USING SONGS IN THE ELT CLASSROOM Camelia Mariana Guler student,

Facultatea de Litere Oradea ABSTRACT: Modern ELT employs songs or games

when teaching students. Aside from the potential pedagogical value of songs or
games, Richards points out that, "Pleasure for its own sake is an important part of
language learning, a fact which is often overlooked by the teacher in his quest for
teaching points, or by the course designer focussing on presentation or
repetition (Richards, l969). I will offer some examples of songs which have been
used successfully with ESL students at all levels of English proficiency. The songs
described here and countless others, not mentioned have a place in the ELT
classroom which goes beyond their entertainment function. While this work
suggests some of the ways in which songs can be included in a lesson, other
possibilities are numerous. There is plenty of room for the creativity of the
individual teacher not only in discovering songs which can help teach particular
aspects of the language, but also in developing ways of presenting and using
them. KEY WORDS: songs, teaching, vocabulary, games, language learning,
strategy INTRODUCTION Few instructors would question the vaiue of using songs
and games when teaching ELT to children. Many instructors, however, seem
reluctant to employ songs or games when teaching students. Aside from the
potenial pedagogi cal value of songs or games, Richards points out that,
"Pleasure for its own sake is an important part of language learning, a fact which
is often overlooked by the teacher in his quest for teaching points, or by the
course designer focussing on presentation or repetition" (Richards, 1969). In this
work we present a rationale for including songs and games in the ELT curriculum
and we suggest some presentation strategies. I will then offer some examples of
songs which have been used successfully with ELT students at all levels of English
proficiency. SONGS When to teach songs Using songs in the ELT classroom can be
both enjoyable and educaional. As pure diversion, group singing provides a
change of pace in the classroom. From a pedagogical standpoint, songs can be
incorporated into the curriculum for a variety of reasons. Richards (1969)
suggests that songs can be used, "as a useful aid in the learning of vocabulary,
pronunciation, structures, and sentence patterns." Pomeroy (1974) suggests that
songs can also be used to teach aspects of culture. Songs can provide an
excellent means for introducing or reviewing vocabulary, including idiomatic
expressions. For example, the song Colours (words and music by Donovan) can
be used at the beginning levels to review colors and at a more advancedlevel to
introduce expressions such as me/low and to be how. Another value of songs is in
teaching pronunciation. The song can be an aid in teaching individual sounds or
stress and rhythm patterns in words and sentences. At the begin-ning level, a
simple song like Everybody Loves Saturday Night (traditional) can be used to
reinforce the /l/ and /r/ sounds. At the advanced level, the /l/ sound can be reviewed in The Old Lady Who Swallowed a Fly (tradiional). As far as stress and
rhythm are concerned, the song The Fox (tradiional) is an excellent tool to use
for this purpose at an advanced level. If the student wants to fit the words into
the melody line, s/he must use proper stress and rhythm. In teaching structures
and sentence patterns, songs provide a novel way of presenting or reviewing
material. Michael Row the Boat Ashore (tradiional) is a good song, to use for the
163 imperative. Colours can be used for the simple present tense, and The

Drunken Sailor (tradiional) can be used at the intermediate level for presenting
or reinforcing the modal shall. Finally, songs can be a way of introducing various
aspects of American culture or of stim ulating a conversai on on cultural
contrasts and similarities. For example, Oh, Susanna (words and music by
Stephen Foster) can be used to introduce a discussion of the Gold Rush, of
Stephen Foster and his era, or of American folk humor. On the other hand, with
Everybody Loves Saturday Night students can be encouraged to translate the
words into their own language and teach the verse in their language to the class.
There can then be some discussion as to whether or not Saturday night is the
night everybody loves in all countries (i.e., is it the night for going to parties,
movies, dances, etc.). Aside from all these pedagogical benefits, however, there
are affective bonuses unmatched by any other activity. Foreign students have
told us that learning their first song in English was one of the most pleasurable
and satisfying experiences they ever had in using the language. The combined
sense of accomplishment and aesthetic enjoyment that these students reported
should be utilized by more ELT teachers. What criteria should be used in selecting
songs? The following are guidelines we have developed for choosing appropriate
songs to teach: 1. To ensure the pedagogical value of the song, the ELT teacher
should be able to use it to teach points in at least one of the four previously
mentioned categories (grammar, pronunciation, vocabulary, culture). 2. The tune
should be simple and easy to learn. 3. It helps if the lyrics are repetitive. If they
are not, it helps if the song has a chorus which is easy to learn. In this way even
the slowest students can master at least part of the song relatively quickly. 4. The
lyrics should be as representative as possible of standard, spoken English.
Greensleeves is a lovely melody but no one today would actually say, Alas, my
love, you do me wrong, to cast me off so discourteously. 5. It should not be
necessary to change the lyrics to make them more standard or to enhance their
pedagogical value. Finally, it should be pointed out that adult students are often
familiar with a number of American folk and popular songs. In selecting songs,
while it is important to take the above guidelines into consideration, it is of equal
importance to take the taste and wishes of the students into consideration. We
have found that students tend to participate much more enthusiastically in group
singing when they have played an active role in selecting the songs. How should
songs be presented? It is usually a good idea to save singing for the end of the
class period. In presenting a new song, we suggest the following steps: 1.
Introduce the song by telling a little about it: when it was written, who composed
it etc. 2. Pass out copies of the lyrics to the tudents or write the lyrics on the
board. One variation of this is to pass out sheets which have some words missing
(i.e., the cloze technique). The students then have to listen to the song a few
times and try to fill in the missing words. 3. Sing or play the song all the way
through. 4. Read the lyrics out loud and ask the class questions about the
storyline, the vocabulary, etc., to check for comprehension. 5. Sing or play the
song verse by verse. Let the class listen to each verse before attempting to sing
it. If the song has a chorus, teach it first. 6. Sing the whole song through a few
times with the class. 164 Some songs to teach The following are songs which we
have used successfully with ELT students. The songs are presented alphabetically.
We have indicated the level that each song is appropriate for (note: songs

marked "beginning" or "intermediate" are also appropriate for more advanced

levels) and the teaching points that should be stressed for each song. For some
songs, recommendations or comments are included that are based on our
experience in teaching the songs. Beginning level 1. Bingo (traditional camp
song) Teaching Points: Vocabulary Individual letter sounds Pronunciation Being
able to sing all the words in the first line in the time allotted by the phrase.
Miscellaneous: This is an excellent first song to teach. It relaxes the students and
is very easy to learn. Lyrics: Once a farmer had a dog and Bingo was his name Bl-N-G-O, B-l-N-G-O, B-l-N-G-0 And Bingo was his name 2. Colours Teaching Points:
Grammar Non-count noun + be: contraction that's Pronunciation /l/and Irl
Vocabulary rarely', low, mellow Miscellaneous: Once the students learn this song,
they sometimes enjoy making up new verses on their own. Lyrics: Yellow is the
colour of my true love's hair In the morning when we rise, in the morning when
we rise That's the time, that's the time, I love the best. Blue is the colour of the
sky-y-y In the morning when we rise, In the morning when we rise That's the time,
that's the time, I love the best. Green is the colour of the sparkling corn In the
morning when we rise, in the morning when we rise That's the time, that's the
time, I love the best. Mellow is the feeling that I get When I see her mm-hm,
when I see her -mm-hm That's the time, that's the time, I love the best. Freedom
is a word I rarely use Without thinking - mm-hm, without thinking -mm-hm Of the
time, of the time, when I been low.1 3. Everybody Loves Saturday Night Teaching
Points: Grammar everybody with singular verb Pronunciation /l/and Irl Culture
Does everybody love Saturday night in all cultures or is some other evening used
for recreation and socialization elsewhere? Lyrics: Everybody loves Saturday night
Everybody loves Saturday night Everybody, everybody, everybody, everybody
Everybody loves Saturday night. 4. Michael Row the Boat Ashore 165 Teaching
Points: Grammar imperative Pronunciation /l/, /r/, /s/, and /h/ Vocabulary row,
ashore, Hallelujah, lend a helping hand Miscellaneous: Students can be
encouraged to make up their own verses, using the imperative. Lyrics: Michael
row the boat ashore, Hallelujah. Michael row the boat ashore, Hallelujah. Sister
help to trim the sails, Hallelujah. Sister help to trim the sails, Hallelujah. Brother
lend a helping hand, Hallelujah. Brother lend a helping hand, Hallelujah. Sinner
row to save your soul, Hallelujah. Sinner row to save your soul, Hallelujah. 5. Oh
Susanna Teaching Points: Grammar simple past tense Vocabulary banjo,
buckwheat Culture Discuss in terms of Stephen Foster (his place in American
culture) and the fact that this was the "theme song" of the California Gold Rush
(Boni, 1947). Lyrics: I come from Alabama, with my banjo on my knee, I'm going
to Louisiana, my Susanna for to see. It rained all day the night I left, the weather
was so dry, The sun so hot, I froze myself, Susanna don't you cry. Chorus: Oh
Susanna, Oh don't you cry for me, For I come from Alabama, with my banjo on
my knee. I had a dream the other night, when everything was still, I thought I saw
Susanna, a-coming down the hill. The buckwheat cake was in her mouth, the tear
was in her eye; Says I, "I'm coming from the South," Susanna don't you cry.
Chrous Intermediate level 6. I've Been Workin' on the Railroad (Traditional)
Teaching Points: Grammar present perfect continuous tense; contraction can't. So
common is this contraction and this form of question, that you may wish to use
the question as the basis for a substitution drill, with the students either singing

or speaking the new questions, or both (Songs to Sing in Class, 1966). Lyrics: I've
been workin' on the railroad, all the livelong day, I've been workin' on the
railroad, just to pass the time away. Can't you hear the whistle blowin', rise up so
early in the morn? Can't you hear the captain shouting, "Dinah blow your horn"?
Dinah, won't you blow, Dinah, won't you blow, Dinah, won't you blow your horn?
Dinah, won't you blow, Dinah, won't you blow, Dinah, won't you blow your horn?
7. Red River Valley (Traditional) Teaching Points: Grammar simple present; future;
and present perfect tenses; modals may and would Pronunciation /s/, /l/, and Irl
Vocabulary brighten, pathway, hasten, bid me adieu, leave her behind,
unprotected Culture Many students are anxious to learn an authentic cowboy
song and this is a perfect example of one. Lyrics: From this valley they say you
are going, We will miss your bright eyes and sweet smile, For they say you are
taking the sunshine That has brightened our pathway awhile. 166 Chorus: Come
and sit by my side if you love me, Do not hasten to bid me adieu, But remember
the Red River Valley And the cowboy (cowgirl) who loves you so true. From this
valley they say you are going; When you go, may your darling go too? Would you
leave him/her behind unprotected When s/he loves no other but you? I have
promised you darling, that never Will a word from my lips cause you pain, And my
heart it will be yours forever If you only will love me again. Chorus 8. The
Drunken Sailor Teaching Points: Grammar modal shall in question form
Pronunciation /s/, /r/, and /I/ Vocabulary drunken, sober, long boat, plug Lyrics:
What shall we do with the drunken sailor? What shall we do with the drinken
sailor? What shall we do with the drunken sailor, early in the morning? Chorus:
Hooray and up she rises, hooray and up she rises, Hooray and up she rises, early
in the morning. Put him in the long boat until he's sober, Put him in the long boat
until he's sober, Put him in the long boat until he's sober, early in the morning.
Chorus Pull out the plug and wet him all over, Pull out the plug and wet him all
over, Pull out the plug and wet him all over, early in the morning. Chorus
Advanced level 9. The Fox Teaching Points: Pronunciation The challenge for the
advanced student in singing this song is to reduce sounds to make the word fit
the melody line. Ideally, the song should be sung very fast. Vocabulary bin,
dangle, cocked her head, shrill, flee, cozy, den strife Lyrics: The fox went out on a
chilly night He prayed for the moon to give him light For he'd many a mile to go
that night Before he reached the town-o, town-o, town-o For he'd many a mile to
go that night Before he reached the town-o. He ran till he came to a great big bin
Where the ducks and geese were kept therein "A couple of you will grease my
chin Before I leave this town-o, town-o, town-o A couple of you will grease my
chin Before I leave this town-o." He grabbed the grey goose by the neck Throwed
a duck across his back He didn't mind their quack, quack, quack And their legs all
dangling down-o, down-o, down-o He didn't mind their quack, quack, quack And
their legs all dangling down-o. Then old mother Flipper-Flopper jumped out of bed
167 Out of the window she cocked her head Crying, "John, John, the grey goose is
gone And the fox is on the town-o, town-o, town-o." Crying, "John, John, the grey
goose is gone And the fox is on the town-o." Then John, he went to the top of the
hill Blowed his horn both loud and shrill; The fox he said, "I better flee with my kill
Or they'll soon be on my trail-o, trail-o, trail-o." The fox he said, "I better flee with
my kill Or they'll soon be on my trail-o." He ran till he came to his cozy den; There

were the little ones eight, nine, ten. They said, "Daddy you better go back again,
'Cause it must be a mighty fine town-o, town-o, town-o, Daddy you better go
back again 'Cause it must be a mighty fine town-o." Then the fox and his wife
without any strife Cut up the goose with a fork and knife; They never had such a
supper in their life And the little ones chewed on the bones-o, bones-o, bones-o,
They never had such a supper in their life And the little ones chewed on the
bones-o. 10. The Old Lady Who Swallowed A Fly Teaching Points: Grammar
relative clauses; review of simple past tense Pronunciation /I/, /]/, and vowels
Vocabulary wriggle, jiggle, absurd, what a hog Lyrics: There was an old lady who
swallowed a fly I don't know why she swallowed a fly Perhaps she'll die. There
was an old lady who swallowed a spider That wriggled and wriggled and jiggled
inside her She swallowed the spider to catch the fly I don't know why she
swallowed a fly Perhaps she'll die. There was an old lady who swallowed a bird
Have you ever heard, she swallowed a bird! etc. There was an old lady who
swallowed a cat Well, fancy that, she swallowed a cat! She swallowed the cat to
catch the bird, etc. There was an old lady who swallowed a dog What a hog, to
swallow a dog! She swallowed the dog to catch the cat, etc. There was an old
lady who swallowed a cow I don't know how she swallowed a cow! She swallowed
the cow to catch the dog She swallowed the dog to catch the cat She swallowed
the cat to catch the bird She swallowed the bird to catch the spider That wriggled
and wriggled and jiggled inside her She swallowed the spider to catch the fly I
don't know why she swallowed a fly Perhaps she'll die. There was an old lady who
swallowed a horse She's dead of course Conclusions The songs described here
and countless others, not mentioned have a place in the ELT classroom which
goes beyond their entertainment function. While this work suggests some of the
ways in which songs can be included in a lesson, other possibilities are numerous.
There is plenty of room for the creativity of the individual teacher not only in
discovering songs which can help teach particular aspects of the language, but
also in developing ways of presenting and using them. The dual potential that
songs have that they can be simultaneously instructive and enjoyable- should
be exploited more by ELT teachers. BIBLIOGRAPHY 1. Boni, M.B.(1974) Fireside
Book of folk songs, New York Simon and Schuster, Inc. 2. Olsen, J. E. W-B (1977)
Communication starters and Other Activities for the ESL Classroom, San
Francisco, Alemany Press. 3. Richards, J. (l969) Songs in language learning TESL
Quaterly 3;2.