Lots of people ask me about where to start when creating a chant. It’s usually just in the language around you; the first line of a story or article, a phrase that would be useful for the learners, groups of words that collocate well. It’s how you put them together that counts.
One of my favourite chants started when I was reading a story from one of my son’s books (when he was 10). The first couple of sentences were ‘I shouldn’t have done it . I really shouldn’t. And I found myself just enjoying the rhythm of the of the phrases in my mind’s voice…so much so that I started repeating them 3 times, getting more intense each time…then after saying them 3 times I looked at the next line…But it’s too late to be sorry now. Try it now and say it out loud, and see.
I shouldn’t have done it. I really shouldn’t.
I shouldn’t have done it. I really shouldn’t
I shouldn’t have done it. I really shouldn’t
But it’s too late to be sorry now.
So, the next lesson I had with a group of 11-12 yr old boys I started with this chant. It didn’t matter that the structure was quite complex for their stage of learning, but they had enough vocabulary and linguistic knowledge to work out the meaning, just from the intonation and stress pattern. How do I know? Just as we were using this chant to predict what the story was about and what they thought the person in the story had done, one of the boy’s mobiles went off and he knew he wasn’t allowed to have it on unless I had given permission. I asked him to give it to me…and the rest of the class all turned to him and said…’You shouldn’t have done it, you really shouldn’t!’
So look at the pattern of the sentences. Sentence A and B are repeated 3 times, and then concluded with sentence C.
AB
AB
AB
C
It’s exactly the same pattern as one of my favourite chants
I like it. I like it a lot.
I like it. I like it a lot.
I like it. I like it a lot.
I l o v e it
Look at the post about creating vocabulary chants:
Creating a Vocabulary Chant (based on an idea from Caroline Graham)
- Write a list of the vocabulary you want to use and categorise according to the number of syllables. Students as young as 6 or 7 can do this and it’s a fantastic way to get adults to notice spelling and pronunciation. It is also an additional way to get students to drill lexis without them realising.
- Name 2 syllable words (A), 3 syllable words (B) and 1 syllable words (C)
- Choose one word from each group, preferably that link in some way, and repeat using the following formula
(See image below- 4/4 time)
Example
apples, oranges, pears
apples, oranges, pears
apples, oranges, apples, oranges,
apples, oranges, pears
More suggestions
- Try using 3, 4, 2 syllable words but remember to keep the same 4/4 beat
- Choose words with similar sounds to make tongue twisters Eg carrots, cauliflower, corn
- Get your students to make up their own chants and then teach the rest of the class
(give them the language to play with and enjoy)
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