Book contents
- Frontmatter
- Contents
- Acknowledgements
- Why I Wrote this Book
- A Getting Started
- B Core Skills
- C Classroom Management
- D Lesson Planning
- E Learning how to Learn
- F Storytelling
- G Playing Games
- H Values Education
- I Songs, Rhymes, Chants and Raps
- J Working with Projects
- K Intercultural Competence
- L Content-Based Learning (CLIL)
- M Thinking Skills
- N Vocabulary
- O Life Skills
- P Art, Craft and Design
- Q Mime and Drama
- R Inclusion and Diversity
- S Creativity
- T Adapting or Writing Materials
- U Listening and Speaking
- V Reading and Writing
- W Multiliteracies
- X Grammar
- Y Assessment
- Z The Last Word
- Glossary
- Selected Further Reading
- Index
I - Songs, Rhymes, Chants and Raps
Published online by Cambridge University Press: 28 October 2023
- Frontmatter
- Contents
- Acknowledgements
- Why I Wrote this Book
- A Getting Started
- B Core Skills
- C Classroom Management
- D Lesson Planning
- E Learning how to Learn
- F Storytelling
- G Playing Games
- H Values Education
- I Songs, Rhymes, Chants and Raps
- J Working with Projects
- K Intercultural Competence
- L Content-Based Learning (CLIL)
- M Thinking Skills
- N Vocabulary
- O Life Skills
- P Art, Craft and Design
- Q Mime and Drama
- R Inclusion and Diversity
- S Creativity
- T Adapting or Writing Materials
- U Listening and Speaking
- V Reading and Writing
- W Multiliteracies
- X Grammar
- Y Assessment
- Z The Last Word
- Glossary
- Selected Further Reading
- Index
Summary
Songs, rhymes, chants and raps are frequently used in most primary classrooms – and for good reasons. They develop listening and speaking skills and provide opportunities for movement and drama. They are also memorable and provide enjoyable repetition practice which reinforces pronunciation, vocabulary, language chunks and grammatical structures in a contextualised way.
When every child is engaged at the same time in singing a song or saying a rhyme, chant or rap, this creates a sense of community and class identity. It also allows shy children to participate without risking exposure, which boosts their confidence and self-esteem. Songs, rhymes, chants and raps also encourage children to take English home as, for example, when they spontaneously repeat what they have learnt to parents and siblings.
However, in order to achieve positive results with songs, rhymes, chants and raps, you need to choose them carefully and exploit them in ways that enhance and extend children's enjoyment and learning. Evidence of this may come, for example, when children take ownership of a song, rhyme, rap or chant and use it independently. One example from my own teaching is a group of lower primary children who, after learning the traditional rhyme and game, Queenie, queenie, who's got the ball? in class, were later spotted playing it independently in the playground. Another example is a group of upper primary children who chose to learn by heart the long, and quite complex, lyrics of a current pop song in order to make a karaoke dance video as part of a project.
My key tips for songs, rhymes, chants and raps are:
33 Make the most of music (not just songs!)
34 Use songs, rhymes, chants and raps for different purposes
35 Vary your teaching techniques
36 Invent your own songs, raps and chants!
33 Make the most of music (not just songs!)
Music in primary language classrooms is usually associated with songs. However, music by itself is also an invaluable resource to support children's learning.
It's helpful to have music available for different occasions and activities. This includes calm, relaxing classical music and lively, dance music, as well as karaoke versions of songs, that you and the children enjoy.
Music changes the mood. You can use music to liven children up or, perhaps more frequently, to calm them down.
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- Information
- Carol Read’s 101 Tips for Teaching Primary Children , pp. 41 - 45Publisher: Cambridge University PressPrint publication year: 2020