Didáctica de la Lengua Inglesa (17111)

Tema 2

SONGS, CHANTS AND RHYMES IN

THE EFL PRE-PRIMARY CLASSROOM

Grado en Educación Infantil

Facultad de Educación

Curso 2017-18
Universidad de Alicante
Didáctica de la Lengua Inglesa (17111)
Tema 2. Songs, Chants and Rhymes in the EFL Pre-Primary Classroom

Index

UNIT 2. SONGS, CHANTS AND RHYMES IN THE EFL PRE-RIMARY CLASSROOM

2.1 An overview of the use of songs, chants and rhymes in the classroom..……………...3

2.2 The applications for songs, chants and rhymes in the EFL Pre-Primary classroom...5

2.3 Selecting and designing song-based activities for the EFL Pre-Primary classroom...11

Bibliography……………………………………………………………………………………..16

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Tema 2. Songs, Chants and Rhymes in the EFL Pre-Primary Classroom

2. SONGS, CHANTS AND RHYMES IN THE EFL PRE-PRIMARY CLASSROOM

2.1. An overview of the use of songs, chants and rhymes in the classroom

EFL resource books since the 1960s have contained a wide variety of material for using
music/songs in the EFL curriculum. Today, numerous websites (full of mp3 files) as well
as Youtube have audio and video of songs that can be used in the EFL classroom. Why
is music so popular in the EFL classroom?

In the English language classroom, music has been used in many ways and for many
reasons with young learners. The universality of music can be found in the shared
structures, melodies and most importantly, shared emotions. Balsi and Foley
(2006:175) state, “…children are inherently musical, which is supported by children’s
eagerness to engage in musical play”. Others like Neuman (2006: 13) suggest that
“songs, rhymes and poems…can improve children’s memory, vocabulary, and creative
uses of language….Not only do they love the lilt and the lyricism of theses jingles, but
they also benefit in terms of developing literary language and recognizing the sound
structure of words.”

Researchers, such as Medina (2011), have demonstrated that music helps first and
second language acquisition. Fonseca et al. (2011:105) specifically state that “songs for
language learning have been considered in relation to the development of the four
skills, activation of both hemispheres, memory, motivation and cultural sensitivity”.
Another factor to bear in mind is that research has found that pop songs have
characteristics that help learning a second language: they often contain common, short
words; the language is conversational, time and place are usually imprecise; the lyrics
are often sung at a slower rate than spoken words and there is repetition of words and
grammar. (Murphy, 1992).

Singing is something that many children will already be familiar with from their
experiences at home with parents and siblings. Indeed, songs can provide an important
bridge between the classroom and home. Parents are often delighted to hear their
children singing songs they have learned in class and this can enable them to share in
the learning experience too. Therefore, songs are of paramount importance to lower the
"affective filter", reducing anxiety, facilitating good group dynamics and providing an

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Tema 2. Songs, Chants and Rhymes in the EFL Pre-Primary Classroom

emotionally secure and comfortable atmosphere that will encourage students to speak.
Krashen's (1983) affective filter hypothesis suggests that for optimal learning to take place,
learners must have a positive attitude, or as Krashen notes, a weak affective filter. When a
learner feels anxious or negative, however, a metaphorical barrier prevents learning
from taking place, as the learner filters out input (Lightbrown & Spada, 2013; Paquette
& Rieg, 2008). According to Fonseca et al. (2011:110), "Music and lyrics seem to leave
a particularly deep trace in our memories; this could be due to the fact that they are
connected to affective and unconscious factors".

Thus, in summary, research has shown that there are many benefits for the students
and the teacher that should be kept in mind:

a) Songs, chants and rhymes are natural language behaviour: something that children
naturally do in their own language.
b) They provide a natural context for language use.
c) They make language easy to remember
d) They allow children to pick up chunks of language.
e) They encourage all children, even shy ones, to participate and to speak in class.
f) Singing is fun.

In conclusion thus, songs, rhymes and chants can be used in the classroom to do the
following:
a) to change the pace and activate the students,
b) to practise the target language,
c) to review what has been learned.

According to Brewster et al (2002), songs can be classified into three main categories:

1. Action songs, which involve performing actions in line with the lyrics of the songs (‘If
you’re happy and you know it clap your hands’). These songs are closely related to the
Total Physical Response method (TPR), developed by James Asher (1977), which is
based on the idea of learning language through actions and commands.

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Tema 2. Songs, Chants and Rhymes in the EFL Pre-Primary Classroom

2. Traditional songs, which convey foreign customs, helping our pupils to appreciate
the English culture and to discover useful details of lifestyle, eating habits, sports,
pastimes and festivals.

3. Pop songs, which were born in the US and Great Britain and include many styles
and representative singers, such as The Beatles, The Rolling Stones, Elton John,
James Blunt, etc.

However, we can also use many other types, like topic songs, which support the
acquisition of vocabulary (e.g. ‘Head, shoulders, knees and toes’, ‘I see something
pink’…); spelling songs, used to train the English alphabet (e.g. ‘The ABC song’,
‘Apples and bananas’…) and songs for special occasions, which are played for
celebrating festivities or special events during the school year (e.g., ‘Halloween night’,
‘Happy Birthday’…etc.).

2.2 Applications for songs, chants and rhymes in the EFL classroom

The results of many studies have shown that the use of rhymes, songs and chants in
the pre-primary classroom is an important aid to language acquisition. They introduce
new vocabulary, illustrate cultural features and situations as well as work on
pronunciation and intonation in a way that is often easy for the students to follow and
learn. Many of these aspects contribute in important ways to language acquisition.

Memory
Not only does singing leave a deep trace in the memory but it also has a number of
other benefits for the language learner. In the case of rhymes and songs it is important
to remember that the content is meant to be relevant and useful for the student. For this
purpose there are commonly used teaching/learning processes that help student in the
development of memory which is essential in the language learning process:

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Tema 2. Songs, Chants and Rhymes in the EFL Pre-Primary Classroom

a) Imaging -- creating a mental picture; for example with the nursery rhyme: Jack and
Jill

Jack and Jill went up the hill,

To fetch a pail of water;
Jack fell down, and broke his crown,
And Jill came tumbling after.

b) Method of loci (locations)--ideas or things to be remembered are connected to

objects located in a familiar location; for example with the song: Head and
Shoulders.

Head and shoulders, knees and toes, knees and toes,

Head and shoulders, knees and toes, knees and toes,
And eyes and ears and mouth and nose,
Head and shoulders, knees and toes, knees and toes.

Ankles, elbows, feet and seat, feet and seat,

Ankles, elbows, feet and seat, feet and seat,
And hair and hips and chin and cheeks,
Ankles, elbows, feet and seat, feet and seat

c) Pegword method (number, rhyming schemes)--ideas or things to be remembered

are connected to specific words (e.g., one-bun, two-shoe, three-tree, etc.)

ONE-BUN TWO-SHOE THREE-TREE FOUR-DOOR FIVE-HIVE

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Tema 2. Songs, Chants and Rhymes in the EFL Pre-Primary Classroom

SEVEN-
SIX-STICKS EIGHT-PLATE NINE-LINE TEN-HEN
HEAVEN

d) Rhyming (songs, phrases)--information to be remembered (months, numbers, etc) is

arranged in a rhyme; for example the song: Thirty Days hath September
Thirty days hath September,
April, June, and November;
February has twenty-eight alone,
All the rest have thirty-one,
Excepting leap-year, that's the time
When February's days are twenty-nine.

Vocabulary and culture

Singing allows the children to be actively involved in their learning from a very young age.
Singing as an activity can also address the whole child and not just the language learner,
as songs often draw on their common experiences outside the language classroom. There
are songs and/or rhymes for almost every theme or occasion and songs are authentic
materials. Not only can we practise common language topics such as numbers, colours,
animals, food, actions etc; but we can also explore a range of emotions and situations that
are part of the child’s everyday life. Songs linked to calendar events such as festivals may
also give the children insights in to their own and other cultures. Madsen (1991:222)
speculates that "when music is used to introduce new vocabulary, the range of clues on
which a child can rely is multiplied, and a song thus provides a “multisensory experience".
The results of a study by Schön et al. (2008:982) demonstrate that redundant information in

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Tema 2. Songs, Chants and Rhymes in the EFL Pre-Primary Classroom

general is easier to process, not only across the linguistic and musical domains, but more
generally throughout cognitive domains. For example the following songs about colours
(http://www.youtube.com/watch?v=Lil3FuCP97k) or the time can be used very effectively
with students at (http://www.youtube.com/watch?v=6rmT5V8_sk) the Pre-Primary level.

What colour is the sky? It’s one o’clock

It’s blue (3X) It’s two o’clock
The sky is blue
It’s three o’clock
What colour is the sun? It’s four o’clock
It’s yellow (3X) What time is it? (2X)
The sun is yellow
What time, what time, what time is it?
The sky is blue It’s five o’clock
What colour is the grass? It’s six o’clock
It’s green (3X) It’s seven o’clock
The grass is green It’s eight o’clock
The sun is yellow
What time is it? (3X)
The sky is blue What time, what time, what time is it?
What colour is an apple? It’s nine o’clock
It’s red (3X) It’s ten o’clock
An apple is red
It’s eleven o’clock
The grass is green It’s twelve o’clock
The sun is yellow What time is it? (2X)
The sky is blue What time, what time, what time is it?

Culture can be introduced in songs about specific holidays like Christmas with We Wish
You a Merry Christmas (https://www.youtube.com/watch?v=i_B5sdhFBpw). Other rhymes
are traditional songs that belong to the English culture. For example, Little Miss Muffet or
Humpty Dumpty. These rhymes introduce cultural elements that the students would not be
exposed to in the classroom by other means.

Little Miss Muffet Humpty Dumpty sat on a wall,

Sat on a tuffet, Humpty Dumpty had a great fall;
Eating of curds and whey; All the king's horses and all the
There came a big spider, king's men
And sat down beside her, Cannot put Humpty Dumpty
And frightened Miss Muffet away. together again.
(https://www.youtube.com/watch?v=Y5aywHM9KMM) (https://www.youtube.com/watch?
v=9fExzr4oa7w)

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Didáctica de la Lengua Inglesa (17111)
Tema 2. Songs, Chants and Rhymes in the EFL Pre-Primary Classroom

Physical benefits

It is clear that movement provides a powerful, implicit way to help students learn English
(Asher, 1969; Hannaford, 2005; Latta, 2000; Lindstromberg & Boers, 2005; Murphy 2014;
Pica, 2008; Ping & Goldin-Meadow, 2008; Szecsi & Giambo, 2004). It’s important to foster
comprehensible input through listening and responding through movement. These physical
benefits of singing should not be underestimated. Singing not only has positive effects on
breathing and voice control but also exercises all the muscles of the head and neck. As
songs are often combined with action and movement they can also help with developing co-
ordination. Through the use of rhythm, accents, vocal dynamic changes, and body
movement, a child develops a greater awareness of language and enjoys it more according
to Nash (1974). Schön et al. (2008:975) go one step further stating that: "learning is optimal
when the conditions for both the emotional/arousal and linguistic functions are fulfilled.
Therefore, learning a new language, especially in the first learning phase wherein one
needs to segment new words, may largely benefit of the motivational and structuring
properties of music in song." An example would be the song Head, Shoulders, Knees and
Toes.

Pronunciation

Pronunciation and phonology are a natural use of songs in the aid of second language
acquisition. Schön et al, (2008), and Leith (1979) state: “…there is probably not a better nor
quicker way to teach phonetics than with songs. Phonetics instruction is one good use to
which songs can be put even in beginner classes” (540). Ramelan (1985: 6-7) states some
reasons about why students make mistakes in their pronunciation. These are summarized
as follows:
a) The existence of a given sound in the latter, which is not found in the former.
b) Sounds which have the same phonetic features in both languages but differ in their
distribution.
c) Similar sounds in two languages which differ only slightly in their phonetic features.
d) Sounds that have the same qualities in both languages may constitute some learning
problem if they occur in a cluster or sequence of sounds

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Tema 2. Songs, Chants and Rhymes in the EFL Pre-Primary Classroom

Stress, pitch/intonation, and rhythmic groups

Supra segmental features are like the style used in words or sentences. There are four
kinds of supra segmental features. The first is stress. Stress is meant the degree of force or
loudness with which a syllable is pronounced so as to give it prominence (Ramelan, 1985:
25). Stress can be classified into a word stress and sentence stress. A word stress within a
word and a sentence stress is the stress within a thought group or a sentence. Stress has
an important role in English because different stress will differentiate meaning and intention.
Second is pitch and intonation. Speech is produced with a sort of musical accompaniment
or intonation. Intonation is the tune of what we say (Syafei, 1988: 18 28). For example if
someone is getting angry, he will speak in a high tone. But when he is sad, he will speak in
a low tone. The third is pause. English is spoken in groups of words, which are separated
by pause. There are two kinds of pauses, a short one and a final one (Syafei, 1988: 30).
Fourth is rhythm. It means the beat of language. In English, rhythm is stress-timed. This
means that the time between two primary stresses is the same. If there are many words
between the two primary stresses, then these syllables will be pronounced fast; if, on the
other hand, there is only small number of syllables between the primary stresses, then
these syllables will be pronounced slowly and more clearly (Syafei, 1988: 33)

It is important to remember that the language of songs may differ from Standard English in
certain respects. There is a poetic imperative involved here. Rhythm and rhyme can be
more important than correctness of form in songs.

There may be some concern about teaching the children what are seen as incorrect forms.
However children are learning that language is used differently in different contexts and are
already coping very well with this phenomenon in their mother tongue. It might be short-
sighted to discard songs because of concerns about correctness of form. Songs may be
useful for language learning even when the words are complete nonsense; as they may
offer a fun way to practice the sounds and rhythm of the language and bolster confidence
and fluency. The Silly Song (https://www.youtube.com/watch?v=ksImihlU3qM) is an
example of this type of song.

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Didáctica de la Lengua Inglesa (17111)
Tema 2. Songs, Chants and Rhymes in the EFL Pre-Primary Classroom

Benefits for the teacher

Singing as a classroom activity also has a lot to offer the teacher. As mentioned above
songs can cover common language themes and topics for Pre-Primary students and can be
used to practise a wide variety of vocabulary and expressions. Songs may contain lots of
repetition and can provide enjoyable opportunities to work on pronunciation. They can
combine well with other classroom activities such as stories, games, movement and dance;
and also paper-based activities such as picture, colour and number dictation. Singing can
have beneficial effects on enjoyment and motivation of students and can be an enjoyable
way to channel the children’s need to move around and make a noise. It can be useful for
varying the pace and energy levels of the class and can be used at any point in the class to
calm or stimulate the students. It also allows for whole class involvement; even those who
aren’t ready to sing can join in with actions.

2.3 Selecting and designing song-based activities for the EFL classroom.

Most songs and rhymes for children can be used for specific vocabulary learning such as
numbers, animals, food, body parts, actions, story songs etc., though some songs will
combine two or more of these themes. Some songs are specifically about actions e.g. This
is the way we brush our teeth. Here the children will mime the action that they are singing
about. Many songs, although not specifically about actions will use actions to reinforce the
meaning, e.g. Heads, Shoulders, Knees and Toes or to add an element of humour as in
Alice the Camel. What is important is that songs and rhymes should be of interest to the
students and adhere to the school curriculum and always include some kind of activity other
than just listening (action and singing along being the most common ones, but may include
worksheets, mime, drawing, sticking images to a poster or placing images in the proper
order...)

Which songs work best with a specific age group?

There are a number of important considerations when choosing songs for Pre-Primary
school children. The lyrics must be immediately meaningful or simple enough that the

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Didáctica de la Lengua Inglesa (17111)
Tema 2. Songs, Chants and Rhymes in the EFL Pre-Primary Classroom

children will understand the song with a little pre-teaching of vocabulary or expressions.
Songs that involve a lot of repetition will be easier to learn. The melodies should also be
simple and repetitive and avoid any leaps in pitch. The simpler the melody, the less
important it will be to sing in tune. Simple rhythm and strong rhymes will also make the
song easier to sing. For older children rhymes and songs that talk about people and places
also stirs their curiosity, and they also enjoy songs and rhymes about unlikely situations.

Does the teacher need to be musical?

Unfortunately for some, classroom singing may not have been a positive experience in the
past and this may have led to unwillingness to try singing with students. Others may want to
sing but do not feel confident enough because of how they see themselves as musicians.
Nevertheless, singing to children seems to be a perfectly natural thing to do and many
teachers seem to take to it easily and without concern for any lack of musical training.
Singing is used to soothe, stimulate and entertain. Humour is often involved when singing
to younger and older children and the experience is usually positive for both children and
adults. Singing in the classroom, however, is a more public activity and some teachers may
feel shy about taking the plunge. Confidence, as in any performance activity is an important
part of success. Yet, as with any other teaching technique, ability and confidence will
usually improve with practice.

Why not just listen to a CD, mp3 file or just watch a video on youtube?

If children experience singing as something that only comes from a machine (like a
computer) then they may have a more passive approach to it. Children learn a great deal by
copying adults, so if they see their teacher apparently enjoying singing then they will be
much more likely to do so themselves.

What if children don’t want to sing?

Some children may also be reluctant to sing. The experience for them should be just as
positive. Lots of smiles and encouraging nods from the teacher will help them to feel
relaxed enough to join in when they are ready. There should be enough activities related to
the song as to allow every student to feel involved.

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Didáctica de la Lengua Inglesa (17111)
Tema 2. Songs, Chants and Rhymes in the EFL Pre-Primary Classroom

Things to consider in the design of song based activities

What makes a song, chant or rhyme suitable for students? There are 7 features:

1) Length: Is the length of the song/chant/rhyme appropriate for the children you are
teaching?

2) Level: Is the song/chant/rhyme easy enough for the children you are teaching to
sing/say? Remember they don’t have to understand every word to enjoy the song, because
they can pick up “chunks”, but they will need to understand most of it.

3) Repetition: Is there any repetition of words, phrases or sentences? Repetition helps

children remember the language and gain confidence in using it.

4) Content: Is it related to the language focus in the textbook you use? It may review things
the children already know: it may also introduce a few words they will meet later on in their
English lessons.

5) Relevance: Is it related to a topic you are studying? Is it relevant to the children’s

interests and experience?

6) Actions: Can your children do any actions when singing the song/saying the
chant/rhyme? Actions help the children remember the words, underline the meaning, and
make the song more fun.

7) Context: Does the song/chant/rhyme provide a meaningful context to help the children
understand the language?

8) Catchiness: Does it have a tune or a rhythm that makes it fun to sing or say? Is it easy
to remember?

Possible procedures of teaching songs

There is no “one way” to teach songs, chants or rhymes in the classroom. However, there
are some steps that could be considered when planning a song session in the EFL
classroom. This is a basic outline that has 4 key steps :

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Didáctica de la Lengua Inglesa (17111)
Tema 2. Songs, Chants and Rhymes in the EFL Pre-Primary Classroom

Step 1. Introduction (Introduce the song)

Step 2. Preparation
a) Relate the topic of the song to children’s life experience.
b) Introduce to children the key vocabulary/structure in the song.
c) Help children to understand the song with gestures.
Step 3. Singing the song.
a) Let children listen to the song from the teacher.
b) Invite pupils to join in singing/saying and acting.
c) Let children sing the song on their own in chorus.
d) Let children sing/say different parts of the song
Step 4. Follow-up activities

As an example of how to use a song in the classroom applying the four step framework, the
following song Alice the Camel will be discussed: With this example, it is clear that even the
youngest students can benefit from the use of songs in the EFL classroom!
(http://www.youtube.com/watch?v=7oZ3YuwHD9Q).

Alice the camel’s got, (Bob!) five humps Re Mi Do

Alice the camel’s got, (Bob!) five humps Do -Mi Do

Alice the camel’s got, (Bob!) five humps Mi Sol Fa-Re Do

So go Al-ice! Go! Sol La Si

Bump! bump! bump! (Bob!) (Bob!) (Bob!)

Alice the camel’s got, (Bob!) four humps, etc.

Note: “(Bob!)” means - bend the knees. This helps to fill the gap between “got” and “five
humps” and also provides an element of humour, especially for “Bump! Bump! Bump!”

Applying the four steps for teaching a song

Step 1. Introduction

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Tema 2. Songs, Chants and Rhymes in the EFL Pre-Primary Classroom

It is likely that children will need to revise and practice numbers throughout a course so this
song could be used at any point in the year once numbers 1 to 5 have been established. It
could be introduced as part of a topic on Animals where the children will be learning the
different English names of animals they are already familiar with in their mother tongue.
• Although the words are very simple, this song is quite challenging for young children
as they have to co-ordinate singing and action and remember to count down from five
to one. It will need to be practised over several classes before most children will be
able to manage it. This shouldn’t be a problem as the song is quite appealing and may
often be requested by the children.
• The song can be introduced by drawing a picture of a camel on the board with five
humps – you can write the numbers on each hump checking counting from one to five
with the children.
• Tell the children that this camel’s name is Alice; or get the children to choose another
name, although this may mean that the rhyme between Alice and Camel is lost.
Step 2. Preparation
• Get the children to stand in a circle holding up five fingers
• Demonstrate the first verse showing them where to “bob”
Step 3. Singing the song
• Encourage the children to join in on the second verse, checking that they are now
holding four fingers up.
• Once the song is well established, you may wish to add another humorous element
by finishing the song with: Alice the camel’s got, no humps (etc.) So Alice is a horse!
This will have to be explained and not all children will immediately see the joke.

• If the song is popular it may be further extended by counting down from ten to one.

Step 4. Follow up activity

• A picture dictation activity could be used after the song has been introduced; give the
children a photocopied picture of Alice with her five humps and get the children to draw
different characters sitting on each hump. For example: draw a person on the first
hump.

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Zogota, N. (2011). Using songs, music, and lyrics in English teaching. Retrieved from:
http://rezeknesnovads.lv/wp-content/uploads/2014/05/introduction-research-work-2010-
ccc.pdf

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Didáctica de la Lengua Inglesa (17111)
Tema 2. Songs, Chants and Rhymes in the EFL Pre-Primary Classroom

Annex 1. Websites for songs, rhymes and chants

1. www.musicalenglishlessons.com
2. www.celta-course.com/songtop.shtml
3. www.songsforteaching.com
4. www.esl-lounge.com/songstop.shtml
5. www.uniguelanguages.com
6. www.learnenglishkids.org/britishcouncin/og/
7. www.britishcouncil.org/learnenglish
8. www.eslgames.com/edutainment/songs.htm
9. www.eslgames.com/teachingsongs/
10. www.supersimplesongs.com 16.www.teachingenglish.com
11. www.learningenglish.com 18.www.oup.com/elt/teachersclub
12. www.oxfordenglishtesting.com
13. www.boggleswordest.com
14. www.musicalmadness.com/contribution2.shtml
15. www.eslpartyland.com/
16. www.teachenglish.org.uk/try/teaching-kids/using songs
17. www.songsforteaching.com/inedx.html

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