This document discusses the benefits of using songs, rhymes, and chants in the language classroom. It provides examples of different ways songs can be used, such as for introducing new vocabulary, practicing language structures, and developing pronunciation skills. Guidelines are also presented for selecting songs appropriate for the students' language level and for activities to actively engage learners.

2. Why?
When?
How?
Which?

3. • 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.

4. • 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.

5. They can be used:
1. as a warm-up
2. as a transition
3. to introduce new language
4. as closers
5. to practise
6. revise language,
7. to celebrate

6. 1. Set the context. What is the song about?
2. When necessary pre-teach vocabulary with visual
aids, actions, focus questions, realia, etc.
3. 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.
4. Play the song and stop every second line or so, for
students to check their versions and guess what comes
next.

7. 5. Listen to the whole song.
6. 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.
7. Encourage students to use actions, drama when
singing the song.

8. 8. Listen and sort. Students have the words from
two 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 other
half the second line, when there is question and
answer, etc.
11. Encourage children to make a book with their
favourite songs.

9. 1. Are the children involved?
2. Would the children enjoy the song/rhyme/chant
outside 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 part
without feeling frustrated?

10. • 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

11. • 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

12. • Tommy thumb
• Little Robby rabbit
• Stop that noise!
• 5 little monkeys
• 5 little elephants
• One grey elephant

13. 1. The owl city: grap the song
2. Four seasons: put the verses in order
3. People work:clap when hear a job word
4. The color song ( act out)
5. We're-going-the-zoo: bingo! ( write 5
words, prediction/ act the animal):
6. Changing the lyrics: What a wonderful world, The
Autumn song
7. Listen and correct the mistakes: The waving flag

14.  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.

15.  Enee meeny minee mo.
 1 potato, 2 potatoes,…
 Skip dip, sky blue…

16.  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.

17.  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

19.  http://www.myvoxsongs.com/
 http://bussongs.com/
 http://www.kididdles.com/
 http://www.songsforteaching.com/index.hml
 http://www.supersimplesongs.com/