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Copia (3) de songsrhymeschantspoetry 110711111821-phpapp01
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Copia (3) de songsrhymeschantspoetry 110711111821-phpapp01


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  • 1. Why? When? How?Which?
  • 2. • Music is highly memorable and motivating.• They are ideal tools to be used in the language classroom.• To introduce, reinforce and recycle structures and vocabulary.• To develop all skills in an integrated way.• To help improve all aspects of pronunciation: stress, rhythm and intonation of the target language.
  • 3. • To present new language in a new, rich and imaginative context.• To encourage physical involvement.• To contribute to the learning of the cultural component of the language.• To contribute to the development of a positive attitude towards the language learning.• To help to develop a positive relation between teachers and students.
  • 4. They can be used:1. as a warm-up2. as a transition3. to introduce new language4. as closers5. to practise6. revise language,7. to celebrate
  • 5. 1. Set the context. What is the song about?2. When necessary pre-teach vocabulary with visualaids, actions, focus questions, realia, etc.3. Make copies of the lyrics, cut lines or verses anddistribute the cut-outs to the pairs or groups, askingthem to order the song.4. Play the song and stop every second line or so, forstudents to check their versions and guess what comesnext.
  • 6. 5. Listen to the whole song.6. Give each student a line of the song to listenfor. As they listen they have to arrangethemselves physically in the order they hear theirline.7. Encourage students to use actions, drama whensinging the song.
  • 7. 8. Listen and sort. Students have the words fromtwo songs mixed together.9. Fill in gaps.10. Perform as a whole class or in small groups:boys and girls, half class one line and the otherhalf the second line, when there is question andanswer, etc.11. Encourage children to make a book with theirfavourite songs.
  • 8. 1. Are the children involved?2. Would the children enjoy the song/rhyme/chantoutside the classroom?3. Is the song,… clear to understand and use?4. Does the song have a good melody/rhythm?5. Can those who are weak at English take partwithout feeling frustrated?
  • 9. • Gap fillers• Unjumble the lines• Wrong word-correct• Rhyming words• Multiple choice• Illustrate• Group-reordering• Explore the theme-singer• Enjoy for own sake! The Elephant song
  • 10. • In a cottage• 5 little ducks• The little blue train• 5 little green frogs• 1,2,3,3,4,5 once I caught a fish• Incy, wincy, spider• What’s the weather? The sun comes up• The okey kokey• Tufa-tafa• The skeleton dance• Apples and bananas• A sailor went to sea• The train chant: coffee, coffee• I am short, I am tall
  • 11. • Tommy thumb• Little Robby rabbit• Stop that noise!• 5 little monkeys• 5 little elephants• One grey elephant
  • 12. 1. The owl city: grap the song2. Four seasons: put the verses in order3. People work:clap when hear a job word4. The color song ( act out)5. Were-going-the-zoo: bingo! ( write 5words, prediction/ act the animal):6. Changing the lyrics: What a wonderful world, TheAutumn song7. Listen and correct the mistakes: The waving flag
  • 13.  She sells sea shells from the sea shore. Betty Botter bought some butter but she said the butters’s bitter. Finish fish is fresh fish. Young Japanese girls in yellow jumpers. Below the heavens and above the seas, Live wild berries and bumble bees.
  • 14.  Enee meeny minee mo. 1 potato, 2 potatoes,… Skip dip, sky blue…
  • 15.  1, 2, 3 listen to me. Macaroni and cheese…everybody FREEZE 1, 2, 3 look at me, 4 and 5 do the jive 6, 7, 8 concentrate! Listen, listen, listen, everybody listen Silence, silence, silence, everybody silence.
  • 16.  Rhythm/music: how did the children respond to the rhythm or music? Pronunciation: did it help to improve any particular aspects of pronunciation? Memorization Language used: according to their level? Multiple intelligences
  • 17. 