you crawl and you break
and you take what you get and you turn it into
honesty
promise me I'm never gonna find you fake it
no no no
Why you have to go and make things so complicated?
I see the way you're acting like your somebody else gets me
frustrated
Life's like this you
You fall and you crawl and you break
and you take what you get and you turn it into honesty
promise me I'm never gonna find you fake this
no no no

EXERCISES
BEFORE YOU LISTEN
1. Where do these abbreviations come from?
a) Life's like this
b) That's the way it is
c) Cuz life's like this
d) Whatcha yelling for?
e) It's all been done before
f) We're driving in your car
g) You're talking to me one-on-one
h) You've become somebody else
i) Why'd you have to go ?
j) I'm never gonna find you
2. Which of these verbs are synonyms of "relax"?

a) fake
b) yell
c) lay back
d) to be cool
e) chill out
3. Match these English expressions with their translation in Spanish
a) watch your back 1. engañar
b) Talk one-on-one 2. Pijo (normalmente universitario)
c) Strike a pose 3. Hablar a solas
d) Fool someone 4. Adoptar una pose, fingir ser alguien distinto
e) Preppy 5. Estar pendiente de lo que dicen o piensan los demás
WHILE YOU ARE LISTENING

1. Listen to the first part of the song and fill in the gaps with the right preposition
Chill _______
Whatcha yelling _________?
Lay _________
it's all been done before
And if you could only let it be you would see
I like you the way you are
When we're driving ______ your car
And you're talking ________ me one-______-one
But you've become

2. Listen to the chorus and change the errors

Somebody else, 'round everyone else
You're watching your face, like you can't chill out
You're trying to be cool, you look like an idiot to me
Tell me
Why'd you have to go and make things so easy?
I see the way you're acting like you're somebody else
gets me annoyed
Life's like this, you
You fall and you crawl and you talk and you take what you get
And turn it into
Honeslty you promised me
I'm never gonna see you fake it.
No no no.
3. Rearrange the lines which are not in order (Every other one)
a) You know you're not fooling 1. __________
anyone 2. B)
b) Dressed up like you're something 3. __________
else 4. D)
c) You come over unannounced 5. __________
d) You're making me, laugh out 6. F)
e) Where you are & what it is that 7. __________
you see 8. H)
f) All your preppy clothes
g) When you strike a pose, take off
h) When you become

ACTIVITY Nº 3

The main purpose of this activity is practice reported speech, and listening."Drive My Car"
By Beatles
I asked a girl "What do you want to be?"
She said if I, Baby, couldn´t see,
That she wanted to be famous, star of the screen,
But that I could do something in between.

That I, baby, could drive her car

That, yes, she was gonna [going to] be a star
That I, baby, could drive her car
And that maybe she´d love me.
I told my girl "My prospects are good"
She said to baby that it was understood,
That working for peanuts was all very fine,
But that she could show me a better time.
Beep, beep, mmm, Beep, beep, mmm, yeah!

I told that girl "I can start right away"

And she told me to listen, that she had something to say,
That she´d got no car, and that it was breaking her heart,
But that she´d found a driver, and that that was a start.

1. Please say what they said exactly... or report the literal words in reported speech

2. Please match the person with the sentence and rewrite his/her words in reported
speech...

A Greek philosopher "I am myself and my circumstances"

Alejandro Sanz "I only know that I know nothing"
Descartes "I think, therefore I am"
John Lennon "I´ve got my heart torn apart"
José Ortega y Gasset "Imagine all the people living life in peace"
Mr Aznar "Spain´s doing fine"
Raúl "We´ll try to beat Bayern Munich"
The evil fairy queen "Who´s more beautiful than me?"

ACTIVITY Nº 4
The main purpose of this activity is practice verbal forms and listening.

WHAT CAN I DO
By the Corrs
I haven´t slept at all in days
It´s been so long since we have talked
And I have been here many times
I just don´t know what i´m doing wrong
What can I do to make you love me
What can I do to make you care
What can I say to make feel this
What can I do to get you there
There´s only so much I can take
And I just got to let it go
And who knows I might feel better
If I don´t try and I don´t hope
[Chorus]
No more waiting, no more aching
No more fighting, no more trying...

Maybe there´s nothing more to say

And in a funny way I´m calm
Because the power is not mine
I´m just going to let it fly...
[Chorus]
Love me...

EXERCISES
1. – Listen to the first paragraph and try to fill in the blanks with the correct verbal
form.
I ___________ (sleep) at all in days
It__ _____ (be) so long since we _____ (talk)
And I _________ (be) here many times
I just ______ (not know) what I'__ ___ (do) wrong

2. - Read the first paragraph carefully and try to answer the following questions:
• How does she feel?
• Who does the pronoun we refer to?
• What does the word here refer to?

3. – Listen to he chorus and try to fill in the blanks with the following words:
Make(x3) get feel care love
What can I do to _____ you ____ me?
What can I do to _____ you ____?
What can I say to _____you _____ this?
What can I do to ____ you there?
3. - Could you summarize what’s the story about after reading the first paragraph and
the chorus?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4. - Sing the chorus.

ACTIVITY Nº 5.
The main purpose of this activity is practice verbs forms, prepositions and listening.

Thankyou by Dido
My tea's gone cold, I'm wondering why I
Got out of bed at all
The morning rain clouds up my window
And I can't see at all
And even if I could it'd all be grey
But your picture on my wall
It reminds me that it's not so bad
It's not so bad
I drank too much last night, got bills to pay
My head just feels in pain
I missed the bus and there'll be hell today
I'm late for work again
And even if I'm there, they'll all imply
That I might not last the day
And then you call me and it's not so bad
It's not so bad

And I want to thank you

For giving me the best day of my life
And oh just to be with you
Is having the best day of my life

Push the door, I'm home at last

And I'm soaking through and through
Then you handed me a towel
And all I see is you
And even if my house falls down
I wouldn't have a clue
Because you're near me

And I want to thank you

For giving me the best day of my life
And oh just to be with you
Is having the best day of my life

EXERCISES
 1. - There are two versions of the song, but neither of them are right. Listen
to the first part of the song and decide which lines are in the song and
which are not. Rewrite the song correctly.

My tea's gone old, I'm thinking why
I Got out of bed at four
The morning rain clouds up my window
And I can't see at all
And even if I could it'd all be great
But your picture on my wall
It reminds me that it's not so sad
It's not so sad
I drank too much last night, got bills to pay
My head just feels in pain
I missed the bus and there'll be red today
I'm late for work again
And even if I'm there, they'll all imply
That I might not pass the day
And then you call me and it's not so sad
It's not so sad
My tea's gone cold, I'm wondering why
I Got out of bed at all
The morning pain clouds up my window
And I can't see at all
And even if I could it'd all be grey
But your picture on my door
It reminds me that it's not so bad
It's not so bad
I drunk too much last night, got bills to pay
My head just feels insane
I missed the bus and there'll be hell today
I'm late four work again
And even if I'm there, they'll all imply
That I might not last the day
And then you call me and it's not so bad
It's not so bad

2. - Match as many opposite as you can in the following table:

LATE CALM GREY WORST HELL HOT

SUN HEAVEN BAD EARLY LIGHT FAT
THIRSTY COLD OLD RAIN GOOD BEST

3. Now, before listening to the Chorus try to reorder the words in the lines. Then listen
and check.
to and I you want thank
For my the best life giving of me day
and oh with just to be you
having Is my best of the day life

4. - Listen to the second part of the song and complete the gaps with one of the
following prepositions: at, down, near, through
Push the door, I'm home _____ last
And I'm soaking _____ and _____
Then you handed me a towel
And all I see is you
And even if my house falls _____
I wouldn't have a clue
Because you're me _____

5.-Match the verbs with the meaning. Use the dictionary, if neccessary.

Remind
Give, pass something
Wonder
Become completely wet by being in liquid
Miss
Fail to catch something
Push
Put pressure on something
Soak
Ask oneself
Hand

6.-Complete the sentences with the correct forms of the verbs in the table above
a) Sorry, I'm late because there was lot of traffic and I _________the train
b) _______the red button and it will start recording the sound
c) Could you ______ me that grey book?
d) Leave it to _______ all night in red wine
e) I ______you that we are having an exam next week
f) I _______ why you are here on a Saturday night

ACTIVITY Nº 6
LEMON TREE
By Fool's Garden
I'm sitting here in a boring room it's just another rainy
Sunday afternoon I'm wasting my time I got nothing to do
I'm hanging around I'm waiting for you
But nothing ever happens- and I wonder
I'm driving around in my car I'm driving too fast
I'm driving too far I'd like to change my point of view
I feel so lonely I'm waiting for you
But nothing ever happens- and I wonder
I wonder how I wonder why yesterday you told me
'bout the blue blue sky and all tall that I can see is just a yellow
lemon-tree
I'm turning my head up and down
I'm turning turning turning turning turning around
And all that I can see is just another lemon-tree
I'm sitting here I miss the power I'd like to go out
taking a shower but there's a heavy cloud in side my head
I feel so tired put myself into bed where nothing
ever happens- and I wonder
Isolation - is not good for me
Isolation - I don't want to sit on a lemon-tree
I'm steppin' around in a desert of joy Baby anyhow I'll get another toy
and every thing will happen-and you'll wonder
I wonder how I wonder why yesterday you told me
'bout the blue blue sky and all tall that I can see is just a yellow
lemon-tree
I'm turning my head up and down
I'm turning turning turning turning turning around
And all that I can see is just another lemon-tree
Exercises
1. Listen to the song and complete the gaps with the right prepositions.
I'm sitting here _________ a boring room it's just another rainy
Sunday afternoon I'm wasting my time I got nothing to do
I'm hanging _________ I'm waiting _________ you
But nothing ever happens- and I wonder
I'm driving around _____________ my car I'm driving too fast
I'm driving too far I'd like to change my point _________ view
I feel so lonely I'm waiting _________ you
But nothing ever happens- and I wonder
I wonder how I wonder why yesterday you told me
'bout the blue blue sky and all tall that I can see is just a yellow lemon-tree
I'm turning my head _________ and _________
I'm turning turning turning turning turning _________
And all that I can see is just another lemon-tree
I'm sitting here I miss the power I'd like to go ___________
taking a shower but there's a heavy cloud _________ my head
I feel so tired put myself _________ bed where nothing
ever happens- and I wonder
Isolation - is not good for me
Isolation - I don't want to sit _________ a lemon-tree
I'm steppin' around _________ a desert _________ joy Baby anyhow I'll get another toy and
every thing will happen-and you'll wonder
I wonder how I wonder..
2. Read the song and make a list of adjectives you can find in the text. Then, try to find
antonymns for them.

3. Read it again looking for verbs. Try to make sure that you write the "complete verbal
form".
The data recollected was through a simple interview that we realized with the students of 8 th
semester of foreign languages.

The interview takes into a count two variables:

1. What do you think about learn English grammar through the music?

The answers were:

 I think it might be interesting.

 It’s an important way because; we have the opportunity to know others structures,
about grammatical rules.

 Fantastic! It could be interesting using music for learning grammar rules. But I wonder
how it could be done and the way the grammar is presented by or through the music, I
think it could be done by listening and working with the lyrics’ songs.

 It’s a good tool for learning English because the usage of the authentical material and
new vocabulary in the song.

 I think that is not accurately the music to learn grammar.

 It would be interesting, since I would like to play piano, and it could help me learn
grammar, it would be great.
  Learning grammar through the music is not accurately because the songs have many
reductions, contractions and sometimes they don’t use the correct structures according
to grammar rules.

2. For you, what are the advantages and disadvantages to learn English
grammar through the music?

The answers were:

ADVANTAGES DISADVANTAGES

 It’s funnies, it’s different.  Students’ music preference.

 We would be happy because the  Vocabulary that may be confused for

music is like a tool to encourage us. the students.

 Could be make the process more  Depending of how to work this process
interesting for the students, the may be if there is not enough
teacher and the class would be more interaction between the parts.
attractive and motivated.

 The slang used, would not be

 We get or practice fluency in our understandable.
language

 How fast the song would be.

 Getting new vocabulary by authentic
one.
 The vocabulary explained, if it?s not
understood.
 I think the music have not advantages.
  The music could help you to learn  The reduction, and contractions.
some sounds or how to pronounce
some words.

 Its funny way to learn.

The interview was qualitative; because the students express what they think about learn
English grammar through the music, and what advantages and disadvantages can be this
strategy.

The idea to work with songs, is because is possible to learn English grammar, all depends of
how the teacher teaches the grammar, is not only listen the song and answers the questions,
the idea is work with the lyrics of each song in order to discover why the song use this
grammar rule?, what’s the meaning of this English expression?, what’s the use of this phrasal
verb?, and so on.

Besides, the students have the opportunity to express theirs doubts, ideas, comments in
order to learn in an effective way.