TEACHING YOUNG LEARNERS Songs in action Charles Goodger combines to present new language. + long ago 25 1968, the language A expert and author Juan Dakin rove: if songs end rhymes ore ‘wel taught they ore seldom forgoter. They ‘are particularly useful for proctsing the sound systems ofthe language and leaming vocabulery. Learners can goin fuency ond contro over new materiel which can then be drawn int everyday wsoge” | would go even further Music rhyehen and language with the aéition ‘of mime ean make action songs one of the fastett and most effeceve ways of presenting and teaching new language. Why? yf Pp ate deminer songs such powerful tools? Here are some of their characteristics: 2 Motivating ‘Action songs are fun, so learners immediately have a motive for taking pare whole-heartedly in any activity that involves them, Once everyone in the class can sing and mime 2 song, you can se is language and themes as the starting poine of a new teaching module. 2 Multi-ineelligent Learning through action songs brings several intelligences ‘online’ at the same ‘me: musical, inguisti, spatial and visual. This reinforces and accelerates the learning process. 2 Emotional Good songs are underpinned by the ‘expressive power of music and verse and produce an emotional charge. This again faclitates learning and guarancees attention. P Mnemonic Learning new vocabulary in an action song sets up a rich variety of hooks in the learner's memory. Since the sound ing with performing ~ and meaning ~ of the words and phrases in the action song is wedded to the melody and rhythm in a dynamic activity, learners experience PMA (Permanent Memory Acquisition). 2 Phonological You cant sing & song unless you pronounce its lyrics properly With its schwas and accented phonemes, English has a sound system that lends itself particularly wall zo chymes, chants and songs. As the sounds that make up an uerance can be compared to the single notes of a melody singing in Engish helps students acquire correct pronunciation 2 Psychological The graying act of singing and performing a collective action song in English gives children a strong sense of achievement and confidence. It can also help them to associate learning English with having fun and thus boosts oD Presentative ‘Action songs can be used to present ‘new language. Once the children know a song, is language should be recycled in other communicative contexts. ‘The extent to which learners start 0 use words and phrases learnt from action songs will determine how effective, from a didactic viewpoint, the rrusic-based activity has actually been. which? J2p tr re sor pots comer won ang ed ecg gage ing set ss D srong canes ae hs Son ard mane we notype voug ear ur ce Ney we Synch eared man om birth! So in order to work, language- learning action songs must stand up a5 valid and attractive musical creations in their own right; they must be catchy songs that the children want to learn Banal, recycled tunes and routines may Flak alienating some learners 2 Language and song themes “The prasentatve lyrics ofthe action song should not contain an excessive numberof difcule words and phrases. For example, choreographing and ‘teaching Jingle Bels is an ucter waste of time as ft contains many words you probably won' be using in your sylabus (dashing sleigh bobo, sprts, et). Yu want to pick songs about aspects of lfe that are important to and interesting for your students. Obvious themes that come to mind are colours, ‘numbers, the seasons nature, school, Christmas, Easter, Hallowe'en, food, monsters, animal, family and parts of the body How? 3p P Mime and meaning chunks Action songs should be taught through gestures representing their meaning, never from a print-out ofthe ires. Yur class should not see the lyrics in written form until they know the song by heart. Depending on the ‘competence ofthe students, imi the use of LI where possible. The meaning ‘gestures should be simple and direct (Guch as pointing both fingers upwards in time with the music to indicate ‘the sky is blue). Their value les in the association each child’ mind makes between the sound of the chunk and its meaning. Action songs should be taught in a sequence of meaning chunks, on 2 ‘wo steps forward, one step back bass. 2 Activities and exercises Rather than simplistic gaps, why not do activities that encourage the students to use the song’s content in diferent ways? One activity that always works is eliciting. Here you invite the children to form pairs. Student A performs a gescure from the action song and Student B must say which meaning chunk of the song it refers to. Reading and writing activites should be 2B - lave 40 September 2095 + ENGLISH TEACHNG professional + www.ctorotessional.com +(TEACHING YOUNG LEA i J The Monster March These kids are singing and dancing ‘The Monster March’ Match the drawings with the right actions! He's punching his chin They're crossing their knees He’s wiggling his fingers She’s shaking her fist They're banging their hips She’s moving her body Readers interested in action songs and worksheets can vse wwnfunconge.cauk ar contact Charles Goodger st inf(@fursongs.couk based om ilstrations, multiple-choice Most children love performing, so using answers, crosswords and,for smaller. aeton songs in a show for parent or children, drawing, colouring and ther dasses inthe same school is labeling. Above, you wil nd 2 always worthwhile. Knowing the song i worksheet for use with the song soing to be performed wil give the cil “The Monscer March 2 greater sense of purpose and make eee teaching ~and learning ~ easier. GD edcnietf on a een OaeT ss Songs tatty i ocrementered (De nde wea + waves etprotessional.com + ENGLISH TEACHING professional «sue 49 September 2005 + 23.