Temario de oposiciones

Vicenta María Llorca Llorca

Teresa Vaello Ros
INGLÉS II
Secundaria
Teresa Vaello Ros
Vicenta María Llorca Llorca

Temario de oposiciones de INGLÉS SECUNDARIA II

Educàlia Editorial

Educàlia editorial
Edificio CREA · Avda. de les Jacarandes nº 2 - loft 327
46100 Burjassot - Valencia
Tels. 960 624 309 - 963 76 85 42 - 610 900 111

email: educaliaeditorial@e-ducalia.com
www.e-ducalia.com

CUB_TEM_INGLESSEC_II.indd Todas las páginas 15/05/2019 12:24:27

 Temario de oposiciones
INGLÉS SECUNDARIA II
Teresa Vaello Ros
Vicenta María Llorca Llorca

Temario Inglés Secundaria VOL II 2.indd 1 17/05/2019 11:42:10

 Tercera edición, 2021
Autor: Teresa Vaello Ros, Vicenta María Llorca Llorca
Maquetación: Educàlia Editorial
Edita: Educàlia Editorial
Imprime: Grupo Digital 82, S.L.
ISBN: 978-84-17493-68-4
Depósito legal: V-2392-2018
Printed in Spain/Impreso en España.
Todos los derechos reservados. No está permitida la reimpresión de ninguna parte de este libro, ni de imágenes ni de texto, ni
tampoco su reproducción, ni utilización, en cualquier forma o por cualquier medio, bien sea electrónico, mecánico o de otro
modo, tanto conocida como los que puedan inventarse, incluyendo el fotocopiado o grabación, ni está permitido almacenar-
lo en un sistema de información y recuperación, sin el permiso anticipado y por escrito del editor.
Alguna de las imágenes que incluye este libro son reproducciones que se han realizado acogiéndose al derecho de cita que
aparece en el artículo 32 de la Ley 22/18987, del 11 de noviembre, de la Propiedad intelectual. Educàlia Editorial agradece
a todas las instituciones, tanto públicas como privadas, citadas en estas páginas, su colaboración y pide disculpas por la
posible omisión involuntaria de algunas de ellas.
Educàlia Editorial
Avda de les Jacarandes 2 loft 327 46100 Burjassot-València
Tel. 963 76 85 42 - 960 624 309 - 610 900 111
Email: educalia@e-ducalia.com
www.e-ducalia.com

Temario Inglés Secundaria VOL II 2.indd 2 17/05/2019 11:42:10

 69
UNIT 69
LA SOCIEDAD Y CULTURA. ESTEREOTIPOS Y EMBLEMAS DE LOS
PAISES DE HABLA INGLESA. LA CANCIÓN EN LENGUA INGLESA
COMO VEHÍCULO DE INFLUENCIA CULTURAL
0. INTRODUCTION
1. SOCIETY, CULTURE AND STEREOTYPES IN UK AND AMERICA
1.1 UNITED KINGDOM
1.2 AMERICA
2. ENGLISH SONGS AS A VEHICLE OF CULTURAL TRANSMISSION
3. CONCLUSION
4. BIBLIOGRAPHY

0. INTRODUCTION
The Topic 69 deals with: ‘Sociedad y cultura. Estereotipos y emblemas de los paises de habla inglesa.
La canción en lengua inglesa como vehículo de influencia cultural’, being this important part of the tea-
ching-learning process of English.

To begin with, I would like to justify this Topic in the English curriculum. The previous educative system mainly
focused on grammar and lexical aspects, as it was thought that the mastery of a language was based on
the degree of proficiency at grammar level. Hence, generally students were able to apply the grammatical
rules of the language but some of them had problems when using the language orally. Our society is suffe-
ring significant and evident changes as globalisation and the impact of new technologies, directly affecting
students when we talk about education. These terms have become a priority and a crucial tool in the learning
process throughout life. In fact, the new organic law, LOMCE in addition to all these features, also takes into
consideration the diversity in abilities; the work-organization; helping towards its development; to encourage
positive attitudes towards the English language and culture; the students’ creativity and so on. In short, the
students must participate in their learning progress as LOMCE has established recently. For this reason, the
LOMCE, Organic Law for improvement of Quality (LOMCE) in Education 8/2013 of 9th of
December, has proposed a communicative approach to foreign languages. An approach which implies
the consideration of not only grammatical aspects, but also cultural, historical and literal characteristics of the
countries where the English language is spoken.

In this context, this topic number 69 has a relevant role in the English curriculum as it deals with cultural as-
pects and it can be a tool to transmit to our students some of the basic and indispensable competences such
as: competence on linguistic communication and cultural and artistic competence.

This topic is directly related to the IV block of contents related to the social and cultural dimension of the
foreign language called: socio-cultural aspects and intercultural awareness. This block present
in of all levels of ESO and Bachillerato and helps students learn habits, forms of social relationships, and
peculiarities traits of the countries where English is spoken. This knowledge will promote tolerance and accep-
tance, increase interest in knowledge of the different social and cultural realities and facilitate intercultural
communication.

1
69
1. SOCIETY AND CULTURE IN UK AND AMERICA
The USA and UK share the same language, a language that has become international:

• It is the second most spoken language in the world, after Mandarin.

• It is the first official and native language of around 45 countries.
• It is the second language of around 19 countries.
• It is used as foreign language in many other countries like Spain.
Thus, the internationality of this language results in a great demand of its knowledge and of its culture and
traditions.

It is worldwide known that English has become and international language. So, we will transmit our students
a huge interest in it because it is the main language of books, newspapers, cinema, airports and air-tra-
ffic control, international business and academic conferences, technology, diplomacy, sports, international
competitions, pop music, advertising, the Internet and a long etc. Almost everybody needs English at a
certain moment of his/her life in further studies or labour field. It is essential to speak English nowadays sin-
ce it gives all kinds of opportunities in communication, life quality, and education. First of all, English is the
most commonly used language among foreign language speakers. Throughout the world, when people with
different languages come together they commonly use English to communicate. That also means that a vast
majority of people around the world can speak use this language for different purposes. Second, English
speakers are very likely to have good job opportunities. Finally, English- speaking countries have the best
education offer in the world. In conclusion, speaking English is very important for tourists, professionals, and
students who want to be successful.

Regarding the language, although they both share the same language, there are a lot of differences be-
tween the two versions: Are the Brits and Americans really “separated by a common language”? How diffe-
rent are these two versions of English, actually?

The British actually introduced the language to the Americas when they reached these lands by sea between
the 16th and 17th centuries. At that time, spelling had not yet been standardised. It took the writing of the
first dictionaries to set in stone how these words appeared. In the UK, the dictionary was compiled by Lon-
don-based scholars. Meanwhile, in the United States, the lexicographer was a man named Noah Webster.

2
 69
Allegedly, he changed how the words were spelled to make the American version different from the British
as a way of showing cultural independence from its mother country.

In terms of speech, the differences between American and British English actually took place after the first
settlers arrived in America. These groups of people spoke using what was called rhotic speech, where the
‘r’ sounds of words are pronounced. Meanwhile, the higher classes in the UK wanted to distinguish the way
they spoke from the common masses by softening their pronunciation of the ‘r’ sounds. Since the elite even
back then were considered the standard for being fashionable, other people began to copy their speech,
until it eventually became the common way of speaking in the south of England.  

British and American English have some spelling differences. The common ones are presented in the table
below.

British English American English

-oe-/-ae- (e.g. anaemia, diarrhoea, encyclo- -e- (e.g. anemia, diarrhea, encyclopedia)
paedia)

-t (e.g. burnt, dreamt, leapt) -ed (e.g. burne, dreamed, leaped)

-ence (e.g. defence, offence, licence) -ense (defense, offense, license)

-ell- (e.g. cancelled, jeweller, marvellous) -el- (e.g. canceled, jeweler, marvelous)

-ise (e.g. appetiser, familiarise, organise) -ize (e.g. appetizer, familiarize, organize)

-l- (e.g. enrol, fulfil, skilful) -ll- (e.g. enroll, fulfill, skillfull)

-ogue (e.g. analogue, monologue, catalogue) -og (e.g. analog, monolog, catalog)

*Note that American English also recognizes

words spelled with –ogue

-ou (e.g. colour, behaviour, mould) -o (e.g. color, behavior, mold)

-re (e.g. metre, fibre, centre) -er (e.g. meter, fiber, center)

-y- (e.g. tyre) -i- (e.g. tire)

The Americans and the British also have some words that differ from each other. The table below lists some of
the everyday objects that have different names, depending on what form of English you are using.

3
69
British English American English

trousers pants

flat apartment

bonnet (the front of the car) hood

boot (the back of the car) trunk

lorry truck

university college

holiday vacation

jumper sweater

crisps chips

chips French fries

trainers sneakers

fizzy drink soda

postbox mailbox

biscuit cookie

chemist drugstore

shop store

football soccer

Aside from spelling and vocabulary, there are certain grammar differences between British and American
English. For instance, in American English, collective nouns are considered singular (e.g. The band is pla-
ying). In contrast, collective nouns can be either singular or plural in British English, although the plural form
is most often used (e.g. The band are playing).

The British are also more likely to use formal speech, such as ‘shall’, whereas Americans favour the more
informal ‘will’ or ‘should’.   

4
 69
Americans, however, continue to use ‘gotten’ as the past participle of ‘get’, which the British have long since
dropped in favour of ‘got’.

‘Needn’t’, which is commonly used in British English, is rarely, if at all used in American English. In its place
is ‘don’t need to’.

In British English, ‘at’ is the preposition in relation to time and place. However, in American English, ‘on’ is
used instead of the former and ‘in’ for the latter.

While there may be certain differences between British and American English, the key takeaway is that the
two have more similarities. Accidentally using one instead of the other will not automatically lead to miscom-
munication. Americans and Brits can usually communicate with each other without too much difficulty, so
don’t be too hard on yourself if you are unable to memorise the nuances of both languages.

1.1 UNITED KINGDOM

Britain is full of culture and traditions which have been around for hundreds of years. British customs and
traditions are famous all over the world. When people think of Britain they often think of people drinking tea,
eating fish and chips and wearing bowler hats, but there is more to Britain than just those things.

It is important to clarify one of the most usual difficulties of our students that is one dealing with the denomi-
nation of this group of countries joined together in an island. People normally confuse it by using the name of
Great Britain, British Isles and United Kingdom, most commonly shorted in UK. Is it the same when
talking about United Kingdom and Great Britain? Of course not. The British Isles comprise Ireland and Great
Britain. Great Britain includes England, Wales and Scotland. And finally, United Kingdom refers to Great
Britain together with Northern Ireland.

Now we have explained the difference among those terms, we can

now study their differences. And in order to do so, we must consider
the historical past of those countries, the invasions they have suffered
from early times:

• Celts, Romans, Angles and Saxons, Vikings and Normans.

As a common significant symbol, the United Kingdom flag is the most
well-known. It is a composition of the flags of each country:

a red cross on a white flag for England (ST George), a white perpendicular cross on a blue flag for Scotland
(St Andrew), a red cross on a blue flag for Wales and Saint Patrick’s Red Cross for Ireland. It called the
Union Jack.

British society still has quite a strong class system, which is based on birth and social position. The most senior
aristocracy are the royal family and members of the peerage. Next below them are baronets. Below these
there are various orders of knighthood. Knights are appointed by the King or Queen. Knights may puy Sir or
Dame before their first name and are allowed to have their own coat of arms. The oldest order of knighthood
in England, which is also the oldest order of chivalry in Europe, is the Order of the Garter.  Other senior
orders of knighthood include the Order of the Thistle, the Order of the Bath, the Order of the British Empire
and the Royal Victorian Order.  Aristocrats have an upper class accent and Conservative social and political
views, they are referred to as the county set.

Now let’s study each country with its associated stereotypes.

5
69
A. ENGLAND
The English flame is its international identification card. To be a real English man/woman implies a way of
behaving. English people are said to be very introverted people. Dealing with visual symbols, we have to
take into account the double-floor red bus, the big black cabs, the Beefeater’s uniforms, the Big Ben or the
River Thames. When one think of England, all these images come to the mind.

Speaking about the most representative person in England, the Queen is the icon, Elizabeth II the Head of
the Anglican Church of England. She is very much appreciated and

her modals and speech are taken as a model to follow by almost all the well educated English people. More
symbols are the following: cricket, gardens, darts, pubs, red telephone booths, red pillar boxes, politeness…

Another remarkable feature of England is the food. There is a long and strong tradition of home- made Engli-
sh food, in which they say to be masters when roasting different types of meat. Not to forget the traditional fish
and chips and the tea, regarded almost as an institution.

Dealing with the English sense of nation, they concentrate on the Queen as their visual head but also accom-
pany this image with their national Anthem ‘God save the Queen’ and the red rose, which symbolises
the unity of England.

England’s capital city is London, one of the most financial centres in the world and it has developed a whole
world of symbols which are widely known. For example, the red letter-boxes or the black cabs mixed with the
red two-floor buses or the famous changing of guards at Buckingham Palace, 10 Downing street the official
residence of the PM, the House of Lords and Commons, etc. At this building, we must add the popular universi-
ties of Oxford and Cambridge and famous for their annual boat race.

B. SCOTLAND
Its name, in Latin Scoti, derives from the Scots, a Celtic people from Ireland.

Scotland has retained much of its cultural identity, fact that can be observed in whiskies, tartan clan Highlan-
ders, bagpipe, Kilt (typical skirt), castles, the legend of Nessie, the monster said to live in Loch Ness and
surnames starting with Mc, McGregor and Campbell. Although English is the official language, Gaelic is still
spoken in remote areas in the Highlands.

Two groups of Scots can be defined: South Highlanders, considered themselves as the true Scots who live
by farming sheep and fishing, while Scottish lowlanders are concentrated in industrialised areas. Scotland’s
national emblem is the thistle.

C. WALES
Wales has been united with England since The Act of Union in 1536, but it has maintained a cultural identity
that is in many aspects independent from that of England.

The industry is situated in the South whist the centre and north is characterised by isolated farms.

Welsh is a language of Celtic origin that has survived in parts of the north and west, this language being the
most important manifestation and can be read in notices, road signs and public documents. Welsh people have
a characteristic English accent as they almost sing.

The daffodil can be considered its symbols. And rugby, football and choral singing are their passions and the

6
 69
song ‘Land of my Father’ is regarded almost as a national anthem.

Some typical Welsh surnames are: Jones, Williams, Thomas, Lloyd and a starting P, Probert.

D. THE IRISH
It is of importance to explain to our students the division between Northern Ireland, Ulster, and Republic of
Ireland, the south, called Eire which is totally independent since 1922 from Great Britain.

The difficult historical relation between England and Ireland started very early in history and have continued
up to the present time. The circumstance that Ireland is

a catholic country and England a protestant one is the main reason for their differences.

In the course of history there has been a continuous fight between the Irish people trying to keep their land
and defend their rights, and the English wanting to rule the country and the land.

Folk participation is focused on religious ceremonies and processions offered to Saint Patrick who Chris-
tianised the country.

Its symbols being: green countryside, rugby and linen and its emblem is the shamrock.

1.2 THE USA

One of the most important aspects of those people living in the USA is the spirit of patriotism represented with
the popular flag which is stripped blue, white and red and with a square on the superior left corner including
50 stars representing the 50 states and the eagle representing the power and majesty present too in most
public places. The American anthem is called: ‘Star spangled banner.’

When we talk about America, we usually talk about a melting pot due to the presence of different ethnics:
Hispanics,

American Indians, Asian groups, black people and European emigrants, groups who usually keep their own
language as their first one and also maintain some aspects of their culture.

America has been regarded as the land of hope, fortunes and liberty and democracy, represented by the
statue of liberty.

If you visit the USA, you will be able to enjoy the festivity of the 4th of July commemorating the day in 1776,
when America declared their independence from Great Britain and one can also participate in Thanksgiving
or Halloween.

New York is the most famous city that can be visited taking a ride on the famous yellow cabs or the subway
to visit the tragic site where the Twin Towers had stood until 2001. Another important city to visit is the capital,
Washington DC, with the president’s residence called The White House and Disneyworld in Florida one of
the biggest amusement resorts

The most important person in the USA is the president who is the head of the States and has more power than
any other president in the democratic world.

More visual symbols are, the NBA players, long cars, American millionaires, as personifications of the Ame-

7
69
rican dream, Hollywood and American universities: Harvard, Yale, Princeton are very important together
with its ceremonial and social events related to the graduation.

2. ENGLISH SONGS AS A VEHICLE OF CULTURAL TRANSMIS

SION
The study of those symbols which identify both America and the UK gives us an insight into British and Ame-
rica way of life and mentality. Moreover, the study of music helps us to discover their personality. Music can
be studied from two different points of view:

As each nation’s folklore and traditions that reflect their identity. For example, the Irish Celtic tradition
is of great importance because the Celtic music implies a relationship between Nature, men and music which
is so well achieved that it transmits perfectly the ancient sense of tradition; another example is the music of
American black slaves who used music to express their feelings (nowadays jazz and gospel).

As a social influence as music has had an enormous influence on people, on their style of life and on the
clothes they wear.

The history of music in Great Britain and USA is very prolific. Here, we propose a chart containing some of the
most important singers and groups together with urban tribes:

The age of rock & roll, with the King, Elvis Presley, as the number one.

50’s
The most important urban tribe of this time were: the Teddy boys.

The Beatles: one of the most famous groups in the history of the music. They were from
60’s Liverpool and marked a very definite both in music, and

the way people dressed and behave.

The Rolling Stones

Surfing Sound: like the Beach Boys.

Black Music: one of the most famous being the Tamle Motown Label like The
Three Degrees.
The Mods who became the leaders of the teenagers. They wore short hair and
smart clothes and drove scooters.

The Rockers who had untidy hair and wore leather jackets, drank alcohol and
rode powerful motorbikes.

Hippies: a group totally opposed to The Mods. They wore simple clothes and
flowers in their hair and took drugs while preaching the philosophy of love, peace
and happiness. They lived in communities

and became involved in the movement against war, especially Vietnam War.

8
 69
Punk music: song about anarchy and destruction being the most important band:
The Sex Pistols.

70’s
Punk: the word means revolutionary. They are characterized for taking the hair cut
with a comb, they take black leather jackets with adornments or jackets with patches
of musical groups in the clothes.
New wave music: that evolved from punk.

Heavy metal: used electric guitars.

80’s M. Jackson, UB40, The Queen, The Police, Duran Duran, Madonna…
Heavies: wore tight black trousers and black leather jackets and long untidy hair.

Rap: a rhythm mixture of rhythms, word plays and poetry.

Hip hop: artistic movement born in Afro-American and Latin-American communi-

ties. Characterized not only by their music but by their dance and graffiti.

90’s

Latin music: being very popular to mention a couple: Celia Cruz and Gloria
Stefan
Both hip-hop and rap fans wear loose trousers and sport clothes with a cap.

21st century

During the end of the 20th century and especially in this last decade, most music has become accessible
worldwide through a technological revolution that has produced high-quality sound and video recording,
radio and television, and mainly computers. The advent of the internet has transformed the experience of
music, partly through the increased ease of access to music and the increased choice.

Teenagers cannot understand a world without mp3, mp4, iPod, mobiles with music incorporated. They now
choose easily from the internet the music they like and consume it free. Millions of websites are dedicated to
music. Students have a direct access to it meaning a real necessity of knowing English as it is the language
of the internet and the language used by many singers. Undoubtedly, song is a crucial instrument to learn
English.

Another effect of the Internet arises with online communities like YouTube and MySpace. MySpace has
made social networking with other musicians easier, and greatly facilitates the distribution of one’s mu-
sic. YouTube also has a large community of both amateur and professional musicians who post videos and
comments.

9
69
Due to this diversity, the classification of actual American and British groups is unlimited. A look at the top
music websites gives us an insight.

USA Singles Top 40 & UK Singles Top 40 like:

• Pink
• Beyoncé
• Taylor Swift
• Rihanna
• Britney Spears
• JAzmine Sullivan
• Christian Aguilera
• Nickelback
• Katy Perry
• Killers
We must not forget the soundtracks as interesting tools to enjoy English as teenagers love the cinema and
they like listening to their songs. Teacher can use them to introduce lexic and motivation to the classes. Some
examples of famous soundtracks are:

TV programmes devoted only to music are very popular: Factor X, Got Talent, American Idol…

Advertisements are also a good source for teachers. In Spain many advertisements are shot in English
and some of them have catchy songs. Some brands like and some brand of cars offer us good
material, like the famous: ‘Ain’t no mountain high’

HOW TO USE SONGS IN THE ENGLISH LANGUAGE CLASSROOM

As we have already stated, songs are essential instruments to learn English. Obviously teachers must select
songs suitable for the level of our students. Teacher must elaborate different types of activities to achieve our
objectives: Blanks - Strips of paper - relaxation - Organize the verses - Correct the mistakes.

Working with songs in class incorporate all the language skills:

1. Listening (to the song) - Following the song to determine words.

2. Reading (following the lyrics to determine the words)
3. Writing (filling in the blanks) - Reading the lyrics.
4. Speaking (singing the song)
There are some suggestions before using the songs, such as: Pre-teaching vocabulary - Play the song first to
the students - Repeat some new vocabulary chorally, etc.

These songs can be grammatically based which means learners are also subconsciously learning the gram-
matical structures of English. Moreover, the repetitive nature of songs and rhymes means learners learn vo-
cabulary and the rhythm of language and phonetic sounds are able to be subconsciously processed which

10
 69
means natural pronunciation is able to be taught efficiently and learners can have a lot of fun.

• Promote independent language learning.

• Reinforce grammatical structures.
• Embed new vocabulary.
• Teach natural pronunciation efficiently.
• Cause learners to apply listening, speaking, reading and writing skills.
• Activate subconscious long term memory in learners.
• Drill rhythm and structure.
• Enhance grammar, vocabulary, pronunciation and more.
• Create a relaxed atmosphere.
• Get learners motivated with enthusiasm for learning.
• Make learning English fun.
Planning for the use of songs in class: the process of selecting a song is one of the most difficult as-
pects of using music in a lesson.

1. Carefully examine what it is you want your class to learn in the lesson
Is this going to be a lesson focusing on vocabulary, grammar, pronunciation, or a particular topic? Think
about the language level of your class

The language level of your class will determine not only which songs you can use, but also what other
activities – such as games or written exercises – you will use to develop the lesson. Lower levels will
become extremely frustrated with fast-delivered lyrics, for instance, while simple repetitive lyrics might
not be interesting for more advanced-level learners.

2. How old are your learners?

If you’re a teacher of young learners, you will probably want to use songs that are repetitive and very
easy to understand. For teenagers, however, use contemporary or fairly recent pop and rock songs.

3. Are there any specific cultural issues regarding the make-up of your class?
What kinds of things are generally unacceptable in the culture in which you teach? Whatever you do,
don’t use music solely based on your own cultural norms.

Some steps for making a song the focus of your class:

1. Listen to the song

It’s important to remember that this is supposed to be a fun activity; don’t make it too serious or boring.

As an alternative, you can show a video clip if you have one as it will cater to more learners’ learning
preferences.

Ask learners if they’ve heard it before, and don’t overload them with tasks at this point; simply let them
enjoy the music.

11
69
2. Ask some questions about the title
Here are a couple of examples of the types of questions you can ask:

Such questions tend to work really well as conversation starters, so group three or four learners together
and then get feedback from each group on their thoughts.

Alternatively, prior to having listened to the song you can teach a couple of words and give a simple
task for the first listening.

3. Listen to the song again, this time with lyrics

This time, you should give learners the chance to read the lyrics to the song. At this point you might do
one or more of the following activities:

» Learners can just read the lyrics while they listen. They can possibly highlight unknown words for
later discussion.

» You can make a lyric worksheet as a gap fill; learners fill in the gaps as they listen.

» You can make cut-out strips of selected missing words and again make a lyric worksheet as a gap
fill; this time learners match the word strips to the gaps as they listen.

4. Focus on a particular verb tense or aspect of grammar

Virtually every song centres on a particular verb tense.

5. Focus on vocabulary, idioms and expressions

We’ve noted that many songs bend the rules of grammar.

6. Round things off with some creativity

Creativity is an important part of maintaining motivation  but it  shouldn’t be limited to the teaching
approach. Depending on the factors highlighted in the first part of this post (age, language level, cultural
specifics, etc.), you might want to try finishing things off with an activity that stimulates creative thought.
Here are a few examples of things you can do to get the creative juices flowing:

» Write another verse of lyrics, maintaining the same mood and style as the original. This can be done
individually or in groups. These new lyrics can be presented to the rest of the class. Perhaps several
groups can work on this to come up with a completely new set of lyrics for the whole song.

» A song tends to give you the perspective of the singer. Write a response (this can be a paragraph,
i.e., not necessarily in lyric form) from the point of view of the person the song is being sung about,
or any other protagonist.

» Have the learners plan a music video for the song. In groups they decide the location, the characters,
and what happens. Then each group explains their idea to the rest of the class and the learners vote
on the best one. The results can be surprising, as they frequently come up with an interpretation that
hadn’t even occurred to you!

» Write a diary entry for a character in the song. Get learners to examine the thoughts and feelings
that inspired the story being played out in the lyrics.

12
 69
3. CONCLUSION
To conclude, I will highlight the idea that learning English is not just learning a second language, but discove-
ring a new culture. In this way, it is very useful for our students to be aware of the most important social and
cultural characteristics of the countries where the English language is spoken.

Those cultural aspects must be explained to our students in a very communicative way. Their information can
be incredibly interesting for our students and as we have already stated songs can be considered a useful
tool to practice grammatical activities, listening, writing activities always adapted to the level of our students.

Therefore, this topic is of great importance in the current foreign language curriculum. Since a language
cannot be separated from its speakers, it is through the acquisition of cultural aspects that our students will be
able to understand and communicate in English achieving a proper accuracy of the language.

4. BIBLIOGRAPHY
www.encyclopedia.com www.britannica.org www.top40.com

www.britishcouncil.org/voices-magazine/how-use-songs-english-language-classroom

https://www.britishcouncilfoundation.id/en/english/articles/british-and-american-english

13