Children love rhythm, music and movement, nnditiswidely recognized that the useofrhymes, chants ond songs contribute 10 young children's overall :social, linguistic, physical. cognitive Qnd emotional development. When starting to learn0foreign language, rhymes. chants and songs ploy 0 special role in drawing children Into produdnglonguage in ways which are narural, spontaneous and enjoyable.Aswell as enhondng children's learning and acquisition of language.
the use of rhymes, chants and songs promotes the development of positive attitudes and motivation towards leorning0foreign language in both the immediate and longer tenn. Given their many potl!ntlol benefits for learning, there IsQstrong case for making rhymes, chonts and songs a fully integrated component of any programme10leorn English at primary school.
Learning through rhymes, chants and songs
Young children ore usually already familiar with rhymes. songs and chants in Lt. Using them in English lessons provides a link between home and school, and helps locreale 0 secure environment for learning. Rhymes, chants and songs allow for both verbal and non-verbal partidpalion through physical movement, actions, drama and ploy. By building on children's pleasure in rhythm ond sounds, theyengoge children in responding to and produdnglonguage in ways which develop their confidence and self-esteem and lead 10 0 sense of achievement and success.
Rhymes, chants ond songs are communal, social eventswhichodd variety and a change ofpace10 clossroom activities and build up 0 sense of group Identity and belonging within the class. They can beused osQritualpart of starting ond ending lessons, oras an integratedpart oflanguoge, slory or topic-based work (see 6.1, 6.10, 6.J3. 6.23).
They can also be used to reinforce knowledge and skUls in other areos of the curriculum, for example. numeracy (see 6.4. 6.21) orCitlzenship issues, such as looking after the environment (see 6.18). Rhymes, chants and songs frequently provide an opportunity to introduce children to aspects of traditional children's culture from the Englishãspeaking world. They also develop SOdal
skills, such as turn-taking,egin interactive chants (see 6.7,6.15), rhyme or singing games (see 6.5, 6.22), and motor skills,lorexampll', through finger play (see 6.4). With younger children, rhymes, chants and songs can also play a crucial rail' in managing thec1as.s effectivelybyhelping to set up behavioural parametl'rs and establish lesson routines. Rhymes con signal story timl', (re)focu.s attention or allow children to Il'tofl physical enl'rgy, help them to concl'ntrate or calm themdown (see 6.1).
Rhymes, chants and songs can be used to introduce nl'w language or to consolidate, recycle and extend the contexts in which children use structures and vocabulary that are already familiar. They develop listening comprehension and speaking skllls, both spoken production and spoken interaction. In soml' cases, they can also be used to develop reading and writing skills, for example, when children reod a short poem or rhyme (see 6.16), or write theirown version of a chant(see6.15).
Above all, rhymes, chants and songs help to improve allaspects of children's pranundatlon.
With younger children, this is usually an implidl part of the activity Itself, wherem with older childrenitmay be approprlatl' to focu.son a particularaspectofpronundation more I'xplidtly, such as sentence stress or intonation.
Through repetition of rhymes. chants and songs.
children develop their ability to imitatl' and produce individual sounds.egthe vowel sound /au/ in a word like brown, In a natural way. They also acquire the ability to produce features of connected speech, such as when words are linked together,egwhenputonbecomes /polooJ or a question such asDoyou like .. .7 sounds /d3lJlatk/, or the simplification of consonant clusters as when, egFirst touch your toes becomes 1f3:SlAlfj~'I:)(JlJ.
In addition to individual sounds and sounds In connected speech. rhymes, chants and songs also help to develop ch i1dren's awareness ofstress.
rhythm and intonation patterns in English.
Children can easily be made aware, for example.
bydapping the rhythm of a rhyme, that it Is 'content' words such as the nouns that tend tobe given the main stress,eg I like dwrolate /1flu
~and that other words and syllables are unstressed In order to maintain the some rhythm or stress pattern, eg So nof for /f;lme, plecue. Older children can alsobemade explicitly aware of WE!Qk forrnsand the frequentu.seofschwa1;1as in.egW~nIwasI...."z!one and how this makes theirownspeech sound more natural. Theuseof chants which replicate patterns of everyday communication encourogechildren to'lift'their voices and speak with natural pitch and intonation patterns, suchosthe failing intonation inWh-questiOns,egWherrdidhe go-.].or rising intonation in a yes/no question,eg
Do)'Ol.llikeit..? Such chants also provide an initial controlled framework for children to practise toking turns In interactive speech, a skill which they can increasingly transfer to other activities and everyday communication in class.
The use of rhythm and music in rhymes, chants ond songs aids memorization and children ore frequently capable of recalling extensive chunks of language In the context of rhymes, songs and chants, which they would not otherwisebe able todo. Children also very often naturally transfer language they have met in a rhyme, song or chant to another relevant communicative context in the classroom. When children spontaneously make the connection between language they have learnt In one context and its potential for usein another, this gives them asenseof personal choice and 'owneDhip' of language and arguably may help them to Internalize and commit to long term memory what they are learning.
As in first language learning. it is likely that familiarity with rhymes, chants and songs, and on awareness of sounds, word patterns, rhythm ond stress may also contribute to the foundations of early literacy and ht'lp children once they start looming how to read in English. Rhymes, chants ond songs also frequently proVide a vehicle for English going out of the classroom and Into the playground and/or home. This also helps to reaffirm In children (and their parents and families) the Intrinsic pleasure and value of what theyareleamlng.
Integrating songs, rhymes and chants in sequences of work In order to maximize the benefits of using songs, rhymes and chants with children, it is usually best to integrate them Into sequences of work which develop a range ofskJlls, rather thanusethem in an isolated way. An example of how a chant (see 6.12h) can beused as the springboard for a whole sequence of work Is as follows:
Piuotrainchant Mushroonu, mushrooms Chee5e,tomatoes,cht'r5t',tomatoes Sousages,baron, sausages,bocoIl Chicken and ham, chid:en and ham Chicken and ham, chkken and ham Red and greenpeppers.redand greenpeppers Olives,onions,olives, onions Tu-u-una,lu-uãuna (c.Read and A. Sober6n)
IDraw the shope of a pizza in the air. Ask children to guess the food.
2Elicit things you con have on a piua. Use this to revise vocabulary.
3 Ask focus questions:Howmany things areon thepizza?Whatcue they?Usten to the chant.
4Check the answers. Stick f1ashcards on the board in the order of the chant.
S Children 'read' the f1ashcards and say the chant with you.
6 Children practise the chant in pairs. saying it rhythmically and doing train movements with their arms.
7 Children stand up and aet out the pizza train chant. (Oassroom managt>ment note:
Individual carriages are less 'risky' than a wholeclasstrainl)
8 (Optional) Children write the chant using the flashcards as a prompt. They then check spelling in pairs and with the whole class.
9Give out a handout with a picture of an empty piua frame. Children secretly choose three food items from the flashcards on the board and draw or write the names on the piua.
10 Piua partner: Children find their pizza partner, ie someone with the some pizza Ingredients as themselves. They can either ask in groups or stand up and mingle to do this, egPt:Haveyougof barononyaurpizza?P2:Yes, rhave.
5echon6.Rhymes.chon~ondsongs 183
11 Once they've found their partner, children Invent a name for their pizza,egthe Super giant pizza and write or complete a simple description, egThe Supergiant pizza hcu gol chee~,baconand sausages. If'Sdelicious!
12 Circulate the descriptions and the children make a class menu of all the different pizzas.
13 Children prepare and act out a role play in a pluo. resfaurant,egPI:CanJ havrasupn giant pizza,pkast'?P2:Yes. hertyouart.PI:
Thonkyoo.
14Children observe, investigafe and categorize whatgoeson a piuo. in terms of food groups (moot and fish / fruit and vegetable / cereals / dairyproduets).
When planning sequences of work such os the above, Howard Gordner'sTheoryofMultiple Intelligences (see Further reading) can proVide a useful framework for ensuring a balance of activities which will oppealto different children.
Examples of the way activities based on thePizza tro;n chant above engage multiple intelligences are as follows:
• Verbal-linguistic: repeating the chant, writing the chant, writing a description. doing the role play
• Musical: the rhythm of the train and the crescendo on the hoot (tu-u-U-IlQ) In the lost line
• Kinaesthetic: moving like the train. the mlngleoctivity
• Vlsual--l>potlal: 'reading' the pluo. f1oshcards.
drawing food items on the pluo.
• Logical-mathematical: dedudngthe food Items 10 osk about in the mingle
• Interpersonal: inventing the name of Ihe pizza; preparing and doing the role play
• Intrapersonal: reflecting on what you want on yourpizzo
• Naturalist: observing and categorizing food In different food groups
Through integrating rhymes, chants and songs into lessons and proViding a varied balance of actlvltles which engage children in different ways, we can help to maximize the leamlng which takes place.
Reflection time
Asyouusethe suggested activities for rhymes, chants and songs In this section with your closses, you may like 10 Ihink about the following questions anduseyour responses to evaluate how things went and plan possible improvements for next time:
1RhythmImusicHowdid the children respond to the rhythm/music? In what ways did this influence the mood of the class and theirwillingnes.s 10 portidpote?
2 Pronunciation: What pamcularospects of pronundation did the activity help to improve? Did you notice these improvements subsequenlly in other activities or lessonsas well?
3 Memorization: How easily were children oble to remember the rhyme, chant or song? What were the features that made it memorable?
4Transfer: Hove there been opportunities for children to transfer languoge from therhym~, chant or song to another context?Ifso, when?
5 Confidence: Hove you noticed any impact on the children's level of confidence through using the rhyme, chant or songs?
6 Multiple intelligences: In what ways did the rhyme, chonl or song and related activities appeal to children with different intelligence profiles?
6.1 Routine rhymes
Level A1.1 ,Al.l Age 4-6 Organi1cmon whole class
Aims To encouroge children to follow classroom routines; to familiarize children with classroom Qnd other language; to creoleQpositive socio-<lffective atmosphere and secure learning environment.
Language focus see below:
6.10greetings 6.tbgoodbyes 6.1<: things in the classroom 6.1dnumbers, actions 6.1e. 6.19 partsofthe body 6.1fstorytime
MaterialsEssential: noneJOptional:a puppet Procedure
Teach the children one ormOTeof the following rhymes. Say them rhythmically and uS(' them, with or without a class puppet, whenever appropriate as port of your lesson routines.
6.10 Greetings rhyme
You (or a puppet) and children taking turns to soy each line.
Good morning.
Goodmorning.
Howareyou?
I'mfine,thanks.
And~foo!
6.1b Goodbye rhyme TImeto finish now Stopourworl: and fun
seeyou on ... (name day of next lesson) Goodbyr,~ryone!
6.1c ClClSsroom oction rhyme
Use this rhyme to familiarize children with things in the classroom.
Poinl to tM window Poin/ to /M door Poin/ to the ceiling Poin//o/hef/oor!
Poin/ to theclock Point to the shelves Point to the board
Point to ourselves! (traditional, adapted)
Substitute words in lines 1 and 3 of each verse forany furniture or other thIngs that are promInent In your classroom, egcupboard, plonts,carpef.
6.1d Energetic action rhyme
Use this rhyme to allow the children to let off physical energy.
Ask the children to stand up. Makeabeckoning gesture as you say the rhyme and do the actions.
Follow, (ollow, followme.
lump, jump, jump, One,two,three!
Repeat with other actions, eg run (on the spot),hop, clap,wave.
Secnon6.Rhyme$.chonrsond~ 185
6.1e Calming ac.:tion rhyme
Children do the actions sitting down, to help them calm down.
I can wiggle my fingers Ican wiggle my tOE'S Ican wiggle my elbows Jcan wiggle my nose.
Na more wiggles Look at me l'massrill Assrillcanbe!
(Leonora Davies and Frankie Leibe, adapted) 6.1f Story rhyme
Use thiS rhyme to focus children's attention before a story.
/t'stime(orasrory.
One,two,three.
Areyouready?
Canyousee?
Beveryquiel.
Let'sopen the book.
What's going to happen?
Let'shavealook.
6.1g Tappingc.:hcmt
This chant is to aid concentration and practiseear training. Children slap their knees or clap lightly. They follow the rhythm and repeat each line exactly as you do and say it.
Tap. Tap. Touch your nose.
TaIrtap. TaIrtap. Touch your knees.
Tap-lap-tap. Tap-raIrtop. Touch your toes.
Comments and suggestions
• The use of short rhymes such as theabove help you to establish learning routines and behavioural expectations withvery young children. They also provide opportunities for children to become familiar with the sounds, stress patternsandrhythm of English and acquire language ina natural spontaneous way.
• The rilual use of rhymes to mark slages or moments in lessons appeals tovery young children and makes them feel secure. If you forget 10 say a rhyme, suchosthe pre-story rhyme, that has become part of your regUlar lesson routine, they willvery probably remind you!
6.2 Introductions chant
Level ALl, Al.2 Age 6-10 Organization whole class, pairs
Aims To practise asking and giving personal information in a chant; to acquire features of pronunciation, eg intonation inWh-questions, linking between words, in a natural way; to practise turn-taking; to build confidence and develop flUidity in producing chunks oflanguage.
Language focus introductions, personal information, present simple MaterialsEssential: noneIOptional: finger or pendl puppets (see 7.12), maracas or a tambourine to keep the rhythm of the chant
Procedure
Use the chant to practise familiar questionsand answers related to personal information.
1Build up the chant with the whole class first. As you do this, either click your fingers and encourage the children to join in, or use maracas or a tambourine to keep the rhythm.
186 500 Activities for rhe Primary Classroom
2 Count to three In order to signal to the children when to start the chant.
3 Soy the chant at naturol speed and in 0 very rhythmic way.Ifyoulike,youcon usefingeror pencil puppets ofstory orCOUfSe bookcharoctersoranlmals from a particular country, eg Australia, to take the parts.
~yourllflmf? I'm Kan9OlJ2f2.
HowDkJ.are you? I'mdgbI.
.!1:1lfa:do)lOUliYf.? InAUslmlfa.
Do)lOulJkfit? Yes,ll'sgrmJ.!
4Repeat the chant several times with different characters or different animals from Australia, egkoo/a, cockaloo.
SUse different interaction patterns,egyou and the whole doss, dividing the doss in half, inviting4~children to come and take one partatthe front. Once the children ore saying the chant confidently, they con also doitin pairs.
6Ifappropriate, asa fallowãup, children con alsowritethe chant as0dialogue.
Comments and suggest;ons
• The use of simple chants such as the above help to make familiar chunks of language memorable and have a positive Impact on all aspects of children's pronunciation.
• Through Interacting in the safe, predictable context ofachant, children also develop confidence in transferring this skill to real Ilfe.
• You con easily invent other simple interactive chants usingany language that you wont the children to practise. For example, a chant to practise asking about food and likes oouldbe simply:
DoyouUkechttse? Yt"S,/do.
Doyou Iiketggs? NO,ldon'f.
What'syour favourile? Chocolate cake, Yum,yum, yum,chocolalecake,
Children con then substitute the names of food they like and don't like when practising the chant.
6.3 The name rap
Level Al.1,A1.2 Age8-12 Organizat;an wholedass,pairs Aims To give personal information keeping the rhythm ofarap; to develop awareness of rhythm and stress; to create0positive sodo-offective atmosphere.
Language focus introductions. present simple, any familiar language and vocabulary MaterialsE.s.senlioLãnone
Procedure
1 Explain to the children that they ore going to create0rapin which everyone says their name andone thing about themselves.
2 Demonstrate cloppingandsoying the chorus of the rop in0very rhythmicway,egEveryone clap! Soytile/lamerap!and give an example of0sentence to Introduce yourself which keeps the rhythm of the rap, eg
My name Is janeand1can dance.
I'mMwTaylorand / likedags.
Myname'sPeteand"vegola bike.
3 Ask the children to prepareQsentence to introduce themselves for the mp. Point out that they can.sayMynameis ... orMyname's ...orI'm ...depending on what willbest fit the rhythm.
SecrlOll6: Rhymes, chontsond:i009s 187
4 Monitor to ensure that children have understood the idea of keeping the rhythm of the rap 5 Once children are ready, get them to practise saying or whispering their sentences
rhythmically to each other in pairs.
6 Then do the rap with the whole class. Encourage children to say their sentences clearly and to make them sound as interesting as possible. Ask the children to listen closely to what everyone says and see how many things they can remember
7 Get everyone to clap and alternate saying the chorus of the rap, with individual children saying their sentences. Poin! to different children round the class in random order dUring the chorus in orderto prepare them to say their sentence next.
8 At the end, elicit what children can remember about others in the class, egIsalxlcan swim.
Davidlikescats.
Comments and suggestions
• This rap is useful for learning children's names and something about them.
• As well as developing a sense of rhythm, the rap encourages children to lift their voices in a natural way. Children also enjoy the personalization and instant creativity of the rap.
• [fyou have a large class, it is probably best to repeat the rap on two or three occasions inviting only half ora third of the children to soy their sentences each time. Alternatively children can say their raps in groups.
6.4 Finger rhymes
LevelAl.l,A1.2 Age4-8 OrganixQtionwhole class
AimsTo follow and show understanding of a rhyme using your fingers; to say a rhyme associating language and finger movements; to develop concentration skills; to develop familiarity with traditional children'sculture.
Language focuspresent simple and 6.'1acaterpjlJar,numbers1-5 6.4bspiders,numbers1-5
6.4c determinersthiS/these, grandma, grandad Alrematives:any, depending on the rhyme
MaterialsEssential:noneIOptional:a counting cut-out to use instead of fingers (see 7.'1) Proc:edure
Use finger rhymes as appropriate to fit in with topics, stories or language you are currently working on with the children. Repeat the rhymes in several lessons until children can say the rhyme and do the actions confidently.
6.4a Caterpillar counting rhyme
1 Show the children a picture ofa caterpillar and leaf or draw these on the board.
2 Hold out your left hand flat so that it is like a leaf and Wiggle ~
~hn~i~:te;h:~~~I.rd~~~~.~~~~~~ ,:~~~othat it Is like a caterpillar . 3 Say the rhyme, encouraging the children to follow the finger
movements and to jom in.
One littlecaterplllar(wiggle your finger) --
Hungryforlunch
Findsalastylea(hold your left hand flat,moveyour finger towards it) Munch, munch, munch!(moveyour finger as if eating the 'leaf)
4 Repeat with two, three, four and five little caterpillars raising another finger each time and for five, raising your thumb.
188 500Activities forthePrimory Clossroom