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Amura & Ippólito

2013 MG. CASAMASSIMA – PROF. AGUIRRE Metodología y Práctica

AMURA - IPPÓLITO PRACTICE LESSON PLAN FOR ISER

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IES EN LENGUAS VIVAS “JUAN RAMÓN FERNÁNDEZ”


Amura & Ippólito

Metodología y práctica de la enseñanza como LE Mg. Myrian Casamassima Prof. Aldana Aguirre

PRACTICE LESSON PLAN School: ISER. Course: Fonética del inglés. Teacher: Patricia Ferreiro. Practice teachers: Amura, Melisa; Ippólito, Gisela Paola.

Topic and Trouble Topic: Using English Intonation Trouble: What is the importance of intonation?

Questions What is intonation? What elements make up the intonation system? Why should I learn intonation? Why is it important? How do I use the correct intonation? What are the rules of intonation?

Narrative Goals In these lessons, we will learn about intonation. We will discover what elements make up the intonation system. We will also explore why we should learn about intonation and why it is valuable, important and necessary for the future announcer’s practice. Finally, we will encourage students to use the correct intonation patterns after having talked about the rules behind the intonation system. By the end of the lessons, we will ask the students to create a recording of themselves presenting albums, songs and singers as if they were radio announcers.

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Thematic content Linguistic content

N/A. Grammar & Functions: - Content words vs. Function Words. - Revision of different types of questions. Lexis: - Friends: “Monica”, “Rachel”, “Phoebe”, “Joey”, “Chandler”, “Ross”, “New York”. - Celebrations: “Thanksgiving”, “turkey”, “Macy’s parade”, “Thursday”, “November”. - Information related to the bands (The Doors and Queen). Phonology: - Phonemes: revision of phonemes. - Intonation: tone (fall, rise) and tone assignment (LLI Rule: last lexical item). Discourse: Talking about bands..

Strategic content

Procedural language: N/A. Selection of appropriate content for the project. How to record themselves on the studio as if they were on the

Culture

radio. The importance of Thanksgiving in the United States of

Other areas of the curriculum

America. Reflection upon celebrations in Argentina. N/A.

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Procedure Lesson 1 (Wednesday 23/10) - Gisela Opening: Time: 05 mins. Dynamics: Whole class. Resources: N/A. I will introduce myself and tell them that this week and the following one Melisa and I will be teaching the lessons until Friday 01/11. I will say “yo voy a dar la clase de hoy y parte de la clase del viernes; Melisa va a completar la clase del viernes y va a dar la clase del próximo miércoles”. So as to create some mystery, I may try to make students guess what we are going to do on the last class. As I think they will not come up with the idea of our FT, I will tell them that we will find out by the end of today’s lesson. Pre-Task: Time: 05 to 10 mins. Dynamics: Whole class. Resources: Picture of the characters. I will tell students that we are going to watch a video from the sitcom Friends. I will ask them if they are familiar with the show and if they know the names of the characters, where they live, what they have in common, etc. I will take the picture below so that we can record the names of the characters so that they can refer to them while discussing the fragment of the episode.

Pre-Task: Time: 05 to 10 mins. Dynamics: Whole class. 4


Amura & Ippólito Resources: N/A. After I have established all this information, I will tell students that this particular episode takes places during Thanksgiving. I will ask them how much they know about this festivity and I will write key words on the blackboard, such as “Thanksgiving”, “turkey”, “Thursday”, “November”, “Americans”. As I write on the blackboard, I will also include their phonetic transcription and word stress (I aim at raising awareness about the fact that different words have different stress patterns). Task: Time: 05 mins. Dynamics: Whole class. Resources: Video. I will tell students that we will watch part of the video without any subtitles and I will tell them that there is a problem or conflict between the characters. Their job will be identify what that problem is (expected answer: “Se quedaron encerrados afuera del departamento / No pueden entrar / Nadie tiene la llave”). Task: Time: 05 mins. Dynamics: Whole class. Resources: Video. I will tell students that we will watch the video again but with subtitles in Spanish and I will tell them to now focus more specifically on why the problem takes place (expected answer: “Monica preguntó ‘¿Tienes las llaves?’, pero Rachel pensó que Monica había dicho que ella tenía las llaves”). Task: Time: 05 to 10 mins. Dynamics: Whole class. Resources: Video. I will play the fragment in which Monica and Rachel argue about having or not having the keys again, without subtitles. I will ask students to try to identify why the phrase caused so many problems and hindered communication (expected answer: “La entonación era distinta cuando se preguntaba que cuando se afirmaba / La entonación de la pregunta es distinta que la de la afirmación”). I will ask students “¿Cuál fue la frase que gatilló el malentendido?”, I expect them to say “Got the keys?”. I will write the phrase twice on the board, once with a rising intonation and one with a falling intonation. I will ask what were each of the tones used for (expected answer: “el rise se usa cuando se pregunta; el fall, cuando se afirma”). Task: Time: 05 mins. Dynamics: Whole class. 5


Amura & Ippólito Resources: N/A. To sum up this part of the lesson, I will ask them why they think intonation plays an important part in the English language (expected answer: “Porque dependiendo de la entonación cambian los significados de las oraciones y si no se usa la entonación correcta puede haber malentendidos”). Task: Time: 10 to 15 mins. Dynamics: Whole class. Resources: N/A. After we have created this awareness on the importance of intonation, I will write some sentences on the blackboard related to the sitcom and Thanksgiving. I will ask them to assign the correct tone. I will write: A: Americans celebrate Thanksgiving. Thanksgiving is in November. B: Do Americans eat pasta? A: No, they eat turkey. (Expected answers: fall, fall, rise, fall). Language Focus Analysis: Time: 05 to 10 mins. Dynamics: Whole class. Resources: N/A. I will show students that one cannot stress absolutely every word in a sentence because that doesn’t sound natural (I will read the sentences by stressing every single syllable, so that it sounds awkward). I will ask them which words they think are stressed and why. I will tell them that in English we generally stress the last NEW content word I may ask students what they think a content word is and elicit their answers. I will tell students that we will talk about content words next class. I will mark the stressed content words in the examples on the board (i.e. “Thanksgiving”, “November”, “pasta”, “turkey”) and I will ask them to copy what we have written on the blackboard. Pre-Task: Time: 05 to 10 mins. Dynamics: Whole class. Resources: N/A. To finish the lesson I will tell the students about the mini final task (FT) we will do on Lesson 4: I will ask them form two groups of five people and choose whether they would like to discuss about The Beatles and The Doors. Once the groups have been established, I will tell them about the FT. They will pretend to be working on the radio. We will record their voices talking about the music group, their albums and their most famous 6


Amura & Ippólito songs as if they were real radio announcers using the equipment provided by the institute. Each group will record their own piece, and then we will listen to both recordings. As part of the FT, they will have to assess the production of their peers. I will ask them what type of information they should bring. I expect students to provide answers similar to “names of songs, albums, places, members and other relevant names”. In case they don’t, I will mention these ideas myself. As homework, I will ask both groups to bring that information (or part at least) for the following class so that we can check it together.

Lesson 2 (Friday 25/10) - Gisela & Melisa Opening: Time: 05 to 10 mins. Dynamics: Whole class. Resources: N/A. I will start the class by asking students to recapitulate what we did the previous one. I expect them at least to remember that we watched a fragment of a Friends episode. I will ask them what the purpose of showing them the video was. Students are expected to mention that intonation is a key element in communication. Language Focus Analysis: Time: 05 mins. Dynamics: Whole class. Resources: N/A. I will dig into this field of metalinguistic reflection even further by saying: “Intonation helps create the music of the language. And just like music there are high notes, and low notes and notes in the middle. Otherwise, we would sound flat, monotonous and robot-like”. I will ask students to read out loud the sentences we wrote down on the board the other time (i.e. “Americans celebrate Thanksgiving”, “Thanksgiving is in November”, “Do Americans eat pasta?”, “No, they eat turkey”). I will write one of them on the board and read it in a robot-like fashion, using level tones all throughout. Then, I will read it using different tones (fall, high fall, rise, etc.) and ask them to tell me what the difference is. I expect them to answer something similar to “with intonation you can also understand speakers’ feelings, attitude; if they are asking you a question, etc”. Language Focus Practice: Time: 10 to 15 mins. Dynamics: Whole class. Resources: N/A.

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Amura & Ippólito I will take advantage of the sentences to make students practice reading out the sentences using different tones and placing the nucleus on different words. We will analyse the changes that implies in meaning (“Americans celebrate Thanksgiving” vs. “Americans celebrate Thanksgiving”, for example). We will also explore the different meanings carried out by using different tones. Task: Time: 05 to 10 mins. Dynamics: Whole class. Resources: N/A. I will write “INTONATION” on the centre of the board. I will tell them that we are going to create a mindmap of the most important things we have mentioned in connection with intonation so far. As I elicit ideas from students, I will add them to the map. Once it is ready, I will suggest they copy it down on their note pads. expressing feelings difference between affirmative and interrogative sentences INTONATION the last new content word carries the tone (unless we want to contrast two different ideas) content words vs function words Language Focus Analysis: Time: 05 to 10 mins. Dynamics: Whole class. Resources: N/A. I will tell students that today we are going to focus on word stress, and they will work on sentence stress with Melisa on Wednesday. I will ask students if we stress every single syllable in words; I expect them to say “no”. I will ask them how we identify which is the stressed syllable; I expect them to say something like “la sílaba tónica suena más fuerte”. I will ask students if they remember the “ball system” they have used with Ms. Ferreiro to show intonation patterns. I will ask each student to provide one word from the list of words we discussed the previous class. (Some of the words I expect students to mention are those related to the celebration of Thanksgiving, and names of the characters in the sitcom). If they are willing to, I may ask them to come out to the front, write the words themselves and try to draw the stress pattern by using the “ball system”. Otherwise, I will write the words myself and elicit the stress pattern from the student. 8


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*** WE CHANGE TEACHERS - MELISA TAKES OVER *** Task: Time: 15 to 20 minutes Dynamics: Whole class Resources: Stepping Stones game After this activity I will tell the students that those words and others that they know are included in a game we are going to play. This game is called “Stepping Stones” First, I will read some of the words aloud, ask them to repeat them and after each word I will ask them “¿Cuántas sílabas tiene esta palabra? ¿Y en cuál está el ‘stress’? ¿En la primera? ¿En la segunda?” and I will tell them to underline the stressed syllable. I will also make some comments on the phonemes, specially on some of the vowels, if necessary. I will do this with some of the words, not all.

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Amura & Ippólito Task: Time: 5 to 10 minutes Dynamics: In pairs Resources: Stepping Stones game After they have this information I will ask them to carry out the game in pairs. Once they have finished this game, I will ask the students to say the correct words out loud to check the answers. They will say one word each as they are used to doing with their teacher. Task: Time: 10 to 15 minutes Dynamics: Whole class Resources: Information on The Doors and Queen (see Appendix I) Now, I will remind the students of the final task they re going to do. I will say “¿Se acuerdan de lo que les dijo Gisela sobre The Doors y Queen? ¿Trajeron la información?” l will ask the students to tell us about the information they brought on The Doors and Queen (but I will bring information just in case they forgot or if they just did not bring it). I will ask them to briefly tell the rest about the information they have found. There will be words in English and if they do not how to pronounce them I will assist them. Then, I will ask the students to sit according to the groups to start creating the dialogue they will record on the fourth class, i.e. I will tell them something along the lines as: “Ahora lo que vamos a hacer con esta información es ordenarla de manera tal que se asimile al trabajo que hacen algunos locutores en la radio. Vamos a imaginarnos que están trabajando en una radio y les piden que lean esta información como parte de algún segmento. Entonces lo que tienen que hacer es armar un diálogo pensando en qué va a decir cada uno y qué datos en inglés van a aportar sobre la banda. Todos tienen que decir algo en inglés, por supuesto.”

Lesson 3 (Wednesday 30/10) - Melisa Opening: Time: 5 to 10 minutes Dynamics: Whole class Resources: N/A I will ask the students to tell me what they did the previous lesson. I will ask them about the importance of intonation (what Gisela will have drawn as a mind map on the blackboard) and about the types of intonation they have seen so far. (rise, fall, fall-rise and the word stress) Pre - task: Time: 5 to 10 minutes Dynamics: Whole class Resources: N/A

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Amura & Ippólito I will tell students that today we are going to work with sentence stress. I will ask them “¿Tienen idea de cómo se combina lo que vimos la clase pasada (acentuación de palabras) con la acentuación de las oraciones?”. I expect students to say something like “la acentuación de las oraciones “surge” a partir de la acentuación de las palabras más importantes de la oración”. I will ask the students “¿Podemos acentuar cualquier palabra de la oración? ¿Por qué sí? ¿Por qué no?”. We expect students to say that not every word should be accented. We expect them to mention something similar to the fact that not all words carry the same amount of information; therefore, not all of them are likely to be the nucleus of the sentence. We will introduce the notions of “content word” and “function word”. I will emphasise on the idea that the choices we make to assign word stress has to do with how important the words in the sentence are. Gisela will have already mention content words before. I will tell them which words are content words and which are function words. Language Focus Analysis: Time: 05 to 10 mins. Dynamics: Whole class Resources: Blackboard I will remind the students that to be able to communicate and to express ourselves properly in the English language we have to pay attention to intonation. When we dealt with word stress each word had its own stress pattern, but when we deal with sentences stress we, as speakers of the language, have to de-stress some words because if not we sound very strange and monotonous (like Gisela has explained). The syllables that are stressed are said “louder, longer and higher in pitch”. These are therefore, emphatised. The other syllables in the word that are de-stressed are weaker and more relaxed. The same happens at the level of the sentence. Stressing and destressing words is what gives us rhythm, which is essential to being understood when we speak. In a sentence then we emphasise content words and we weaken function words. I will ask the students which words they think are content words and which are function words. After we have talked about this I will write the conclusion on the blackboard. Content words 1) Verbos principales 2) Sustantivos 3) Adjetivos 4) Adverbios 5) Negativos 6) Palabras de pregunta (Wh- words) 7) Interjecciones

Function words 1) Artículos (a, the) 2) Conjunciones (and, but) 3) Preposiciones (to, of) 4) Pronombres (he, she) 5) Verbos auxiliares

Task: Time: 10 to 15 minutes Dynamics: Whole class Resources: Video “Stress and Rhythm in English Pronunciation” [4:20 - 5:24]

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Amura & Ippólito We will work with the following video: http://www.youtube.com/watch?v=UbcEiFTmkQo (Stress and Rhythm in English Pronunciation). We will focus on the idea of “Rhythm = syllable stress + word stress” and we will listen to the examples mentioned in the video (4:20 - 5:24). Then, I will copy the examples on the board and ask them to remind me which were the content words, and we will focus on the fact that it is these words that carry meaning and without them the sentence has no meaning.

I ‘have to ‘go to ‘school. I ‘want my ‘brother to ‘win. It’s ‘not the ‘best i’dea.

Once this has been discussed, I will ask the students “¿Cualquier palabra “de contenido” puede ser el núcleo? ¿Qué vieron con Gisela? ¿Se acuerdan?”. They will probably mention that the tone is assigned to the last content word in the sentence, so I will tell them that this rules is called the “Last Lexical Item Rule” (i.e. LLR). I will tell them that in almost all of the cases, the tone falls on the loudest syllable of the last content word. I will add the tones in the sentences and the ball pattern.

I ‘have to ‘go to \school. I ‘want my ‘brother to \win. It’s ‘not the ‘best i\dea.

Finally, I will ask students to copy the examples on their copybooks. Pre -task: Time: 10 to 15 minutes Dynamics: Whole class Resources: “Fishing Pond” game I will tell students that we are going to play a game to practice everything we have learnt. I will first ask them about the tones and the differences between questions and answers and I will allow time for them to consult in case they feel some things are not yet clear. So, I will ask them “¿Qué tipos de tonos había? Fall, rise y fall-rise, muy bien. ¿Y cuándo se usaba fall? ¿Y rise?” In case there are no questions, I will describe the dynamics of the game “Fishing Pond”: I will tell students that I have selected some names of albums and songs they had brought the previous class. I have grouped these names taking into account the pattern of sentence stress. They will have to match the sentences that share the pattern in order to discover which fish is trapped in the pond.

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Amura & IppĂłlito Then, I will tell them that they can do it in pairs. We will do some sentences together but I will let them decide on the rest on their own if they feel they can do. it If not, I will assist them further. Task: Time: 10 to 15 minutes Dynamics: Whole class Resources: “Fishing Pondâ€? game The students will start playing the game and joining the sentences with matching patterns. I will monitor and assist when necessary. We will altogether check this activity and find out which fish is trapped in the pond. I will ask them to repeat the phrases as they are used to doing.

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Task: Time: 15 to 20 minutes Dynamics: Whole class Resources: Information on the bands I will now focus their attention on the information the two groups have collected for the FT. I will ask students to briefly tell us what they have selected for the group they will be discussing. I should go over the bands and the names of albums and songs just to make sure they know how to pronounce everything correctly for the recording. If time, they will rehearse the information. If they still haven’t decided what each should say, they will at this point.

Lesson 4 (Friday 1/11) - Gisela & Melisa We tell students that today we are going to work on the FT. As they will have the information on them, we will go over that together. We will revise word and sentence stress of names of albums, songs, recording studios, cities, names of tours, etc. Ideally, students will have already decided on how the information will be presented for the “radio show”. If that is not the case, we will allow some time so that they organise the dynamics of the discussion. NB: the discussion they record should not take longer than 5 mins each. Once they are ready, they will perform the FT and we will record both groups. Then, we will listen to the recording altogether. Students will orally assess their peers and we will give some general feedback on the FT. We will round off the practice lessons by conducting some metacognitive reflection. We will ask them “¿Qué aprendimos durante estas cuatro clases?” and we expect students to mention word stress, the difference between function and content words, the basic features of intonation (such as Tonicity and Tone), etc. After this, we will thank students for their cooperation and Ms. Ferreiro for her support and for having allowed us to practice in her chair.

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Amura & Ippólito Appendix I - Information about the bands

Queen

Queen es una banda británica de rock formada en 1970 en Londres por el cantante Freddie Mercury, el guitarrista Brian May, el baterista Roger Taylor y el bajista John Deacon. Si bien presentan las bajas de dos de sus miembros (Mercury, fallecido en 1991, y Deacon, retirado de la industria musical), lo cierto es que la sociedad artística nunca se disolvió. El grupo gozó de un gran éxito en Gran Bretaña a mediados de los años 70 con álbumes como Sheer Heart Attack en 1974 y A Night at the Opera del año siguiente. Este último álbum llamó la atención internacionalmente, colocando a Queen en un primer plano de la escena musical. Tuvieron una significativa repercusión en los Estados Unidos recién a mediados de los años 80, ya con un numeroso repertorio de éxitos. Se destacaron por su diversidad musical, arreglos en múltiples capas y armonías vocales. Fue la primera agrupación musical en hacer de sus conciertos espectáculos muy vistosos mediante el uso bombas de humo, flashpots, luces móviles y el principal componente, el carisma de Freddie Mercury, además de hacer participar al público del recital. Tienen en su haber un total de quince álbumes de estudio, cinco álbumes en vivo y numerosas recopilaciones. Desde la muerte de Mercury y el retiro de Deacon del mundo musical, May y Taylor se han presentado juntos ocasionalmente en eventos especiales y programas televisivos como músicos invitados junto a otros artistas y/o bandas. La banda ha citado entre sus influencias a artistas estadounidenses como Elvis Presley, The Beach Boys y Jimi Hendrix al igual que grupos de rock británico de la época, como The Beatles, The Rolling Stones, The Who, David Bowie, Pink Floyd y Led Zeppelin. Queen compuso un estilo inspirado en varios géneros musicales. Entre los géneros con que han sido asociados están: rock progresivo, hard rock, glam rock, heavy metal, pop rock, blues-rock y rock psicodélico. Queen también ha escrito canciones que fueron inspiradas por géneros que no son típicamente asociados con el rock, como el ragtime, ópera, gospel, y folk, entre otros.

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Amura & Ippólito En 2002, "Bohemian Rhapsody" fue votado como el "éxito favorito del Reino Unido de todos los tiempos" en una encuesta realizada por el libro de los récords Guiness de los sencillos británicos exitosos, y en 2004 la canción ingresó en el Salón de la Fama de los Grammy. Aclamado por su rock de estadio, en 2005 una encuesta de la industria colocó la actuación de Queen en el Live Aid en 1985 como la mejor actuación en vivo de la historia. En 2007, también fueron votados como la mejor banda británica de la historia por los oyentes de BBC Radio 2. Sencillos

Álbumes de estudio

1975: «Bohemian Rapsody»

1973: Queen

1975: «Love of My Life»

1974: Queen II

1976: «Somebody to Love»

1974: Sheer Heart Attack

1977: «We are the Champions»

1975: A Night at the Opera

1977: «We will Rock you»

1976: A Day at the Races

1978: «Don’t Stop me Now»

1977: News of the World

1980: «Another One Bites the Dust»

1978: Jazz

1980: «Crazy Little Thing Called Love»

1980: The Game

1982: «Under Pressure»

1980: Flash Gordon

1984: «I Want to Break Free»

1982: Hot Space

1984: «Radio Gaga»

1984: The Works

1986: «A Kind of Magic»

1986: A Kind of Magic

1991: «Show Must Go On»

1989: The Miracle

1991: Innuendo

1995: Made in Heaven

Títulos de canciones con tono ascendente: •

“Was It All Worth It?” – 1989

“Is this the World We Created?” – 1984

“Who Wants to Live Forever?” – 1986

“Who Needs you?” – 1977

“Can anybody find me somebody to love?” (letra de la canción)

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Amura & Ippólito

The Doors

The Doors fue una banda de rock estadounidense, formada en Los Ángeles (California), en julio del año 1965 y disuelta en el año 1973. Junto a Jefferson Airplane, Grateful Dead y Pink Floyd, se convirtió en uno de los máximos exponentes de la psicodelia de los años 60. El grupo es considerado uno de los más influyentes en la historia del rock. Aunque la carrera de The Doors terminó en 1973, su popularidad se ha mantenido. Según la RIAA, han vendido 32,5 millones de unidades certificadas en los Estados Unidos. La banda ha vendido más de 100 millones álbumes en todo el mundo. The Doors fue la primera banda estadounidense de acumular ocho discos de oro consecutivas. En 1993 fueron incluidos en el Rock and Roll Hall of Fame. Miembros •

Jim Morrison: voz, maracas, pandereta.

Ray Manzarek: teclados, coros

Robby Krieger: guitarra, armónica

John Densmore: batería, percussion

En 1971, después de la grabación de L.A. Woman, Morrison decidió tomarse un tiempo libre y se mudó a París con su novia, Pamela Courson, en marzo. Lo había visitado el verano pasado y, por un tiempo, pareció contento con escribir y explorar la ciudad. Pero luego volvió al alcohol y cayó de un segundo piso en mayo. El 16 de junio hizo sus últimas grabaciones conocidas, cuando conoció a dos músicos callejeros y los invitó a un estudio. Los resultados fueron estrenados en 1994 en el LP pirata, The Lost Paris Tapes. Morrison falleció en confusas circunstancias el 3 de julio; su cuerpo fue encontrado en la bañera. La conclusión fue que murió por un ataque al corazón, aunque se reveló que no se le había hecho la autopsia antes de ser enterrado en el Cementerio Père-Lachaise el 7 de julio. Una versión bastante difundida menciona que el deceso de Morrison se produjo por sobredosis en un bar Parisino llamado " Rock n' Roll circus", más precisamente en los baños del lugar donde el vocalista habría fallecido después de encerrarse para ingerir cocaína, siendo su cuerpo trasladado por conocidos a la bañera de su casa. Supuestamente se le habría intentado reanimar allí con agua fría sin éxito. El forense, en su informe oficial, describió el 19


Amura & Ippólito cadáver del cantante como el de "alguien de más de 50 años y 1.90 m. de altura" (Jim en realidad tenía 27 años y su talla oscilaba entre 1.75 m. y 1.78 m., sin sus botas tejanas puestas), lo que nos brinda clara muestra de una negligencia médica que, probablemente, incrementó el mito que rodea la muerte de Morrison. Los miembros restantes continuaron por algún tiempo. Inicialmente se había pensado reemplazar a Morrison con un nuevo cantante, y se reportó que podría ser Iggy Pop. Al final, Krieger y Manzarek tomaron el lugar de Morrison cantando y lanzaron dos álbumes, Other Voices y Full Circle. Ambos álbumes vendieron bien, pero no como en la época de Morrison, y The Doors dejó de tocar y grabar a finales de 1972. Los Doors restantes grabaron un tercer álbum post Morrison, An American Prayer, en 1978, que proveía de música de respaldo a algunas grabaciones de Morrison recitando su poesía. El álbum fue un éxito, y se vio seguido por un mini-álbum de material en vivo no estrenado. Su perfil se mantuvo alto en los años 1980 gracias a que había una considerable cantidad de grabaciones en color de sus conciertos y actuaciones en TV, y el advenimiento de MTV y el género de los videoclips introdujo a las audiencias jóvenes a la música de The Doors, ya fuera mediante los vídeos grabados en sus conciertos, o los originales producidos por la misma banda en los 60. En 1979, Francis Ford Coppola estrenó Apocalypse Now con "The End" usada en la banda sonora, llevando a nuevos fans a descubrir The Doors. Estos son los sencillos de The Doors en los años de 1967 a 1972. •

Break on Through (To the Other Side) / End of the Night (1967)

You Make Me Real / Roadhouse Blues (1970)

Light My Fire / The Crystal Ship (1967)

People Are Strange / Unhappy Girl (1967)

Love Her Madly / Don't Go No Further (1971)

Love Me Two Times / Moonlight Drive (1967)

Riders on the Storm / The Changeling (1971)

The Unknown Soldier / We Could Be So Good Together (1968)

The Mosquito / Piano Bird (1972)

Hello, I Love You / Love Street (1968)

Roadhouse Blues / Albioni Adagio (1979)

Touch Me / Wild Child (1968)

Wishful Sinful / Who Scared You (1969)

Light My Fire / Love Me Two Times (1971)

Tell All The People / Easy Ride (mayo de 1969)

Touch Me / Hello, I Love You (1971)

Runnin' Blue / Do It (1969)

Riders on the Storm / Love Her Madly (1972)

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Amura & Ippólito Títulos de canciones con tono ascendente: •

Do You Believe in Reincarnation?

Do You Have a Great Big Ego?

Hello, I Love You, Won't You Tell Me Your Name?

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