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.
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
3.
4. Songs, rhymes and chants are ideal tools to be used in the language classroom.
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.
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?
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.
