This document discusses the importance of teaching language through music and rhythm. It explains that every language has its own musical qualities like rhythm and intonation. Using chants and songs can help children learn the music of English. Reasons for using music include making language memorable, presenting it in an enjoyable way, and integrating different learning styles. Specific chants are provided as examples to help with pronunciation, listening skills, vocabulary, and motivating students.

1. Making Music Meaningful
© Oxford University Press 1
Nina Lauder – http://ninaspain.blogspot.com
It’s not enough to learn the grammar and vocabulary of a language; we need to learn the
music of that language too.
Why?
Because rhythm and intonation deeply affect the quality of speech sounds (eg in English:
weak forms, linking, syllable length etc) and meaning.
Every language has its own music (rhythm and intonation), and chants and songs can help
children to learn the musical character of English.
Medical research suggests that the rhythm of our mother tongue (L1) is learnt in the womb
and so is part of our identity. This is perhaps why learners are often resistant to changing it.
Rhythm is linked to feelings about ourselves, our confidence and self-esteem. Intonation is
strongly attached to our attitudes and emotions.
Reasons for using chants and songs in the classroom
 integrate oral, aural, visual and kinaesthetic learning styles
 make language memorable
 present language in a fun and non-threatening way
 develop concentration, coordination and confidence
 change the pace of the lesson and motivate learners.
NB Page references below are from Teaching Young Language Learners by Annamaria Pinter.
To improve pronunciation
It’s important to practise language in connected speech. It helps with word stress, sentence
stress, contractions, linking and intonation etc.
Music helps support the rhythm of the language.
To develop listening skills
Songs a great source of motivating listening material for all ages
Listening to language in natural streams helps develop fine-tuned listening skills and the
ability to pick out key words/information as well as developing concentration over a period of
time
To integrate oral, aural, visual and kinaesthetic learning styles.
A multi-sensory approach caters for different types of learners:
Oral: Chant/songs give a lot of opportunity to speak in a supportive/safe environment
VAK (refers to the three primary learning styles: visual, auditory and kinaesthetic).
To make language memorable.
Chants/songs naturally include a lot of repetition. Repetition helps learners remember (there’s
a theory that learners need to see/use a language item ten times to remember it – over a
period of time).
Actions also help learners remember the language.
To present language in a fun and non-threatening way.
Learners can give nonverbal responses first. They can enjoy chants/songs through actions
rather than having to immediately produce the language (this approach is often
recommended in coursebooks and resource books). When learners produce the language in
chants/songs, they do it chorally and so they have the support of others. It’s safe.

2. Making Music Meaningful
© Oxford University Press 2
Nina Lauder – http://ninaspain.blogspot.com
Some chants by Carolyn Graham
This, that, these, those.
Snap your fingers,
touch your toes.
This, that, those, these.
Shrug your shoulders,
bend your knees.
Where’s my hat?
It’s on the door.
Where are my socks?
They’re on the floor.
Where are my gloves?
They’re in the drawer.
Where are my shoes?
They’re on the floor.
Where’s my sweater?
It’s in the drawer.
Where are my sandals?
They’re on the floor.
Where’s my T-shirt?
It’s in the drawer.
Where are my pyjamas?
They’re on the floor.
He speaks English.
He speaks English.
So does she.
So does she.
He was born in Boston.
He grew up in Boston.
So was she.
So did she.
He speaks Spanish.
He speaks Spanish.
So does she.
So does she.
He was born in Lima.
He grew up in Lima.
So was she.
So did she.
He speaks Russian.
He speaks Russian.
So does she.
So does she.
He was born in Moscow.
He grew up in Moscow.
So was she.
So did she.
Additonal Ideas
Please stand up
And turn around
Clap your hands
And then sit down
Everyone.
Listen to me.
You need pencils.
1, 2, 3.
Knock, knock, knock
Look at me
Go to your table
1, 2, 3.
Fruit and Vegetables
(Frere Jacques)
I like vegetables, I like
vegetables.
Yes, I do. Yes, I do.
I like vegetables, I like
vegetables.
How about you? Name a
few.
I like fruit, I like fruit.
Yes, I do. Yes, I do.
I like fruit, I like fruit.
How about you? Name a
few. Let’s Go! OUP