Chants and songs in the class


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Chants and songs in the class

  1. 1. Chants and Songs in the Class
  2. 2. Introduction In this work we deal with the advantages and disadvantages of using songs and chants in English language teaching, their functions, the criteria for selecting a chant to suit a class, some suggested procedures for presenting chants to young learners and some activities to implement songs and chants in the class.
  3. 3. 1. Chant and Song  A chant is simply vocabulary spoken over a background of music or rhythm.  A song has a more varied melody, for example it has verses and chorus.
  4. 4. 2. Advantages of using Chants and Songs      They are effective for practicing, consolidating and reinforcing language structures and lexis. They allow students to have a glimpse of different cultural aspects. Listening skills, attention span and concentration are improved. Allow students to learn in a very fun atmosphere. Allow a high participation by the part of the pupils.
  5. 5. Advantages of using songs and chants      They are useful to practice writing. They are useful to reinforce linguistic functions. They are a nice and funny way to introduce a topic. They are obtainable and adaptable. One of the great advantages of songs is the possibility of “being recalled”, since they stick in our minds.
  6. 6. 3. Disadvantages of chants and songs        Administrators / teachers/ students do not take music and songs seriously. It distracts neighboring classes. Some students get to excited. It takes away from the normal syllabus. Students disagree about songs, and have different music tastes. Students just want to listen, not to work. Lack of technical equipment due to cost.
  7. 7. 4. Criteria for choosing songs and chants  1. The song should contain limited vocabulary. 2. The song should contain language compatible with that being used in  the classroom.  3. The song should present a limited musical challenge.  4. The rhythm should be straightforward and repetitive. 
  8. 8. Criteria for choosing songs and chants  5. Song topics should be within the experiences of children  6. For primary level 4 and 5 it is useful if songs are accompanied by actions.  7. It is also helpful if the words of the songs are highly repetitive and if they have a refrain: a repeated stanza, between verses of the song.
  9. 9. 5. Steps to present songs to students  Prepare the students  Go through the words  Speak the song line by line  Sing a line at a time  Add Rhythmic Accompaniments
  10. 10. 6. Activities to implement songs and chants Example: The following song samples have been chosen to show how songs and chants can be implemented in the class: 
  11. 11. I Caught a Fish Language Targets: Numbers from one to ten.  Question-answer format, question words.  One, two, three, four, five, I caught a fish alive. Six, seven, eight, nine, ten, I let it go again. Why did you let it go? 'Cause it bit my finger so. Which finger did it bite? This little finger on my right.
  12. 12. Teaching activities: This song is also a finger play. Build meaning by having the children act out the song. One, two, three, four, five, I caught a fish alive. (Count on the right hand; hold a fish with your hands.) Six, seven, eight, nine, ten, I let it go again. (Count the fingers on your left hand; let the fish go.) Why did you let it go? 'Cause it bit my finger so. (Shake finger) Which finger did it bite? This little finger on my right.
  13. 13. Old MacDonald Had a Farm Language Targets: Past tense verbs.  Farm terms, animal names and sounds Rhythm and intonation of English  Old MacDonald had a farm, E-I-E-I-O And on his farm he had some chicks, E-I-E-I-O With a chick - chick here, And a chick - chick there, Here a chick, there a chick - chick, Everywhere a chick - chick Old Mac Donald had a farm, E-I-E-I-O
  14. 14. Teaching Activities  • You can add to this song by substituting different animals with their sounds, and continue the song: Cows ------- moo- moo Cats -------- meow-meow Ducks -------- quack-quack Have the children make up animal motions  to go along with the animal sounds, e.g., they could flap their wings when they were a chick or walk with a waddle when they were a duck. 
  15. 15. Head and Shoulders  Language goals: parts of the human body Head and Shoulders, Knees and toes, knees and toes (2x) And eyes and ears, And mouth and nose Head and shoulders, Knees and toes, knees and toes.
  16. 16. Teaching Activities: Teaching Activity: - You and the children point to the body parts as you sing the song. 
  17. 17. Colors Language Targets:  • Color words  • Commands  Red and yellow, blue and white Stand up. Green and orange, black and brown Turn around. And reach up high, above your head, Red and yellow, blue and white, Sit down.
  18. 18. Teaching Activities: • Give your students different colored paper to hold up at the right times while they sing the song. • Practice identifying the colors without singing at first.
  19. 19. The Hokey Pokey     Language Goals: • Direction words • Body parts • Command forms of action verbs You put your right hand in, You take your right hand out, You put your right hand in, And you shake it all about. You do the hokey pokey, And you turn yourself around, That's what it's all about. Oh, hokey pokey, Oh, hokey pokey, And that's what it's all about.
  20. 20. Teaching Activities: • The first time through, sing the song as written here. • The second time, substitute left hand • Then repeat the verses with right foot, left foot, your head, your whole self.
  21. 21. 7. Motivational Singing Activities  These activities motivate learners to verbalize the target language and thus practice proper pronunciation and intonation.  Freeze, Remote Control, Hotter or Colder, Our Song, Musical Cards, Mexican Jumping Beans, Louder Louder, Join In, Word Substitution, etc..
  22. 22. 8. Conclusion  Although it might be difficult to get the class used to the new songs, we will find that all children like them very much. We have to take advantage of this kind of love to enrich the language-teaching environment. There are numerous variations of activities, and teachers are advised to choose what best suits their learners.
  23. 23. 9. Bibliography Abdellah A. Songs, Chants and Rhymes in English Language Teaching. Unknown Editorial.  Dawson N. Using Songs in the Primary. In Teacher Line. Nùmero 7. Curso 1998-1999.  Grace C. Music and Memory. Newton BBS ask a scientist biology archive.  Yoo, I W Focused Listening with Songs , The Internet TESL Journal, Vol. VIII, No 7, July 2002, 
  24. 24. Thank You !! A.J.
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