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: Thelittlebluetrain Physical Break chant: « You are a tree» Chant: Familypuppetschant Poem: I am the Spring. Spring poems FOTO FINGER PUPPETS 2N

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.

13. Howto use them Set 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?

16. Unjumblethelines

17. Wrongword-correct

18. Rhymingwords

19. Multiplechoice

20. Illustrate

21. Group-reordering

22. Explore thetheme-singer

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

37. Little Robby rabbit

38. Stop that noise!

39. 5 little monkeys

40. 5 little elephants

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

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

44. Routinerhymes 1, 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 time Rhythm/music: howdidthechildrenrespondtotherhythmormusic? Pronunciation: didithelptoimproveany particular aspects of pronunciation? Memorization Languageused: accordingtotheirlevel? Multipleintelligences

46. Bibliography http://www.myvoxsongs.com/ http://bussongs.com/ http://www.kididdles.com/ http://www.songsforteaching.com/index.html http://www.supersimplesongs.com/