This document contains lyrics and instructions for songs, rhymes, chants and games that can be used to teach language in a fun and engaging way for children. It discusses how music, movement and play are natural ways for children to learn and acquire language. Songs, rhymes and chants provide repetition, teach stress and intonation patterns, and make language memorable. They also build community and allow children to express themselves. The document emphasizes finding joy in language learning through interactive activities rather than making it feel like work.

2. I´m in the mood
I´m in the mood for singing,
Hey, How about you?
I´m in the mood for singing,
Hey, how about you?
I´m in the mood for singing,
Singing along with you……..

3. Hey, Hey, what do you say?
I´m in the mood for that today,
Hey, hey, what do you say?
I´m in the mood for that!!

4. Well, I´m in the mood for clapping,
Hey, How about you?
I´m in the mood for clapping,
Hey, how about you?
I´m in the mood for clapping,
clapping along with you……..

5. Hey, Hey, what do you say?
I´m in the mood for that today,
Hey, hey, what do you say?
I´m in the mood for that!!

6. And I´m in the mood for whistling,
__________________________?
I´m in the mood for whistling,
___________________________?
I´m in the mood for whistling,
whistling along with you……..

7. _____________________________?
_________________________________,
Hey, hey, what do you say?
I´m in the mood for that!!

8. Hey, Hey, what do you say?
I´m in the mood for that today,
Hey, hey, what do you say?
I´m in the mood for that!!

9. I´m in the mood for stamping
Hey, How about you?
I´m in the mood for stamping,
Hey, how about you?
I´m in the mood for stamping,
stamping along with you……..

10. Hey, Hey, what do you say?
I´m in the mood for that today,
Hey, hey, what do you say?
I´m in the mood for that!!

11. Yes, I´m in the mood for singing,
Hey, How about you?
I´m in the mood for singing,
Hey, how about you?
I´m in the mood for singing,
Singing along with you……..

12. Hey, Hey, what do you say?
I´m in the mood for that today,
Hey, hey, what do you say?
I´m in the mood for that!!

13. Hey, Hey, what do you say?
I´m in the mood for that today,
Hey, hey, what do you say?
I´m in the mood for that!!
I´m in the mood for that!!
Oh, I´m in the mood
You´re in the mood,
Then
We´re in the mood for that!!

14. Children have a natural
Musical Taste,
and Play is the only
activity
they take seriously,

15. So…………
be spontaneous,
don’t let song
practice,
or any activity seem
like work.

16. Salt and Pepper Shake
Salt and pepper jam and bread,
Put your hands on your head.
Salt and pepper buttons and bows,
Put your hands on your nose.
Salt and pepper Birds and bees,
Put your hands on your knees.
Salt and pepper bacon and eggs,
Put your hands on your legs.

17. Put your hands on your head,
Oh, yeah!
Ah, put your hands on your nose,
Oh, yeah!
Ah, put your hands on your
knees,
Oh, Yeah!
Ah, put your hands on your legs,
Oh, Yeah!

18. And shake, shake, shake,
Shake all around,
Shake your body up and
down,
Shake, shake, shake, shake,
Shake all around,
Shake your body up and
down.

19. Now, salt and pepper paper and
paste,
Put your hands on your waist.
Salt and pepper table and chair,
Put your hands on your hair.
Salt and pepper fish and chíps,
Put your hands on your hips.
Salt and pepper potatoes and meat
Put your hands on your feet.

20. Put your hands on your waist,
Ah, put your hands on your hair,
Ah, put your hands on your hips,
Ah, put your hands on your
feet….

21. And shake, shake, shake,
Shake all around,
Shake your body up and
down,
Shake, shake, shake, shake,
Shake all around,
Shake your body up and
down.

22. Is everybody ready??? Yeah….
Let´s do them all together now………
Here we go……
And…put your hands on your hair,
Ah, put your hands on your nose,
Ah, put your hands on your knees,
Ah, put your hands on your legs,
Ah, put your hands on your waist,
Ah, put your hands on your hair,
Ah, put your hands on your hips,
Ah, put your hands on your feet, Oh, yeah!

23. And shake, shake, shake,
Shake all around,
Shake your body up and
down,
Shake, shake, shake, shake,
Shake all around,
Shake your body up and
down.

24. And shake, shake, shake,
Shake all around,
Shake your body up and down,
Shake, shake, shake, shake,
Shake all around,
Shake your body up and down
Wee Hah!!!!!

25. Music
can be a wonderful
medium
for Natural
Language
acquisition.

26. Songs, Rhymes, Chants, and
Musical Games
are fantastic
materials with
innumerable virtues:

27. Games and songs are an
essential part of a
curriculum, not a
time filler.

28. Find all the animals in the room Activity
Student A: Hello
Student B: Hi
Student A: Do you have a/an__________?
Student B: Yes, I do, here you are. /No, I'm sorry!
Student A: Thank You.
Student B: You're welcome.

29. Songs, rhymes and Chants are
wonderful means for
teaching stress and
intonation patterns
in English.

30. Games constitute a
context for Language
use. They become
themselves when they
play or sing.

31. Game for language practice:
Teach: Do you like….(and 4 pieces of
vocabulary- ice cream, chocolate, pizza,
french fries)
 Everybody stands up and pairs up, when the
teacher says “go”, say the conversation, while
the teacher times.
 Change partner every time until you have used
all 4 words.
 Sit down.
When the last student sits down, teacher stops
the watch.
Do you like…..?

32. A: “Hello”
B: “Hello”
A: “Do you like ice-cream?”
B: “Yes. I do. Do you like pizza?”
A: “No I don´t!”
B: “Thank You”
A: “Goodbye”
Ice cream, chocolate, pizza, french fries
Rice, cake, hamburger, apples

33.  Teach 4 or 5 more words and begin
the game again.
Rice, cake, hamburger, apples
Children love to see if they can beat
their best time. You can also use it
for conversation such as “How are
you?” and replies such as: “I´m
hungry, I´m O.K., I´m happy, I´m
tired”………Or “Where´s the…….?”

34. Music and Rhythm make it
much easier to
imitate and
remember language
than words.

35. A song:
• Contributes to socialization,
• Appeals to the ear,
• Gives pleasure,
• Helps express feelings

36. songs:
•Contain words and expressions
of high frequency and offer
repetition.
•Facilitate memorizing when
associated with a linguistic item.
•And…. Singing helps to acquire a
sense of rhythm.

37. Fishy, Fishy!
It’s a fishy, fishy party,
Where are the red fish, where?
They’re not in the fish tank,
they’re dancing on the chairs.
1-2-3 jump to the left,
4-5-6 jump to the right
7-8-9 clap your hands,
and dance with the fish tonight!

38. It’s a fishy, fishy party,
Where are the blue fish, where?
They’re not in the fish tank,
they’re dancing on the chair.
1-2-3 jump to the left,
4-5-6 jump to the right
7-8-9 clap your hands,
And dance with the fish tonight!

39. It’s a fishy, fishy party!
Where are the green fish,where?
They’re not in the fish tank,
they’re dancing on the chair.
1-2-3 jump to the left,
4-5-6 jump to the right
7-8-9 clap your hands,
and dance with the fish tonight!

40. songs:
If used properly, are excellent
means whereby children have
fun and at the same time
acquire a language.

41. songs:
Using songs is very valuable:
•Affective reasons
•Cognitive reasons
•Linguistic reasons

42. What are these affective
reasons?
……cognitive reasons?
……linguistic reasons?

43. songs:
Affective Reasons:
•Positive attitude towards learning
•Enjoyment factor
•Provide relaxed classroom
atmosphere
•Bring variety and fun to learning

44. songs:
Cognitive Reasons:
•Songs present opportunities
for automaticity.

45. songs:
Linguistic Reasons:
•Provide us with Colloquial English
(language of informal conversation)
•Music is often the major source of
English outside the classroom.

46. And….how about the Multiple Intelligences?
Bodily Kinesthetic: Students like to use
body language and play games, be
physically active, dancing, acting, miming or
doing crafts.
Musical – Rhythmic: Students like to listen
to and perform music, create and replicate
tunes, match feelings to music and rhythms,
sing, hum and move to music.

47. Chants:
What is a Chant???

48. Chants:
Let’s try it:
Fit the words to any
topic you are
working on in class.
Example:

49. Chants:
We’re going to the beach
We’re going to the beach
Hooray, hooray, hooray
We’re going to the beach.
(zoo, park, moon)

50. Chants:
Rememberthisone?
On my head my hands I place,
On my shoulders on my face,
On my hips and at my side…
Then behind me they will hide.
I will hold them up so high,
Quickly make my fingers fly….
Hold them out in front of me,
Swiftly clap them, one, two, three!!!

51. Chants:
I am Special……..
I am special, I am me…
I have two hands, two eyes to see….
A nose to smell, my ears hear well,
A mouth to talk and two legs to walk.
But that´s not all because you see….
I am special, I am me!!!!!

52. Humansacquirelanguagein only
oneway:
by understanding messages, or
receiving comprehensible input.

53. Songs, Rhymes and Games
are wonderful materials.
All we need to do is share
them with our students
with a little planning
before we enter the
classroom.

54. You Needed Me
(Anne Murray)
I cried a tear, you wiped it dry,
I was confused, you cleared my mind,
I sold my soul, you bought it back for
me,
And held me up and gave me dignity,
Somehow you needed me.

55. You gave me strength to stand alone
again,
To face the world out on my own again,
You put me high, up on a pedestal,
So high that I could almost see eternity,
You needed me,
You needed me.

56. And I can’t believe it’s you, I can’t
believe it’s true,
I needed you, and you were there.
And I’ll never leave, Why should I
leave? I’d be a fool.
Cause I finally found someone who
really cares.

57. You held my hand when it was cold,
When I was lost, You took me home.
You gave me hope when I was at the
end,
And turned my lies back into truth again,
You even called me FRIEND.

58. You gave me strength to stand alone
again,
To face the world out on my own again.
You put me high, up on a pedestal,
So high that I could almost see
eternity,
You needed me.
You needed me.
You needed me.
You needed me.

59. Idolina Camargo
icamargo@grupomacmillan.com