This document discusses the use of songs, rhymes, chants and poems in language teaching. It provides reasons for using these tools such as making the language memorable, motivating students, and helping improve pronunciation. Examples are given of different types that can be used, such as fingerplays, counting rhymes and tongue twisters. Suggestions are provided for how to use these tools, such as setting context, pre-teaching vocabulary, and having students perform. Criteria for choosing appropriate songs are outlined. Ways songs can be used, such as fill-in-the-blanks activities, are also described.

1. SONGS, RHYMES, CHANTS and

2. WARM UP and goingon…Song: ThelittlebluetrainPhysical Break chant: « You are a tree»Chant: FamilypuppetschantPoem: I am the Spring. Spring poemsFOTO FINGER PUPPETS 2N

3. Whysongs,chants, rhymes and poems?- Lola Martín and Carme AracilMusicishighly memorable and motivating.

4. Songs, rhymes and chants are ideal tools to be used in the language classroom.

5. To introduce, reinforce and recycle structures and vocabulary.

6. To develop all skills in an integrated way.

7. To help improve all aspects of pronunciation: stress, rhythm and intonation of the target language.

8. To present new language in a new, rich and imaginative context.

9. To encourage physical involvement.

10. To contribute to the learning of the cultural component of the language.

11. To contribute to the development of a positive attitude towards the language learning.

12. To help to develop a positive relation between teachers and students.When ?They can be used as a warm-up, as a transition,to introduce new language,as closers,to practise, revise language,to celebrate,integrated with storytelling or project work.

13. Howto use themSet the context. What is the song about?When necessary pre-teach vocabulary with visual aids, actions, focus questions, realia, etc.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.Play the song and stop every second line or so, for students to check their versions and guess what comes next. Listen to the whole song.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.Encourage students to use actions, drama when singing the song.Listen and sort. Students have the words from two songs mixed together.Fill in gaps.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. Encourage children to make a book with their favourite songs.

14. Criteria for choosing a song/rhyme/chant for the young learner language class. Are the children involved?Would the children enjoy the song/rhyme/chant outside the classroom?Is the song,… clear to understand and use?Does the song have a good melody/rhythm?Can those who are weak at English take part without feeling frustrated?

15. Whatto do withsongs?Gap fillers

16. Unjumblethelines

17. Wrongword-correct

18. Rhymingwords

19. Multiplechoice

20. Illustrate

21. Group-reordering

22. Explore thetheme-singer

23. Enjoyforown sake! The elephant songSongs, chantsbyactingIn a cottage

24. 5 little ducks

25. The little blue train

26. 5 little green frogs

27. 1,2,3,4,5 once I caught a fish alive

28. Incy, wincy, spider

29. What’s the weather? The sun comes up

30. The okeykokey

31. Tufa-tafa

32. The skeleton dance

33. Apples and bananas

34. A sailor went to sea

35. The train chant: coffee, coffee

36. I am short, I am tallFingersongs and chantsTommy thumb

37. Little Robby rabbit

38. Stop that noise!

39. 5 little monkeys

40. 5 little elephants

41. One grey elephantGrapping, ordering, filling,…The owl city: grap the songFour seasons: put the verses in orderPeople workclap when hear a job wordThe color song ( act out)We're-going-the-zoo : bingo! ( write 5 words, prediction/ act the animal):Changing the lyrics: What a wonderful world, The Autumn songListen and correct the mistakes: The waving flag

42. TONGUE-TWISTERSShesells sea shellsfromthe sea shore.Betty Botterboughtsomebutterbutshesaidthebutters’sbitter.Finishfishisfreshfish.Young Japanesegirls in yellowjumpers.Belowtheheavens and abovethe seas,Live wild berries and bumblebees.

43. COUNTING RHYMESEneemeeny minee mo.1 potato, 2 potatoes,…Skipdip, skyblue…

44. Routinerhymes1, 2, 3 listen to me.Macaroni and cheese…everybody FREEZE!1, 2, 3 look at me, 4 and 5 do thejive 6, 7, 8 concentrate!Listen, listen, listen, everybody listen Silence, silence, silence, everybodysilence.

45. Reflection timeRhythm/music: howdidthechildrenrespondtotherhythmormusic?Pronunciation: didithelptoimproveany particular aspects of pronunciation?MemorizationLanguageused: accordingtotheirlevel?Multipleintelligences

46. Bibliographyhttp://www.myvoxsongs.com/http://bussongs.com/http://www.kididdles.com/http://www.songsforteaching.com/index.htmlhttp://www.supersimplesongs.com/