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  • 2. WARM UP and goingon…
    Song: A-E-I-O-U
    Song: Thelittlebluetrain
    Physical Break chant: « You are a tree»
    Chant: Familypuppetschant
    Poem: I am the Spring. Spring poems
  • 3.
  • 4. Whysongs,chants, rhymes and poems?- Lola Martín and Carme Aracil
    • Musicishighly memorable and motivating.
    • 5. Songs, rhymes and chants are ideal tools to be used in the language classroom.
    • 6. To introduce, reinforce and recycle structures and vocabulary.
    • 7. To develop all skills in an integrated way.
    • 8. To help improve all aspects of pronunciation: stress, rhythm and intonation of the target language.
    • 9. To present new language in a new, rich and imaginative context.
    • 10. To encourage physical involvement.
    • 11. To contribute to the learning of the cultural component of the language.
    • 12. To contribute to the development of a positive attitude towards the language learning.
    • 13. To help to develop a positive relation between teachers and students.
  • When ?
    They can be used as a warm-up,
    as a transition,
    to introduce new language,
    as closers,
    to practise, revise language,
    to celebrate,
    integrated with storytelling or project work.
  • 14. Howto use them
    Set the context. What is the song about?
    When necessary pre-teach vocabulary with visual aids, actions, focus questions, realia, etc.
    Make copies of the lyrics, cut lines or verses and distribute the cut-outs to the pairs or groups, asking them to order the song.
    Play the song and stop every second line or so, for students to check their versions and guess what comes next.
    Listen to the whole song.
    Give each student a line of the song to listen for. As they listen they have to arrange themselves physically in the order they hear their line. With more advance students this can be done asking them to arrange themselves before listening to the song.
    Encourage students to use actions, drama when singing the song.
    Listen and sort. Students have the words from two songs mixed together.
    Fill in gaps.
    Perform as a whole class or in small groups: boys and girls, half class one line and the other half the second line, when there is question and answer, etc.
    Encourage children to make a book with their favourite songs.
  • 15. Criteria for choosing a song/rhyme/chant for the young learner language class.
    Are the children involved?
    Would the children enjoy the song/rhyme/chant outside the classroom?
    Is the song,… clear to understand and use?
    Does the song have a good melody/rhythm?
    Can those who are weak at English take part without feeling frustrated?
  • 16. Whatto do withsongs?
  • Songs, chantsbyacting
    • In a cottage
    • 25. 5 little ducks
    • 26. The little blue train
    • 27. 5 little green frogs
    • 28. 1,2,3,4,5 once I caught a fish alive
    • 29. Incy, wincy, spider
    • 30. What’s the weather? The sun comes up
    • 31. The okeykokey
    • 32. Tufa-tafa
    • 33. The skeleton dance
    • 34. Apples and bananas
    • 35. A sailor went to sea
    • 36. The train chant: coffee, coffee
    • 37. I am short, I am tall
  • Fingersongs and chants
  • Grapping, ordering, filling,…
    The owl city: grap the song
    Four seasons: put the verses in order
    People workclap when hear a job word
    The color song ( act out)
    We're-going-the-zoo : bingo! ( write 5 words, prediction/ act the animal):
    Changing the lyrics: What a wonderful world, The Autumn song
    Listen and correct the mistakes: The waving flag
    Shesells sea shellsfromthe sea shore.
    Betty Botterboughtsomebutterbutshesaidthebutters’sbitter.
    Young Japanesegirls in yellowjumpers.
    Belowtheheavens and abovethe seas,
    Live wild berries and bumblebees.
    Eneemeeny minee mo.
    1 potato, 2 potatoes,…
    Skipdip, skyblue…
  • 45. Routinerhymes
    1, 2, 3 listen to me.
    Macaroni and cheese…everybody FREEZE!
    1, 2, 3 look at me,
    4 and 5 do thejive
    6, 7, 8 concentrate!
    Listen, listen, listen, everybody listen
    Silence, silence, silence, everybodysilence.
  • 46. Reflection time
    Rhythm/music: howdidthechildrenrespondtotherhythmormusic?
    Pronunciation: didithelptoimproveany particular aspects of pronunciation?
    Languageused: accordingtotheirlevel?
  • 47. Someuseful copies
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  • 60. Other ideas
  • 61. Bibliography