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SONGS, RHYMES, CHANTS and<br />
WARM UP and goingon…<br />Song: Thelittlebluetrain<br />Physical Break chant: « You are a tree»<br />Chant: Familypuppetsc...
Whysongs,chants, rhymes and poems?- Lola Martín and Carme Aracil<br /><ul><li>Musicishighly memorable and motivating.
Songs, rhymes and chants 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.
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.</li></li></ul><li>When ?<br />They can be used 	as a...
Howto use them<br />Set the context. What is the song about?<br />When necessary pre-teach vocabulary with visual aids, ac...
Criteria for choosing a song/rhyme/chant for the young learner language class.<br /> <br />Are the children involved?<br /...
Whatto do withsongs?<br /><ul><li>Gap fillers
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Songs,rhymes,chants,poetry

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Songs,rhymes,chants,poetry

  1. 1. SONGS, RHYMES, CHANTS and<br />
  2. 2. WARM UP and goingon…<br />Song: Thelittlebluetrain<br />Physical Break chant: « You are a tree»<br />Chant: Familypuppetschant<br />Poem: I am the Spring. Spring poems<br />FOTO FINGER PUPPETS 2N<br />
  3. 3. Whysongs,chants, rhymes and poems?- Lola Martín and Carme Aracil<br /><ul><li>Musicishighly memorable and motivating.
  4. 4. Songs, rhymes and chants are ideal tools to be used in the language classroom.
  5. 5. To introduce, reinforce and recycle structures and vocabulary.
  6. 6. To develop all skills in an integrated way.
  7. 7. To help improve all aspects of pronunciation: stress, rhythm and intonation of the target language.
  8. 8. To present new language in a new, rich and imaginative context.
  9. 9. To encourage physical involvement.
  10. 10. To contribute to the learning of the cultural component of the language.
  11. 11. To contribute to the development of a positive attitude towards the language learning.
  12. 12. To help to develop a positive relation between teachers and students.</li></li></ul><li>When ?<br />They can be used as a warm-up, <br />as a transition,<br />to introduce new language,<br />as closers,<br />to practise, revise language,<br />to celebrate,<br />integrated with storytelling or project work.<br /> <br />
  13. 13. Howto use them<br />Set the context. What is the song about?<br />When necessary pre-teach vocabulary with visual aids, actions, focus questions, realia, etc.<br />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.<br />Play the song and stop every second line or so, for students to check their versions and guess what comes next. <br />Listen to the whole song.<br />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.<br />Encourage students to use actions, drama when singing the song.<br />Listen and sort. Students have the words from two songs mixed together.<br />Fill in gaps.<br />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. <br />Encourage children to make a book with their favourite songs. <br /> <br /> <br /> <br /> <br /> <br />
  14. 14. Criteria for choosing a song/rhyme/chant for the young learner language class.<br /> <br />Are the children involved?<br />Would the children enjoy the song/rhyme/chant outside the classroom?<br />Is the song,… clear to understand and use?<br />Does the song have a good melody/rhythm?<br />Can those who are weak at English take part without feeling frustrated?<br /> <br /> <br /> <br /> <br /> <br /> <br />
  15. 15. Whatto do withsongs?<br /><ul><li>Gap fillers
  16. 16. Unjumblethelines
  17. 17. Wrongword-correct
  18. 18. Rhymingwords
  19. 19. Multiplechoice
  20. 20. Illustrate
  21. 21. Group-reordering
  22. 22. Explore thetheme-singer
  23. 23. Enjoyforown sake! The elephant song</li></li></ul><li>Songs, chantsbyacting<br /><ul><li>In a cottage
  24. 24. 5 little ducks
  25. 25. The little blue train
  26. 26. 5 little green frogs
  27. 27. 1,2,3,4,5 once I caught a fish alive
  28. 28. Incy, wincy, spider
  29. 29. What’s the weather? The sun comes up
  30. 30. The okeykokey
  31. 31. Tufa-tafa
  32. 32. The skeleton dance
  33. 33. Apples and bananas
  34. 34. A sailor went to sea
  35. 35. The train chant: coffee, coffee
  36. 36. I am short, I am tall</li></li></ul><li>Fingersongs and chants<br /><ul><li>Tommy thumb
  37. 37. Little Robby rabbit
  38. 38. Stop that noise!
  39. 39. 5 little monkeys
  40. 40. 5 little elephants
  41. 41. One grey elephant</li></li></ul><li>Grapping, ordering, filling,…<br />The owl city: grap the song<br />Four seasons: put the verses in order<br />People workclap when hear a job word<br />The color song ( act out)<br />We're-going-the-zoo : bingo! ( write 5 words, prediction/ act the animal):<br />Changing the lyrics: What a wonderful world, The Autumn song<br />Listen and correct the mistakes: The waving flag<br />
  42. 42. TONGUE-TWISTERS<br />Shesells sea shellsfromthe sea shore.<br />Betty Botterboughtsomebutterbutshesaidthebutters’sbitter.<br />Finishfishisfreshfish.<br />Young Japanesegirls in yellowjumpers.<br />Belowtheheavens and abovethe seas,<br />Live wild berries and bumblebees.<br />
  43. 43. COUNTING RHYMES<br />Eneemeeny minee mo.<br />1 potato, 2 potatoes,…<br />Skipdip, skyblue…<br />
  44. 44. Routinerhymes<br />1, 2, 3 listen to me.<br />Macaroni and cheese…everybody FREEZE!<br />1, 2, 3 look at me,<br /> 4 and 5 do thejive<br /> 6, 7, 8 concentrate!<br />Listen, listen, listen, everybody listen <br />Silence, silence, silence, everybodysilence.<br />
  45. 45. Reflection time<br />Rhythm/music: howdidthechildrenrespondtotherhythmormusic?<br />Pronunciation: didithelptoimproveany particular aspects of pronunciation?<br />Memorization<br />Languageused: accordingtotheirlevel?<br />Multipleintelligences<br />
  46. 46. Bibliography<br />http://www.myvoxsongs.com/<br />http://bussongs.com/<br />http://www.kididdles.com/<br />http://www.songsforteaching.com/index.html<br />http://www.supersimplesongs.com/<br />

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