LP 2 - Songs and Rhymes

St.
Peter’s College of Ormoc

Fr. Ismael Cata-ag St., Ormoc City, 6541 Leyte, Philippines
Tel. No. (053)255-4391 Fax: (053) 255-3406
SY 2020-2021 School Theme:

“Embracing Difference: Uniting Benedictine Youth in Christ- Focus on Conversation and Community”
Teaching and Assessment of Grammar

LISTENING - Module 2: Teaching Grammar through Songs and
Rhyme
Time Frame: 45 mins
Prepared By: Mae Ann T. Perolino
Overview: Many writers share the opinion that children are more motivated and
stimulated in the foreign language classroom when authentic materials are used rather
than the artificial non-authentic materials. Hence, their spirit to learn foreign language is
being affected and obstructed. In this module, we will be discussing about two authentic
materials that can be used in teaching grammar effectively, namely; Songs and Rhymes.
New syllabuses are developed to depict the natural use of language in the real world so
that the children can use the language and perform it pleasingly – and one of the main
ways to achieve this goal is by the means of using songs and rhymes.
Objectives:
At the end of the lesson, the student should be able to:
1. Define songs and rhymes and its relevance as an approach in teaching
grammar.
2. Identify the factors that teachers should take into consideration when
using songs and rhymes in teaching grammar
3. Create a sample learning objectives and assessment plan by choosing
one desired procedure from the given types of teaching procedure in
using songs and rhymes to teach grammar.
Contents
Topic References Materials
Teaching Grammar The use of rhymes and Laptop

through Songs and Rhymes songs in the Teaching of Projector
English in Primary
Education by: Isabela
Maria Garcia Conesa &
Antoni D. Juan Rubio,
2015
Procedure
Teacher’s Activity Student’s Activity
“Good morning ma’am!”
“Good morning class!”
“Let us first have a prayer before starting (One student will lead the prayer)
our discussion, to be led by…”
That in all things, God may be glorified!

St. Peter’s College of Ormoc
Tel. No. (053)255-4391 Fax: (053) 255-3406

(Checking of attendance) (Student responding “present”)
“So how was your class earlier?” “Fine ma’am”
“That’s good, I hope you still have the “Yes ma’am!”

energy to participate in our interactive
discussion for today”
“Okay so let us now begin our discussion

about Teaching Grammar through songs
and rhymes”
Motivation:
The students will listen to random nursery rhymes. After listening, they will
be asked to identify the difference and similarities between songs and poem.
TEACHER STUDENTS
Presentation (Will listen/watch the provided media)
(Present an audio/video of some
examples of nursery rhymes)
(Student answers)
“Okay, so those are just few examples of
nursery rhymes. Based on your opinion,
how do you define song?
(Student answers)
“Alright. So, is nursery rhyme a song?”
(Student answers
“Okay. How about poems, what is a
poem?”
(Student answers)
“Okay, is nursery rhyme a poem?”
“Okay good. Now, let us first define what “Songs are a form of language that use
is song. Please read the definition…” tones and rhythm and they are also the
media of universal language for
everybody”
“So, according to Peacock, songs and

language are aurally and orally transmitted (Student Answers)
and both contain phonetic, syntactic and
semantic components and they develop
early in life as social interactive media.
Do you agree with peacock?”

Tel. No. (053)255-4391 Fax: (053) 255-3406

“Why?”
“Have anyone of you here tried or (Student answers)

experience a linguistic lesson using songs
as an approach of teaching?”
“So, songs as an approach in teaching

grammar prompts an interesting
discussion in a classroom”
“The thing is, when a music catches our (Student answers)
interest, we tend to memorize the lyrics
and would even use some lines in our
essay or to caption our pictures”
“Am I right?”
“An example is when we teach kids the

alphabet letters through singing it in
which they learn better and faster”
(Student Answers)
“What do you think are the factors why
songs offer an interesting discussion in a
classroom?)
(Student answers)
“Is it okay for teachers to use any kind or
genre of song?”
“Okay, so take note class that there are “Yes ma’am!”

things to be considered in teaching
grammar through songs. These are the age
and interest of the student and the
language used in songs. As we all know,
there are lot of songs that includes
inappropriate words that are not suitable
to be talked about in classroom settings”
“Now let’s proceed to the teaching “prosodic features of language is

procedures or styles you can use in emphasized”
teaching grammar through songs”
“The teaching procedure used in primary
levels, please read…”
“So, remember that prosodic features are (Student answers)

features that appear when we put sounds
together in connected speech. One
example is intonation.

Tel. No. (053)255-4391 Fax: (053) 255-3406

Can you give me another example?”
“Next is, the teaching procedures to be “Gap fills or close texts

used in higher levels. Kindly read…” • Focus questions
• True-false statements
• Put these lines into the correct sequence
• Dictation
• Add a final verse
• Circle the antonyms/synonyms of the
given words
• Discuss”
ANALYSIS
“So now let’s have an activity” “Okay, ma’am”
“The activity is to arrange the lyrics in its “Yes, ma’am”

correct sequence.
Listen closely to the song Perfect by Ed *Listens to the song*
Sheeran. I’m going to play the song twice
only.”
*plays Perfect by Ed Sheeran*
“Okay, now arrange this lyrics in its Baby, I’m dancing in the dark with you
correct sequence through singing it” between my arms
Barefoot on the grass, listening to our
( ) But you heard it, darling, you look favorite song
perfect tonight When you said you looked a mess, I
( ) Barefoot on the grass, listening to our whispered underneath my breath
favorite song But you heard it, darling, you look perfect
( ) When you said you looked a mess, I tonight
whispered underneath my breath
( ) Baby, I’m dancing in the dark with you
between my arms
“Next activity, you have to replace the *Listens to the Song*

proper verb tense used in the song lyrics.
Listen closely to the song for you to be
able to answer it”
“Now, I have the activity where there is a

missing word in each line. You have to
answer it by placing the proper verb tense
used in the lyrics”
Cause we _____ (be) just kids when we

________ (fall) in love

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Not knowing what it ______ (be)
I will not ______ (gave) you up this time
But darling, just ______ (kissed) me slow,
your heart ______(be) all I own
And in your eyes you’re ______(hold)
mine
“Okay good, now there are other ways

you can use to teach grammar through
songs like what I have mentioned earlier.
“Okay very good. Now let us proceed to

rhymes. The use of rhymes in teaching “One student will read the presentation”
grammar”
“Can someone please read?”
“Okay, so like songs, rhyme also have an

enormous linguistic value. As we all
noticed, most rhymes deliver words in
more creative way and creative sentence
structures which is helpful to language
learners.”
“And like songs, there are also things to “The grammatical structure to be
be considered in using rhymes to teach presented, practiced, or reviewed.”
grammar, kindly read…”
“The level and the age of the students”
“The theme and the length of the poem

and its appropriateness to the classroom
objectives.”
“Okay thank you. So we also have to “Yes ma’am”

consider the age of the students because
there are rhymes or poems that are too
complicated to be understood by language
learners in primary levels.
And also, not only songs contain

inappropriate linguistic forms but rhymes
does too. You have to make sure that the
poem is aligned to the classroom
objectives and is not very lengthy to avoid
monotonous learning”
“At the teaching stage of a poem, it is not
“Now we also have teaching procedures in advisable to talk about the meaning of the

Tel. No. (053)255-4391 Fax: (053) 255-3406

using rhymes to teach grammar, kindly poem in advance.”
read the following…”
“One of our goals is for the student to

understand what the poem is trying to
convey through reading and examining its
lines, so we should let the students have
their personal interpretation of the poem”
“At the pre-reading stage, students might
be motivated through some enthusiastic
talks about poetry or the poet.”
“You can either introduce the background

of the poet or what genre his/her poems
usually are”
“At the reading stage, in order to create
images and stress the prosodic features,
the teacher may want the students to close
their eyes while he/she is reading the
poem.”
“Since most poems/rhymes are an

imaginative writing, it is also important to
have the students envision or create a
visual interpretation of the poem
according to their understanding while
they absorb the words used in the poem”
“Asking questions about context may
follow the reading. Through asking Wh-
questions, providing additional
information about the culture, and asking
students to share their experience with the
subject matter, the cultural content of the
poem becomes more real and vivid.”
“This is to assess whether the students

were able to get the right message that the
poem/rhyme is trying to convey. You may
ask them questions where they can relate
to the poem”
“At the follow-up stage, providing the
determined structure, students may also be
asked to write a poem about anything they
want.”
“So as an activity, you can also ask the

students to write a poem of their interest
following the determined structure of the

Tel. No. (053)255-4391 Fax: (053) 255-3406

poem used as an example. If the poem was
about describing something, you may ask
them to create a similar poem on a topic of
their interest”
“Were you able to understand the (Student answers)

procedure? Is there any clarifications or
questions?”
ANALYSIS
“Okay then let us have an activity” “Yes ma’am”
“This is an example of short poem. Read “"A mother's love"

the poem and let us try to identify its
message, writing style, and the linguistic She loves you,
structures used” More than herself
More than you can imagine
Her love fills your heart
In your depressing times
She caress you at night
And whispers " I love you "
Who is she?
She is your mother
Whom sometimes, we deny”
“From the title itself, what do you think is (Student answers)

the message the poem is trying to
convey?”
*Will call one student to answer*
“What is the purpose of the author for (Student answers)

writing the poem? Is he trying to persuade
the readers?”
“Give me an example from the poem (Student answers)

where subject-verb agreement is used”
GENERALIZATION
“Okay class let us remember that teaching
(Student answers)
is effective when it is interactive and fun
for the students. There are other ways of
which we can have an interactive

Tel. No. (053)255-4391 Fax: (053) 255-3406

language teaching and one of them is the
use of songs and rhymes”
“Please also remember the teaching

procedures used in teaching grammar
through songs and rhyme that can be
helpful to achieve a successful learning
process”
APPLICATION
Group Activity:
Decode the song “Man in the Mirror by Michael Jackson”, identify its
message and list down rhyming line used in the song.
EVALUATION
Individual Activity
Choose How you spend your time By: Blake Auden
You cannot
slow the setting
of the sun.
You can only choose
how to spend
your time
in the light.
1. In a realistic approach, what does “You cannot slow the setting of the sun” means?
2. What did the author mean by saying “You can only choose how to spend your
time in the light.”?
3. What is the synonym of the word “setting” used in the poem?
4. What is the synonym of the word “spend” used in the poem?
5. What is the synonym of the word “light” used in the poem?
ASSIGNMENT
Group Assignment:
Create a song (minimum of 2 mins) and a poem (minimum of five stanzas) about
the current environmental situation.

Tel. No. (053)255-4391 Fax: (053) 255-3406

SONG SUBMISSION, include the following:

1. Two (2) activities using the provided types of teaching procedure to be used
in using songs to teach grammar.
POEM SUBMISSION, include the following:

1. Brief explanation about the poem; its meaning.
2. List down the subject-verb agreement used in the poem.

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St.

Peter’s College of Ormoc

SY 2020-2021 School Theme:

Teaching and Assessment of Grammar

Teaching Grammar The use of rhymes and Laptop

That in all things, God may be glorified!

SY 2020-2021 School Theme:

(Checking of attendance) (Student responding “present”)

“So how was your class earlier?” “Fine ma’am”

“That’s good, I hope you still have the “Yes ma’am!”

“Okay so let us now begin our discussion

“So, according to Peacock, songs and

That in all things, God may be glorified!

SY 2020-2021 School Theme:

“Have anyone of you here tried or (Student answers)

“So, songs as an approach in teaching

“An example is when we teach kids the

“Okay, so take note class that there are “Yes ma’am!”

“Now let’s proceed to the teaching “prosodic features of language is

“So, remember that prosodic features are (Student answers)

That in all things, God may be glorified!

SY 2020-2021 School Theme:

Can you give me another example?”

“Next is, the teaching procedures to be “Gap fills or close texts

“The activity is to arrange the lyrics in its “Yes, ma’am”

“Next activity, you have to replace the *Listens to the Song*

“Now, I have the activity where there is a

Cause we _____ (be) just kids when we

That in all things, God may be glorified!

SY 2020-2021 School Theme:

“Okay good, now there are other ways

“Okay very good. Now let us proceed to

“Can someone please read?”

“Okay, so like songs, rhyme also have an

“The theme and the length of the poem

“Okay thank you. So we also have to “Yes ma’am”

And also, not only songs contain

That in all things, God may be glorified!

SY 2020-2021 School Theme:

“One of our goals is for the student to

“You can either introduce the background

“Since most poems/rhymes are an

“This is to assess whether the students

“So as an activity, you can also ask the

That in all things, God may be glorified!

SY 2020-2021 School Theme:

“Were you able to understand the (Student answers)

“This is an example of short poem. Read “"A mother's love"

“From the title itself, what do you think is (Student answers)

*Will call one student to answer*

“What is the purpose of the author for (Student answers)

*Will call one student to answer*

“Give me an example from the poem (Student answers)

*Will call one student to answer*

That in all things, God may be glorified!

SY 2020-2021 School Theme:

“Please also remember the teaching

Choose How you spend your time By: Blake Auden

“Next activity, you have to replace the Listens to the Song

Will call one student to answer

Will call one student to answer

Will call one student to answer